Grade 9

CONTENT BOOKLET:
TARGETED SUPPORT
ENGLISH FIRST
ADDITIONAL
LANGUAGE

Term 1
A Message from the NECT

NATIONAL EDUCATION COLLABORATION TRUST (NECT)

Dear Teachers
This learning programme and training is provided by the National Education Collaboration Trust
(NECT) on behalf of the Department of Basic Education (DBE)! We hope that this programme
provides you with additional skills, methodologies and content knowledge that you can use to teach
your learners more effectively.

What is NECT?
In 2012 our government launched the National Development Plan (NDP) as a way to eliminate
poverty and reduce inequality by the year 2030. Improving education is an important goal in the
NDP which states that 90% of learners will pass Maths, Science and languages with at least
50% by 2030. This is a very ambitious goal for the DBE to achieve on its own, so the NECT was
established in 2015 to assist in improving education.

The NECT has successfully brought together groups of people interested in education to work
together to improve education. These groups include the teacher unions, businesses, religious
groups, trusts, foundations and NGOs.

What are the learning programmes?

One of the programmes that the NECT implements on behalf of the DBE is the ‘District
Development Programme’. This programme works directly with district officials, principals, teachers,
parents and learners; you are all part of this programme!

The programme began in 2015 with a small group of schools called the Fresh Start Schools (FSS).
Curriculum learning programmes were developed for Maths, Science and Language teachers in
FSS who received training and support on their implementation. The FSS teachers remain part of
the programme, and we encourage them to mentor and share their experience with other teachers.

The FSS helped the DBE trial the NECT learning programmes so that they could be improved and
used by many more teachers. NECT has already begun this scale-up process in its Universalisation
Programme and in its Provincialisation Programme.

Everyone using the learning programmes comes from one of these groups; but you are now
brought together in the spirit of collaboration that defines the manner in which the NECT works.
Teachers with more experience using the learning programmes will deepen their knowledge and
understanding, while some teachers will be experiencing the learning programmes for the first time.

Let’s work together constructively in the spirit of collaboration so that we can help South Africa
eliminate poverty and improve education!

www.nect.org.za

2 Grade 9 English First Additional Language

 Contents

1. IMPORTANCE OF ROUTINES 4
2. READING REMEDIATION 6
3. READING SKILLS 16
4. TEXT FEATURES 21
5. LANGUAGE STRUCTURES AND CONVENTIONS 27
6. CYCLE 1: WEEKS 1 & 2 32
7. Cycle 1: Reading & Viewing Lesson 1 33
8. Cycle 1: Reading & Viewing Lesson 2 39
9. Cycle 1: Writing Lesson 46
10. CYCLE 2: WEEKS 3 & 4 57
11. Cycle 2: Reading & Viewing Lesson 1 58
12. Cycle 2: Reading & Viewing Lesson 2 64
13. Cycle 2: Writing Lesson 71
14. CYCLE 3: WEEK 5 & 6 82
15. Cycle 3: Reading & Viewing Lesson 1 83
16. Cycle 3: Reading & Viewing Lesson 2 88
17. Cycle 3: Writing Lesson 94
18. CYCLE 4: WEEKS 7 & 8 104
19. Cycle 4: Reading & Viewing Lesson 1 105
20. Cycle 4: Reading and Viewing Lesson 2 111
21. Cycle 4: Writing Lesson 118
22. CYCLE 5: WEEKS 7 & 8 129
23. Cycle 5: Reading & Viewing Lesson 1 130
24. Cycle 5: Reading and Viewing Lesson 2 136
25. Cycle 5: Writing lesson 142

Content Booklet: Targeted Support: Term 1 3

IMPORTANCE OF ROUTINES
It is very important that routines are developed in the classroom. If the learners know what to expect
in each EFAL lesson, they will feel more secure and confident. Although you are only provided with
scripted lesson plans for Reading & Viewing and Writing & Presenting lessons, a timetable has been
included below to show how you could allocate your time in the Gr 9 EFAL classroom over a two-week
period.

TIMING
CAPS (page 12) indicates that schools should have 4 hours per week for EFAL UNLESS they are
using EFAL as their language of learning and teaching, in which case they should have 5 hours per
week. Two suggested timetables are included below, depending on whether you have 4 or 5 hours per
week of EFAL.

4 HOURS OF EFAL PER WEEK:

LESSON COMPONENT TIME WHAT

1 Listening & Speaking 30 min Teacher’s choice
2 Reading & Viewing 30 min Lesson 1 – Pre-Reading
3 Reading & Viewing 30 min Lesson 1 – Reading
4 Reading & Viewing 30 min Lesson 1 – Post-Reading
5 Language Structures & 30 min Teacher’s choice
Conventions
6 Listening & Speaking 30 min Teacher’s choice
7 Listening & Speaking 30 min Teacher’s choice
8 Listening & Speaking 30 min Teacher’s choice
9 Language Structures & 30 min Teacher’s choice
Conventions
10 Reading & Viewing 30 min Lesson 2 – Pre Reading & Reading
11 Reading & Viewing 30 min Lesson 2 – Reading & Post-
Reading
12 Writing & Presenting 30 min Teaching the Genre
13 Writing & Presenting 30 min Modelling the Skill
14 Writing & Presenting 30 min Planning
15 Writing & Presenting 30 min Drafting, Editing & Revising,
16 Writing & Presenting 30 min Rewriting & Presenting

4 Grade 9 English First Additional Language

5 HOURS OF EFAL PER WEEK:

LESSON COMPONENT TIME WHAT

1 Listening & Speaking 30 min Teacher’s choice
2 Reading & Viewing 30 min Lesson 1 – Pre-Reading
3 Reading & Viewing 30 min Lesson 1 – Reading
4 Reading & Viewing 30 min Lesson 1 – Post-Reading
5 Reading & Viewing 30 min Lesson 1 – Post-Reading (15
minutes) Use the remainder of the
time to start Pre-Reading Text 2
6 Language Structures & 30 min Teacher’s choice
Conventions
7 Listening & Speaking 30 min Teacher’s choice
8 Listening & Speaking 30 min Teacher’s choice
9 Listening & Speaking 30 min Teacher’s choice
10 Language Structures & 30 min Teacher’s choice
Conventions
11 Reading & Viewing 30 min Lesson 2 – Pre-Reading and
Reading Text 2
12 Reading & Viewing 30 min Lesson 2 – Reading & Post-
Reading
13 Reading & Viewing 30 min Lesson 2 – Post-Reading
14 Writing & Presenting 30 min Text book work
15 Writing & Presenting 30 min Text book work
16 Writing & Presenting 30 min Teaching the Genre
17 Writing & Presenting 30 min Modelling the Skill
18 Writing & Presenting 30 min Planning
19 Writing & Presenting 30 min Drafting, Editing & Revising; Re-
20 Writing & Presenting 30 min writing & Presenting

NOTE ABOUT READING & VIEWING:

In the Content Booklet, you are given 1 hour 45 minutes to work with each text if you have 5 hours of
EFAL per week. However, this timing does not fit neatly into a timetable. Therefore, you will have to
use 15 minutes of your Reading & Viewing lessons from Week A to get started on the Pre-Reading
Activity for Week B (Text 2). If you only have 4 hours of EFAL per week, you will need to condense
your Reading & Viewing lessons into a total of 2.5 hours in a two-week cycle. You will cover the lesson
in the same way but may have to limit the number of learners who respond during discussion time.

NOTE ABOUT WRITING & PRESENTING:

If your school has 5 hours per week of EFAL then you will have 3.5 hours of Writing and Presenting per
two-week cycle. This will give you the opportunity to complete the process writing task (2.5 hours) and
to allow your learners to complete the text book writing task (1 hour). However, if your school only has
4 hours per week of EFAL then you will have 2.5 hours of Writing and Presenting per two-week cycle
and will only be able to complete the process writing task using the lesson plan provided in the Content
Booklet. You will not complete the text book writing task.

Content Booklet: Targeted Support: Term 1 5

 READING REMEDIATION
As Intermediate Phase teachers, it is unlikely that you know how to teach learners to read, or how to
remediate their reading. This section of the booklet will not provide you with thorough and in depth
knowledge on this complex subject. It will, however, equip you with some idea of how children learn
to read, and will show you some simple strategies to implement with learners who struggle with
reading.

The biggest challenges facing you are time and commitment. You will have to find regular time in
your week to work with learners who experience barriers to reading. You, and the learners involved,
will also have to be committed to this process, as it takes consistent time and effort to remediate
reading.

When considering the issues of time and commitment, think about the value that you will be adding
to the lives of the learners that you help. Reading is integral to all academic learning. Learners will
not progress if they cannot read. You will be changing lives.

So how do children learn to read?

CAPS advocates using a balanced approach to teaching reading. This approach encourages
children to learn to read through phonics – by recognising the sounds in words and by sounding
words out, and through whole language – by recognising words as whole pieces of language.
Reading skills are developed by reading a text over with the teacher, by recognising familiar words,
and by working out what other words are.

This means that when teaching reading, we must:

1. Teach letter and sound recognition – learners must recognise all the letters in the alphabet.
They need to learn both the letter name and the sound the letter makes. They must be able to
read letters quickly and identify the sound they make correctly.

2. Teach phonics – learners must be able to identify and write all the sounds and blends that are
used to make words.

3. Teach word recognition – learners must be able to recognise and read many words by sight,
especially high-frequency words.

4. Teach vocabulary –we must constantly develop learner’s vocabularies. Learners cannot read
and understand words they do not know.

5. Teach fluency –learners must practise their reading skills using reading texts where they use
both their phonic decoding and word recognition skills. They should practice reading the text,
working towards reading at a good pace and without hesitation, in other words, until they can
read fluently.

6. Teach comprehension – we must teach learners strategies to try and understand what they are
reading. Reading without understanding has no purpose.

6 Grade 9 English First Additional Language

PHONEMIC AWARENESS AND PHONICS
• Phonemic awareness is the ability to hear and isolate the different sounds in a word aurally (through
hearing).
• A phoneme is a speech sound. There are 44 different speech sounds in the English language. All
words are made up of these sounds.
• A grapheme is a letter or a group of letters that represent a sound. A grapheme is the written
form of a phoneme. We can write phonemes in different ways.
• Below is a list of the 44 English phonemes and the most common graphemes.
• If you are playing with these sounds aurally it is PHONEMIC AWARENESS. If you are using
written letters and sounds, it is PHONICS.
• This table is for your reference – it is not suitable for learners.

Phoneme Grapheme Example

(letter or group of letters
(speech sound) representing the phoneme)

Consonant Sounds
1 /b/ b, bb big, rubber
2 /d/ d, dd, ed dog, add, filled
3 /f/ f, ph fish, phone
4 /g/ g, gg go, egg
5 /h/ h hot
6 /j/ j, g, ge, dge jet, cage, barge, judge
7 /k/ c, k, ck, ch, cc, que cat, kitten, duck, school, occur,
antique, cheque
8 /l/ l, ll leg, bell
9 /m/ m, mm, mb mad, hammer, lamb
10 /n/ n, nn, kn, gn no, dinner, knee, gnome
11 /p/ p, pp pie, apple
12 /r/ r, rr, wr run, marry, write
13 /s/ s, se, ss, c, ce, sc sun, mouse, dress, city, ice, science
14 /t/ t, tt, ed top, letter, stopped
15 /v/ v, ve vet, give
16 /w/ w wet, win, swim
17 /y/ y, i yes, onion
18 /z/ z, zz, ze, s, se, x zip, fizz, sneeze, laser, is, was,
please, xerox, xylophone
Consonant Diagraphs
19 /th/ (not voiced) th thumb, thin, thing

Content Booklet: Targeted Support: Term 1 7

20 /th/ (voiced) th this, feather, then
21 /ng/ ng, n sing, monkey, sink
22 /sh/ sh, ss, ch, ti, ci ship, mission, chef, motion, special
23 /ch/ ch, tch chip, match
24 /zh/ ge, s garage, measure, division
25 /wh/ (with breath) wh what, where, when, why
Short Vowel Sounds
26 /a/ a, au hat, laugh
27 /e/ e, ea bed, bread
28 /i/ i if
29 /o/ o, a, au, aw, ough hot, want, haul, draw, bought
30 /u/ u, o up, ton
Long Vowel Sounds
31 /ā/ a, a_e, ay, ai, ey, ei bacon, late, train, day, they, eight,
vein
32 /ē/ e, e_e, ea, ee, ey, ie, y me, these, beat, feet, key, chief,
baby
33 /ī/ i, i_e, igh, y, ie find, right, light, fly, pie
34 /ō/ o, o_e, oa, ou, ow no, note, boat, soul, row
35 /ū/ u, u_e, uw human, use, few, chew
Other Vowel Sounds
36 /oo/ oo, u, oul book, put, could
37 /ōō/ oo, u, u_e moon, truth, rule
38 /ow/ ow, ou, ou_e cow, out, mouse, house
39 /oy/ oi, oy coin, toy
Vowel Sounds Affected by R
40 /a (r)/ Ar car
41 /ã (r)/ air, ear, are air, chair, fair, hair, bear, care
42 /I (r)/ irr, ere, eer mirror, here, cheer
43 /o (r)/ or, ore, oor for, core, door
44 /u (r)/ ur, ir, er, ear, or, ar burn, first, fern, heard, work, dollar

Source: Orchestrating Success in Reading by Dawn Reithaug (2002)

8 Grade 9 English First Additional Language

How to help learners with PHONICS
READING SKILL WORD DECODING AND PHONICS
WHAT IS THIS? This is the learner’s ability to link the sound to a letter or a group of letters, and sound
out or recognise a word.
WHY MUST 1. This is one of the main strategies that we use to read.
THE LEARNER
BE ABLE TO DO
THIS?
HOW DO I 1.The learner cannot link letters to sounds.
RECOGNISE IF 2. The learner struggles to read many words.
A LEARNER IS 3.The learner says that he ‘gets stuck on words’.
EXPERIENCING A 4. The learner works so hard to sound out words that he does not understand what he
DIFFICULTY? is reading
HOW DO I TRY 1. Build in a quick spelling lesson once or twice a week. Focus on one specific
TO MINIMISE sound/area of difficulty each week.
THESE 2. Identify a sound that learners seem to struggle with – use the table above to help
DIFFICULTIES you.
WITH THE WHOLE 3. Then, write down a list of words that use the same sound, and go through the list
CLASS? with learners. Play sound specific phonics games.
4. Let them copy this list of words down, and study them for homework.
5. Remind them that the words all use the same sound, so this makes the words
easier to learn.
6. Also make sure that learners understand the meanings of the words.
7. An example of this could be to do the ‘air’ sound: fair; hair; air; chair.
8. Try to display these ‘word families’ somewhere in the classroom.
HOW DO I TRY 1. Get pictures from magazines or brochures. Ask the group to sort these pictures by
TO REMEDIATE the first sound.
THESE 2. Write down and show the group a sound combination (e.g.: sh; th; sw; etc.) Ask the
DIFFICULTIES group to ‘read’ the sounds a few times.
WITH LEARNERS 3. Write the sound and different letters and sounds on small blocks of paper. Ask the
WHO EXPERIENCE group to build he word that you say, using the blocks of paper.
MORE SERIOUS 4. Write down words that use the targeted sound, and ask the group to break them up
CHALLENGES? into sounds, and read each sound out loud.
5. Ask the group to write the words that you call out – make sure that the words all
contain the targeted sound.
6. Let the group practice reading aloud and help individuals to sound out words as
they get stuck.
7. Be patient and praise the group – some children need more time and practice to
learn to read!

Content Booklet: Targeted Support: Term 1 9

 WORD RECOGNITION
• ‘High frequency’ words are words that occur frequently in text.
• Because these words appear so frequently, learners must be able to recognise them easily on
sight.
• Below is a list of the 200 most frequently occurring words in the English language.
• This list is for your reference.

100 HIGH FREQUENCY WORDS IN ORDER

the that not look put
and with then don’t could
a all were come house
to we go will old
said can little into too
in are as back by
he up no from day
I had mum children made
of my one him time
it her them Mr I’m
was what do get if
you there me just help
they out down now Mrs
on this dad came called
she have big oh here
is went when about off
for be it’s got asked
at like see their saw
his some looked people make
but so very your an
NEXT 100 HIGH FREQUENCY WORDS IN ORDER
water bear find these live
away can’t more began say
good again I’ll boy soon
want cat round animals night
over long tree never narrator
how things magic next small
did new shouted first car
man after us work couldn’t
going wanted other lots three
where eat food need head
would everyone fox that’s king
or out through baby town

10 Grade 9 English First Additional Language

took two way fish I’ve
school has been gave around
think yes stop mouse every
home play must something garden
who take red bed fast
didn’t thought door may only
ran dog right still many
know well sea found laughed

Table from Masterson, J. Stuart, M. Dixon, M. and Lovejoy, S. (2003) Children’s Printed Word
Database: Economic and Social Research Council funded project, R00023406

Content Booklet: Targeted Support: Term 1 11

 How to help learners with WORD RECOGNITION
READING SKILL WORD RECOGNITION
WHAT IS THIS? This is the learner’s ability to read words on sight.
WHY MUST THE 1. Learners who can read a large number of words automatically on sight will
LEARNER BE ABLE TO be more fluent and successful readers.
DO THIS? 2. Certain words do not follow normal phonetic patterns and cannot be
‘sounded out’
HOW DO I RECOGNISE 1. The learner reads haltingly, and in a word-by-word manner.
IF A LEARNER IS 2. The learner cannot recognise many high frequency words.
EXPERIENCING A
DIFFICULTY?
HOW DO I TRY TO 1. Make flashcards of the high frequency words.
MINIMISE THESE 2. Ask learners to read four or five flashcards per day.
DIFFICULTIES WITH THE 3. Show the first card to learners, say the word and use the word in a
WHOLE CLASS? sentence. (High frequency words are simple words that learners are likely
to know and are sometimes difficult to define, like: the, who, what. If the
learner does not know the meaning of the word, provide the learner with a
definition.)
4. Ask learners to read the word.
5. Tell learners to take a photograph of the word with their minds. They
should try to remember the shape of the word, the length of the word, and
what sound the word begins with.
6. Ask learners to write the word then outline the shape of the word e.g.
e.g shape called
7. Ask pupils to draw the shape of the word with their finger - first on the table
then in the air. E.g. shape called
8. Go through all four or five words in this manner.
9. Next, flash the words to learners in a random order, and ask learners to
read the word as they see it.
10. Go through all the words two or three times.
11. Each time the learners enter or leave the classroom, have them identify
one word from the flashcard pile.
12. Display these words somewhere in the classroom for learners to see.

HOW DO I TRY TO 1. Give this group of learners their own set of small clearly printed flashcards
REMEDIATE THESE with the high frequency words on them. In addition, give them a set of
DIFFICULTIES WITH blank cards.
LEARNERS WHO 2. At the end of the day, send four or five cards home with the learners,
EXPERIENCE MORE together with the same number of blank cards.
SERIOUS CHALLENGES? 3. Tell the learners to read over the words when they get home.
4. Ask the learners to look at the word on each card and then copy the word
on to a blank card.
5. Once they have done this, tell the learners to shuffle their cards and then
to lay them on a table face up.
6. Learners should then try and match up the teacher’s printed cards with
their own written cards.
7. They must then display these words on a wall somewhere at home, and
they must try to read these words whenever they pass by.
8. Try to speak to the parent or guardian, and involve them in this process.
9. Be patient with the group, and praise them as they recognise new words.

12 Grade 9 English First Additional Language

VOCABULARY
• A learner’s spoken vocabulary is an excellent indicator of his or her reading level.
• In other words, a learner who has a large vocabulary is likely to be a good reader.
• In marginalised communities, or where learners are second or third language speakers, their
vocabularies are likely to be limited.
• It is up to the teacher to try and enrich the vocabulary learning of these learners.

How to help learners with VOCABULARY

READING SKILL WORD RECOGNITION
WHAT IS THIS? This is the learner’s ability to understand and use many different words.
WHY MUST THE 1. The learner cannot understand what he reads if he does not understand
LEARNER BE ABLE TO many of the words.
DO THIS?
HOW DO I RECOGNISE 1. The learner battles to speak about events in a way that makes sense.
IF A LEARNER IS 2. The learner uses the same words over and over.
EXPERIENCING A 3. The learner struggles to find the correct word for what they want to say.
DIFFICULTY? 4. When reading, the learner does not understand some words.
5. The learner does not link words from a text to another text, or to real life.
HOW DO I TRY 1. Clearly label as many items in the classroom in English as possible.
TO MINIMISE 2. Have a theme section in the classroom where you display pictures and
THESE DIFFICULTIES their English labels, or real objects and their English labels.
WITH THE WHOLE 3. When you introduce words to the theme corner, try to use those words in
CLASS? context frequently during that week.
4. Don’t shy away from using more complex or technical words. Use these
words in context and provide learners with the definition.
5. Encourage learners to try and use new words in context – try to implement
some kind of reward system.

