ENGLISH GRADE 7 TERM 1 - Tom Newby School€¦ · ENGLISH GRADE 7 TERM 1. 2 . GM 2018 ......
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GM 2018 ENGLISH GRADE 7 TERM 1
Transcript of ENGLISH GRADE 7 TERM 1 - Tom Newby School€¦ · ENGLISH GRADE 7 TERM 1. 2 . GM 2018 ......
GM 2018
ENGLISH GRADE 7 TERM 1
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THEME 1 ....................................................................................................... 4
LANGUAGE .................................................................................................. 4
NOUNS ..................................................................................................... 4
COMMON NOUNS ................................................................................. 4
PROPER NOUNS .................................................................................. 4
COUNTABLE NOUNS ............................................................................ 5
NON-COUNTABLE NOUNS ................................................................... 5
ABSTRACT NOUNS ............................................................................... 6
CONCRETE NOUNS .............................................................................. 6
TYPES OF SENTENCES ....................................................................... 7
TENSES ................................................................................................. 8
PUNCTUATION ...................................................................................... 9
READING AND VIEWING ........................................................................ 15
SHORT STORY .................................................................................... 15
WRITING ................................................................................................. 17
THEME 2 ..................................................................................................... 22
LANGUAGE ............................................................................................. 22
SYNONYMS ......................................................................................... 22
ANTONYMS ......................................................................................... 22
COMPOUND NOUNS .......................................................................... 23
COMPLEX NOUNS .............................................................................. 24
PRONOUNS ......................................................................................... 25
POSSESSIVE PRONOUNS ................................................................. 25
VERBS ................................................................................................. 26
POETRY .................................................................................................. 27
READING AND VIEWING ........................................................................ 32
FIGURES OF SPEECH ........................................................................ 33
WRITING ................................................................................................. 41
THEME 3 ..................................................................................................... 42
LITERATURE ....................................................................................... 42
FEATURES OF A LITERARY TEXT ..................................................... 43
READING AND VIEWING ........................................................................ 44
DRAMA ................................................................................................ 44
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WRITING ................................................................................................. 47
DIALOGUE ........................................................................................... 47
THEME 4 ..................................................................................................... 50
LANGUAGE ............................................................................................. 50
ADJECTIVES ....................................................................................... 50
DEGREES OF COMPARISON ............................................................. 50
SINGULAR AND PLURAL .................................................................... 51
HOMOPHONES AND HOMONYMS ..................................................... 53
RIDDLES .............................................................................................. 54
IDIOMS AND PROVERBS ................................................................... 56
WRITING ................................................................................................. 57
REVIEWS ............................................................................................. 57
READING AND VIEWING ........................................................................ 59
FOLKLORE .......................................................................................... 59
NOVEL ................................................................................................. 60
BILLION DOLLAR SOCCER BALL ....................................................... 60
THEME 5 ..................................................................................................... 66
LANGUAGE ............................................................................................. 66
ROOTS, PREFIX AND SUFFIX ............................................................ 66
CLAUSES ............................................................................................. 67
WRITING ................................................................................................. 68
DESCRIPTIVE ESSAY ......................................................................... 68
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LANGUAGE
NOUNS
A noun is a naming word. It names a person, animal, place, thing, or an idea.
COMMON NOUNS
A common noun refers to a person, place or thing in a general sense.
Example: The people in the bus are going to town.
PROPER NOUNS
A proper noun always begins with a CAPITAL letter because it represents the name of a
specific person, place or thing.
The names of the days of the week, months, historical documents, institutions, titles
organisations, religions, brand names, etc. are proper nouns.
Example: Paul ran down Baker Street with his Nike trainers.
Activity 1: Common and Proper Nouns Underline the common nouns and circle the proper nouns. 1. Frankie played cricket with his friends.
2. The match between Manchester United and Liverpool will take place in England.
3. They found the missing dog near Master Street in Benoni.
4. “Wonder Woman” was an excellent movie.
5. Adidas Superstars are my favourite shoes.
6. Every Tuesday I attend extra lessons for Afrikaans.
7. The Sunday Times published an article about the flood that occurred in Durban.
THEME 1
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COUNTABLE NOUNS
A countable noun is a noun with both a singular and a plural form, and it names anything
(or anyone) that you can count e.g. book – books. These nouns can take an article (the, a, an) or a number in front of it.
Example: The dog growls Two dogs sleep
NON-COUNTABLE NOUNS
A non-countable noun is a noun which does not have a plural form and cannot be counted
separately. A non-countable noun always takes a singular verb in a sentence e.g. salt,
sugar, water, etc. These nouns do not take the article a or an and can stand on its own.
Examples: Spread the sand evenly. Oxygen is need for survival under water.
Activity 2: Countable and Non-countable Nouns
State if the underlined nouns are countable or non-countable. 1. Rice is grown in tropical countries.
2. Three apples were rotten.
3. The water turned green after the heavy storm.
4. Spread the butter evenly on the two mielie cobs.
5. Helium was used to fill fifty balloons.
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ABSTRACT NOUNS
Abstract nouns are nouns that you can experience with your five senses. Abstract nouns
are intangible. They represent things that you cannot see, touch smell, hear or taste e.g.
happiness, honesty, fear, etc.They can identify concepts, experiences, ideas, qualities,
and feeling.
CONCRETE NOUNS
A concrete noun is a noun which names anything (or anyone) that you can perceive
through your physical senses: touch, sight, taste, hearing, or smell. They are associated
with common, proper, collective, countable and uncountable nouns.
Activity 3: Abstract and Concrete Nouns
Underline the concrete nouns and circle the abstract nouns. 1. I want to see justice served in court.
2. She would like the freedom to travel all over the world.
3. When Sarah jumped into the lake, her bravery astonished the onlookers.
4. Success seems to come easily to certain people.
5. She has an incredible love for nature.
6. He received an award for his bravery.
7. The man was left in despair after he lost his wealth.
ABSTRACT NOUNS CONCRETE NOUNS
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TYPES OF SENTENCES
A sentence is a group of words that convey a complete meaning.