HOW DO I TRY 1. Speak to the group about what you plan to do during the day. Use new
TO REMEDIATE words, ask the group to repeat the new words, ask the group questions,
THESE DIFFICULTIES which require the use of the new word in their answer.
WITH LEARNERS 2. Read different stories to the group – using new vocabulary in context.
WHO EXPERIENCE 3. Tell jokes and stories to the group – using new vocabulary in context.
MORE SERIOUS 4. Try to use a new word more than once, in different contexts.
CHALLENGES? 5. Praise these learners when they manage to use a new word in context.
6. Encourage children to ask the meaning of any new word they hear and
praise them when they do this.

Content Booklet: Targeted Support: Term 1 13

 FLUENCY
How to help learners with FLUENCY
READING SKILL FLUENCY
WHAT IS THIS? This is the ability to read with speed, accuracy and proper expression.
WHY MUST THE Learners must be able to read fluently in order to understand what they read.
LEARNER BE ABLE TO
DO THIS?
HOW DO I RECOGNISE 1. It takes the learner a long time to read a passage.
IF A LEARNER IS 2. The learner cannot read many words.
EXPERIENCING A 3. The learner reads with no expression.
DIFFICULTY? 4 .The learner does not pause in the correct places.
5. The learner moves his mouth when reading silently.
6. The learner gets frustrated when reading.
HOW DO I TRY TO 1. Model fluent reading for the class at every opportunity.
MINIMISE THESE 2. When reading any text aloud, make sure that you are well prepared, so that
DIFFICULTIES WITH THE you can read the text smoothly, at a good pace, and with the proper
WHOLE CLASS? intonation and inflection.
3. Once you have read a text aloud, ask the class to read the same text with
you. Keep reading at the same pace, and do not read in a sing-song
rhythm.
HOW DO I TRY TO 1. Read aloud to the group whenever possible, so that they can hear fluent
REMEDIATE THESE reading.
DIFFICULTIES WITH 2. Read aloud and let different learners follow with their fingers in the book.
LEARNERS WHO 3. Read a short passage to the group, and then make them read the same
EXPERIENCE MORE passage immediately.
SERIOUS CHALLENGES? 4. Let each learner read individually (if they are comfotable doing this) Say,
“Stop”. The learner must immediately look up from the page, but must
continue to say the words that were read. This encourages learners to
‘read on’ – to let their eyes move ahead to the next words, even as they are
reading other words aloud. See who can ‘read’ the most words once they
have looked up from the page.
5. Encourage the group and let learners know that you understand their
frustration.
6. Always ensure a leaner is comfortable reading in front of their class mates.
Avoid asking them to read in front their classmates if this causes them to
be distressed/unhappy. Instead offer the leaner the opportunity to read out
loud one to one with yourself, perhaps at your desk.

14 Grade 9 English First Additional Language

COMPREHENSION
How to help learners with COMPREHENSION
READING SKILL COMPREHENSION
WHAT IS THIS? This is the learner’s ability to understand and interpret what has been read.
To properly comprehend, the learner must be able to:

1. Decode what has been read.

2. Make connections between what has been read and what is already known.
3. Think deeply about what has been read.
WHY MUST THE 1. Readers who have good comprehension are able to make decisions
LEARNER BE ABLE TO DO about what they have read – what is important, what is not important, etc.
THIS? 2. Comprehension combines reading with thinking and reasoning – it is how
we learn new things.
HOW DO I RECOGNISE 1. The learner cannot recall details from the story.
IF A LEARNER IS 2. The learner does not know the main idea of the story.
EXPERIENCING 3. The learner cannot say what happened first, what happened next, and
DIFFICULTIES? what happened last.
4. The learner cannot summarise the story.
5. The learner cannot say what a character’s thoughts or feelings are.
HOW DO I TRY TO 1. Explain the meaning of unknown words in the text to the class.
MINIMISE THESE 2. Ask the class different levels of questions.
DIFFICULTIES WITH THE 3. Help the class to identify where in the text the answers can be found.
WHOLE CLASS? 4. Model answers to comprehension questions.
5. Model how to think through the answers to complex questions.
6. When asking a complex question, allow learners to answer. Summarise
and connect learners’ answers to form a full and ideal response.
HOW DO I TRY TO 1. Teach the group to read a short chunk of the text, and make sure they
REMEDIATE THESE know what is going on before moving on.
DIFFICULTIES WITH 2. Teach the group how to form mental pictures as the story is read. Read a
LEARNERS WHO part of a story to the group, and ask them to close their eyes and imagine
EXPERIENCE MORE it. Ask further questions to help the group, e.g.: Can you see the house?
SERIOUS CHALLENGES? Did you remember the red door? Then read the next part of the text and so on.
3. Help the group to summarise what happened through questioning. E.g.:
What happened first? Where were they? What happened next?

Content Booklet: Targeted Support: Term 1 15

 READING SKILLS
• In every reading lesson, learners need to be taught certain reading skills.
• These are listed at the start of the lesson.
• These reading skills may be difficult for learners to grasp at first, but they are repeated across a
number of different lessons.
• Because of this, an explanation of each reading skill is included here, rather than in the actual
lesson.
• Go through this section very carefully, and try to learn the different aspects of the reading skills, so
that you can automatically teach them to the learners.
• If a lesson includes a NEW or DIFFERENT reading skill, that will be included in the actual lesson.

Analysing, evaluating and Analysing a text is the process of knowing the purpose of why the text was
responding to texts written, who the intended audience is, the type of language that has been
used to achieve a purpose
E.g. persuasive, emotive, manipulative language; bias, stereotype. Evaluating
the text by comparing and contrasting it to similar texts.
Comparing and Comparing two pieces of similar writing.
contrasting E.g. reading two poems that both discuss love, perhaps with different
viewpoints. Noticing how the poems are similar and in which ways they are
different.
Clarifying Clarifying is the ability to check that the text has been understood by
answering certain questions, or by asking key questions or by repeating or
summarising the most essential ideas in your own words, rephrasing and
repeating the content.
Context clues The context is important when trying to work out the meaning of specific
words, or the general meaning of the text. The context is the story as a whole,
the sentences that support the main idea, the main ideas of each paragraph,
the setting, and the characters. All of these aspects can be used as clues
when a reader is attempting to work out a portion of the story or even the
meaning of one word.
Critical Language The ability to be aware of the choice of words and why they were selected by
awareness an author is part of critical language awareness. Knowing that the way a text
has been written is just as important as what has been written. The authors
own bias, choice of characters to represent a situation, gender bias, historical
emphasis, all of these aspects determine how a reader learns. Interacting
with a text is about being able to evaluate what the message and subtext or
purpose of the article is.

16 Grade 9 English First Additional Language

Deducing meaning Meanings are not always clear or literal. To paint a picture in your mind, to
(analogies, comparisons) imagine the scene, to see the words in pictures, in your mind as you read.
To imagine what the character would look like, to build an image or picture in
your own mind.
Sometimes a comparison is used.
One type of indirect comparison is a simile. The simile uses the words ‘like’ or
‘as’ to compare two things.
Sometimes an analogy is used. An analogy is another type of comparison, to
show how two things are similar.
Deducing meaning is the skill of working out what the message or meaning is
really supposed to be.
Drawing conclusions You can draw conclusions either through predicting endings, based on the
information you do have.
You can also draw conclusions based on your own personal opinion of
whether you like a character or not, whether you agree with a moral or not.
Dictionary skills Learners need to be skilled at using resources such as dictionaries,
thesauruses and other reference works, to determine meanings of words,
spelling, pronunciation, nuances, alternatives.
Evaluate Evaluating a text is when you give your own opinion and make a judgement
about the information you have read.
Fact and opinion In a story, the reader must think about the information that is factual and
the information that is only the opinion or belief of someone else. Everyone
has different opinions, but facts can be supported by witnesses, evidence,
numbers, and experiments.
Opinion is simply one way of viewing the world.

E.g. It is 29 degrees outside today.

This is a fact, temperature can be measured.

It is a lovely sunny day.

This is an opinion. Many people do NOT like hot weather, so
they would not think a sunny day is lovely.

My mom made meatballs for dinner.

This is a fact.

My mom made the most delicious meatballs for dinner.

This is an opinion.

Content Booklet: Targeted Support: Term 1 17

Fluency Fluency is the ability to read with reasonable accuracy – to pronounce words
correctly, with correct emphasis on syllables and words. Fluency also includes
the ability to recognise punctuation and apply appropriate reading techniques
for specific punctuation marks. Fluency also implies the ability to read out
loud for an audience, projecting the voice and making eye contact. The more
fluent the reader becomes the more confident their reading becomes.
Inferring meaning When you infer, you figure something out that wasn’t completely explained in
the story. You make an inference when you use clues from the story and your
own background knowledge to figure something out that the author doesn’t
directly tell you.

How do we infer? Here are some examples:

• Think about what the author has written so far

• Think about what you already know
• Think about how the characters feel and what they have said
• Use all the clues you can in the text to make a good guess
• Think about where the events are taking place
• Think about how the characters act
• Put the pieces together
• Make a conclusion by using words like:

I think….
This could mean….
Maybe…

Interpreting cartoons Cartoons are often drawn to bring a message. Political cartoons are popular
in newspapers. To interpret the cartoon, ask what message is the artist trying
to bring, who are the characters being drawn and what is the reason? These
are skills of reading a cartoon.
Intensive Reading Intensive Reading involves reading in detail with specific learning aims and
tasks.
Paraphrasing Paraphrasing is retelling a story in your own words, making sure you don’t
change or leave out any important points but keeping only to the main ideas.
Personal opinion Based on the knowledge of what an opinion is and that opinions are neither
right nor wrong, learners must be able to make personal judgements.
Developing a personal opinion on a text must always be supported by valid
reasons relating to the text.

18 Grade 9 English First Additional Language

Predicting information Predicting is not only a pre-reading strategy, it is an ongoing process that
keeps the reader involved at every stage of the story, as he or she tries to
figure out what will happen next, by making new predictions with the unfolding
of each new event in the story.
Predictions are made or revised as more information is gathered.

How to predict (pre-reading)

• Read the title

• Discuss the meaning of the title
• Ask learners what they think the story will be about
• Look at any illustrations
• Discuss the illustrations
• Ask learners what they think the story will be about, based on the
illustrations
• Ask learners to connect the illustrations and title to get a full idea
• Ask learners to think about any similarities or differences between the title
and illustrations
• Ask learners what they think the story will be about now
• Learners may discuss, draw or write about their predictions

How to predict (during reading)

• Pause during reading
• Ask learners what they think will happen next, now that they have some idea
of how the events are unfolding
• Ask learners WHY they think something will happen next, what clues in the
text may have given them these ideas
• Ask learners if their previous predictions were correct
• Ask learners if they would like to change or revise their previous predictions
as they read and gather more information

Purpose of a text (to The writer has a reason for his or her work. Sometimes it is just to entertain
inform, persuade) the reader, for fun or pleasure. Sometimes it is to share factual information
and sometimes it is to persuade the reader to think about a different way of
life, or to change their opinions on a topic.

Try to work out why the author has written the text. This will also help with
identifying language structures used.

E.g. if the purpose is to entertain, many adjectives and descriptive figurative

language may be used. If the purpose is to persuade, you might identify bias
and stereotypes.
Relating text to own Trying to imagine that you are one of the characters often helps with
experience comprehension. Sometimes the characters face similar situations to what the
reader has been through. It is useful to find ways in which you have had the
same thoughts, feelings or experiences as the person in the story.

Content Booklet: Targeted Support: Term 1 19

 Scanning texts Scanning is a method of quickly moving your eyes over a text with a purpose
of finding a specific piece of information. Scanning involves the following:

• Keep in mind all the time what you are searching for
• Anticipate what the information you are looking for will look like. If it is who,
or where, it will have a capital letter, if it’s a date, it may be numbers
• Think about the organisation of the text and decide if you have to scan the
whole text, or if you would most likely find the information in the first, middle
or last paragraphs
• Let your eyes run over a few lines of a text at a time
• When you find the information you are looking for, read that section in
detail

Sequence of events The sequence is the order in which the events take place. Often sequencing
key words will be used.
E.g. firstly; then; next; followed by; lastly.
Sometimes the sequence of events can be tracked through the cause and
effect chain. Because one event happened, there was a certain reaction to it.
That then causes another event to happen.
Skim reading Skimming is a way of quickly moving your eyes over a text, with the purpose
of getting the main idea and general overview of the text.

It is used in pre-reading to get a general idea of what is about to be read.

How to skim read:

• Read the title

• Read any subheading
• Look at any illustrations
• Read the introduction
• Read the first paragraph completely
• Read only the first sentence of all other paragraphs.
• Look for any words that may provide the most important information
required: who? what? when? where? and how?
• Read the last paragraph completely
Socio-political and The author will write a story or a play based on his or her own beliefs, or a
cultural backgrounds message he or she wants to bring to the world. The author will use his or her
of text and author own history, childhood experiences or attitudes to bring the message across.

Often it is useful to know a little about the author as it can help the reader to
understand the story better.
Summarise When we summarise we look for only the main ideas in each paragraph.
The supporting sentences that prove the main idea are not important when
summarising.
Visualising To paint a picture in your mind, to imagine the scene, to see the words in
pictures, in your mind as you read. To imagine what the character would look
like, to build an image or picture in your own mind.
Vocabulary development Vocabulary development is adding to the amount of words you know. You
can add to your vocabulary by reading new words and working out ways of
understanding them, including using a dictionary or clues from the text.

Vocabulary development includes learning about synonyms; antonyms;

homophones; homonyms.

20 Grade 9 English First Additional Language

TEXT FEATURES
• In every reading lesson, learners need to engage with certain text features.
• These are listed at the start of the lesson.
• These text features may be difficult for learners to grasp at first, but they are repeated across a number of
different lessons.
• Because of this, an explanation of each text feature is included here, rather than in the actual lesson.
• Go through this section very carefully, and try to learn the different features of the text so that you can
automatically share them with learners.
• If a lesson includes NEW or DIFFERENT features, that will be included in the actual lesson.
• These text features are listed in alphabetical order, so that they are easy to find.

Ambiguity Ambiguity is when a sentence, phrase, word or joke can be interpreted in more
than one way, there is more than one way of understanding the statement, or
there is a double meaning, making it funny or confusing. Writers often use it
purposefully so the reader is not entirely sure of which of the double meanings
is true.
E.g. Sarah gave a bath to her dog wearing a pink t-shirt. Was Sarah wearing the
pink t-shirt or the dog?

Authors attitudes and The author will write a story or a play based on his or her own beliefs, or a
intentions message he or she wants to bring to the world. The author will use his or her
own history, childhood experiences or attitudes to bring the message across.
Often it is useful to know a little about the author as it can help the reader to
understand the story better.

Alliteration When reading a text, the audience is the group of people who will be reading
that text, if they are teenagers, boys, girls, the text will be written specifically for
that group.
Audience Alliteration is the repetition of one letter of the alphabet in a sentence. It helps to
create a rhythm or flow, especially in poetry. It can build suspense or humour
E.g. The silent snake slithered slowly over the sand
Mom made marvellous muffins on Monday for Muthusi

Assonance Assonance is the sound created when words that are close to each other in a
sentence have the same vowel sounds.
E.g. The silent snake slithered slowly over the sand
Mom made marvellous muffins on Monday for Muthusi
Background The background can be the historical or geographical setting of the novel. If we
understand the events that happened at a specific time in history, we are able to
understand why the characters behave and think a certain way.
Bias Bias in writing is a writing style that will favour one group, thing, person or point
of view over another.
E.g. using the pronoun he all the time may favour men or boys, giving the idea
that only men or boys are able to do that work.

Content Booklet: Targeted Support: Term 1 21

 Caption The words or sentence underneath a picture or a chart which explain
what it is about. A caption is brief and to the point.
Cause and effect Cause and effect shows the relation between an action and a reaction,
or an event and a consequence. The cause explains why something
happens. The effect is what happened as a result of that event. Cause
and effect is a relationship between events or characters, where one is a
result of the other.
Character A character is a person in the story. There are different types of
characters in a story – some are main characters, some only have small
parts in the story.

Characters can be good or bad and the writer often wants the reader to
like or dislike certain characters. It can be useful for learners to make
Characterisation Making the character come alive, making the character seem real,
through details of how the character would dress, talk, walk, think, or act.
Conflict The part of the story when the tension is being explained. Conflict can be
created by an external event, or an internal personal struggle.
There are four major types of conflict:
• Person against person: a problem between two characters
• Person against self: a problem within the character’s own mind
• Person against society: a problem between a character and an
institution like a school or police force or a tradition
• Person against nature: a conflict between a character and a force of
nature like a tornado, hurricane, tsunami

Cliché A cliché is a phrase or opinion that has been overused, and now lacks
any original thought, due to long overuse
Climax The climax is the most important and most exciting part of a play or story.
Dialogue Dialogue is a word for conversation. When we read dialogue in a story,
we are reading what different characters say to each other. We can
identify dialogue by quotation marks and words like: said, asked, or
responded.
Emotive language Language used when a writer wants to convince the reader to believe
something. The writer uses words that make the reader feel strong
emotions.

The use of the pronouns “We, us” makes the reader feel part of
something.

Some adjectives are very strong and make the reader feel an emotion
like excitement, anger, sadness. This is emotive language that the author
has chosen to use for a purpose.

Figurative language This includes figures of speech and idiomatic expressions.

Figures of speech include alliteration; hyperbole; metaphor;
onomatopoeia; simile; personification.

22 Grade 9 English First Additional Language

Font types and sizes, Font is the style or size of typing. If words are typed in bold or italics, it
the impact of font on means you must pay more attention to them, as they are being typed
comprehension differently to indicate their importance. The font shows that some words
are important, they must be pronounced with more emphasis when
reading aloud, or because they are important to the plot of the story,
or understanding certain terms. The type of font can also be called
typography.
Genre Genre is the category or style of the book.

E.g. mystery; fantasy; science-fiction; adventure; romance.

Headings and captions Headings always introduce text or a poem and are useful in providing
some information about the article or text. Often settings, names, places,
characters will be mentioned in headings and captions. A caption is
usually under a newspaper article heading or a cartoon – one line to sum
up the story.
Hyperbole Hyperbole is the use of exaggeration for effect.

E.g. My suitcase weighs a ton!

I have told you a million times
Idioms and proverbs Idioms are part of figurative language. The ability to recognise common
idioms is important, such as ‘The Midas touch’ or ‘Birds of a feather’
where the idiom has a deeper meaning, or wider context.
Imagery Imagery is the ability of words to create a word picture in the reader’s
mind. It often draws on the senses – sight, smell, taste, touch. Imagery
should affect the reader on an emotional level if it is well written.
Interjections An interjection is a short remark, words or a sound that interrupts a
sentence to show a mood or reaction. They are simple and short,
usually a sudden word or cry as a person is telling a story. They express
surprise, joy, shock or excitement. Usually connected to a strong
emotion.

E.g. Ah! Dear me! Oh gosh! Wow!

Local colloquial interjections would include words like eish!
Jargon Jargon are words or expressions used by a specific group of people only.
It is that group who will understand the word best.

E.g. doctors might say STAT.

Literal and figurative The literal meaning of something (a word or a clause) is the exact
meaning meaning.

What is said has a direct and clear meaning.

E.g. He is extremely angry.

The figurative meaning of something needs to be interpreted as the

meaning is not clear straight away. Figurative language uses similes,
metaphors and personification, or idioms to describe something using
comparisons or pictures. For example: He is as angry as an electric
storm.
Manipulative language Language which is used on purpose to make you try to believe
something.

Content Booklet: Targeted Support: Term 1 23

Main and supporting The main idea (or often called the topic sentence) is what the paragraph is all
ideas about. The main idea or central point of the paragraph is the one sentence in
the paragraph that has the most important information. The supporting ideas
will be all the other sentences in the paragraph that prove, or agree with, or
add more information to the main idea. The main idea can be anywhere in the
paragraph, it might not be the first sentence, but often is.

E.g. All a dog needs is love and food. Dog owners must care for their pets in
many ways. Dogs need attention, they like to have a ball thrown for them and
they like to go for walks. Some people give their dogs extra treats to eat like
slices of meat. As long as a dog is fed and loved it will be a happy pet.

The first sentence is the most important; the other sentences show different
ways of loving your pet so they are supporting the main sentence.
Metaphor The metaphor is figurative language most often used in poetry, where one
object is said to be another. This creates a visual image.
E.g. Her lips were red strawberries
His heart was a feather blown by the wind
Milieu The social setting in a script, play or story. The social environment, the
background, setting or context.
E.g. Gregory came from the same upper class milieu as Francis.

Mood The mood of a poem or a story is what emotions the poet or author is trying
to create. There are certain words that can be used to make the reader feel a
certain way.
Narrator The narrator is the person telling the story. There are different kinds of narrators.
These include:

a. A narrator who is a character in the story. This narrator will tell the story
from his or her own point of view. He or she will not know everything that is
going on, or how other characters think and feel.

b. A narrator who is not a character in the story. This narrator reports on events.

c. A narrator who knows and understands everything. This kind of narrator

reports on events but also on what each character is thinking and feeling. This
kind of narrator will also evaluate or analyse events for us from time to time.
Onomatopoeia Onomatopoeia are words which make a sound
E.g. hiss; ping; buzz; splat; bang; zoom; sizzle
Personification Personification is to give a non-living object life like qualities. This is also
figurative language.
E.g. The branches of the tree tore my jacket; the icy waves bit my toes
Persuasive text A text which tries to persuade you to do something or to buy something.
Advertisements and posters often use persuasive text.
Plot The plot is the storyline. What actually happens in the story, from beginning to
end. A plot usually runs in order, from the beginning, to a climax when the most
exciting action happens and an ending. But sometimes a writer jumps around in
time in the story. The plot usually builds up to a climax – this is the most tragic,
or exciting, or frightening part of the story.