A sentence begins with a capital letter and ends with a full stop, question mark or
exclamation mark.
There are 4 basic types of sentences: • Statements: These sentences simply convey information and end with a full stop.
Example: I like going to the movies.
• Questions: These sentences ask a question to request information and ends with
a question mark.
Example: What is your name?
• Exclamations: This sentence expresses an emotion or feeling and ends with an
exclamation mark.
Example: I can’t believe I got the lead role in the school play!
• Commands: These sentences are used where instructions are given and also end
with an exclamation mark.
Example: Get changed into your costume now!
Activity 4: Types of Sentences Rewrite the sentences below and state the type of sentence for each. 1. I cannot believe it!
2. Can Sheila swim?
3. The picnic spot was clean.
4. Go home now!
5. Am I lucky?
6. They took their dog for a walk.
7. Just look at Priscilla’s hair!
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TENSES
As we know, every sentence MUST have a verb. Verbs describe actions and they also let
the reader know the tense of the sentence, i.e. whether the action took place in the past,
present or will take place in the future.
Simple Past (already happened)
Simple Present (happens usually or
regularly)
Simple Future (has not happened yet)
I flew for the first time
yesterday.
I washed the dog yesterday.
I fly to Cape Town twice a
year.
I wash the car on Sundays.
I will fly the next time I
travel to Durban.
I will wash the dishes later.
Past Continuous (During an action,
something happened)
Present Continuous (Doing something at the moment, it is happening
now)
Future Continuous (During an action in the future, something will
happen) I was writing, so I didn’t see what he did. They were eating when I called.
I am writing as neatly as I can. I am eating a delicious peach.
I will be writing my story this afternoon. I will be eating supper at eight.
Past Perfect (something had happened
before something else happened in the past)
Present Perfect (In that time and up until
now, something had happened)
Future Perfect (something happens in the
future before a second thing happens)
I had met Joe’s sister before I met Joe. I had ridden a donkey, but that was my first time on a horse.
We have already met. I have ridden horses all my life.
I will have met him at the airport by the time you arrive. I will have ridden for one hour by the time you start.
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Activity 5: Tenses
Change the sentences to tenses stipulated with brackets. 1. I visit my uncle every Friday. (past and future)
2. She played outside with the dog. (future and present)
3. He will attend soccer practice. (present and past)
4. The teacher was driving his car to the garage. (present continuous and future
continuous)
5. They are cheering for the winning team. (past continuous and future continuous)
6. Aliens will be invading Earth. (past continuous and present continuous)
PUNCTUATION Punctuation marks make any written text easier to read and understand.
Without punctuation, writing would not make sense.
FULL STOP
Used to end a sentence.
Example He went to town.
Used after an abbreviation Example
President = Pres.
QUESTION MARK
Appears at the end of a question. Example
Who left the gate open?
Where did you hide the ring?
Did you eat?
? ?
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NB: ANY OF THE ABOVE THREE PUNCTUATION MARKS CAN BE USED TO END A SENTENCE.
CAPITAL LETTER
Sentences always begin with a capital letter.
Example They went across the road to buy ice-cream.
Proper nouns must be written in capital letter. Example
Mike, America, Master Street, Boksburg, etc. Main words in titles must appear in capital letters.
Example The Lord of the Flies.
The first word in Direct Speech must also be in capital letter if it is the start of the spoken sentence.
Example She said, “Must we always agree with her?”
Used in the personal pronoun. Example
I returned the bag. Should I go on the road trip?
(Whether used at the beginning or middle of a sentence, the personal pronoun I must always be a capital.)
EXCLAMATION MARK
Appears at the end of an exclamation, i.e. a sentence that shows strong emotions
or feelings. Example
Help! Don’t run!
Stop!
! !
AB AB
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COMMA
Used to separate items on a list.
Example Dad bought pens, books, erasers and glue.
(there is no comma before and) Shows additional information.
Example Ronaldo, the famous soccer player, scored the winning goal.
(brackets or dashes can also be used to show additional informational) Placed before and after certain conjunctions.
Example He went to town, but forgot to buy his shoes.
Example: Nevertheless, she will make up for her mistake.
Used after introductory words in direct speech. Example
Bill said, “I will meet her.”
Joanne asked, “Can I come with?” Used to separate repeated words in a sentence.
Example Whatever you want to say, say it now.
INVERTED COMMAS (QUOTATION MARKS/SPEECH MARKS)
Used to indicate Direct Speech, i.e. the actual spoken words. A comma must appear before opening the inverted commas.
The final punctuation mark must appear before closing with inverted commas. Example
Mrs Roberts said, “There is no homework for today.”
To quote from a play, story, poem or speech. Example
William Shakespeare said, “All the world is a stage.”
To show titles. Example
Mark Twain’s novel is called, “The Adventures of Tom Sawyer”. (Here, the full stop appears after the final inverted commas because this is not a
quote or direct speech).
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SEMI-COLON
Indicates a long pause (shorter than a full stop and longer than a comma). Example
Paul reached a decision; he will not run away from home.
Used to show two opposite ideas. Example
Paul was lonely; eventually he made friends.
May be replaced by a full stop or a conjunction (and, but, so, for, although). Example
She studied hard for her exam; she had nothing to fear.
Or She studied hard for her exam and had nothing to fear.
COLON
Introduces a list of items. Example
The following are harmful to our planet: pollution, poaching and global warming.
Introduces a quotation. Example
Nelson Mandela said: “It was a long walk to freedom.”
Used in script writing (dialogue or plays). A colon follows the speaker.
Jason: Where did you go?
Ben: I went to look for the boat.
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BRACKETS
(PARENTHESIS)
Used to show additional information in a sentence. Example
The three men (who were brothers) went to the rugby match.
Commas or dashes can be used instead of brackets. Example
The old man, who lived on the island, came to visit us.