24 Grade 9 English First Additional Language

Prejudice To identify prejudice in a text is an important critical reading skill. The reader
must be able to identify if the author is using language which is creating an idea
that one group is better than another. Prejudice is a stronger and more obvious
language style than bias, and may use clearly ethnic, national, religious or
gender terms to make one group appear superior to another.
Purpose of a text (to The writer has a reason for his or her work. Sometimes it is just to entertain
inform, persuade) the reader. Sometimes it is to share factual information and sometimes it is to
persuade the reader to think about a different way of life, or to change their
opinions on a topic. Try to work out why the author has written the text. This will
also help with identifying language structures used.
E.g. if the purpose is to entertain, adjectives and descriptive figurative language
may be used. If the purpose is to persuade, you might identify bias and
stereotypes.

Redundancy To repeat a word or phrase too often, or simply in slightly different ways, means
the word is not necessary and is redundant.
Register Register is the type of language which has been used in a text, sometimes the
register is formal, sometimes the register is more informal.

Reported Speech Reported speech is also called Indirect speech. It is when a person is repeating
what was said, without the use of inverted commas.
E.g. “Study hard for your exams!” said the teacher.
The teacher said that we must study hard for our exams.
The word ‘that’ is used and the pronoun changes from ‘your’ to ‘our’. A class
member is reporting on what the teacher said.

Rhetorical question A rhetorical question is a question used by a writer or speaker, but they do
not expect or want an answer. It is simply used to make you think, or attract
attention.
E.g. How can you just sit there and do nothing?
This might be said by someone who is angry at another person, it is an
expression of their anger and does not require an answer.

Setting The setting gives us an idea of the time when the story or drama happens, as
well as where it takes place.

The setting gives us the physical locations. This is where the story or drama
takes place. The country, the community, the actual location – like classroom or
soccer pitch. Setting also included when the story occurs – the time period the
story is set in: modern, future or past time periods.
Simile A simile is a comparison between two objects using the key words as or like. It
shows that something is similar, used to create a clear mental image
E.g. His eyes were like knives; she was as tall as a giraffe

Slang Slang is a type of language, consisting of words or phrases that are

considered too informal or even possibly rude in some contexts. Slang is
only used by a specific group of people, normally a friendship group and not
in formal writing, unless the character needs to use slang to be a believable
character.

Theme and message The theme of a text helps to carry the message the author wants to convey.
Common themes are love, friendship, courage, death, greed.

Content Booklet: Targeted Support: Term 1 25

Typography The style and appearance of text, font types and sizes.
Types of language Bias in writing is a writing style that will favour one group, thing, person or point
- including: bias; of view over another.
prejudice; discrimination; E.g. using the pronoun he all the time may favour men or boys, giving the idea
stereotyping. How that only men or boys are able to do that work.
language and images
reflect and shape values To identify prejudice in a text is an important reading skill, the reader must be
and attitudes. able to identify if the author is using language which is creating an idea that one
group is better than another. Prejudice is a stronger and more obvious language
style than bias, and may use clearly ethnic, national, religious or gender terms
to make one group appear superior to another.

Stereotyping is when the author states that a whole group of people think or
behave the same way. Stereotyping is not true. The behaviour might represent
the majority or a large part of the group, but never the whole group.

E.g. All women want to be mothers.

All men love sport.
All boys love fast cars.
All women like to cook.

Visual texts Texts that show something in pictures and diagrams rather than only in words.
E.g. posters; adverts; charts; graphs.

26 Grade 9 English First Additional Language

LANGUAGE STRUCTURES AND CONVENTIONS
Abbreviations These are words which have been shortened, by using a few of the letters of
the word, most often the first few letters.

E.g.

Dr. – Doctor
Mr. – Mister
Adj. – adjectives
Sept. – September
Geog. – Geography
Adjectives An adjective describes a noun. It gives us more information about the noun. It
adds details to the writing, helping the reader to visualise or imagine the story.

E.g. The girl lived in a cottage.

The small, poor, young, pretty, kind girl lived in a tiny, old, broken, dirty cottage.
Adverbs of manner Adverbs of manner are words that tell us how something was done. They give
us more information on the way a person performed an action.

E.g. He smiled happily. She cried loudly.

Adverbs of manner usually end in –ly.
Adverbs of place Adverbs of place are words which refer to a general place.

E.g. Here; there; near; far.

Adverbs of time Adverbs of time are words which refer to general time frames.

E.g. Soon; later; now; immediately; afterwards; before; tomorrow; today;

yesterday; fortnight; monthly; annually.
Acronyms A word or name formed as an abbreviation, however the individual letters
sound as though they make up a new word.

E.g. A.N.C – African National Congress

D.A – Democratic Alliance
E.F.F – Economic Freedom Fighters
Antonym A word that means the opposite of another word in the same language
E.g. good and bad are antonyms.
Auxiliary verbs Auxiliary verbs support the actual verb.
E.g. is, are, were, was, am, have, has, had, be.

They can stand alone in a sentence.

E.g. I am happy. She was angry.

Or they can support the verb.

E.g. We are walking to school.
Clauses A clause is a group of words that includes a subject and a verb. It is not a full
sentence. The full meaning of the sentence is not clear.

E.g.

• When it was raining

• Because you were late
• Before you go to bed

Content Booklet: Targeted Support: Term 1 27

Concord The concord is when the subject and the verb in a sentence agree.
E.g. If the subject is singular – the boy – we say the boy eats his food.
If the subject is plural – boys – we say the boys eat their food.

Boy – eats
Boys – eat
We are going to town.
He is going to town.
We – are
He – is
Conjunctions and Contractions are a short way of writing out words in which some letters are left
transition words out and replaced with an apostrophe

E.g. “don’t” is a contraction of “do not”

“Could’ve is a contraction of “could have”
“He’s” is a contraction of “he is”
Determiners Determiners include:

• The definite article: The book; the apples.

• Indefinite article: A book; an apple.

Quantities of objects are also determiners. Such as: All, most, some, none,
both, either, neither, few, many, more, less, every, little. These determine how
many, how few objects are being counted.

E.g.

• Most learners understood the lesson.

• The school has many learners.
• Some children enjoy school.
• Many children enjoy sports.
Homophones, To distinguish between commonly confused words, understanding that in
homonyms, homographs English many words sound the same, but have different spellings, or can have
the same spellings but different meanings is important. Use the context as a
clue to know the difference between tear the paper, and shed a tear, or groom
the dog and groom to be married.
Homonym A homonym is a word which has the same spelling as another word, but has a
different meaning.

E.g. a bank can be where we keep our money, but a bank can also be the side
of a river.
Homophone A word which sounds the same as another word but is spelt differently and has
a different meaning.

E.g. their – showing possession; there – showing place.

28 Grade 9 English First Additional Language

Nouns Nouns name objects.

Common nouns are the names of everyday objects, which are all around us.
E.g. table, chair, window, book, pen; tomato; bread; coat.
They are objects you can physically touch, see, smell, taste or hear.

Proper Nouns are the names of people or places. They must always be spelt
with capital letters.
E.g. Timothy; Sipho; Gauteng; Maponya Mall; Western Cape

Abstract Nouns are feelings.

E.g. love; joy; happiness; hope; fear; anxiety

Complex nouns – two nouns put together

They can either be written as one word, or with a hyphen or as two separate
words. E.g. classroom (class and room have been put together) raincoat,
sunglasses. Razor-blade. Reading lamp.

Collective nouns are a group or collection of common nouns. Each grouping

has its own special name
E.g. a flight of stairs; a gaggle of geese; a constellation of stars; a regiment of
soldiers; a hive of bees; a canteen of cutlery

Pronouns replace a person’s name

E.g. I; you; we; he; she; us; they; them; her; my
Phrases A phrase is not a complete sentence.
It is a part of a sentence which does not include a subject or a verb.
E.g. in the garden; at the park; behind the trees.
Prepositions Prepositions are words which indicate the placement or position of an object.
E.g. on; in; under; above; below
Pronouns Pronouns replace a person’s name. Instead of repeating the proper noun, one
can use the pronoun.

E.g. Sally and Reba studied Sally and Reba’s work, so that Sally and Reba
could play afterwards. Sally and Reba studied their work so that U could play
afterwards.

Pronouns include he; him; his; she; her; I; me; my; you; us; we; they; them
Punctuation Punctuation is the markings which help us to make sense of sentences.
Punctuation includes full stops, commas, exclamations marks, question marks,
inverted commas, apostrophes and many more.
Reported speech Reported speech is also called Indirect speech. It is when a person is repeating
what was said, without the use of inverted commas.

E.g. “Study hard for your exams!” said the teacher.

The teacher said that we must study hard for our exams.
The word ‘that’ is used and the pronoun changes from ‘your’ to ‘our’.
A class member is reporting on what the teacher said.

Content Booklet: Targeted Support: Term 1 29

Spelling The process or activity of writing or naming the letters in a word. There are many
spelling rules which can be taught. English is not a phonetic language so it is difficult
to hear how to spell words. Not all words follow the rules, but there are some basic
guidelines or spelling rules to follow.

E.g. Long and short vowel sounds.

• A short vowel sound like ‘e’ means the last consonant must be doubled before
adding –ing. Pet – petting
A long vowel sound like ‘ee’ means the last constant stays single before
adding – ing. Meet – meeting
• “i before e except after c”
• When a word ends in a ‘y’ and you want it be a plural, look to see if the letter before
the ‘y’ is a vowel or a consonant. If it is a vowel, you just add ‘s’. If it is a consonant,
you drop the ‘y’ and add –ies.

E.g:

• Monkey – monkeys
• Donkey – donkeys
• Country – countries
• Lady – ladies
• City – cities
Verbs Verbs are doing words, they refer to actions that are performed.

E.g. run, smile, talk, and whistle.

The verbs follow strict rules when the tenses change.

E.g. run – ran – has run

Talk – spoke – has spoken
Sing – sang – has sung
Verbs are the building blocks of most sentences.
Verb Tenses Verbs determine what tense the sentence is written in.
Simple present tense. I play tennis every week. Snakes are reptiles.
Present continuous tense. She is watching the tennis game.
Simple past tense. He woke up early and got out of bed.
Past continuous tense. The children were sleeping in their beds.
Past perfect tense. He had forgotten his keys.
Simple future tense. We will teach the learners tomorrow.
Future continuous tense. I will be working the whole day.

30 Grade 9 English First Additional Language

PERSONAL DICTIONARY
In addition to the use of a printed dictionary, it is helpful for learners to have a personal dictionary. This
should be in the form of a small book with divisions for each letter of the alphabet. At any time during
your teaching, learners can bring this book to you for help with the spelling or meaning of a new word.
The learner then builds up a “bank” of words to use during his / her writing.

WRITING LESSONS
The number of hours that you have for Writing & Presenting in a two-week cycle will depend on the
total number of hours you have for EFAL. If you have 10 hours for EFAL, 3.5 of those hours will be for
Writing & Presenting. If you have 8 hours for EFAL, 2.5 of those will be for Writing & Presenting. If you
have 3.5 hours of Writing & Presenting time then you will allow learners to complete the writing task in
the text book AND follow the process writing lesson. If you have 2.5 hours of Writing & Presenting time
then you will only allow learners to complete the process writing task in the Content Booklet.

• All process writing lessons follow a routine.

• The standard routine for a Gr 9 Writing lesson is as follows:

1. Teaching the Genre – this is where the genre is introduced to learners and the specific
purpose, features and layout of the genre are explained.

2. Modelling – the teacher models the planning and drafting stages for learners. She shows them
the thinking process she goes through to plan her own text. This gives the learners a clear idea
of what is expected of them and shows them how to go about it.

3. Planning – Next, the teacher allows the learners to use the planning strategy she has modelled
for them and supports them as they plan their own texts. The teacher also introduces the
learners to the topic and often shares some kind of stimulus with them, to encourage creativity.
In this stage, learners will be encouraged to THINK BEFORE THEY WRITE, to WRITE WHAT
THEY KNOW, to ZOOM INTO SMALLER MOMENTS, TO PLAN BEFORE THEY WRITE and to
TURN AND TALK to a partner.

4. Drafting – Once the plan has been developed, learners will use the teacher input and plan to
write a draft of the text. During this stage, the teacher must move around the classroom, holding
MINI CONFERENCES, and supporting learners as they write. Learners will be encouraged to
THINK OF THEIR AUDIENCE, to USE RESOURCES TO WRITE WORDS, and to READ WHAT
THEY WRITE.

5. Editing and Revising – Once learners have put it in a draft, the teacher must ask them to either
SELF EDIT or PEER EDIT the draft. Editing is always done using a checklist provided. In this
stage, learners are encouraged to READ WHAT THEY WRITE and to ADD DETAILS.

6. Rewriting & Presenting – Finally, once the edit and revisions are complete, learners will neatly
rewrite and present their writing. In this stage, learners will be asked to THINK ABOUT THEIR
AUDIENCE and teachers should ENCOURAGE WRITERS.

Content Booklet: Targeted Support: Term 1 31

Cycle 1 Reading

CYCLE 1
WEEKS
Now is the winter of our discontent.
– William Shakespeare, Richard III 1&2

32 Grade 9 English First Additional Language

 Cycle 1 Reading

READING
CYCLE 1: Reading & Viewing Lesson 1
CAPS REQUIREMENTS
TEXT 1 1 HOUR 45 MINUTES
What must be read? Information text – advertisement, poster
Text features to be taught • Character
• Setting
• Milieu
• Message
• Audience
• Headings and captions
• Persuasive text
• Emotive language
• Typography
Reading skills to be taught: • Skimming
• Scanning
• Intensive reading
• Summarising
• Visualising
• Inferring meanings of unfamiliar words
• Make inferences
• Compare, contrast and evaluate
• Context clues

Content Booklet: Targeted Support: Term 1 33

Cycle 1 Reading

PLANNER AND TRACKER TABLE

TEXTBOOK THEME TEXT 1 PAGE
Clever English Take a commercial Break Short story “Royal Jellly” 8&9

English Today Voices in the Market Place Advertisement 12

Interactive English Awareness Visual text “Typical 219

Teenagers 10 & 11 Extract from: Every journey begins 265

with a single step
Oxford Successful English You Choose: it’s up to you Reading and analysing an advert 10 & 11

Platinum Mapping my Future View a poster 3

Spot On A fresh Start Cartoon comprehension 3

Top Class The Teen Scene Extract from a novel “Wart” 7

Via Afrika English Inbetweeners Read a poster 9

34 Grade 9 English First Additional Language

 Cycle 1 Reading

PRE-READING 30 MINUTES
INTRODUCE THE TEXT

1. Tell learners:

• to open their text book to the correct page and to look at the poster / advert
• to see how many different fonts are used (a font is a style of typing – bigger bolder print,
slanted print, smaller print, different shaped letters, larger or smaller)
• to notice where words are placed on a poster or advert
• to notice the colours used on the poster and the design
• to notice any interesting punctuation used in the text

STUDY THE TITLE AND PICTURES

1. The title and pictures on a poster are the main source of information.

2. Read the boldest font, the biggest and most eye catching font.

3. Does it give a very strong message or idea?

4. Look that the picture

MAKING INFERENCES

1. Write the following questions on the board and ask the learners to TURN and TALK to a
friend and discuss these questions.

• Who or what is in the foreground? (The front of the picture, the biggest?)
• What is in the background of the picture?
• Do you recognise any landmarks?
• What sorts of buildings or objects are behind the main picture?
• Do these give an idea of the setting – where the events are taking place?
• What types of people are in the poster?
• Are they young or old?
• How are they dressed? In work overalls or in party style clothes?
• What are their facial expressions? Angry or excited?
• Who is this poster trying to attract? (The target audience)

2. Ask each pair of learners to feedback their answer to one of the questions on the board to
the rest of the class.

Content Booklet: Targeted Support: Term 1 35

Cycle 1 Reading

READING 30 MINUTES
INTRODUCE THE TEXT AND TEXT FEATURES

1. Go through relevant text features with the learners.

2. Explain that:

• reading a poster also means understanding the picture

• although there are not many words to read in a poster, every word gives important
information and it is written in a certain font and a certain place for maximum effect.

3. Remind learners that font is the typing style of the words. Words might be bigger, smaller, and
bolder, in print, cursive, italics, bubble letter format or other styles. The font that is chosen is
part of the message.

4. Tell learners to look out for the language style used, if emotive language is used to persuade
the audience to do something, to buy something, to feel something.

INTENSIVE READING

1. Select a few learners to read all the information on the poster.

2. Ask the leaners:

• What is the poster promoting or advertising?

• Where will you find the product, or where must you go to be part of it?
• When will this happen?
• Who is the target audience? (who are the people the poster most wants to attract?)
• Did the poster make you feel any emotions? If so, what emotion?
• Which words really caught your attention, and why?
• Is there a slogan? (a short and striking sentence that is easily remembered)
• Is there a logo? (a design or picture that belongs to a company, group or organisation)

3. Read the words on the advert/poster with the learners again, then go back and ‘read’ the
pictures. ‘Reading’ an advert/poster means working out why the designer has designed the
poster/advert in this way. E.g. beautiful sunset meant to show peace and tranquility.

4. Show the learners how to annotate (add short notes) a poster/advert, using the diagram
below.

Pretty flowers -
Wide eyes - maybe a gift or a smiling
shows surprise peace offering? mouth shows
happiness

Picture/
cartoon/
advert beautiful
Holding hands - sunset - shows
shows friendship peaceful, happy
scene
beach in the
background -
maybe
on holiday

36 Grade 9 English First Additional Language

 Cycle 1 Reading

5. Tell the class to annotate the advert/poster in their book noting:

• expressions (and possible reasons for the expressions)

• body language and character details
• signs/text in the background
• other people in the background - what are they doing?
• how the characters have been drawn or represented
• how they (the learners) feel about what they are seeing

WORK OUT THE MEANING OF UNFAMILIAR WORDS

1. Try to infer the meaning of unfamiliar words by reading them in context. If you are unable
to work out the meaning, then use a dictionary.

2. Turn and talk to a partner and each use the word in a sentence of your own.

PARTNER READING

1. Work with a partner and discuss how many different fonts were used in the poster.

2. Discuss where the words are placed and if that was the best positon – would it have been
a better poster if the words were in the middle, or on the side?

3. Discuss the picture – was it effective, could the poster have had a different picture, if so,
what should it have been?

Content Booklet: Targeted Support: Term 1 37

Cycle 1 Reading

POST-READING 45 MINUTES
COMPLETE THE POST READING ACTIVITY IN THE TEXTBOOK

1. Tell the learners they are going to complete the post reading comprehension in the text book.

2. Read the comprehension questions to the class.

3. Take note of the mark allocation and explain how detailed the answers must be. Tell learners to
skim through the questions to find any they do not understand.

4. Explain any questions learners do not understand. Allow class members to suggest possible
answers.

5. Instruct the learners to write answers in their work books.

6. Give learners 30 minutes to complete the written answers.

7. With the remaining time, ask learners to close their eyes and visualise the poster in their minds.

8. Thereafter, learners must TURN AND TALK to give a summary of the main message of the poster.

38 Grade 9 English First Additional Language

 Cycle 1 Reading

CYCLE 1: Reading & Viewing Lesson 2

CAPS REQUIREMENTS
TEXT 2 1 HOUR 45 MINUTES
What must be read? Novel, Drama, Short story,
Text features to be taught • Character
• Characterisation
• Plot
• Background
• Setting
• Narrator
• Theme
Reading skills to be taught: • Inferring meaning
• Intensive reading
• Summarising
• Visualising
• Compare, contrast, evaluate
• Relating text to own experience
• Drawing conclusions
• Analysing, evaluating and responding to texts

Content Booklet: Targeted Support: Term 1 39

Cycle 1 Reading

PLANNER AND TRACKER TABLE

TEXTBOOK THEME TEXT PAGE
Clever English Take a commercial break - -
English Today Voices in the Market Place Short Story “Market Days” 18 & 19
Interactive English Awareness Novels about Teenagers for Teenagers 12 & 13
Oxford Successful English You choose it’s up to you Short Story “The Lady or the Tiger” 18 & 19
Platinum Mapping my Future Short Story “The Quiet One” 7
Spot On A Fresh Start Youth Novel “The Graveyard Book” 6, 7 & 8
Top Class The Teen Scene Extract from a novel “Wart” 7
Via Afrika English Inbetweeners Extract from a book “Skyline” 12 & 13

40 Grade 9 English First Additional Language

 Cycle 1 Reading

PRE-READING 30 MINUTES
INTRODUCE THE TEXT

1. Tell the learners:

• to open their text book to the correct page

• that the focus will be on a short story, identifying setting, background and characters
• to skim read for essential key words – names, places, times, theme words

STUDY THE TITLE AND PICTURES

1. Read the title

2. What does this tell us about the theme of the story?

3. Does the title introduce any characters, or a setting (when and where)?

4. Ask learners what they think the story is going to be about based on the title.

5. Ask learners to look at the picture. What clues about the story do we get from the
picture?

EXAMINE THE PARTS OF A BOOK

1. If you have multiple copies of a book for learners to look at, allow them to page through
this as you speak. If not, show them your book while you explain the following to the
learners.

a. All books have a cover.

b. This is usually followed by a title page.
c. The index (at the back) tells us exactly what we can find in the book in alphabetical
order.
d. Many books are divided into chapters.
e. The glossary contains meanings of words we do not know.