The tennis match – which was played on Tuesday – was won by Sally Williams.
HYPHEN
Links two words to form compound words. Example
ice-cream, well-deserved, etc.
Links prefixes to words. Example
pre-school, bi-annual, non-toxic, semi-circle, etc.
Used if a prefix ends in a vowel and the word joined to the prefix, begins with the same vowel.
Example re-examine, co-operate, etc.
Words that cannot be completed on one line, are linked to the next line with the hyphen.
(NB: The hyphen must be used at a syllable break) Example
The kids were always full of de- lightful surprises.
Example The party con-
tinued until midnight and then every- body went home.
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ELLIPSES
The three ellipses dots indicate that a sentence is incomplete
or that something has been omitted. Example
He walked to the edge of the cliff and …
Example You’d better give back my money or else…
DASH The dash and the hyphen look the same,
but have different functions
Separates parts of a sentence and forces us to pause. Example
There is more to school than just learning – friendships are also to be learned along the way.
In order to give additional information, the dash serves the same purpose as the comma or brackets.
Example Next week we are going to Cape Town – the friendly city.
Separates a comment or afterthought from the rest of the sentence. Example
We looked for the dark shadow and it was not to be seen – or so we thought! Creates a dramatic pause, leading to a climax or anti-climax.
Example I ran to the window, looked out and saw – the cat!
Activity 6: Punctuation Rewrite each sentence and correct the punctuation. 1.mandy is always late for school
2.what are you doing there
3.you shouldnt have done this to him
4.I attend tom newby school
5.my uncle and aunt are going to paris in summer
6.i have bought some oranges apples mangoes and cherries
7.what a beautiful sight
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SHORT STORY
A short story is fictional work of prose that is shorter in length than a novel.
Due to the shorter length, a short story usually focuses on one plot, one main character
(with a few additional minor characters), and one central theme, whereas a novel can
tackle multiple plots and themes, with a variety of prominent characters.
Activity 7: Short story
Read the short story, “What a big fuss” by Ann Walton, and answer the questions that follow. Pg. 44-48 of the Literature Anthology
READING AND VIEWING
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Questions: 1. What is the setting of this story? (1)
2. Who are the characters in the story? (2)
3. What is the main idea in the story? (2)
4. Name all the things that Frankie’s mother thinks is under the fridge. (5)
5. What did they find under the fridge? (1)
6. Explain the idiom, “Money doesn’t grow on trees.” (1)
7. What was going to happen if Frankie failed his test? (1)
8. Name three incidents where the mother is exaggerating about what could be
under the fridge. (3)
9. After reading the story, do you think that the title is suitable? Explain your
answer. (2)
10. Explain the following phrases used in the story: (2)
a) go ballistic
b) swan off
11. Arrange the following 10 sentences into the correct sequence of the
story.
(10)
a) Frankie convinces his mom that crickets don’t attack people and that it
probably isn’t a cricket under the fridge.
b) Frankie helps his mom to realise that these creatures are unrealistic;
however, it only makes her presume that there may be a rat under her
fridge.
c) Frankie’s mom hoped that there wasn’t a locust under the fridge.
d) Frankie moves the fridge and nothing was there.
e) Frankie’s mom called her son to come and help her figure out what the
scratching noise under her fridge was.
f) The fridge broke.
g) Frankie’s mom suggested that there was a beetle under the fridge.
h) Frankie’s mom told Frankie to go and study.
i) Frankie said that beetles tell us that it is almost the end of the year
holiday.
j) Frankie jokes that there could be a mammal under the fridge and his
mom starts to worry.
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WRITING
Narrative Essay: • When you write a narrative essay, you are telling a story.
• Narrative essays should therefore be written in the past tense because you relate or
write about a story/event that has already happened/taken place.
• Often, sensory details are provided to get the reader involved in the elements and
sequence of the story.
• Write in the first person. Since it's your story, use "I" in your your sentences.
Here are 7 easy steps to follow when writing a narrative essay:
1. Brainstorm – in your mind map • The most important brick of building a story is a plot or storyline.
• Brainstorm ideas for your plot.
• Let your imagination guide you.
• The plot usually involves some sort of conflict.
2. Setting • Have some type of setting at the beginning. (A place
where your story starts or takes place.
• There can be more than one setting in a story)
• You need to describe the setting - use descriptive words or
even figures of speech.
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3. Characters • Build your reader's impression of your characters.
• How many characters you have is your choice, but it's often
best not to try to work in too many characters, particularly if
it's a short story.
• Having a great number of characters will mean you don't
get a chance to flesh them out properly.
Characterisation: • To give the reader the full run-down on your characters, find ways to naturally describe
your characters' features, both how they look physically and how they act and feel;
include their speech and behaviour in your narrations.
• Add small details about them to make your reader able to picture them more clearly.
4. Tell the story • Let the plot unfold - As you write, describe all the
scenarios and characters' actions in such a way that the
reader can visualize them.
• Use sensory words relating to all five senses.
• Help the reader feel transplanted into the setting.
• You have to make every word count.
5. Climax • Plan your climax, the twist in your story (a death, a secret
finally revealed, etc.)
• Do not introduce the climax right in the beginning or all of
a sudden right at the end; prepare your reader slowly for
the climax and bring the plot naturally to it.
• This will keep the reader glued to the final word.
• As you are building up to your climax, give the reader
small hints, but don't give the whole plot away.
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6. Conclusion Finish up your story. • With shorter narrative essays in particular, don't get tied down by an obligation to wrap
up every character's storyline or explain their future in detail.
• It is okay to leave the reader guessing about what happens next and how the
characters turn out.
• As a writer, leaving your readers satisfied with the plot, but wanting to know more
about your characters is the ideal balance.
7. The Writing Process
Follow the remaining steps in the writing process:
• First draft – take all your ideas from your mind map and write a first draft.
• Include an introduction, body and conclusion.
• Edit your first draft – check your spelling and sentence structure.
• Proof read your story after all the editing has been done.