Content Booklet: Targeted Support: Term 1 41

Cycle 1 Reading

READING 30 MINUTES
INTRODUCE THE TEXT AND TEXT FEATURES

1. Select a learner (one who is confident and comfortable reading in front of others) to read the
first paragraph out loud to the class.

2. Stop and ask another learner to paraphrase (to summarise briefly in their own words) what
the story is about so far.

3. Check the glossary for any words in the first paragraph that learners did not understand.

4. If the word is not in the glossary, use context clues to infer as a class what the meaning
might possibly be.

5. Use a dictionary to check if the class was correct.

6. List the things the class knows so far, after the first paragraph about the setting and the
characters.

7. Repeat this process for each paragraph. Select a different learner to read each paragraph,
but repeat the process of read – paraphrase – work out unfamiliar words – list information
about character and setting.

INTENSIVE READING:

1. Instruct the learners to turn and talk to a partner.

2. Partners work together and read the whole extract again to each other.

3. Tell the learners that while they are reading they should:

• look out for the main characters and try to notice as much about them as possible
• think about these questions:

- Who are they?

- Where do they live?
- What kind of people are they? (kind, angry, jealous, sad, grateful)
- Are they poor or rich?
- Are they smart or foolish?

4. Draw this table on the board and ask learners to copy it into their work books

NAME OF PERSONAL EXTRA INFORMATION ACTIONS/BELIEFS

CHARACTER QUALITIES
Peacock Unhappy Lives close to school Complains a lot
Jealous
Mean

5. After reading the text, ask learners to complete this table with information about the three
most important characters from the story.

42 Grade 9 English First Additional Language

 Cycle 1 Reading

6. Partners to discuss who is telling the story? Who is the narrator? Is it a character in the story, or a
third unseen person?

7. Explain that a narrator is a voice that tells the story, a voice that explains some of the plot,
the setting, what things look like. This can be one of the characters or an all seeing, all
TE
knowing voice. •M
•I
8. Partners to discuss which character in the story they liked the most and why, and which •E
character they liked the least and why. •B
•U
9. Partners to discuss which character they could identify with and why. •C
10. Ask the learners: R
• Have you ever felt the same way as the character? •s
• What happened to make you feel that way? •i
• Have you had a similar experience to the character’s experience? •m
• What was that experience and how was it similar to the character’s experience? •v
•f
SILENT READING •i

1. Learners to read the story a third time, to themselves silently.

Content Booklet: Targeted Support: Term 1 43

Cycle 1 Reading

POST-READING 45 MINUTES
COMPLETE THE POST-READING ACTIVITY IN THE TEXTBOOK

1. Tell the learners they are going to complete the post reading comprehension in the text book.

2. Read the comprehension questions to the class.

3. Take note of the mark allocation and explain how detailed the answers must be.

4. Explain any questions learners do not understand. Allow class members to suggest possible
answers.

5. Instruct the learners to write answers in their work books.

6. Give learners 30 minutes to complete the written answers.

7. Use the remaining time to allow learners to share or read their answers to the class afterwards.

44 Grade 9 English First Additional Language

 Cycle 1 Reading

Cycle 1: Writing Lesson

SHORT LESSON: LINK TO PLANNER AND TRACKER
ACTIVITY: Writing an advertisement
Note: If your school has 3.5 hours for Writing & Presenting, you should complete the text book task
(1 hour) AND the process writing lesson covered below. (2.5 hours)

TEXTBOOK THEME PAGE NUMBER IN TEXTBOOK

Clever English Take a commercial break 15
English Today Voices in the market 24
Interactive English Awareness 35
Platinum English Mapping my future 45
Successful English You choose: it’s up to you 65
Top Class English The teen scene 75
Via Afrika Inbetweeners 84
Clever English Take a commercial break 15

Content Booklet: Targeted Support: Term 1 45

Cycle 1 Writing

WRITING
GENRE: Advertisement

CAPS DESCRIPTION OF GENRE: An advertisement catches and keeps the attention of the reader –
ensuring that the operative words stand out. It creates a desire to own the product or use the
service. A good advertisement will make the reader buy or use the products or service. The
following elements must be considered when designing an advertisement:

• The target market (for whom the advertisement is intended)

• Positioning (where and when the advert will appear.)
• Appeal (to what sense is the advertisement appealing?)
• The layout and font size.
• The effectiveness of the choice of colour or lack thereof.
• The language used.

AUDIENCE: Grade 9s

PURPOSE: To sell or market something.

TEXT FEATURES:

1. Formal / informal language

2. Emotive language
3. Target audience

TOTAL TIME ALLOCATION: 2.5 hours

REQUIRED LENGTH OF TEXT: 90-100 words

RESOURCES REQUIRED:

1. Personal dictionary

2. Textbooks

3. Examples of printed adverts

WORD BOXES

exciting, bonanza, discount, guarantee, special, market, promotion, prices, sale, lowest,
exclusive, quality, top, best, powerful, superb, robust, delicious, awesome, incredible,
fabulous, exciting, amazing, unbelievable, super, one day only, crazy, fantastic.

46 Grade 9 English First Additional Language

 Cycle 1 Writing

TEACHING THE GENRE 20 MINUTES

OUTCOMES: The learners will understand the purpose of advertisements.

TEACHER INPUT

1. Tell the learners:

• Today we are going to learn about writing adverts

• Adverts are used to make people want something they do not already have
• They can be written (like in magazines), or acted (like on television) or spoken (like on radio)
• Adverts are written using words in such a way that they try and persuade the reader to buy
something
• Adverts need to catch the reader’s attention quickly and easily
• They need to describe and try and sell (we say “promote”) the product in an exciting and
original way
• Different adverts are written for different people. Some adverts are aimed at young people,
some are aimed at adults. This is called your target market

2. Explain to the learners:

• The kind of language you use when writing an advert will depend on your target market and
what you are advertising
• An advert always has a clear purpose. The purpose of the advert should be clear
• An advert can be written in formal or informal language
• An advert can be funny or serious
• Adverts are usually short and quick to read
• Some adverts include scientific facts

Content Booklet: Targeted Support: Term 1 47

Cycle 1 Writing

3. If possible, draw this on the board before the learners arrive, if not draw it on the board while you
are talking to the learners.

IT’S CAKE SALE TIME

SAINT MARY’S CATHOLIC CHURCH
NEEDS YOUR SUPPORT
FRIENDS OF THE CHURCH

NEXT SUNDAY
PLEASE BUY CAKE IN SUPPORT OF CHARITIES
SUNDAY, 22 March 2017
10.30 AM
4. Ask the following questions:

a. What is being advertised? (A cake sale)

b. Where is it taking place? (Saint Mary’s Catholic Church)
c. When is it taking place? (Sunday 22 March 2017)
d. What is it for? (Charity)
e. What time is it taking place? (10.30 am)

5. Ask learners to work in groups of four. Hand out one example of an advert you have brought in to
each group. Write the following questions on the board and ask the learners to discuss and
answer them in their groups. One learner must write down the group’s answers so that each
group can give feedback.

• How is colour used in your advert?

• What are the three most persuasive words on your advert?
• Why do you think the advertiser chose the picture/pictures in the advert?
• Who is that target market for your advert
• What is the most important information on your advert?
• Why do think the advertiser has used different fonts and font sizes on your advert?
• Which information is written in the biggest brightest font? Why
• Which information is written in the smallest plainest font? Why

6. Ask each group to show the rest of the class their advert and feed back their answers.

48 Grade 9 English First Additional Language

 Cycle 1 Writing

MODELLING THE SKILL 30 MINUTES

OUTCOMES:
The learners will learn how to write an advert.

TEACHER INPUT

1. Explain that today we are going to write an advertisement. This will be an advert on a poster.

2. Tell learners that they will use present tense.

3. The advertisement will promote a school event. E.g.: a school dance, a soccer match or a market
day, which will take place in the future.

4. Remind learners that WRITERS WRITE WHAT THEY KNOW so they should write about
something they know about.

5. MODEL how to write an advertisement.

6. Say:

a. Today I will write an advertisement about an upcoming school event. I must write about
something that excites me because WRITERS WRITE WHAT THEY KNOW.
b. I must write about one event because WRITERS ZOOM INTO SMALLER MOMENTS.
c. I will write about an upcoming soccer match.
d. I will use a mind map to plan.

7. Draw the following mind map drawn on the chalkboard:

Information
(Date, time,
venue of the
event)

Target market What Appeal (How

(who must attend event am I will I encourage
the event?) promoting? people to
attend?)

Design (Font,
pictures,
layout

Content Booklet: Targeted Support: Term 1 49

Cycle 1 Writing

8. Show the learners how to plan the advertisement using the mind map . As you tell them each point
below, fill the information in on the mind map on the board. Remind learners they only need to use
words/phrases at this stage. Full sentences are not necessary.

• I must decide what event I am promoting in my advertisement. I will advertise this weekend’s soccer
derby against our arch rivals from another school. We need as much support for our team as
possible.
• The target market must be identified. The target market is made up of people who are supposed to
buy the product or attend the event. I will direct my advertisement at our school community – they
must come and support our school soccer team.
• Then I must include the important information: Where is the event taking place? What time does the
event start and finish? What date does the event take place? Who are we playing against? I will write
‘22 January 2017; kick off 10.30; school soccer field; Dinokeng High School vs. Orlando College; tuck
shop”.
• I must try and appeal to my school community to attend the match. I must use words and sentences
that encourage everyone to attend the derby. I will write ‘Soccer derby; biggest match; need your
support; home ground’.
• I must decide on a design. How will I set my advertisement out? Will I use a picture? How will the
information be placed in advertisement? There is no wrong way of setting up an advertisement as
long as all the information is clear.

9. Fill the information in on the mind map. It may look something like this:

22 Jan
2017, 10:30,
school
soccer field

school What tuck shop, on

community, all event am I home ground
your friends promoting?

picture of
soccer ball,

10. After you have planned all the information on your mind map, show learners how to draft the
advertisement on the chalk board. You may want to get a few learners to come up to the board
one at a time and help you fill in some information or draw a picture. Your draft on the board may look
something like this:

50 Grade 9 English First Additional Language

 Cycle 1 Writing

IT’S SOCCER DERBY TIME

DINOKENG HIGH SCHOOL

VERSUS
ORLANDO COLLEGE
YOUR FRIENDS ARE PLAYING THE BIGGEST MATCH OF THE SEASON

THIS WEEKEND
THEY NEED YOUR SUPPORT!
There will also be food and cold drinks available from the tuck-shop.
Last year we lost this match but this time it is

ON HOME GROUND
Make your way to the school soccer field.

Saturday, 22 January 2017

Kick-off 10.30 AM
It is where all your friends are going to be!

Content Booklet: Targeted Support: Term 1 51

Cycle 1 Writing

PLANNING 30 MINUTES
OUTCOMES:
The learners will plan their adverts on the mind map.

TEACHER INPUT

1. Draw the following mind map on the chalkboard:

Information
(Date, time,
venue of the
event)

Target market What Appeal (How

(who must attend event am I will I encourage
the event?) promoting? people to
attend?)

Design (Font,
pictures,
layout

2. Tell the learners that now, they are going to plan their own advertisements, just like you planned
yours.

3. Tell learners to close their eyes and select a school event that they would like to advertise.
WRITERS THINK BEFORE THEY WRITE.

4. It must be an event that they know about, because WRITERS WRITE WHAT THEY KNOW.

5. Tell learners that they must:

• use persuasive or emotive words in their advert

• include an appropriate image
• use different font sizes and styles
• use language that appeals to their target market

6. Remind learners that they cannot advertise every aspect of an event so they must choose
carefully what works for their particular advertisement, because writers ZOOM INTO SMALLER
MOMENTS.

7. Tell learners to plan their advertisements, using the mind map.

LEARNER ACTIVITY

1. Learners think about the advertisement they want to create.

2. Learners complete a mind map using key words only.
3. Learners can USE WORDS FROM THE WORD BOX.
4. ENCOURAGE LEARNERS as you walk around.

52 Grade 9 English First Additional Language

 Cycle 1 Writing

DRAFTING 30 MINUTES
OUTCOMES:
The learners will write a first draft of their advertisements.

TEACHER INPUT

1. Tell learners to start working on the first draft of their advertisements, just as you did yours.

2. Write the following criteria on the board:

1.The advert has a clear heading

2. All the information from the mind map is included in the advert
3. Persuasive or emotive language is used
4. Different font types and sizes are used
5. An appropriate image is included
6. There is a clear target market
7. The advert is 90 - 100 words long
8. The spelling is correct
9. The punctuation is correct

3. Read over the criteria with the learners.

4. Tell the learners they must use the key words in their mind maps to write their advertisements.

5. Remind learners that WRITERS USE RESOURCES TO WRITE WORDS.

6. Walk around and help any learners who need support. If some are finding it difficult to get started
they can TURN AND TALK to share their ideas with a partner.

7. Hold MINI CONFERENCES with groups of learners, offering advice, support and
encouragement.

8. If learners need help with the spelling or meaning of a new word, they should bring you their
personal dictionary and you can write it in there.

LEARNER ACTIVITY

1. Learners write their first drafts, using their mind maps to help them.

Content Booklet: Targeted Support: Term 1 53

Cycle 1 Writing

EDITING & REVISING 20 MINUTES

OUTCOMES:
The learners will PEER-EDIT their adverts using the checklist provided.

TEACHER INPUT

1. Tell learners that they will peer-edit their writing because WRITERS PEER-EDIT.

2. Write this checklist onto the chalk-board.

Checklist Yes No
1 Is there a clear heading?
2. Is all the information from the mind map is included in the advert?
3. Is persuasive or emotive language is used?
4. Are different font types and sizes are used?
5. Is there an appropriate image on the advert?
6. Is there is a clear target market?
7. Is the advert is 90 - 100 words long?
8. Is the spelling is correct?
9. Is the punctuation is correct?

LEARNER ACTIVITY

1. Tell learners to check each other’s drafts using the checklist.

2. Tell learners to make corrections after looking at checklist.

54 Grade 9 English First Additional Language

 Cycle 1 Writing

REWRITING & PRESENTING 20 MINUTES

OUTCOMES:
The learners will write their final drafts.
The learners will read their writing.

TEACHER INPUT

1. Tell learners to neatly re-write a final copy of their adverts, using the edited draft.

2. Thank the class for all their efforts in developing their writing skills.

3. Display the learners adverts on the wall once they are completed.

LEARNER ACTIVITY

1. Learners neatly re-write their adverts.

Content Booklet: Targeted Support: Term 1 55

Cycle 1 Writing

COMPLETED EXAMPLE

IT’S SOCCER DERBY TIME

DINOKENG HIGH SCHOOL

VERSUS
ORLANDO COLLEGE
HEY GUYS!
YOUR FRIENDS ARE PLAYING THE BIGGEST MATCH OF THE SEASON

THIS WEEKEND
THEY NEED YOUR SUPPORT!

There will also be food and cold drinks available from the tuck-shop.

Last year we lost this match but this time it is

ON HOME GROUND
Make your way to the school soccer field.

Saturday, 22 January 2017

Kick-off 10.30 AM
It is where all your friends are going to be!

56 Grade 9 English First Additional Language

 Cycle 2 Reading

Journeys end in lovers meeting.

– William Shakespeare, Twelfth Night

cycle 2
weeks
3 &4
Content Booklet: Targeted Support: Term 1 57
Cycle 2 Reading

Cycle 2: Reading & Viewing Lesson 1

CAPS REQUIREMENTS
TEXT 1 1 HOUR 45 MINUTES
What text must be read? Novel, Drama, Short Story
Features of text to be taught: • Character
• Characterisation
• Plot
• Conflict
• Background
• Setting
• Narrator
• Theme
Reading skills to be taught: • Skimming
• Scanning
• Analysing, evaluating and responding to texts
• Drawing conclusions
• Relating text to own experience
• Dialogue
• Inferring meaning
• Clarifying
• Predicting information

58 Grade 9 English First Additional Language

 Cycle 2 Reading

PLANNER AND TRACKER TABLE

TEXTBOOK THEME TEXT PAGE
Clever English Destinations Novel “The Adventures of Huckelberry 20 & 21
Finn”
English Today Women and War Short Story Extract “1899” 25

Interactive English Responsibility Novel “Chandra” 28 &

29
Oxford Successful English Tell us about it Short Story “Phyllis Ntantala” 34 &
35
Platinum Walking the Talk Extract from a play “Contrasts” 15

Spot On The Place we call Home Dramatic text “Zandile” 15, 16

& 17
Top Class Chaos in the Classroom Comprehension Extract “Superfudge” 17

Via Afrika English It’s Tough to be me Extract from Youth Novel 23

Content Booklet: Targeted Support: Term 1 59

Cycle 2 Reading

PRE-READING 30 MINUTES
INTRODUCE THE TEXT

1. Tell the learners:

• to open their text book to the correct page

• to notice the details of pictures including facial expressions and background

STUDY THE TITLE AND PICTURES

1. Read the title to the class.

2. Explain that a short story or drama is often an “Extract from” which means it is a small section
from the play and there are more acts or chapters.

3. Look at the pictures.

4. Do they give any ideas about where the story will take place? A country, a venue, a city or town?
Ask learners to come up and write their ideas on the board.

5. Does the picture begin to give us information about the characters? Their ages, their jobs, and the
type of people they might be? Ask learners to come up and write their ideas on the board.

SKIM READ TO PREDICT WHAT MIGHT HAPPEN

1. Skim read to find the names of the characters. Look for the capital letters, as proper nouns such
as names always start with capital letters.

2. Skim read to find out where the action will take place – a school, park, river, and bedroom.

3. Ask learners if the ideas they have written on the board about the characters and setting match
up with what they have learnt from skim reading?

4. Skim read to look for key words that give you clues about the mood.
E.g. words that express excitement or anger. Ask learners to write these words on the board and
guess what the mood of the text might be.

5. Discuss briefly with a partner what you think the theme of the story or play will be.

6. Can you predict if there will be any conflict in this drama or story? If so, what do you think it will
be?

60 Grade 9 English First Additional Language

 Cycle 2 Reading

READING 30 MINUTES
INTRODUCE THE TEXT

1. If you are studying a drama or play extract, tell the learners that:

• in a drama or play extra information is given

• Information about the setting is given in the beginning. It is often written in a different
font or typography such as italics

2. Ask the learners why a different font would be used?

3. Tell the learners to notice how dialogue in a drama or play extract is written.

4. Explain that the script will start with the name of the character who is talking, followed by a
colon.

5. Explain that sometimes in brackets before or after the character speaks there is further
information, such as how that character is feeling, what their body language is, how they are
standing, what they are wearing, these are called stage directions.

6. If you are studying a short story, tell the learners that:

• dialogue is written in the form of direct speech, with inverted commas which show the exact
words that come from a character’s mouth

READ THE TEXT.

1. Select a few learners to read the script. One for every character and one as the narrator, or
the person to read the stage directions and all additional information.

2. Read the script through a second time, using different learners.

3. Draw a table on the board. Complete the first line of the table on the board with the learners,
filling in the names of a character and what the script says about them: their facial
expressions, moods, body language and attitudes.

E.g.
Character Expressions Moods Actions (body language) Attitudes
mother frowns grumpy; cross hands on hip; shouts; threatens

4. Remind the learners to use inference. The script might not tell you exactly what kind of person
the character is, but by using clues, you can work it out.

5. Clues can be:

• the type of words the character uses

• the punctuation marks which show expression
• the type of clothing they wear
• How other characters respond to them.

Content Booklet: Targeted Support: Term 1 61

Cycle 2 Reading

PARTNER READING:

1. Turn and talk to a partner, read the script / dialogue / story to each other again and fill in any
further information in the tables from the board.