• Now, write your Final draft.
• Add a word count at the end of your story.
FLOW DIAGRAM SHOWING THE STEPS OF THE WRITING PROCESS
LOOK AT THE TOPIC AND BRAINSTORM SOME IDEAS
PUT YOUR IDEAS INTO A MIND MAP
WRITE THE FIRST DRAFT
EDIT YOUR FIRST DRAFT
WRITE YOUR FINAL DRAFT
STATE YOUR WORD COUNT
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Look carefully at this example of a written narrative essay:
Mind map:
FREDDIE THE FAWN
INTRODUCTION
BODY
CONCLUSION
• Setting – in a forest (add adjectives to describe the forest.)
• Characters in the story: introduce the main character/characters – Freddie the fawn.
• Introduce the topic – what happened to Freddie’s mother? • How Freddie wants to take revenge on the huntsmen who killed his mother.
• (Write about 4-5 full sentences)
(The body must have at least 2 paragraphs) First Paragraph: 6-7 lines Go into more detail about your topic:
• Who is going to help the fawn to get revenge? Introduce the other
characters in the story - Banjo the deer, Ollie the owl, Fredrica the fawn and Mollie the mountain lion.
• The plan they make to take revenge? Second Paragraph: 6-7 lines Add the climax:
• How they put their plan into action. • How all the other animals help the
fawn to take his revenge. • How the huntsmen are made to
leave the forest.
End/conclude your essay:
• The huntsmen are so terrified that they never return to the forest.
• How the fawn feels in the end after taking revenge.
• (Write only about 2-3 lines because you are only ending your story)
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Final Draft Freddie the fawn
Freddie the fawn was a very sad, young fawn. Two weeks before, four huntsmen had
come to the forest and had killed Freddie’s mother. He was lonely without her. He lived in
a beautiful, cheerful forest, where there was fabulous fauna and flora and the birds chirped
all day long. Even so, Freddie wanted revenge.
Banjo the bear, Ollie the owl and Fredrica, who was also a fawn, saw how sad their friend
Freddie was. They told Freddie that they wanted to help. “That’s great!” Freddie said. They
all huddled together and came up with a plan that would frighten the huntsmen so much,
they would never return.
The next evening, the huntsmen returned to the forest. It was always a bit spooky in the
forest at night. Freddie and the gang followed the huntsmen and began to make creepy
noises. The huntsmen grew worried and began to shiver. Ollie hooted loudly and the
huntsmen jumped. Banjo made a red mark with a crayon on Fredrica, she appeared in
front of the huntsmen and said, “I am the deer you shot, I will haunt this forest forever.
Leave now!”
The huntsmen were so frightened; they ran all the way home and never returned. Freddie
was happy that he could take revenge for his mother’s death.
Word count: 200
Write a narrative story to relate an incident that happened to you. You may write for 150-200 words and should have 4-6 paragraphs.
Follow the writing process and use the 7 steps as a guideline.
Activity 8: Narrative Writing
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LANGUAGE
SYNONYMS Synonyms are words that have the same or very similar meaning.
Nouns, verbs, adjectives, adverbs and prepositions can have a synonym, as long as both
words are the same part of speech.
Examples of Synonyms Adjectives: beautiful, lovely, gorgeous, stunning, striking
Nouns: house, home, dwelling, residence, abode, quarters
Verbs: jump, bound, leap, hop, skip
Prepositions: in, inside, within
ANTONYMS
Antonyms are words that have opposite meanings.
For example, the antonym of long is short.
Often, words will have more than one antonym, but as with synonyms, it depends on the
context.
For instance, the word warm could have the antonym cool or chilly. In order to choose the correct antonym, you have to look at all the meanings and how the
word is used in a sentence. Cool can mean stylish as well as chilly, so the word cool may
not be the best choice.
Examples of Antonyms
happy – sad
healthy – sick
past - present
THEME 2
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1. Complete the following sentences with a word which is the opposite of the underlined word. a) Read the question and then write your ______________________.
b) The lion that escaped from the zoo was soon _________________.
c) Last year the river was empty, but this year it is ________________.
d) The peel of the fruit was bitter, but the inside was ______________.
e) Although he woke up early, he was __________ for school.
2. Use a thesaurus to find two synonyms for each word below. a) Understand
b) Cheat
c) Noisy
d) Powerful
e) Amount
COMPOUND NOUNS
• A compound noun is a noun that is made with two or more words.
• A compound noun is usually [noun + noun] or [adjective + noun], but there are other
Combinations (see table below).
• Each compound noun acts as a single unit and can be modified by adjectives and
other nouns.
Activity 9: Synonyms and Antonyms
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There are three forms for compound nouns: a) Open or spaced: these have a space between the words
Example: tennis shoe
b) Hyphenated: these have a hyphen between the words
c) Example: six-pack
d) Closed or solid: no space or hyphen between words
Example: bedroom
COMPLEX NOUNS
• A complex noun is a compound noun formed when a noun is put together with another
part of speech.
• There usually more than two more words and the main word is a noun, followed by the
other part of speech e.g. commander-in-chief, fast food truck.
Match the columns to create compound and complex words and write the complete noun. Remember to use hyphens when necessary.
1. table school 2. moon threatening 3. pre pool 4. anti cloth 5. base court 6. life dandruff 7. swimming light 8. tennis ball
Activity 10: Compound and Complex Nouns
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PRONOUNS
The pronoun takes the place of the noun. We use pronouns to avoid repetition.
Examples: I complete my work
You complete your work.
She completes her work.
He completes his work.
They complete their work.
POSSESSIVE PRONOUNS
Possessive pronouns indicate ownership.
Examples: mine, yours, his, hers, ours, theirs and its. A possessive pronoun can stand on its own – it does not have to come before a nouns
E.g. This pencil is mine.
Fill in possessive pronouns in the sentences below. 1. You own the bicycle. The bicycle is _________________.
2. The puppy belongs to us. The puppy is _______________.
3. Jack lives in the house. The house is ________________.
4. They own a magic carpet. The magic carpet is _________.
5. Rita has a Barney costume. The costume is ___________.
Activity 11: Possessive Pronouns
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VERBS
A verb is an action word. Verbs have two parts: finite and non-finite verbs.
Finite verbs: • Can stand alone in a sentence and does need an auxiliary verb.
• It must always have a subject, number (singular/plural) and a tense. • Used to make a complete statement/sentence and it can be more than one word e.g.
The girl plays netball.
Non-finite verbs: • a verb that cannot stand on its own to form a statement/sentence.
• The non-finite verb can act as a verb, but only if it is combined with an auxiliary verb.
• He walking along the road – this is incorrect. Walking is the non-finite verb, but it
needs a helper.
• He was walking along the road.
Rewrite these sentences using only the finite verb form within brackets. 1. The sun (shining/shines) brightly.
2. The girls (watch/watching) the sunset.
3. The lightning (flashing/flashed) across the sky.
4. The moon (lights/lighting) the sky at night.
5. I (lying/lie) on my back and look at the shooting stars.
Add auxiliary verbs to the non-finite verbs to complete the sentences according the tense in brackets. 6. The man helping the lady across the road. (present tense)
7. The boy walk to school. (future tense)
8. Sarah wiping the desk. (past tense)
Activity 12: Finite and non-finite verbs
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POETRY
Poetry is one of the oldest art forms.
*** A poem is an arrangement of words that conveys a particular meaning.
*** The mood is the feeling that is created in the poem - if the content is humorous,
the diction chosen will be light-hearted or funny.
*** Some poets write poems for fun, and some want to say something important
with their poems. This is the message or the theme of the poem.
*** Figures of speech are mental pictures created by the poet – there are various
figures of speech.
*** Typography refers to how poems are written on the page.
*** Anything unusual about how poems are written, is a deliberate choice by the poet,
and you, as the reader, need to engage with what adds to the experience of
reading the poem.
Poems use words that appeal to our senses.
*** This means that the words in a poem describe a particular image
in a way that enables the reader to imagine seeing, hearing, smelling, touching or feeling it.
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The images that poems depict are not always literal (having a dictionary meaning).
*** When a poem tells us, for example, that ‘the man is a mountain’,
it does not mean that the man is really a mountain!
*** This is a figurative expression, which could mean that:
the man is as big as a mountain, as sturdy as a mountain, or as old as a mountain.
*** Poems often contrast literal and figurative meanings to convey
their messages to the reader.
Poems are usually much shorter and they consist of short lines that are grouped together. These are called stanzas.
*** Poets often use different lengths of lines and stanzas
to help express their messages.
*** Because poems are so short, every word and every punctuation mark is
important and adds to the overall meaning of the poem.
*** What the poet does with punctuation is very important.
A poet can choose to use punctuation or to leave it out. This will have an effect on the rhythm and
perhaps the message of the poem.
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This is created by the last words of each line.
*** The last word of the first line is labelled ‘a’.
Last words of the lines that follow,
and which rhyme with that word, are also called ‘a’.
*** The next word that has a different sound is called ‘b’.
Any subsequent last word that rhymes with that word is also called ‘b’, and so on.
*** Some poems have no rhyme scheme, while some have a fixed pattern,
e.g. abab cdcd efef gg (generally in sonnets).
*** Poems do not have to be punctuated at the end of each line - when they are
not, this is called a run-on lines, or enjambment.
*** Poems use a lot more figurative language than prose.
*** Some poets use unusual diction (choice of words)
to get their messages across.
*** Poets do not have to write full sentences,
or even punctuate in an ordinary way.
*** It is important that, as the reader, you ask yourself why the poet has chosen
to use particular line lengths or stanzas.
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Poems often make use of sound devices,
such as rhythm and rhyme,
in order to convey meaning.
*** The poet might use words that sound alike
to draw our attention to these words.
*** Poets might also make use of a particular sound pattern for the same reason.
*** There are many ways in which
sound devices can contribute to the meaning of a poem.
*** The reader will pause where the sense of the poem seems to indicate that a
pause is needed.
*** Figures of speech add colour and vigour to poetry.
*** With the literal meanings of words, poetry also uses figurative language
where a word or phrase is used with a meaning other than its literal meaning.
*** Figurative language suggests more than the words themselves in order to
achieve a special meaning or effect, e.g. similes and metaphors.
*** A poet can also personify something by giving human qualities to an
inanimate object, e.g. The boats danced in the waves.
*** Other sound devices include:
Alliteration The repetition of consonant sounds, especially at the beginning of
successive words.
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Assonance
The repetition of vowel sounds. Onomatopoeia
The use of words that suggest the sound of the thing they represent.
*** The mental pictures that figurative language creates can be called images.
*** When you answer a question about the imagery in the poem, try to identify which figure of speech has been used to create the images. In this way
you will be able to discuss the figurative meaning of images in the poem.
*** Rhythm in poetry is the beat of the lines and stanzas.
*** Rhyme is created by similar-sounding last words in the lines of a poem.
*** Not all poems have rhyme or rhythm; it depends on what the poet wants to
achieve with the poem.
Poetry can be divided into categories, known as genres.
There are rules which cover the writing of each of these genres.
Poems are called ballads, sonnets, lyrics, odes, epics, elegies, haikus, free verse, limericks, acrostic and cinquains.
Each type of poem has a unique structure.
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External structure of a Poem
Structures Definition Examples
Theme/ message To discuss the idea being examined in
the poem. What is the message or
moral within the poem? What does the
poem make you think about?
Example: Greed, racism, love.
Rhyme Words that have the same sound at
the end of the line.
Not all poems have rhyming words.
We look at the rhyme scheme of a
poem.
Example: feet rhymes with
retreat.
Love rhymes with dove.
A rhyming scheme could look
like this; a,b,a,b c,d,c,d
Rhythm The beat words create using
emphasis and syllable counts.