2. Discuss with a partner which character represents someone you know.

3. Discuss with a partner:

• what you think is causing the conflict in the play/story

• how the conflict is resolved

SILENT READING

1. If there is time, instruct the learners to read the text to themselves, silently.

62 Grade 9 English First Additional Language

 Cycle 2 Reading

POST-READING 45 MINUTES
COMPLETE THE POST-READING ACTIVITY IN THE TEXTBOOK

1. Tell the learners they are going to complete the post reading comprehension in the text book.

2. Read the comprehension questions to the class.

3. Take note of the mark allocation and explain how detailed the answers must be.

4. Remind learners that they will need to scan the text to find answers to the questions.

5. Explain any questions learners do not understand. Allow class members to suggest possible
answers.

6. Instruct the learners to write answers in their work books.

7. Give the learners 30 minutes to complete the written answers.

8. Use the remaining time to allow learners to share or read their answers to the class afterwards.

Content Booklet: Targeted Support: Term 1 63

Cycle 2 Reading

Cycle 2: Reading & Viewing Lesson 2

CAPS REQUIREMENTS
TEXT 2 1 HOUR 45 MINUTES
What text must be read? Poem
Features of text to be taught: • Internal structures of a poem: figures of speech; imagery;
rhyme; rhythm
• External structures of a poem: lines; words; stanzas
• Typography
• Figurative meanings
• Mood
• Theme and message
Reading skills to be taught: • Skimming
• Scanning
• Language use
• Inferring meanings
• Relating text to own experience
• Predicting information
• Visualising

64 Grade 9 English First Additional Language

 Cycle 2 Reading

PLANNER AND TRACKER TABLE

TEXTBOOK THEME TEXT PAGE
Clever English Destinations Poem “The Road not Taken” 22

English Today Women and War Poem “We are at War” 34 & 35
Interactive English Responsibility Poem “Democracy” 31

Oxford Successful English Tell us about it Poem “Africa my Africa” 27

Platinum Walking the talk Poem “Not him” 17

Spot On The Place we call Home Poem “Head of the Household” 20

Top Class Chaos in the Classroom Poem “The Tiger Teacher” 20 & 21
Via Afrika English It’s Tough to be me Poem “Fifteen” 21

Content Booklet: Targeted Support: Term 1 65

Cycle 2 Reading

PRE-READING 30 MINUTES
INTRODUCE THE TEXT

1. Tell the learners:

• to open their text book to the correct page

• to notice that punctuation is often different in poems
• to notice the different types of rhyme schemes
• to notice words which create moods

STUDY THE TITLE AND PICTURES

1. Read the title.

2. Ask the learners what they expect the poem to be about, according to the title?

3. Help the learners brainstorm words they know or associate with that theme. E.g. If the poem is
going to be about nature, brainstorm all the words you can think of about the forces of nature,
and elements of nature.

4. Write these words down on the board as learners call them out.

5. Instruct learners to look at the pictures.

6. Ask the learners:

• What do you think the people in the poem are feeling, based on the facial expressions or body
language in the picture?
• Where do you think this poem is taking place? (the setting)
• What mood do you think is created by the pictures?

PREDICT WHAT THE POEM IS ABOUT

1. Ask the learners if they had to write the first two lines of the poem, what would they be?

2. Tell the learners to:

• Turn to a partner and write two lines each. Explain that they should use the title and pictures
as clues
• Read the first stanza (the first verse - the first group of lines) to see how close their prediction
would be

66 Grade 9 English First Additional Language

 Cycle 2 Reading

READING 30 MINUTES
INTRODUCE THE TEXT AND TEXT FEATURES

1. Tell the learners to:

• open the textbook at the correct page

• read the poem out loud together as a class
• follow the rhythm of the poem by adding expression to their voices

2. Tell learners that rhyming schemes vary. Explain that when working out a rhyming scheme,
you look for the words that rhyme and give them the same letter of the alphabet.

3. Write these two verses on the board and show pupils how to work out the rhyming scheme:

E.g.

through Sunday’s tunnel hushed and deep (a)

Up Monday’s mountain, craggy and steep (a)
Along Tuesday’s trail, winding and slow (b)
Into Wednesday’s woods, still half way to go (b)

Or:

I played a game of chess with Dad (a)

As usual he won and said: (b)
“Just learn from me. Next time you’ll win.” (c)
Then off I went to bed. (b)

4. Ask the learners to:

• TURN and TALK to a partner

• write down all the last words of each line of the poem

5. Ask learners to call out the words so you can write them on the board. Ask learners to help
you work out the rhyming scheme as shown above, by adding letters of the alphabet to the
words that rhyme, starting with ‘a’.

6. If there is no rhyming pattern, it is called free verse.

7. Ask the learners what the effect of a rhyming pattern is or of the poet’s choice to use free
verse.

8. Explain that rhyme is usually used for less serious topics, and creates a rhythm almost like a
musical beat. This makes the mood light-hearted.

9. Free verse is usually used for more serious topics.

USE CONTEXT CLUES TO WORK OUT THE MEANING OF UNFAMILIAR WORDS

1. Read the poem again to learners.

2. Ask the learners which words they did not understand and write those words on the board.

Content Booklet: Targeted Support: Term 1 67

Cycle 2 Reading

3. Ask the learners to::

• look closely at the word. Is there any part of the word that you recognise? Can you work
out the meaning of the word from this part?
• think about the whole poem and what is happening in the poem. Make a guess as to what
the word could mean
• suggest possible synonyms
• use a dictionary to check if your guess is right

READING, EXAMINE LANGUAGE USE & METAPHORS, DISCUSS THE MESSAGE

1. Ask the learners to listen for the metaphors.

2. Remind the learners that a metaphor is a direct comparison, used to create an image in
poetry.

3. Metaphors link one idea to another, they use imagery to help explain an idea.

4. Place the learners in groups of four. Tell the learners to read the poem together and to
discuss the metaphors they find. Learners must:

• identify what is being compared to what

• say why they are being compared
• discuss whether or not it is an effective (good) comparison. Does it help to explain the
idea?

5. Ask one person from each group to feedback to the rest of the class.

6. Tell the learners to discuss why punctuation might be different in poems – why the poet might
not use capital letters for each new line.

7. Ask the learners what the message was, or what the purpose of the poem was, what idea or
experience or feeling did the poet want to portray?

68 Grade 9 English First Additional Language

 Cycle 2 Reading

POST-READING 45 MINUTES
1. Tell the learners they are going to complete the post reading comprehension in the text book.

2. Read the comprehension questions to the class.

3. Take note of the mark allocation and explain how detailed the answers must be.

4. Explain any questions learners do not understand. Allow class members to suggest possible
answers.

5. Instruct the learners to write answers in their work books.

6. Give the learners 30 minutes to complete the written answers.

7. Use the remaining time to ask learners the following questions:

a. Have you, or someone you know, ever had a similar experience to the characters in the
poem?
b. In what ways was it the same?
c. In what ways was it different?
d. Which was your favourite part of the poem? Why?

Content Booklet: Targeted Support: Term 1 69

Cycle 2 Writing

Cycle 2: Writing Lesson

LONG LESSON: LINK TO PLANNER AND TRACKER
ACTIVITY: Writing a Letter of Appreciation
Note: If your school has 3.5 hours for Writing & Presenting, you should complete the text book task
(1 hour) AND the process writing lesson covered below. (2.5 hours)

Textbook Theme Page number in tracker

Clever English Destinations 17
English Today Women and war 27
Interactive English Responsibility 37
Platinum English Walking the talk 47
Spot On English The place we call home 57
Successful English Tell us about it 67
Top Class English Chaos in the classroom 77
Via Afrika It’s tough to be me 86

70 Grade 9 English First Additional Language

 Cycle 2 Writing

WRITING
GENRE: A letter of appreciation

CAPS DESCRIPTION OF GENRE: : An informal letter is used to express an emotion or idea to people who
are close to the writer, such as family or friends. The range of writing should span from ordinary
letters to immediate family and friends or to informal letters to the press.

AUDIENCE: Grade 9s

PURPOSE: A letter of appreciation is used to give thanks for something

TEXT FEATURES:

1. Format:

a. address
b. Date
c. Dear…
d. Introduction, body, conclusion

2. Semi-formal language

TOTAL TIME ALLOCATION: 2.5 hours

REQUIRED LENGTH OF TEXT:140-160 words

RESOURCES REQUIRED:

1. Personal dictionary
2. Textbooks

WORD BOXES

Gratitude, grateful, thanks, appreciate, interview, terrified, joyful, scared, worried, relieved,
serious, skills, hire, happy, outcome, thank you, writing, helped, writing, helping, support,
encouragement, family, nervous, feeling, wonderful, experience,

Content Booklet: Targeted Support: Term 1 71

Cycle 2 Writing

TEACHING THE GENRE 20 MINUTES

OUTCOMES:
The learners will learn how to write a letter of appreciation.

TEACHER INPUT

1. Tell the learners:

• Today we are going to write a letter of appreciation.

2. Write the word “appreciate” on the chalkboard.

3. Say:

• When we appreciate something, we are saying thank you for something

• Letters of appreciation can be formal or informal letters. It depends who you are writing to
• Today we are writing an informal letter of appreciation
• Informal letters are letters that we might write to friends and family telling them about our news
• Informal letters are written in informal, simple language
• Today, we are going to write a letter of appreciation to someone that has helped us
• I am going to write the main points to think about on the chalk board
• You will think about this in more detail when you do your planning

4. Write the following on the chalkboard:

Introduction: Purpose of the letter

1st paragraph: Remind reader what they did for you
2nd paragraph: Tell reader how they helped you
Conclusion: Thanks.

5. Read over what you have written with the learners.

6. Say:

• Your letter will have this content

• When you write your letter, you will write using informal or semi-formal language. It will depend
on who you are talking to
• The letter must flow logically so you must plan carefully
• Remember WRITERS PLAN BEFORE THEY WRITE
• A letter also has a special layout
• We will look at that layout now

7. Write the following example on the chalk board:

8. Point out the following layout features of a formal letter:

72 Grade 9 English First Additional Language

 Cycle 2 Writing

PO Box 2778
Dobsonville
1865
23 August 2017

Dear Jabu

Introduction

Paragraph 1

Paragraph 2

Conclusion

Yours sincerely / Regards / From

Thato

• Writer’s address on the right-hand side

• Date below the address
• Write Dear….
• Write the content of your letter with an introduction, body and conclusion
• End your letter with “Yours sincerely” or some other suitable greeting
• Write your name in full underneath

Content Booklet: Targeted Support: Term 1 73

Cycle 2 Writing

MODELLING THE SKILL 30 MINUTES

OUTCOMES:
The learners will learn the layout and structure of an informal letter.

TEACHER INPUT

1. Remind learners that WRITERS PLAN BEFORE THEY WRITE.

2. Draw the following diagram with labels on the chalkboard:

74 Grade 9 English First Additional Language

 Cycle 2 Writing

Senders address

Date

Dear

Introduction

Body of letter- paragraph 1

Body of letter - paragraph 2

Conclusion

Yours sincerely

Full name

3. Working with the learners, fill in the format details of the letter.

4. You can make these up.

5. Leave out the content of the letter.

6. Your completed example might look like this:

Content Booklet: Targeted Support: Term 1 75

Cycle 2 Writing

PO Box 345
Ivory Park
1689

12 September 2017

Dear Aunty Joyce

Introduction

Body of letter- paragraph 1

Body of letter - paragraph 2

Conclusion

Regards

Lerato

7. Have the learners copy the planning grid into their work books WITHOUT ANY OF THE DETAILS
WRITTEN ON IT. They will use this grid when they do their planning.

8. Tell learners:

Let’s pretend we are writing to my aunt to say thank you for the help she gave me when writing
my CV.

9. Ask the learners for ideas on how the letter could be started. Write the ideas on the board.

10. Using the ideas, write an opening paragraph with the learners.

11. The opening paragraph might look something like this;

“ I am writing to thank you so much for the help you gave me in writing my CV last month. I know
you did not have much time to spare but you helped me anyway.”

76 Grade 9 English First Additional Language

 Cycle 2 Writing

PLANNING 30 MINUTES
OUTCOMES:
The learners will plan the layout of their letters using the planning grid.
The learners will plan the content of their letters.

TEACHER INPUT

1. Tell learners:

• They are now going to plan their appreciation letters.

• Use the planning grid you have drawn in your book to help you with the format of the letter.
Fill in the addresses, dates etc.

2. Tell learners to close their eyes and think of when someone helped them, because WRITERS
THINK BEFORE THEY WRITE.

3. Remind learners that the purpose for the letter should be something personal, an experience
that they actually have had, because WRITERS WRITE WHAT THEY KNOW.

4. Remind learners to use the correct format of a letter of appreciation.

5. Remind learners to use a greeting, an introduction, a body (2 paragraphs), a conclusion and a

salutation.Remind learners that in their plan they do not need full sentences, just ideas of what
will go in each paragraph.

E.g.

Introduction: Thank you for . . .

1st paragraph: How it helped you - main idea
2nd paragraph: Supporting ideas - extra information
Conclusion: Thanks again . . .

6. Also remind learners that WRITERS ZOOM INTO SMALLER MOMENTS.

7. Read the completed example to the learners, pointing out the introduction, body (with main
and supporting ideas) and conclusion, so that they know what is expected of them.

LEARNER ACTIVITY

1. Allow learners time to plan. Remind learners that in their plan they do not need full sentences,
just ideas of what will go in each paragraph.

2. Learners work independently.

3. Set a time limit to keep learners on task.

Content Booklet: Targeted Support: Term 1 77

Cycle 2 Writing

DRAFTING 30 MINUTES
OUTCOMES:
The learners will write a first draft of their letters.

TEACHER INPUT

1. Tell learners they are going to write the first draft of their letters of appreciation based on their
plans.

2. Write the following on the chalkboard:

CRITERIA

1. The writer’s address is on the right.

2. The date is under the writer’s address.
3. The letter is addressed to someone.
4. There is a clear introduction explaining the reason for the letter.
5. There are two middle paragraphs.
6. There is a clear conclusion giving thanks.
7. The language used is suitable.
8. The letter has a name at the end.
9. The punctuation is accurate.
10. The spelling is accurate.
11. The letter 140-160 words long.

3. Read over the criteria with the learners.

LEARNER ACTIVITY

1. Learners must now write a first draft of their emails based on the criteria.

2. Learners work independently.

3. Set a time limit to keep learners on target.

78 Grade 9 English First Additional Language

 Cycle 2 Writing

EDITING & REVISING 20 MINUTES

OUTCOMES:
The learners will self-edit using checklist provided.

TEACHER INPUT

1. Tell learners that they will self-edit their letters because WRITERS SELF-EDIT.

2. Write this checklist onto the chalk-board.

Checklist Yes No
1 Is the writer’s address on the right?
2. Is the date under the writer’s address?
3. Is the letter addressed to someone?
4. Is there a clear introduction explaining reason for letter?
5. Are there two middle paragraphs?
6. Is there a clear conclusion giving thanks?
7. Is the language used, suitable?
8. Does the letter end with a name?
9. Is the punctuation accurate?
10. Is the spelling accurate?
11. Is the letter 140-160 words long?

LEARNER ACTIVITY

1. Learners must now check their own letters against the checklist and make the necessary
corrections.

Content Booklet: Targeted Support: Term 1 79

Cycle 2 Writing

REWRITING & PRESENTING 20 MINUTES

OUTCOMES:
The learners will write their final drafts.
The learners will read their letters to the class.

TEACHER INPUT

1. Tell learners to neatly re-write a final copy of their letters, using the edited draft.

2. Thank the class for all their efforts in developing their writing skills.

3. Ask learners to hand in their final drafts, once they have read them to the class.

LEARNER ACTIVITY

1. Learners neatly rewrite their letters.

2. Learners read their letters to the class.

80 Grade 9 English First Additional Language

 Cycle 2 Writing

COMPLETED EXAMPLE
31 Long Avenue
Kings Way
5089
23 March 2016
Dear Aunt Jabu,

I am writing to say thank you for helping me with my CV the other day. I know you went out of your way to
come all the way here but I want you to know it is greatly appreciated.

I sent my CV out to all the schools in the area. I even sent it to some schools that are quite far away,
because I wanted a job so badly I was willing to travel if necessary.

I have good news! A headmaster from a local school called me and scheduled an interview. I went and it was
very scary. I think I did well though because I got the job!

Thank you again Auntie. Without you I would not have been able to do this. If you ever need my help please
let me know, I owe you one! Send my love to your family.

Regards,
James
Word count: 150

Content Booklet: Targeted Support: Term 1 81

Cycle 3 Reading

Cycle 3
Weeks
5&6
What’s in a name? A rose by any name would smell as sweet.
– William Shakespeare, Romeo & Juliet

82 Grade 9 English First Additional Language

 Cycle 3 Reading

READING
Cycle 3: Reading & Viewing Lesson 1
TEXT 1 1 HOUR 45 MINUTES
What text must be read? Information text: Contract text
Features of text to be taught: • Font types and sizes
• Jargon
• Purpose of a text (to inform, persuade)
• Register - formal
• Audience
Reading skills to be taught: • Skimming
• Scanning
• Vocabulary development
• Purpose of a text (to inform, persuade)
• Intensive Reading
• Dictionary skills
• Critical Language awareness
• Clarifying
• Analysing, evaluating and responding to texts
• Infer meaning

Content Booklet: Targeted Support: Term 1 83

Cycle 3 Reading

PLANNER AND TRACKER TABLE

TEXTBOOK THEME TEXT 1 PAGE
Clever English Legal Eagles Reading an agreement for a sale 35

English Today Promises, Promises How to read a contract 40 & 41

Interactive English Agreement Sale Agreement 53, 54 & 55

Oxford Successful English Check it Out Reading contracts 50 & 51

Platinum Contract Wise Basic Rules; read a written contract 30, 31 & 34
“Purchase a scooter”
Spot On Business as usual Reading a contract “Deed of Sale” 28 & 29

Top Class Communicating Clearly Reading a contract of purchase 32

Via Afrika English I kept my word Read a contract; 31

2nd contract for comprehension 33

84 Grade 9 English First Additional Language

 Cycle 3 Reading

PRE-READING 30 MINUTES
INTRODUCE THE TEXT

1. Tell the learners:

• to open their text book to the correct page

• that a contract is a written or spoken agreement between two parties.
• that a contract is enforceable by law.
• that the focus will be on understanding the jargon (very special vocabulary) used in
contracts
• that legal language is very formal
• that contracts use legal language and a contract is a legal document that is binding and
must be understood very clearly
• that when you sign a contract, you are bound by law to stick to the terms and conditions
• that every detail of a contract must be read and understood before signing

STUDY THE TITLE AND SUBHEADINGS

1. Read the title of the contract aloud to the class.

2. Read other subheadings, any headings which are in bold typography or italics.

3. Ask the learners what type of information they think is going to be important in a contract?
Write the learners ideas on the board.

4. Ask the learners to think of situations where a legal contract would be necessary, e.g.
lease, job contract, buying a car, etc. Ask learners to come and write their own ideas on
the board.

5. Ask learners why they think a contract is important?

Content Booklet: Targeted Support: Term 1 85

Cycle 3 Reading

READING 30 MINUTES
INTRODUCE THE TEXT AND TEXT FEATURES, EXAMINE LANGUAGE USE

1. Tell the learners to skim read and write key words on the board that are important in a
contract

2. Discuss these words as a class in the context of a legal contract. Ask the learners to suggest
what they might mean, in a legal document.

3. Tell the learners to write these words down in their personal dictionaries with definitions of what
the words mean.

E.g. purchaser; seller; contract; consumer; binding; terms and conditions; witness; obliged;
warranty; guarantee; fine print; interest; loan; parties; valid; instalment

READ THE TEXT.

1. Put the learners into pairs and tell them to pretend one partner is a buyer (purchaser) and the
other is the legal advisor. Read the contract to each other, swapping roles so that each
partner has a chance to read.

2. Read the contract again, imagining that you are the actual purchaser – replacing your name
with the name in the contract, your own birthdate, and your signature.

3. Imagine or visualise purchasing the product. Read the contract again. Think about each
clause (statement / point) Make sure you understand it. Ask a partner to explain if you do not.

4. Tell the learners to work with a partner and find the following information in the text, write these
answers in your books:

• What product are you buying?

• Who is the seller?
• What is the cost of the product?
• What is the time period you have to pay for the product?
• What is the penalty if you do not pay on time?
• Who are the two parties involved in the contract?
• What does the word debt mean?
• What is the date on the contract?
• Name the people who have to sign
• Is there a time period for the purchaser to cancel the contract? If so, what is that time period?
• What are the terms and conditions listed in the contract?

86 Grade 9 English First Additional Language

 Cycle 3 Reading

POST-READING 45 MINUTES
COMPLETE THE POST-READING ACTIVITY IN THE TEXTBOOK

1. Tell the learners they are going to complete the post reading comprehension in the text book.

2. Read the comprehension questions to the class.

3. Take note of the mark allocation and explain how detailed the answers must be.

4. Explain any questions learners do not understand. Allow class members to suggest possible
answers.

5. Instruct the learners to write answers in their work books.

6. Give the learners 30 minutes to complete the written answers.

7. Use the remaining time to allow learners to share or read their answers to the class
afterwards.

Content Booklet: Targeted Support: Term 1 87

Cycle 3 Reading

Cycle 3: Reading & Viewing Lesson 2

CAPS REQUIREMENTS
TEXT 2 1 HOUR 45 MINUTES
What text must be read? Poetry
Features of text to be taught: • Internal structures of a poem: figures of speech; imagery; rhyme; rhythm
• External structures of a poem: lines; words; stanzas
• Typography
• Literal and figurative meaning
• Mood
• Theme and message
• Idioms and proverbs
• Imagery
• Emotive language
Reading skills to be taught: • Skimming
• Scanning
• Intensive reading
• Clarifying
• Deducing meaning
• Paraphrasing
• Purpose of a text (to inform, persuade)
• Visualising
• Inferring meaning

88 Grade 9 English First Additional Language

 Cycle 3 Reading

PLANNER AND TRACKER TABLE

TEXTBOOK THEME TEXT PAGE
Clever English Legal Eagles Poem “Broken Contract” 36

English Today Promises, Promises Poems: “1000 years” 249

“To Philip” 40 A security video tells a story 303

48 Passionate about poetry How to eat a poem 201

Interactive English Agreement Poem “Broken Promises” 56

Oxford Successful English Check it Out Poem “A song against supermarkets” 43

Platinum Contract Wise Poem “Rich Man” 35

Spot On Business as Usual - -

Top Class Communicating Clearly Poem “You make me so nervous” 35

Via Afrika English I kept my word Poem “The Listeners” 37

Content Booklet: Targeted Support: Term 1 89

Cycle 3 Reading

PRE-READING 30 MINUTES
INTRODUCE THE TEXT

1. Tell the learners:

• to open their text book to the correct page

2. Ask the learners

• how many stanzas are in the poem?