NB: Don’t put emPHAsis on the wrong
sylLAble.
Example: There once was a
man from Airfield
Whose backpack was often
never sealed.
He returned home at one
His tablet was gone
And his broken heart was
never fully healed.
Mood The feeling the poem gives the reader
after reading.
Example: Depressing and
solemn, or thought provoking.
Tone The voice that is used by the speaker
in the poem.
Example: The tone could be
serious or humorous.
Diction The poet’s choice of words. Example: as I haunt the sunny
streets (rather than just walk).
Stanzas/Verses The lines a poem is divided into.
READING AND VIEWING
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FIGURES OF SPEECH
SIMILEA direct comparison of 2 things using the words like or as
Caterpillar
Like a snail with legs it moves Carefully like a waddling bridge.
It looks like a little green wire with legs. It has humps like a camel.
Martin Thornton (Enjoying more poetry)
METAPHOR A direct comparison of 2 things without using like or as
The toaster
A silver-scaled Dragon with jaws flaming red
Sits at my elbow and toasts my bread I hand him fat slices, and then one by one,
He hand them back when he sees they are done.
William J Smith (Enjoying more poetry)
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PERSONIFICATION When you give a human quality to an inanimate (non-living) object
The Wind
The wind stood up and gave a shout;
He whistled on his fingers, and
Kicked the withered leaves about, And thumped the branches with his hand,
And said he’d kill, and kill and kill;
And so he will! And so he will.
James Stephens (Enjoying more poetry)
ALLITERATION The repetition of consonant sounds, at the beginning
of successive words.
Zzzzz
I see zebras from Zimbabwe zipping all around the zoo. I see Zeus up in the zodiac,
a zillion zithers too.
Kenn Nesbitt
.
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ASSONANCE The repetition of vowel sounds in words (a e i o u)
My Puppy Punched Me in the Eye
My puppy punched me in the eye. My rabbit whacked my ear.
My ferret gave a frightful cry and roundhouse kicked my rear.
Kenn Nesbitt
ONOMATOPOEIA The use of words that imitate the real-life sounds and actions
Mom and Dad are home
Slam! Slam! Go the car doors.
Jangle! Jangle! Go the house keys.
Jiggle! Jiggle! Go the keys in the door.
My word wizard
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Activity 13: Figures of Speech
Write one example for each figure of speech: simile, metaphor, personification, alliteration, assonance and onomatopoeia.
Poetry Analysis
LOVE POEM FOR MY COUNTRY Sandile Dikeni
1 My country is for love
so say its valleys where ancient rivers flow the full circle of life
5 under the proud eye of birds adorning the sky
My country is for peace so says the veld where reptiles caress
10 its surface with elegant motions glittering in their pride
My country is for joy
15 so talk the mountains with baboons hopping from boulder to boulder in the majestic delight of cliffs and peaks
20 My country
is for health and wealth see the blue of the sea and beneath the jewels of fish
25 deep under the bowels of soil hear the golden voice of a miner's praise for my country
30 My country
is for unity feel the millions see their passion their hands are joined together
35 there is hope in their eyes
we shall celebrate
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Let’s analyse the poem: Structure:
♣ The poem is written in free verse.
♣ There are no full stops to interrupt the smooth and lyrical flow of this song of praise.
♣ The repetition of “My country” reveals the poet’s pride. This emphasizes his theme that the country now belongs to him and everyone.
♣ The poem appeals to some of our senses, inviting us to see, hear and feel the love and joy that is now in our country. ♣ The title expresses his deep and sincere feelings for South Africa.
Stanza 1 ♣ Love is the subject of this stanza.
♣ The poet shows his deep devotion to his country, speaks about the valleys, rivers, birds and the sky (beauty of nature).
♣ “so says it valleys” – personification – valley is given the human quality of speaking.
♣ “circle of life” – cycle of time - life and death: past, present and future.
♣ The land, creatures and people work together in harmony to maintain the perfect
balance of life.
♣ The birds are given human quality of pride (personification), like proud parents
who admire their children. In this case birds admire the beautiful land from above.
Stanza 2 ♣ “Peace” is the subject of this stanza
♣ The poet focuses on the peace that exists in his country.
♣ The word “veld” is uniquely South African. ♣ So says the veld – Personification
♣ Snakes are often regarded as harmful/feared creatures, but here the poet
emphasizes their beauty by using the word (glittering). ♣ Their bodies are like jewels (shiny) as they move smoothly and elegantly across the
land.
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Stanza 3 ♣ Deals with joy at being a citizen of his country.
♣ Personification – “so talk the mountains” – the mountains are given the human quality of speaking.
♣ Baboons described as energetic, noisy and loud. This expresses the poet’s joy at
seeing these baboons.
♣ “hopping from boulder to boulder” – alliteration – repetition of the consonant b
♣ “Majestic” means admiration for all the cliffs and peaks.
Stanza 4 ♣ Expresses the abundance of the fish in the ocean as a source of health and wealth. ♣ By using a metaphor, the fish are directly compared to jewels – beautiful/glittering as they swim.
♣ the poet makes reference to the gold the miners used to dig for - it is an important
source of wealth.
♣ Mining is not a glorious job, yet the miners are proud to do this work – poet gives them
a “golden voice” – they are happy with their jobs.
♣ Now everybody enjoys the benefit of this precious metal and the miners “praise” the country.
Stanza 5 ♣ Is about the unity of the people, which is the most precious attribute for the poet. I It has been made possible for everyone to enjoy this country together.
♣ We do not only see the beauty of the country and hear the joy, but we also feel our love for our country.
♣ The words - “hands are joined together”- shows unity, harmony, solidarity and integration in the country and amongst the people.
♣ Everything in this country, is for the people to appreciate and enjoy.
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Stanza 6 ♣ Consists of only one line, which is isolated from the rest of the poem for emphasis and impact. ♣ “Shall celebrate” – this line gives confidence that there will be cause to rejoice/celebrate in the future.
♣ “we” – refers not only to the poet, but everyone, shall celebrate. ♣ The poem ends on a positive note – good things will happen in the future.
Activity 14: Love Poem for my Country
1. Why is this poem, a praise poem? (1) 2. Which word from Stanza 2, tells us that this poem is about South Africa? (1) 3. Identify the figures of speech in: a) Line 2 (1) b) Line 9 (1) c) Line 17 (1) d) Line 20 (1) 4. Explain the last line of the poem? (2) 5. Why does the poet make use of sensory imagery in this poem? (1) 6. List the animals/creatures/natural landscapes that are mentioned in the poem. (5) 7. What does the poet hope for in Stanza 5? 8. Explain the structure of this poem. Why is it written this way? (2) 9. A snake is normally a feared reptile. How has the poet made reference to it in his poem? (2) 10. What message/theme is the poet conveying with this poem? (2)
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Inside my Zulu hut by Oswald Mtshali (Pg. 84)
1 It is a hive
without any bees to build the walls with golden bricks of honey.
5 A cave cluttered with a millstone, calabashes of sour milk claypots of foaming beer sleeping grass mats
10 wooden head rests tanned goat skins tied with riempies to wattle rafters blackened by the smoke
15 of kneaded cow dung burning under the three legged pot on the earthen floor to cook my porridge
Questions:
1. List the two things Oswald Mtshali compares his hut to in this poem. (2)
2. List all the objects in his hut. (6)
3. What does he use to make his fire burn? (1)
4. Explain what a calabash is. (1)
5. Name the figure of speech in line 1 and 5. (2)
6. What does the poet have cooking in his pot? (1)
7. Does this poem have a rhyme scheme? (1)
8. How many stanzas are in this poem? (2)
9. Name two edible things that the poet also makes. (2)
10. What does the poet use as a bed? (1)
11. What does the poet make his clothes out of? (1)
Activity 15: Inside my Zulu hut
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WRITING
Write a poem on one of the topics listed. • Your poem must have 3 stanzas of 4 lines each.
• Every stanza must have 1 figure of speech in it.
• Give your poem a title.
• Your poem will be read out to the class.
Topics: 1. Nature
2. Sports
Activity 16: Poetry Writing
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LITERATURE What is Literature?
Literature is any written piece that is of importance.
This is your first year of literature studies.
Here, you will learn how to review other’s written work and analyse the style of writing and
the significance thereof.
Comparing Genres This year you will be studying 5 different genres of literature: Folklore, short stories, poetry,
drama and a novel.
The following table points out the differences and similarities between 4 of these genres.
The novel will be done separately.
THEME 3
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FEATURES OF A LITERARY TEXT
Feature Folklore Short Story Poetry Drama Length Usually fairly short,
shorter than the average short story.
Length can vary, but short enough to read
in one sitting.
Usually quite short, only a few lines
long. Some poems though can go on
for pages
Dramas are acted on stage and so the
length of the script is according to the
length of the play.
External Structure
Divided into paragraphs.
Divided into paragraphs.
Divided into lines and stanzas.
Divided into scenes and acts.
Internal Structure
Poems make use of punctuation,
changes in font and varying lengths of
lines to convey messages.
Written in dialogue. Stage directions and
direction to actors are given in italics.
Figurative Language
Yes, figures of speech, sound devices and
figurative language are used to create
meaning, mood and tone.
Yes, figures of speech, sound
devices and figurative language are used to
create meaning, mood and tone.
Yes, figures of speech, sound
devices and figurative language are used to create
meaning, mood and tone. A poem may
use extended metaphors to
convey the poem’s message.
Characters may use figurative language, but because a play
consists of dialogue this does not happen
often.
Purpose To teach a moral lesson.
To entertain and share ideas.
To encourage people to think
about life and react to the message of
the poem.
To be visually entertained. To
encourage people to think about life and
react to the message of the play.
Genre specific features
Animal characters; unrealistic elements; set in a fantasy land a long time ago; magical elements; good vs. evil; third person narration.
Clear setting; plot; protagonist;
antagonist; conflict; rising actions; climax
and resolution; different types of
narration.
Figures of speech; sound devices; numbered lines; poetic devices; a
speaker.
Stage directions; dialogue; props;
setting; monologues; soliloquies; asides;
narrator.
Types Fables; Western traditional; African.
Fantasy; horror; classic; drama; science fiction.
Ballad; sonnet; classic; modern; protest; praise.
Pantomime; One act; many acts.
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DRAMA Drama refers to all kinds of plays. Plays are written to be acted on stage. So, in other
words, a play is a story which is acted out. The word ‘drama’ comes from the Greek word,
which means ‘action’.
The ancient Greeks watched plays in open-air theatres more than 2000 years ago.
Women were not allowed to act in those days, so men had to wear masks for different
characters. Today, these marks are the symbols of drama.
The picture of the two masks shows a happy face and a sad face. They represent two
main kinds of drama that people watched then: comedy and tragedy. Generally
speaking, a comedy has a happy ending and a tragedy has a sad ending.
Just as there are many different kinds of stories to read, there are also many different
kinds of plays to watch. Here are some examples:
• Improvisation - actors get little or no time to prepare for the play.
• Role Play - actors pretend to be a character and act out a scene.
• Mime - only facial expression and body language are used in the performance.
• Masked drama - the main props are masks and the actors use only their voices for
expression.
• Puppet plays - puppets become the characters.
• Performance poetry - actors act out the story from a poem.
• Musical - actors use speaking and singing to tell a story.
• Pantomime - a funny play for children that is usually performed at Christmas.
You are going to study a play this term called, “Every dog has its day” by Helen Brain
and Ted Faulkner. Pg. 105 of the Literature Anthology.
READING AND VIEWING
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Every dog has its day By Helen Brain and Ted Faulkner
The cast: Eva
Gran
Mom
Dad
Dumi
Brent
Feroza
Learners
Mrs Rinquest (class teacher)
Professor Ngcobo
Mr Lategan
The setting: The action takes place in a suburban kitchen,
a classroom, a principal’s office, on a river bank
and in a school hall.