• how many lines in each stanza, are they all the same or is each stanza a different length?
• is there a rhyming scheme or is it free verse?

STUDY THE TITLE AND PICTURES

1. Read the title of the poem aloud.

2. Ask the learners what they think of immediately when they hear that title.

3. Brain-storm the suggestions by writing all the ideas on the board.

4. Create an association of ideas with the title of the poem. Any association a learner has with
that title helps create a frame of reference.

5. Look at the picture.

6. Ask the learners:

• Does the picture give more information about the type of people the poem is describing?
• Does the picture give an idea of the time period – modern or old fashioned?
• Does the picture give any clues about the setting, or where the events will take place?

90 Grade 9 English First Additional Language

 Cycle 3 Reading

READING 30 MINUTES
INTRODUCE THE TEXT AND TEXT FEATURES
1. Ask a learner to read the vocabulary glossary box
2. Ask the learners to predict what is going to happen in the poem, based on the heading,
pictures and words in the glossary box.
3. Ask the learners what the mood of the poem might be.
4. Tell learners to listen for of the words that create the mood, ask the learners to come and
write these words on the board.
READ THE TEXT.
1. Read the poem aloud to the learners.
2. Read only the first stanza aloud again.
3. Ask a learner to repeat in their own words what the first stanza was about.

4. Tell the learners to find words in the first stanza that draw on any of the five senses.

5. List these words in a table on the board. Ask learners to copy this table in their books.

Sight Smell Touch Taste Hearing

gleamed sweet peas - honey jingle

6. Follow the same pattern with each stanza of the poem. Read the stanza. Ask a learner to
repeat what the stanza was about. Find the words that appeal to any of the 5 senses, write
them on the board and learners to copy in their books.

7. Ask the learners to find any idioms or proverbs in the poem.

8. Remind the learners that proverbs are short well known sayings that have wise advice for life.

E.g. A fool and his money are soon parted. This means that if you are not careful with money,
you will lose it.

9. An idiom is a phrase or sentence which has a figurative meaning. The meaning is not the
same as the actual words.

E.g. “she has deep pockets” does not mean her actual pockets are deep, but it is a way of
saying that she is rich.

10. Ask learners to come up to the board and write the proverb or idiom on the board. Ask
learners what they think the meaning of the idiom or proverb is?

11. Ask the learners if they have had a similar experience in their lives as the person in the
poem experienced.

12. Ask if they have ever had a similar feeling to the speaker in the poem.

13. Let the learners share their experiences, explaining how it is similar to the experiences of
the speaker in the poem.
PARTNER READING:
1. Tell the learners to turn to a partner. Each partner takes a turn to read the poem aloud to each
other.

Content Booklet: Targeted Support: Term 1 91

Cycle 3 Reading

POST-READING 45 MINUTES
READING THE COMPREHENSION QUESTIONS

1. Tell the learners they are going to complete the post reading comprehension in the text book.

2. Read the comprehension questions to the class.

3. Take note of the mark allocation and explain how detailed the answers must be.

4. Explain any questions learners do not understand. Allow class members to suggest possible
answers.

5. Instruct the learners to write answers in their work books.

6. Give the learners 30 minutes to complete the written answers.

7. Use the remaining time to allow learners to share or read their answers to the class afterwards.

92 Grade 9 English First Additional Language

 Cycle 3 Writing

Cycle 3: Writing Lesson

LONG LESSON: LINK TO PLANNER AND TRACKER
ACTIVITY: Report
Note: If your school has 3.5 hours for Writing & Presenting, you should complete the text book task
(1 hour) AND the process writing lesson covered below. (2.5 hours)

Textbook Theme Page number in textbook

Clever English Legal eagles 19
English Today Promises, promises 28
Interactive English Agreement 39
Platinum English Contract wise 49
Successful English Check it out 69
Top Class English Communicating clearly 79
Via Afrika I kept my word 89
Clever English Legal eagles 19

Content Booklet: Targeted Support: Term 1 93

Cycle 3 Writing

WRITING
GENRE: Report

CAPS DESCRIPTION OF GENRE: Reports are very formal documents, and work best when what is
examined is very real and important to the learners. They give exact feedback of a situation.

AUDIENCE: Grade 9s

PURPOSE: : Reports give exact feedback of a situation.

TEXT FEATURES:

1. Format
2. Tone
3. Present tense
4. Third person
5. Facts

TOTAL TIME ALLOCATION: 2.5 hours

REQUIRED LENGTH OF TEXT: 140-160 words

RESOURCES REQUIRED:

1. Personal dictionary
2. Textbooks

WORD BOXES

exact, responsible, decide, decision, manage, conclude, action, do, future, improve, fix, repair,
buy, plumber, tiles, contractor, builder, plan, pay, budget, paint, grout, plaster, measure, wood,
glue, sandpaper, neglect, money, new.

94 Grade 9 English First Additional Language

 Cycle 3 Writing

TEACHING THE GENRE 20 MINUTES

OUTCOMES:
The learner will learn the genre of writing a report.
The learner will learn the correct format of a report.

TEACHER INPUT

1. Tell learners that today they are going to write a report.

2. Say:

a. A report is a piece of writing that tells the exact facts about something.
b. The writer (we can call the writer the reporter) collects information about the topic of the report
and presents only the facts.
c. The reporter will collect all the information.
d. The reporter will write the facts they find in formal or semi-formal language.
e. The reporter will write in the third person.
f. When we say something is written in the third person, we mean that when the writer writes,
they refer to things and people indirectly and use pronouns like: he, she, it and they.
g. The reporter does not write from his or her own point of view.
h. Reports are also usually written in the present tense because it is what the reporter is seeing in
the present time.
i. The report will answer the following questions:

3. Write these question words on the chalkboard:

What?
How?
Where?
When?
Why?

4. Write the following on the chalkboard:

Report on condition of Dinokeng Community Centre

This is a report on the condition of the Dinokeng Community Centre as observed by Ayanda
Lesedi on 2 August 2016.

The Community Centre was built in 1995 using money from local government. It is run by
volunteers from the community and gets a small amount of funding from the lottery.

The centre needs a new roof and a number of windows are broken. The toilet doors are broken.
The taps leak.

5. Read over the report with the learners.

Content Booklet: Targeted Support: Term 1 95

Cycle 3 Writing

6. Ask the learners:

a. What is the title of the report? (Condition of Dinokeng Community Centre)

b. Who wrote the report? (Ayanda Lesedi)
c. When did she write the report? (2 August 2016)
d. Is the report finished? (no it is not)

7. Explain the a report must include:

• a date
• the name of the reporter
• when
• what
• where
• why
• how

96 Grade 9 English First Additional Language

 Cycle 3 Writing

MODELLING THE SKILL 30 MINUTES

OUTCOMES:
The learners will learn the structure and layout of a report.

TEACHER INPUT

1. Explain that today we are going to write a report.

2. Tell learners that we will use present tense unless we are writing a historical report in which case
past tense will be used.

3. Remind learners that when we write longer pieces of writing, we divide the writing into paragraphs.

4. Write the following on the board:

Title
Introduction (What report is about, who wrote report and date)
Middle paragraphs (The who, what, where, when, why and how)
Conclusion (Summary of facts)
Recommendation (What has been decided)

5. Say:

• Today I will write a report about something important to me. I must write about my own life
because WRITERS WRITE WHAT THEY KNOW.
• I must write about one thing because WRITERS ZOOM INTO SMALLER MOMENTS.
• I should include only the facts and not my opinion on the matter.
• Let me think about what I want to write because WRITERS THINK BEFORE THEY WRITE.
• I must use my OWN ideas because writing is about putting my ideas into words.
• I will write about when Sizwe and Bongani were fighting about selling chickens at the community
centre. The problem was that both men wanted to make some money but there was only space
for one person to sell. A report needed to be written so that the elders could make a decision
about the problem after looking at the facts.

6. Write the following on the board:

Who: Sizwe and Bongani

Where: Community centre
What: Both want to sell chickens.
Why: Only space for one person to sell chickens.

7. Ask the learners for ideas and input as you write.

8. The report needs a title and an opening paragraph to start with. The opening paragraph should
say what the report is about, who wrote the report and a date.

9. Your example might look something like this:

Content Booklet: Targeted Support: Term 1 97

Cycle 3 Writing

Report on chicken sales at Community Centre

This is a report on the selling of chickens at the Community Centre written by Thando
Mbeki on 24 January 2017.

10. Ask learners to put the problem that the report is looking at into words.

11. Your example may look like this:

Report on chicken sales at Community Centre

This is a report on the selling of chickens at the Community Centre written by Thando
Mbeki on 24 January 2017.

Sizwe and Bongani are fighting about who will sell chickens at the community centre.
Both men want to make some extra money. There is only space for one person to sell
chickens at the community centre.

12. Continue asking learners for ideas to complete the report. Your final report might look
something like this:

Report on chicken sales at Community Centre where reporter

This is a report on the selling of chickens at the Community Centre written by Thando
Mbeki on 24 January 2017.
when what
who

Sizwe and Bongani are fighting about who will sell chickens at the community centre.
Both men want to make some extra money. There is only space for one person to sell
chickens at the community centre. why

Sizwe has managed to breed some chickens and will supply chickens every day. Bongani
does not own any chickens and buys them from a supplier. The supplier does not always
have stock.

Sizwe feels that he can guarantee the quality of the chickens. Bongani cannot do this
because he buys the chickens from someone else.
how

The elder of the community is the one who decides who is allowed to sell chickens.

The elder has decided that Sizwe will be allowed to sell chickens at the community centre.
He feels that it is important to have chickens available every day for the community.

98 Grade 9 English First Additional Language

 Cycle 3 Writing

PLANNING 30 MINUTES
OUTCOMES:
The learners will complete a plan for their reports.

TEACHER INPUT

1. Tell learners that they are now going to plan to finish Ayanda’s report which is written on the
chalkboard. Remind learners that they read the start of this report but it was not complete.

2. Write the following on the board:

WHO
WHAT
WHERE
WHEN
WHY
HOW

3. Show learners that the “WHO” and the “WHAT” have already been covered. However, more facts
need to be added. Learners also need to fill in:

WHY it needs fixing

HOW it will be fixed
WHEN it will be fixed
WHO will fix it

4. If learners need help with the meaning or spelling of a new word, they should bring you their
personal dictionary and you can write it in there.

LEARNER ACTIVITY

1. Learners copy Ayanda’s report into their books

2. Learns write in point form the answers to ‘Why’, ‘How’, ‘When’ and ‘Who’

3. Learners use planning questions to come up with ideas.

4. Set a time limit to keep learners on task.

Content Booklet: Targeted Support: Term 1 99

Cycle 3 Writing

DRAFTING 30 MINUTES
OUTCOMES:
The learners will write a first draft of their report.

TEACHER INPUT

1. Tell learners they are going to write the first draft of their report based on their planning.

2. Write the following on the chalkboard:

CRITERIA

1. There is a clear title.

2. The opening paragraph says what report is about.
3. The opening paragraph says who wrote report.
4. The opening paragraph gives date of report.
5. The report is written in factual language.
6. The report is written in formal or semi-formal language.
7. The report is written in the third person.
8. The report is written in the present tense.
9. Punctuation is accurate.
10. Spelling is accurate.
11. 140-160 words in length.

3. Read over the criteria with the learners.

LEARNER ACTIVITY

1. Learners must now write a first draft of their report based on the criteria.

2. Learners work independently.

3. Set a time limit to keep learners on target.

100 Grade 9 English First Additional Language

 Cycle 3 Writing

EDITING & REVISING 20 MINUTES

OUTCOMES:
The learners will SELF-EDIT their report using the checklist provided.

TEACHER INPUT

1. Tell learners that they will self-edit their writing because WRITERS SELF-EDIT.

2. Write this checklist onto the chalk-board.

Checklist Yes No
1 Is there a clear title?
2. Does the opening paragraph say what the report is about
3. Does the opening paragraph say who wrote the report?
4. Does the opening paragraph have the date of the report?
5. Is the report written in factual language?
6. Is the report written in formal or semi-formal language?
7. Is the report written in the third person?
8. Is the report written in the present tense?
9. Is the punctuation accurate?
10. Is the spelling accurate?
11. Is it 140-160 words long?

LEARNER ACTIVITY

1. Learners check their drafts using the checklist.

2. Learners make corrections after looking at checklist.

Content Booklet: Targeted Support: Term 1 101

Cycle 3 Writing

REWRITING & PRESENTING 20 MINUTES

OUTCOMES:
The learners will write a neat and final draft of their journalistic reports.
The learners will hand their work in.

TEACHER INPUT

1. Tell learners to neatly re-write a final copy of their reports, using the edited draft.

2. Thank the class for all their efforts in developing their writing skills.

3. Ask learners to hand in their final drafts.

LEARNER ACTIVITY

1. Learners neatly re-write their reports.

2. Learners hand in final reports.

102 Grade 9 English First Additional Language

 Cycle 3 Writing

COMPLETED EXAMPLE

Report on chicken sales at Community Centre

This is a report on the selling of chickens at the Community Centre written
by Thando Mbeki on 24 January 2017.
Sizwe and Bongani are fighting about who will sell chickens at the community
centre. Both men want to make some extra money. There is only space for
one person to sell chickens at the community centre.
Sizwe has managed to breed some chickens and will supply chickens every
day. Bongani does not own any chickens and buys them from a supplier. The
supplier does not always have stock.
Sizwe feels that he can guarantee the quality of the chickens. Bongani cannot
do this because he buys the chickens from someone else.
The elder of the community is the one who decides who is allowed to sell
chickens.
The elder has decided that Sizwe will be allowed to sell chickens at the
community centre. He feels that it is important to have chickens available every
day for the community.
Word count 144

Content Booklet: Targeted Support: Term 1 103

Cycle 4 Reading

4
weeks
7&8
A man can die but once.
– William Shakespeare, Henry IV

104 Grade 9 English First Additional Language

 Cycle 4 Reading

Cycle 4: Reading & Viewing Lesson 1

TEXT 1 1 HOUR 45 MINUTES
What text must be read? Novel, Drama, Short Story
Features of text to be taught: • Character
• Dialogue
• Plot
• Conflict
• Background
• Setting
• Narrator
• Theme
Reading skills to be taught: • Skimming
• Scanning
• Visualising
• Intensive reading
• Cause and effect
• Vocabulary development
• Predicting information
• Inferring meaning
• Clarifying
• Fact and opinion

Content Booklet: Targeted Support: Term 1 105

Cycle 4 Reading

PLANNER AND TRACKER TABLE

TEXTBOOK THEME TEXT PAGE
Clever English The Magical World of Art Extract from “Traditional Zulu Story” 54

English Today Sport Crosses Boundaries Extract “Gooaal in Gutu” 54 & 55

Interactive English Rules Drama “Coach” 71 & 72

Oxford Successful English What happened next? Short Story “Take me to the River” 68, 69 &
70
Platinum Weather Descriptive Writing “A sizzling day” 47

Spot On Journeys into the Unknown Extract from “Solomon’s story” 42 & 43

Top Class Lessons from Birds Extract from “The tale of Ngcede” 50 & 51

Via Afrika English A place called Home Drama 43 & 44

106 Grade 9 English First Additional Language

 Cycle 4 Reading

PRE-READING 30 MINUTES
INTRODUCE THE TEXT

1. Tell the learners:

• to open their text book to the correct page

• that the focus of these reading lessons will be on the narrator
• Remind the learners that the narrator is the person telling the story; it can be one of
the characters in the story, or a third person who is not a character but almost an all
seeing person watching the story from afar.
• to make notes of all new vocabulary, to explore and remember at least 5 new words

STUDY THE TITLE AND PICTURES

1. Read the title of the short story aloud to the learners.

2. Ask the learners if the title gives any clues about setting (time and place) and characters.

3. Look at the pictures. Do they give any more information about what the story might be
about?

4. Do the expressions on the faces give clues about the mood of the story?

5. Does the background of the picture give clues about where the story takes place?

a. Can you see anything in this picture which would help you to decide where this story
takes place?
b. Do you have any idea of the age or gender of any of the characters in the story, based
on the picture?
c. Can you determine the mood of the story, based only on the picture? Look at the facial
expressions of the person in the picture.

6. Tell the learners to skim read the text.

7. Ask the learners to write down all the words that are in different typography. (The words are
either in bolder, darker print, or in a different font like italics)

8. Ask the learners why those words are in different typography.

9. Discuss as a class the meanings of those words, using dictionaries, and ideas from the
class.

Content Booklet: Targeted Support: Term 1 107

Cycle 4 Reading

READING 30 MINUTES
INTRODUCE THE TEXT AND TEXT FEATURES

1. Tell the learners to skim read the text.

2. Tell the learners that a conversation between two or more people in a story is called
dialogue. This dialogue is written as either direct or indirect speech. Remind the learners
of the function and style of direct and indirect speech.

3. Direct speech is used when a character is talking. The exact words spoken by the character
are put in inverted commas. It is useful to the reader because you could imagine each
character to have a different voice, different tone of voice, different manner of speaking. The
character’s words help paint a picture about who they are and how they think.

E.g. (write these sentences on the board)

“I disagree with you!” said Sarah miserably.

“To disagree with a fact is like spitting in the wind,” replied Thomas. “It will not change the
facts.”

“I won’t listen to you no matter how much proof you think you have.” Sarah stubbornly
stated.

4. Indirect speech is used when a narrator or third person is reporting on what was said.
Indirect or reported speech does not use inverted commas and the pronoun changes from
the first person (I, me, we) to the third person (she, he, they) .

E.g. (write these sentences opposite the direct speech sentences on the board)

Sarah said that she disagreed with Thomas.

Thomas replied that for her to disagree with him was like spitting in the wind, it would not
change the facts.

Sarah stubbornly stated that she would not listen to Thomas no matter how much proof he
had.

5. Ask learners to work in pairs and to compare the direct and indirect speech and discus the
differences.

READ THE TEXT.

1. Ask the learners to volunteer to read one paragraph each.

2. When the story has been read once through, remind learners that when they notice the
direct speech, with inverted commas, their voice must change, they must try to sound like
the person who is speaking, whether it is an older man, or younger girl.

3. Tell the learners to turn to a partner and read the story through twice, each partner having a
turn to read the story, focusing on reading the direct speech parts as the character in the
story would sound.

108 Grade 9 English First Additional Language

 Cycle 4 Reading

4. Give the learners a maximum of ten minutes to complete the task.

5. Call the learners attention back to you.

6. Tell the learners to notice that the part of the text that was read in their own normal voice
was the part the narrator would be telling. The ‘in-between parts’ where the story is being
explained, or the events are being described, this is usually the part the narrator is telling.

SUMMARISING THE TEXT

1. Ask a learner to retell in his or her own the plot of the story (what the whole story was
about).

2. Ask another learner if any important details were left out.

3. Ask learners to identify the type of conflict in the story. Explain that there are different types
of conflict:

• Person against person: a problem between two characters

• Person against self: a problem within the character’s own mind
• Person against society: a problem between a character and an institution like a school or
police force or a tradition
• Person against nature: a conflict between a character and a force of nature like a tornado,
hurricane, tsunami

4. Ask the learners to comment on who their favourite character was, and why.

5. Who was their least favourite character and why. Explain what that character did or said that
made them unlikable.

6. Ask the learners if they would have handled the situation differently if they were one of the
characters in the story, and if so, how?

DISCUSSION QUESTIONS - CAUSE AND EFFECT, FACT AND OPINION

1. Write the following questions on the board. Ask learners to work with a partner to answer
the following questions:

a. What type of person is the character, _______?

b. How do you know this?
c. What do you think will happen after ________?
d. Why do you say that?
e. What do you think the writer feels about ______?
f. Why do you think that?

2. Ask a few of the learners to feedback their answers to the rest of the class.

3. Ask learners to each find 2 facts in the text and 2 opinions. How are they different?

4. Ask learners to each find 3 new words in the text and discuss their meaning with a partner.

Content Booklet: Targeted Support: Term 1 109

Cycle 4 Reading

POST READING 45 MINUTES

COMPLETE THE POST-READING ACTIVITY IN THE TEXTBOOK

1. Tell the learners they are going to complete the post reading comprehension in the text book.

2. Read the comprehension questions to the class.

3. Take note of the mark allocation and explain how detailed the answers must be.

4. Explain any questions learners do not understand. Allow class members to suggest possible
answers.

5. Instruct the learners to write answers in their work books.

6. Give the learners 30 minutes to complete the written answers.

7. Use the remaining time to allow learners to share or read their answers to the class afterwards.

110 Grade 9 English First Additional Language

 Cycle 4 Reading

Cycle 4: Reading and Viewing Lesson 2

CAPS REQUIREMENTS

TEXT 2 1 HOUR 45 MINUTES

What text must be read? Poetry
Features of text to be taught: • Internal structures of a poem: figures of speech;
imagery; rhyme; rhythm
• External structures of a poem: lines; words; stanzas
• Typography
• Figurative language
• Mood
• Theme and message
• Emotive language
• Imagery
• Metaphor
• Personification
• Simile
Reading skills to be taught: • Intensive reading
• Analysing, evaluating and responding to texts
• Context clues
• Deducing meaning (analogies, comparisons)
• Predicting information
• Purpose of a text (toinform, persuade)
• Relating text to own experience
• Visualising
• Inferring meaning

Content Booklet: Targeted Support: Term 1 111

Cycle 4 Reading

PLANNER AND TRACKER TABLE

TEXTBOOK THEME TEXT PAGE
Clever English The Magical world of Art Poem / song “Vincent” 53

English Today Sport crosses Boundaries Poem “A football praise poem” 60

Interactive English Rules Poem “Rules and Regulations” 74 & 75

Oxford Successful English What happened next? Poem “Matilda who told lies” 61

Platinum Weather Poem “Lament for a dead cow” 52

Spot On Journeys into the unknown - -

Top Class Lessons from Birds Poem “Caged Bird” 47

Via Afrika English A place called Home Poem “Inside my Zulu Hut” 47

112 Grade 9 English First Additional Language

 Cycle 4 Reading

LESSON OUTLINE
PRE-READING 30 MINUTES
INTRODUCE THE TEXT

1. Tell the learners:

• to open their text book to the correct page

• that the focus will be on understanding the imagery the poet has used and what the purpose
of that imagery is intended to be
• to listen to the rhythm and rhyme of a poem
• to work out the theme and message of a poem

STUDY THE TITLE

1. Read the title of the poem aloud to the class.

2. Tell the learners to suggest any words that come to mind based on the title of the poem.

3. Write all the words the learners suggest on the board.

4. Based on the words written on the board, ask learners what they think the mood of the
poem will be?

5. Tell the learners to look at the pictures.

6. Ask the learners what feelings the pictures evoke (stir up) in the reader. Write these words on
the board as well. Do the feeling words match with the words already on the board. Does the
picture help tell us the mood of the poem?

7. Tell the learners to look at the glossary or word box and read the meaning of unfamiliar
words.

8. Ask the learners to work with a partner and try to write the first stanza of the poem based
on the title and pictures.

Content Booklet: Targeted Support: Term 1 113

Cycle 4 Reading

READING 30 MINUTE
INTRODUCE THE TEXT AND TEXT FEATURES

1. Tell the learners:

• Poets use special language called figurative language to make their writing interesting. They
use words to create
pictures or images in the reader’s mind, this is called imagery
• Similes compare two things to each other using ‘like’ or ‘as’. Similes are indirect comparisons
• Metaphors say that one thing is another thing. Metaphors are direct comparisons
• Personification gives a non-living object life like qualities

READ THE TEXT.

1. Read the poem aloud to the class. Tell learners to close their eyes and visualise what is
happening as you read.

2. Ask the class what the mood of the poem was. Sad or happy, exciting or upsetting?

3. Ask the learners to summarise in their own words what the whole poem was about.

4. Ask the learners how the poem made them feel

5. Draw the following table on the board

FIGURE OF SPEECH MEANING EXAMPLE

Personification
Simile
Metaphor

6. Ask learners what they think each of these words mean. Fill this information in on the table
on the board. Their answers may look something like this:

FIGURE OF SPEECH MEANING EXAMPLE

Personification Giving a non-living object
human qualities
Simile Direct comparison using
‘like’ or ‘as’
Metaphor Direct comparison

7. Ask learners to come up to the board and write an example of each of these. The table on
the board may look something like this:

FIGURE OF SPEECH MEANING EXAMPLE

Personification Giving a non-living object The trees waved their arms
human qualities
Simile Direct comparison using The young boy was as
‘like’ or ‘as’ brave as a lion
Metaphor Direct comparison My teacher is a dragon

114 Grade 9 English First Additional Language

 Cycle 4 Reading

8. Tell the learners to copy this table into their work books, but to add an extra column titled
‘examples from the poem’.

FIGURE OF MEANING EXAMPLE EXAMPLE FROM

SPEECH THE POEM
Personification Giving a non-living The trees waved their
object human arms
qualities
Simile Direct comparison The young boy was as
using ‘like’ or ‘as’ brave as a lion
Metaphor Direct comparison My teacher is a dragon

9. Ask the learners to find examples from the poem of personification, similes and metaphors,
and to add these to the table.

10. Draw the following table on the board and tell the learners to copy it into their work books:

SIMILE/METAPHOR/ WHAT IS BEING WHY IS IT BEING COMPARED

PERSONIFICATION COMPARED – WHAT IS SIMILAR ABOUT
THESE TWO OBJECTS?
E.g. My baby brother eats The way the baby Both her baby brother and a
like a piglet eats is being piglet are messy when they eat.
compared to how a
piglet eats
Simile Direct comparison The young boy was as brave as
using ‘like’ or ‘as’ a lion

11. Ask the learners to fill in the examples of similes, metaphors and personification they
found in the poem. Work through the first example with the learners and ask them to
complete the table in their work books with the examples from the poem.

12. Ask the learners to work in pairs and discuss whether or not they think the comparisons
are effective.

PARTNER READING:

1. Tell the learners to turn to a partner and each take a turn to read the poem aloud to each
other.

2. Ask the learners to discuss with their partners:

• the main message of the poem

• is the poem meaningful to their own lives?
• have they ever had a similar experience or the same feelings?
• the meanings of any new words, using context clues or a dictionary if necessary

Content Booklet: Targeted Support: Term 1 115

Cycle 4 Reading

POST READING 45 MINUTES

COMPLETE THE READING ACTIVITY IN THE TEXT BOOK

1. Tell the learners they are going to complete the post reading comprehension in the text book.

2. Read the comprehension questions to the class.

3. Take note of the mark allocation and explain how detailed the answers must be.

4. Explain any questions learners do not understand. Allow class members to suggest possible
answers.

5. Instruct the learners to write answers in their work books.

6. Give the learners 30 minutes to complete the written answers.

7. Use the remaining time to allow learners to share or read their answers to the class afterwards.

116 Grade 9 English First Additional Language

 Cycle 4 Reading

Cycle 4: Writing Lesson

LONG LESSON: LINK TO PLANNER AND TRACKER
ACTIVITY: Write a reflective essay
Note:If your school has 3.5 hours for Writing & Presenting, you should complete the text book task
(1 hour) AND the process writing lesson covered below. (2.5 hours)

TEXTBOOK THEME PAGE NUMBER IN TEXTBOOK

Clever English Murder and Mystery 22
Spot On English Journeys into the unknown 61

Content Booklet: Targeted Support: Term 1 117

Cycle 4 Writing

WRITING
GENRE: Reflective Essay

CAPS DESCRIPTION OF GENRE: Reflective essays present the writer’s views, ideas, thoughts and feelings
on a topic, usually something they feel something they feel strongly about. It needs to be personal
rather than subjective; it needs a careful structure, but does not need to present a clear conclusion.
Nor does it have to present a balanced discussion, although it might. It can be witty or serious

AUDIENCE: Grade 9s

PURPOSE: To express thoughts and feelings on something/ an event that has already happened.

TEXT FEATURES:

1. Essay format with introduction, body and conclusion.

2. Use of adjectives.

TOTAL TIME ALLOCATION: 2.5 hours

REQUIRED LENGTH OF TEXT: 4-8 paragraphs

RESOURCES REQUIRED:

1. Personal dictionary
2. Textbooks

WORD BOXES

remember, anxious, alone, confused, worried, angry, panic, needless, disappointed, avoided,
terrifying, lonely, reflect, think, scared, happy, laughter, wonder, surprise, fantastic, awesome,
nervous, terrified, lonely, crazy, incredible, memory, joy.

118 Grade 9 English First Additional Language

 Cycle 4 Writing

TEACHING THE GENRE 30 MINUTES

OUTCOMES:
The learners will learn how to use a mind map.
The learners will learn how to write reflective sentences in the first person.

TEACHER INPUT

1. Tell the learners

a. Today we are going to write a reflective essay.

b. A reflective essay is an essay where we write our thoughts and feelings about a topic.
c. When we reflect on something, we are thinking back on how we feel about what happened.
d. When reflecting on something, we often use words that express emotion.

2. Ask the learners if they can you think of some words that are used to express emotion?

3. Write them on the chalkboard.

4. Some of the words they come up with may be: happy, sad, angry, scared, nervous, worried,
ashamed, irritated.

5. Say:

a. When we write reflective essays, we should write them using words that describe clearly what
we are thinking. Remember, we call these describing words “adjectives”.

6. Draw the following on the chalkboard:

THE TEST

7. Say:

a. This is called a mind map.

b. This will be useful when you are planning your essay later.
c. I am going to use it now to plan my ideas around reflecting on a test I did not study for.

Content Booklet: Targeted Support: Term 1 119

Cycle 4 Writing

8. Fill in the following details on the mind map:

the memory the exam room

THE TEST

what I learnt my feelings

9. Now ask the learners for ideas by asking the following questions. Fill in keywords on the mind
map.

a. What is the memory?

b. Describe the exam hall (how it felt).
c. What did I feel?
d. What did I learn from this experience?

10. When you have finished, it may look something like this:

The exam room

The memory very quiet, examiners
test I didnt study for were out to get me, words
seem strange

THE TEST

what I learnt my feelings

Could have been avoided mom’s disappointment
feel sick
cry

120 Grade 9 English First Additional Language

 Cycle 4 Writing

MODELLING THE SKILL 20 MINUTES

OUTCOMES:
The learner will learn how to write reflective sentences.

TEACHER INPUT

1. Remind learners that WRITERS PLAN BEFORE THEY WRITE.

2. Say:

a. Using these ideas, we are now going to write reflective sentences.

b. When we write reflective sentences we are writing about what we think.
c. An example of a reflective sentence might be “I felt so afraid and alone.” (Write this sentence on
the chalkboard.)

3. Write the following on the chalkboard:

• When I think about…

• The worst moment was….
• The thing I wish I could change is….
• When I think back….

4. Say:

a. These are some ways we can start reflective sentences.

b. Use these phrases to write some reflective sentences about a test we did not study for

5. Ask the learners for some examples on how to finish the reflective sentences. (Write them on the
chalkboard)

6. You may end up with examples that look like this:

• When I think about that day, I just want to cry.

• The worst moment was when I turned over the page and knew I didn’t know any of the
answers.
• The thing I wish I could change is that I had studied instead of watching TV.
• When I think back, I know that I need to take school more seriously.

Content Booklet: Targeted Support: Term 1 121

Cycle 4 Writing

7. Read the following example of a reflective essay out loud to the learners twice:

Unnecessary stress
Last year I had to study for an English Literature exam. I had not read the novel so I tried to cram
as much as possible for the test the night before. It was not enough.

I sat in the exam venue and felt my panic rise. I could not answer the questions. The words on the
paper seemed so foreign, as if the examiners were out to get me. The silence was terrifying, the
only sounds were the furious scribbles of the other students, telling me I was the lone member of
the unprepared.

I thought of the disappointed look on my mother’s face when she found out my failure. I thought
of failure and it made me feel sick. I wanted to scream into the silence. I wanted to ask for help,
the person next to me or a teacher who passed, try and explain how something had gone wrong. I
wanted to cry.

I should have been better prepared. When I think of that exam I realise that the stress could have
been avoided, and the time studying, even though it would have been difficult work, would have not
been as horrible as not having studied was.

I learned two very important lessons from that experience. The first is that being prepared is much
better than being unprepared. The second lesson is that failure does not last forever, and just
because I failed one exam, does not mean I will fail them all.

8. Ask learners what feelings the writer was feeling, write these on the board.

122 Grade 9 English First Additional Language

 Cycle 4 Writing

PLANNING 30 MINUTES
OUTCOMES:
The learners will plan the content of their reflective essays using a mind map.
TEACHER INPUT

1. Remind learners that WRITERS PLAN BEFORE THEY WRITE and WRITERS ZOOM IN TO
SMALLER MOMENTS.

2. Remind learners that WRITERS USE WORD BOXES.

3. Say:

a. You are now going to plan a reflective essay.

b. You are going to use a mind map to plan your essay.
c. Remember you are writing about your feelings about the past year.
d. I want you to close your eyes.
e. Take a deep breath.
f. I want you to think about something that happened to you.
g. Maybe something where you learnt an important lesson? (Allow the learners a few moments to
think)
h. Or maybe when something wonderful happened to you, like a surprise. (Allow the learners a few
moments to think).
i. Or maybe what was a difficult time or something that you wish hadn’t happened. Maybe
something you wish you could change. (Allow the learners a few moments to think)

4. Draw the following mind map on the chalkboard and have the learners copy it into their work books:

introduce memory describe

TOPIC

learn anything? feelings

reflect

5. Tell learners:

a. Use the mind map and the thinking activity we did to write down some key words for your
reflective essay.

6. If learners need help with the spelling or meaning of a new word, they should bring you their
personal dictionaries and you can write it in there.

LEARNER ACTIVITY

1. Learners draw the mind map in their work books.

2. Learners work independently to plan their reflective essay.

3. Set a time limit to keep learners on task.

Content Booklet: Targeted Support: Term 1 123

Cycle 4 Writing

DRAFTING 30 MINUTES
OUTCOME
The learners will write a first draft of their reflective essays.

TEACHER INPUT

1. Tell learners they are going to write the first draft of their reflective essays based on their mind
maps.

2. Write the following on the chalkboard:

CRITERIA

1. The essay has a title.

2. The writer’s feelings are clear.
3. The essay is written in the past tense.
4. The essay has an introductory paragraph.
5. The essay has a concluding paragraph.
6. The essay is written from the writer’s point of view.
7. The writer has used adjectives.
8. Punctuation is accurate.
9. Spelling is accurate.
10. 210-250 words/4-8 paragraphs long

3. Read over the criteria with the learners.

LEARNER ACTIVITY

1. Learners must now write a first draft of their essays based on the criteria.

2. Learners work independently to plan their reflective essay.

3. Set a time limit to keep learners on target.

124 Grade 9 English First Additional Language

 Cycle 4 Writing

EDITING & REVISING 20 MINUTES

OUTCOMES:
The learners will now peer-edit using checklist provided.

TEACHER INPUT

1. Tell learners that they will peer-edit their descriptive essays because WRITERS PEER-EDIT.

2. Write this checklist onto the chalk-board.

Checklist Yes No
1 Does the essay have a title?
2. Are the writer’s feelings clear?
3. Is the essay is written in the past tense
4. Is there an introductory paragraph?
5. Is there a concluding paragraph?
6. Is the essay written from the writer’s point of view?
7. Has the writer used adjectives?
8. Is the punctuation accurate?
9. Is the spelling accurate?
10. Is the essay 210-250 words/4 - 8 paragraphs long?

LEARNER ACTIVITY

1. Tell learners to TURN AND TALK to their partners about any corrections that need to be made.

Content Booklet: Targeted Support: Term 1 125

Cycle 4 Writing

REWRITING & PRESENTING 20 MINUTES

OUTCOMES:
The learners will write their final drafts.
The learners will read their writing.

TEACHER INPUT

1. Tell learners to neatly re-write a final copy of their essays, using the edited draft.

2. Thank the class for all their efforts in developing their writing skills.

3. Ask learners to hand in their final drafts, once they have read them to the class.

LEARNER ACTIVITY

1. Learners neatly re-write their essays.

2. Learners read their essays to the class.

126 Grade 9 English First Additional Language

 Cycle 4 Writing

COMPLETED EXAMPLE
Unnecessary stress
Last year I had to study for an English Literature exam. I had not read the
novel so I tried to cram as much as possible for the test the night before.
It was not enough.
I sat in the exam venue and felt my panic rise. I could not answer the
questions. The words on the paper seemed so foreign, as if the examiners
were out to get me. The silence was terrifying, the only sounds were the
furious scribbles of the other students, telling me I was the lone member of
the unprepared.
I thought of the disappointed look on my mother’s face when she found out
my failure. I thought of failure and it made me feel sick. I wanted to scream
into the silence. I wanted to ask for help, the person next to me or a
teacher who passed, try and explain how something had gone wrong. I wanted
to cry.
I should have been better prepared. When I think of that exam I realise
that the stress could have been avoided, and the time studying, even though
it would have been difficult work, would have not been as horrible as not
having studied was.
I learned two very important lessons from that experience. The first is that
being prepared is much better than being unprepared. The second lesson is
that failure does not last forever, and just because I failed one exam, does
not mean I will fail them all.
Word Count: 250

Content Booklet: Targeted Support: Term 1 127

Cycle 4 Writing

RUBRIC
Areas of
Not yet competent Competent Exceeds competence
assessment
FORMAT:
Two or more of the Two of the The writing has a
a heading
required format required format heading, a clear
an introduction 0-3 4-6 7-10
requirements are requirements are introduction and a
a conclusion
missing. present. clear conclusion.
The writer’s The writer’s
feelings are not feelings are
The writer’s feelings
clear. It is not somewhat clear.
are clear. It is written
written from the It is written from
LANGUAGE from the writer’s point
writer’s point of 0-3 the writer’s point 4-6 7-10
of view. Adjectives are
view. There is no of view. Some
used. It is written in
use of adjectives. adjectives are
the past tense.
It is not written in used. It is written in
the past tense. the past tense.
There are a lot of
There are some
punctuation and There are very few
punctuation and
spelling mistakes. punctuation and
WRITING 0-3 spelling mistakes. 4-6 7-10
It is longer or spelling mistakes. It is
It is 210-250 words
shorter than 210- 210-250 words long.
long.
250 words.
Teacher’s comments:

What I really like about __________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

I think you could improve ________________________________________________________________

_____________________________________________________________________________________

Total: /30 Date: __________________ Signature: ____________________

128 Grade 9 English First Additional Language

 Cycle 4 Writing

Cycle
5
weeks
9 & 10
Whoever loved that loved not at first sight?
– William Shakespeare, As You Like It

Content Booklet: Targeted Support: Term 1 129

Cycle 5 Reading

Cycle 5: Reading & Viewing Lesson 1

CAPS REQUIREMENTS
TEXT 1 1 HOUR 45 MINUTES
What text must be read? Information text – newspaper or magazine report
Features of text to be taught: • Intensive reading
• Setting
• Narrator
• Mood
• Theme
• Emotive language
• Font types and sizes, the impact of font on comprehension
• Headings and captions
• Milieu
• Purpose of a text (to inform, persuade)
• Register
Reading skills to be taught: • Skimming
• Scanning
• Intensive reading
• Analysing, evaluating and responding to texts
• Context clues
• Critical Language awareness
• Fact and opinion
• Summarising
• Making inferences
• Infer meaning

130 Grade 9 English First Additional Language

 Cycle 5 Reading

PLANNER AND TRACKER TABLE

TEXTBOOK THEME TEXT PAGE
Clever English Call the Doctor! “Empowerment brings new problems for women” 65 & 66

English Today Protect Our Plants Magazine report “An Avenue of Coral” & 71 & 72
“Knowledge from the past”
Rules Drama “Coach” 71 & 72

Interactive English Conflict Resolution Magazine Article “What is conflict resolution?” 68, 69 & 70

Newspaper Article “We do 91 Descriptive Writing “A sizzling day” 47

not have a school here”
Journeys into the Unknown Extract from “Solomon’s story” 42 & 43

93 Lessons from Birds Extract from “The tale of Ngcede” 50 & 51

Oxford Successful English What’s up in the News Newspaper Report “Vietnamese cancer cure” 83 & 84

Platinum A Pilot’s World Newspaper Report “Aeroplane crash – lands in 60 & 61

Hudson River”
Spot On The Fame Game Magazine Article “Adored, difficult, divine divas” 51 & 52

Top Class Tools from Ancient Times Newspaper Report “Deadly Poison” 60

Via Afrika English Shall we Dance? Newspaper Report “Dancing out of the Ghetto” 57

Content Booklet: Targeted Support: Term 1 131

Cycle 5 Reading

LESSON OUTLINE
PRE-READING 30 MINUTES
INTRODUCE THE TEXT

1. Tell the learners:

• to open their text book to the correct page

• that a news report is written in a special style
• a news report will answer the who, where, when, why, what, how questions
• a news report will interview people and include quotes from those people
• a news report will use sensational headlines to attract the attention of readers
• a news report is written in columns, not normal paragraphs as in a story

STUDY THE TITLE AND PICTURES

1. Read the headline out loud to the class.

2. Explain to the learners that a news report headline must be very powerful to make sure that
the newspaper is bought.

3. Tell the learners that the title of a news report will often use strong verbs or emotive
language.

4. News headlines will also always be very brief to attract attention.

5. Ask the learners to tell you which words in the headline they just read were powerful or
emotive - write these words on the board..

6. A news report title or headline will use many techniques like alliteration or famous names to
attract attention. Write the following example on the board and discuss why they are
effective:

Pele Plays Perfectly

Mandela Makes Meaning
De Villiers Does Damage

7. Ask the learners to come up with a few of their own examples.

8. Ask the learners to tell you what technique was used to make the headline in the
Newspaper article they are reading grab their attention?

9. Tell the learners to look at the picture.

10. Tell the learners that the picture is very important as it is a powerful way to communicate
the main point of the whole news article.

11. The picture is a form of evidence or proof of fact in a news article. Ask the learners why
they think the picture they have just looked was chosen for this article?

12. Ask the learners to predict, from the title and the picture, what they think the news article
is going to be about.

13. Ask the learners to skim read the article, and notice any words which are printed in
different typography (bolder, darker print, italics, lighter print)

14. Ask the learners why these particular words are printed in different typography?

132 Grade 9 English First Additional Language

 Cycle 5 Reading

WORKING OUT UNFAMILIAR WORDS

1. Ask the learners to skim read for any words they don’t recognise or don’t know the
meaning of.

2. Read these words carefully, then read the whole sentence.

3. Read the line above and below, and try to work out the meaning of those words based on
the context of the article.

Content Booklet: Targeted Support: Term 1 133

Cycle 5 Reading

READING 30 MINUTES
INTRODUCE THE TEXT AND TEXT FEATURES

1. Tell learners that newspaper articles answer ‘who?’, ‘what?’, ‘where?’, ‘when?’, ‘why?’ and
‘how?’ questions.

2. Tell the learners to skim read the article, looking only for ‘who?’ and ‘where?’.

3. These will start with capital letters, as they are proper nouns. Ask learners to tell you the
‘who?’ and ‘where?’ answers and write these on the board.

4. Ask the learners to work with a partner and scan the article for the main facts.
Working together they must:

• Find the information that tells the reader who, where, what, when, and why.
• Find names and dates, and places where the events happened.
• Read slogans or descriptions underneath the picture, this often tells the reader where or
what happened.

READ THE TEXT.

1. Tell the learners to listen for the tone and register of the article (formal or informal language.)

2. Tell the learners to listen for facts which can be proven, or interviews and opinions
which are the thoughts, likes or dislikes of people.

3. Read the whole article aloud to the class.

4. Read the first paragraph only and ask the learners the following:

• Paraphrase or summarise in your own words what the first paragraph is about
• Name the most important people, places or dates
• Identify unfamiliar words and use the context clues to work out the meaning of those words
• Which parts of the paragraph are factual and can be proven by numbers, witnesses, or
research
• Which quotes are opinions and which are facts
• Was the tone formal or informal?
• Was any jargon used? (words which are technical and only used by a group of people who
work in a specific industry)

MAKING INFERENCES

1. a. Describe the milieu of the main person in the story.

b. Why do you think he/she did _____?

2. Where did this take place?

3. What message can we take away after reading this news report?

DISCUSS EMOTIVE LANGUAGE

1. Tell learners to find at least 3 emotive words in the news report. Write learners suggestions on
the chalkboard.

2. Discuss how these words make learners feel.

134 Grade 9 English First Additional Language

 Cycle 5 Reading

POST READING 45 MINUTES

COMPLETE THE READING ACTIVITY IN THE TEXT BOOK

1. Tell the learners they are going to complete the post reading comprehension in the text book.

2. Read the comprehension questions to the class.

3. Take note of the mark allocation and explain how detailed the answers must be.

4. Explain any questions learners do not understand. Allow class members to suggest possible
answers.

5. Instruct the learners to write answers in their work books.

6. Give the learners 30 minutes to complete the written answers.

7. Use the remaining time to allow learners to share or read their answers to the class afterwards.

Content Booklet: Targeted Support: Term 1 135

Cycle 5 Reading

Cycle 5: Reading & Viewing Lesson 2

TEXT 1 HOUR 45 MINUTES
What text must be read? Poetry
Features of text to be taught: • Internal structures of a poem: figures of speech; imagery; rhyme; rhythm
• External structures of a poem: lines; words; stanzas
• Typography
• Figurative language
• Alliteration
• Onomatopoeia
• Mood
• Theme and message
Reading skills to be taught: • Analysing, evaluating and responding to texts
• Context clues
• Intensive Reading
• Skim reading
• Scanning

136 Grade 9 English First Additional Language

 Cycle 5 Reading

PLANNER AND TRACKER TABLE

TEXTBOOK THEME TEXT PAGE
Clever English Call the Doctor! Poem “Gone” 67

English Today Protect our Plants Poem “And Suddenly Everything is” 77

Interactive English Conflict Resolution Poem “Peace said the Dove” 95

Oxford Successful English What’s up in the news Poem “Limerick” 90 & 91

Platinum A Pilot’s World Poem “Freedom in Flight” 63

Spot On The Fame Game - -

Top Class Tools from Ancient Times Poem “The arrow in the song” 62

Via Afrika English Shall we Dance? Poem “My papa’s waltz” 55

Content Booklet: Targeted Support: Term 1 137

Cycle 5 Reading

LESSON OUTLINE
PRE-READING 30 MINUTES
INTRODUCE THE TEXT

1. Tell the learners:

• to open their text book to the correct page

• that the focus will be on rhyme and rhythm
• that reading a poem is different than reading an article as it often follows a beat

STUDY THE TITLE AND PICTURES

1. Read the title of the poem aloud to the learners.

2. Ask the learners what they think of immediately when they hear that title.

3. Brain-storm the suggestions by writing all the ideas on the board.

4. Create an association of ideas with the title of the poem. Any association a learner has with
that title helps create a frame of reference.

5. Ask the learners if the title contains any figures of speech, imagery or emotive language.
Write examples of these on the board.

6. Ask the learners how these help to set the mood of the poem.

7. Look at the pictures.

8. Do the pictures add to the mood of the poem?

9. Ask the learners what information the pictures give us about the the setting or characters in
the poem.

10. Ask the learners to work with a partner and try to write their own first stanza based on the
information they have from the title of the poem and the picture.

138 Grade 9 English First Additional Language

 Cycle 5 Reading

READING 30 MINUTE
INTRODUCE THE TEXT AND TEXT FEATURES

1. Read the poem out loud for the learners.

2. Tell the learners to listen to the rhythm or beat of the poem as you are reading it.

USE CONTEXT CLUES TO WORK OUT THE MEANING OF UNFAMILIAR WORDS

1. Tell the learners work out the possible meaning of the words they do not understand by
listening to the context – to listen to the whole line, and the whole stanza.

2. Tell the learners to use a dictionary to find out the meaning of unfamiliar words if they are still
not sure.

READ THE POEM

1. Read the whole poem out loud to the learners.

2. Read the first stanza again.

3. Ask learners to identify the rhyme scheme.

E.g. rhyming couplets follow a rhyme pattern of aa; bb; cc; dd.
This is where two lines rhyme, then the following two rhyme, following that pattern throughout
the poem. (sky, fly; lift, swift; page, stage)

4. Discuss the unfamiliar words in each stanza.

5. Discuss the mood of the stanza.

6. Read the next stanza and repeat the same process

FIGURATIVE LANGUAGE

1. Draw the following table on the board

FIGURE OF SPEECH MEANING EXAMPLE

Onomatopoeia
Alliteration

2. Ask learners what they think each of these words mean. Fill this information in on the table
on the board. Their answers may look something like this:

FIGURE OF SPEECH MEANING EXAMPLE

Onomatopoeia Words which make a sound
Alliteration Repetition of the 1st sound

Content Booklet: Targeted Support: Term 1 139

Cycle 5 Reading

3. Ask learners to come up to the board and write an example of each of these. The table on
the board may look something like this:

FIGURE OF SPEECH MEANING EXAMPLE

Onomatopoeia Words which make a sound buzz, boom, bang, hiss
Alliteration Repetition of the 1st sound She sell sea shell on the

sea shore

4. Tell the learners to copy this table into their work books, but to add an extra column titled
‘examples from the poem’.

FIGURE OF SPEECH MEANING EXAMPLE EXAMPLE

FROM THE
POEM
Onomatopoeia Words which make buzz, boom, bang,
a sound hiss
Alliteration Repetition of the She sell sea shell
1st sound on the sea shore
5. Ask the learners to find examples from the poem of onomatopoeia and alliteration, and to add
these to the table

SILENT READING

1. If there is enough time, tell the learners to read the poem quietly to themselves.

140 Grade 9 English First Additional Language

 Cycle 5 Reading

POST READING 45 MINUTES

COMPLETE THE READING ACTIVITY IN THE TEXT BOOK

1. Tell the learners they are going to complete the post reading comprehension in the text book.

2. Read the comprehension questions to the class.

3. Take note of the mark allocation and explain how detailed the answers must be.

4. Explain any questions learners do not understand. Allow class members to suggest possible
answers.

5. Instruct the learners to write answers in their work books.

6. Give the learners 30 minutes to complete the written answers.

7. Use the remaining time to allow learners to share or read their answers to the class afterwards.

Content Booklet: Targeted Support: Term 1 141

Cycle 5 Writing

Cycle 5: Writing Lesson

LONG LESSON: LINK TO PLANNER AND TRACKER
ACTIVITY: Interview
Note: If you have 3.5 hours for Writing & Presenting, you should complete the text book task (1 hour)
AND the process writing lesson covered below. (2.5 hours) If there is no short writing task in your text
book, you can allow learners an additional hour to practise writing an interview.

TEXTBOOK THEME PAGE NUMBER IN TEXTBOOK

Interactive English Conflict Resolution 43
Spot On English The fame game 63
Successful English What’s up in the news? 73
Via Afrika English Shall we dance? 93

142 Grade 9 English First Additional Language

 Cycle 5 Writing

WRITING
GENRE: Interview

CAPS DESCRIPTION OF GENRE: An interview is a written record of a conversation. An interviewer (person

asking the questions) must ask questions that highlight the interviewee’s strong points, talents and
weaknesses.

AUDIENCE: Grade 9s

PURPOSE: Interviews help us to find out more information about a person. They may also help us to
identify if someone is suitable for a particular position.

TEXT FEATURES:

1. Format

2. Tone

3. Questions and answers

4. Colon

5. Present tense

TOTAL TIME ALLOCATION: 2.5 hours

REQUIRED LENGTH OF TEXT: 140-160 words

RESOURCES REQUIRED:

1. Personal dictionary

2. Textbooks

WORD BOXES
entrepreneur; turnover; achievement; business; future; manage; excited; discovered; invented;
shaped; made; built; founded; design; created; supply; adapt; network, created, plan, inspired,
failure, developed, discovered, patented, employer, investment

Content Booklet: Targeted Support: Term 1 143

Cycle 5 Writing

TEACHING THE GENRE 30 MINUTES

OUTCOMES:
The learner will learn the genre of writing an interview
The learner will learn the correct format of an interview.

TEACHER INPUT

1. Tell learners that today they are going to write an interview.

2. Tell learners that interviews are written in present tense.

3. Remind learners that the best interviews come from focusing on one topic that takes place
between the people speaking, because WRITERS ZOOM INTO SMALLER MOMENTS.

4. Tell learners that the interview must have a special structure.

5. Draw the following on the board:

This is a colon

6. Tell the learners that the speakers’ names are written on the left of the page followed by a colon.

7. Draw the following on the board:

Good morning. Thank you

for for joinging me today

Good morning. It is nice to

be here.Pleased to meet
you

Tell me how log you have

been a marathon runner

I have been running since

I was 7

144 Grade 9 English First Additional Language

 Cycle 5 Writing

8. Tell the learners that this is an interview between Zindzi and Paulus.

9. Write the Interview on the board so that the learners can see how to set it out. It will look like this:

Zindzi: Good morning. Thank you for joining me today.

Paulus: Good morning. It is nice to be here. Pleased to meet you.
Zindzi: Tell me. How long have you been a marathon runner?
Paulus: I have been running since I was 7.
10. Tell the learners that the person doing the interview is called the interviewer and the person being
interviewed is the interviewee.

11. Write these words on the board so the learners can become familiar with them.

12. Tell learners an interview follows a question and answer format.

13. Write the following on the board

Zindzi: Thank you for taking some time off from your busy schedule to answer a few questions
about your life!
Paulus: It’s my pleasure.

Zindzi: Could you tell us about an average day in your life?

Paulus: Sure, I get up early, at 7 in the morning. Then I have breakfast. After breakfast, I go to the
gym.

Zindzi: Are you studying anything now?

Paulus: Yes, I’m learning dialog for a new film called “The Man About Town”.

Zindzi: What do you do in the afternoon?

Paulus: First I have lunch, then I go to the studio and shoot some scenes.

Zindzi: Which scene are you working on today?

Paulus: I’m acting out a scene about an angry father.

Zindzi: That’s very interesting. What do you do in the evening?

Paulus: In the evening, I go home and have dinner and study my scripts.

Zindzi: Do you go out at night?

Paulus: Not always, I like going out at weekends.
14. Point out the features of the interview:

• The interviewer and interviewee’s names are written on the left of the page.
• The name is followed by a colon (:).
• Use a new line for each speaker.
• Skip a line between speakers.
• Because of the interview is of a personal nature, the first person (I, my) is usually used.
• Ask questions that will have the interviewee answer in more than one word.
• Questions are often linked to the previous answer.

Content Booklet: Targeted Support: Term 1 145

Cycle 5 Writing

15. Write the following on the board:

This is an interview between ___________and ______________

Interviewer: Introduce guest

Body of Interview:
Interviewer: Thank guest

16. Tell the learners that they are going to pretend to be TV talk show hosts.

17. Say:

• You are going to write an interview

• You can choose who you would like to interview
• Think of somebody interesting. It can be a film star, sportsman, singer, politician
• Choose someone you know about because WRITERS WRITE WHAT THEY KNOW
• This is the way the interview will be set out
• Read over the layout on the board with the learners

146 Grade 9 English First Additional Language

 Cycle 5 Writing

MODELLING THE SKILL 20 MINUTES

OUTCOMES:
The learner will learn the structure and format of an interview.

TEACHER INPUT

1. Write the following on the board

Who?
What?
When?
Where?
Why?
How?
Which?
In your opinion...?

2. Tell the learners these are question words.

3. Say:

• Let’s pretend we are interviewing the coach of a soccer team

• We want to get to know him/her well. Why he/ she became a soccer coach, what his/her
interests are etc
• What kinds of questions do you think we should ask?

4. Write the learners’ ideas on the board. You may end up with some of these ideas:

• When did you know that you wanted to become a soccer coach?
• Who is your greatest role model and why?
• Where did you go to school?
• What do you think are the biggest challenges the youth of today will face?
• In your opinion, should children be made to play sport at school?

5. Once you have got some question ideas, have the learners break into pairs and role-play a
question-answer session with some of these questions. Once they have done some role play,
ask learners to write down the first four lines of their interviews. Explain that when writing their
interviews, they need to note down word for word what was said.

E.g
Mpilo: Thank you for joining me today
Luthando: My pleasure, thank you for inviting me.
Mpilo: When did you know you wanted to become a soccer coach?
Luthando: After retiring from international matches, I felt I still had a lot to give, and wanted to be
involved in developing young players.

6. If time allows, have one or two pairs demonstrate their interviews to the class.

Content Booklet: Targeted Support: Term 1 147

Cycle 5 Writing

PLANNING 30 MINUTES
OUTCOMES:
The learners will complete a plan for their interviews.

TEACHER INPUT

1. Tell the class they will be planning an interview.

2. Say:

• Today you will plan an interview.

• Firstly, decide who you would like to interview. You can choose any film star, sportsperson, singer
or politician. Choose someone you know a lot about because WRITERS WRITE WHAT THEY
KNOW.
• If you don’t know the exact facts, you can make them up.
• Before we write, we will plan, because WRITERS PLAN BEFORE THEY WRITE.

3. Draw the following on the board:

Interviewee

4. Tell the learners to draw the mind map into their books.

5. Tell the learners to write the name of the person they are interviewing in the middle and then some
question ideas and key word ideas for answers.

6. You may end up with something that looks like this:

When
10 school
Inspiration?
teacher
People sounds
Still to do
Cook
Bungee jump Interviewee
Orlando towers Plans
Go overseas
Favourite
memories
Concert in
KZN

148 Grade 9 English First Additional Language

 Cycle 5 Writing

7. Tell learners that if they need help with the spelling or meaning of a new word, they should
bring you their personal dictionary and you can write it in there.

LEARNER ACTIVITY

1. Let the learners copy the mind map from the chalkboard, and complete it by writing in ideas
and key words.

2. When the plan is done, say:

• TURN AND TALK to share your plan with a writing partner.

3. Ask learners to indicate THUMBS UP, THUMBS DOWN. Are they happy with each other’s plans
or not? Help those who have thumbs down.

Content Booklet: Targeted Support: Term 1 149

Cycle 5 Writing

DRAFTING 30 MINUTES
OUTCOME
The learners will write a first draft of an interview.

TEACHER INPUT

1. Tell learners to start working on their first draft of their interviews, just as you did yours.

2. They must use their mind maps to write their interviews.

3. Remind learners that WRITERS USE RESOURCES TO WRITE WORDS.

4. Write the following criteria on the chalkboard:

CRITERIA

1. The characters names are written on the left of the page.

2. A colon has been used after each name.
3. A line has been skipped between the interviewer and interviewee.
4. The questions and responses make sense.
5. There are at least 5 questions and answers
6. The spelling is accurate
7. The punctuation is correct

5. Walk around and help any learners who need support. If some are finding it difficult to get
started they can TURN AND TALK to share their ideas with a partner.

6. Hold MINI CONFERENCES with groups of learners offering advice, encouragement and
support.

LEARNER ACTIVITY

1. Learners write their first drafts, using their mind maps to assist them.

2. Learners work independently.

3. Set a time limit to keep learners on target.

EXTENSION

Learners who need extension can be encouraged to revise their interview questions.

150 Grade 9 English First Additional Language

 Cycle 5 Writing

EDITING & REVISING 20 MINUTES

OUTCOMES:
The learners will PEER EDIT and SELF EDIT their interviews using the checklist provided.

TEACHER INPUT

1. Write the following checklist on the chalkboard:

Checklist yes no
1. Are the characters’ names written on the left of the page?
2. Has a colon been used after each name?
3. Has a line been skipped between the interviewer and interviewee?
4. Are the questions and responses interesting and do they make sense?
5. Are there at least 5 questions and answers?
6. Is the spelling accurate?
7. Is the punctuation correct?

LEARNER ACTIVITY

1. Learners use the checklist to SELF EDIT their work.

2. After about 10 minutes they must swop with a partner and PEER EDIT each other’s work

Content Booklet: Targeted Support: Term 1 151

Cycle 5 Writing

REWRITING & PRESENTING 20 MINUTES

OUTCOMES:
The learners will write a neat and final draft of their interviews.

TEACHER INPUT

1. Tell the learners to neatly re-write a copy of their interviews, using the edited draft.

2. Thank the learners for all their efforts in developing their writing skills.

3. Tell learners that they should act out the interviews in pairs.

LEARNER ACTIVITY

1. Learners write their final drafts neatly.

2. Learners act out their interviews in pairs.

152 Grade 9 English First Additional Language

 Cycle 5 Writing

COMPLETED EXAMPLE
Mbali: Good morning Tebogo. Thank you for talking to me about your
business. Many of your peers are eager to find out about your success.
Tebogo: Hello. I am always excited to share with others.
Mbali: Please tell us a bit about your business?
Tebogo: I sell sweets to my friends after we play soccer because the tuck
shop is closed after school.
Mbali: How do you manage your time?
Tebogo: I study hard on weekends so that I have more time during the week
for my business.
Mbali: What future plans do you have for the business?
Tebogo: I want to open my own spaza shop one day.
Mbali: What are the best and worst moments for you?
Tebogo: The worst was when my friend stole sweets from my bag and the
best was when I could help my mom buy some groceries.
Mbali: What advice can you give to others who also want to run a business?
Tebogo: Work hard and never ever give up, no matter how difficult.
Word count: 159

Content Booklet: Targeted Support: Term 1 153

Cycle 5 Writing

RUBRIC
Areas of assessment Not yet competent Competent Exceeds competence
FORMAT:
The interviewee
is introduced.
Each name is
written on the left. Three or more of At least four of the
The lnterviewer/ the required format required format
0-3 4-6 The format is correct. 7-10
interviewee names requirements are requirements are
are followed by a missing or incorrect. present.
colon. Each time the
interview speaks it is
written on a new line

LANGUAGE
The interview is The interview is
Language is written
not written in the mostly in the present The interview is
in the present
present tense. tense. Formal/semi- written in the present
tense. Formal/
Formal/semi- formal language is tense. Formal/semi-
semi-formal
formal language 0-3 mostly used. The 4-6 formal language is 7-10
language is used.
is not used. The questions are quite used. The questions
The questions are
questions are not interesting and are interesting and
interesting and
interesting and do generally make do make sense
make sense.
not make sense sense.

There are a lot of

punctuation and There are some There are very few
spelling mistakes. punctuation and punctuation and
WRITING 0-3 4-6 7-10
It is longer or spelling mistakes. It is spelling mistakes. It is
shorter than 140- 140-160 words long.. 140-160 words long.
160 words.
Teacher’s comments:

What I really like about __________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

I think you could improve ________________________________________________________________

_____________________________________________________________________________________

Total: /30 Date: __________________ Signature: ____________________

154 Grade 9 English First Additional Language