The props: Four chairs and a table. (The same five pieces
of furniture can be used for the interior scenes
placed in different positions. The table can be
upturned to represent a rock in the river.)
• A toy dog (Dachshund size)
• Files for the school children
• A large coffee table type book
• A basket
• A backpack
Characters
The setting for the whole play
The list of objects needed
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The staging: The play needs pace and flow, therefore a curtain is unnecessary. Use overhead lighting
to isolate characters, such as the grandmother who is the narrator. If possible, an
interchangeable backdrop can be created with painted background scenes on boards: the
interior of a kitchen with a window, the back wall of a classroom and a scene showing
vegetation.
Questions: Act 1: Scene 1 1. Where does Act 1 Scene 1 take place? (1)
2. Who is the narrator in this play? (1)
3. Describe this setting. (2)
4. Describe Eva’s character, according to Gran. (3)
6. What is the difference between a need and a want? (2)
7. Why won’t Eva get a dog? (2)
8. Describe Eva’s behaviour when her Dad tells her that she cannot get a dog. (2)
9. Do you think her parents are too strict? Explain. (2)
Act 1: Scene 2 1. Describe the setting. (2)
2. Name the characters in scene two. (4)
3. Why was Eva late for class? What is her punishment for being late? (2)
4. What does Mrs Rinquest’s sigh tell us? (2)
5. What begins the conflict with Eva and her friends? (2)
6. Are they justified in getting angry with Eva? Why? (2)
Act 1: Scene 3 1. Describe the setting (3)
2. Name the new character in this scene. (1)
3. What do Eva’s opening lines add to her character? (2)
4. What characteristics of Mr Lategan suit his stereotype of being a principal? (3)
5. What chance does Mr Lategan give to Eva? (2)
6. Give one word to describe Eva’s feelings when she left the principal’s office. (1)
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Act 1: Scene 4 1. Why does Eva feel miserable and embarrassed? (1)
2. Why do you think Eva hates Feroza? (2)
3. How did Eva propose to finish the work? (2)
4. Would you lend Eva the book? Why? (2)
Act 1: Scene 5 1. Describe the setting. (2)
2. What does Eva decide to do instead of completing her assignment near the
river?
(2)
3. Why does Eva leave the book behind? (1)
4. What distracts Eva’s attention away from completing her assignment? (1)
5. What else has Eva done that is very charitable? (2)
6. What 3 things did Eva leave behind? (3)
DIALOGUE
What is a dialogue? A dialogue is a written conversation between two or more people.
It does not use direct speech; therefore NO INVERTED COMMAS are used
Your dialogue format is as follows:
• Each person’s name must be written on the left side of the page.
• Each name must be followed by a colon.
• Skip a line after each speaker.
• Advise characters (or readers) on how to speak or present the action given in brackets
before the words are spoken
WRITING
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Look at the following example of a dialogue/script:
Mind map:
Mind map
Introductory Paragraph Who is my dialogue between? Patricia (a teenage girl) and her mother. What is the topic of their conversation? Patricia hasn’t cleaned her room and her mom is upset.
Conclusion Patricia’s mom threatens to take away her phone. Patricia eventually cleans her room.
Begin the conversation between Patricia and her mom. Follow the rules above for writing a dialogue. Each speaker must speak at least 3 times.
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Final Draft: This dialogue is between Patricia and her mother. Patricia hasn’t cleaned her room and her mom is upset. Mother : How many times do I have to tell you to clean your room?
Patricia : I am so busy, mom! I have a speech due on Wednesday, I have to rehearse
my dance routine and I am chatting to Jacob on Whatsapp!
Mother : Patricia Nkosi! If you don’t clean your room now, you won’t have a phone to
Whatsapp anybody!
Patricia : Mom, please! Give me a break. I will clean my room tomorrow.
Mother : You will clean your room now!
Patricia : (Sigh) Fine! I will clean up my room.
Write a dialogue between you and a friend about your visit to the zoo.
Your dialogue must be 80-90 words.
Follow the writing process.
Activity 17: Writing a Dialogue
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LANGUAGE
ADJECTIVES
Adjectives are words that describe nouns and pronouns. They are used to writing more
interesting and detailed.
Underline the adjectives in the sentences below. 1. The tall gentleman wore a blue coat.
2. Jim was a mischievous boy who always played silly pranks on people.
3. We expected heavy rainfall in the afternoon.
4. The ugly old witch spoke in a deep scary voice.
5. The orange ball was found near the wooden gate,
6. The furry cats were chasing the browns rats through the green garden patch.
7. Colourful beads were scattered all over the dusty floor.
8. The strict parents punished the disobedient children for their rude behaviour.
DEGREES OF COMPARISON Adjectives can have three degrees of comparison: positive, comparative and superlative.
• The positive is a simple description of one thing e.g. fast car or comfortable bed.
• The comparative compares two things:
e.g. the faster of the two cars - add er to the adjective.
The more comfortable bed of the two - add more before the adjective.
• The superlative compares more than two things:
e.g. the fastest car of all the cars - add est to the adjective.
THEME 4
Activity 18: Adjectives
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The most comfortable bed of all the beds. – add most before the adjective.
• Sometimes, the spelling of certain adjectives will change:
e.g. happy – happier – happiest
• Sometimes, the adjective changes completely:
e.g. many – more - most
Fill in the missing degrees of comparison. Remember, the spelling of certain adjectives
may change and some adjectives will change completely.
1. great greatest 2. cleverer 3. beautiful 4. good 5. cleanest 6. less 7. more careful 8. smallest 9. thinner 10. far
SINGULAR AND PLURAL
Rules for forming plurals • Most plural words are formed by adding “s” to the end of a singular nouns:
dog = dogs house = houses
• Some words only appear in the plural form e.g. scissors, pants, trousers, clothes,
maths, news.
Activity 19: Degrees of Comparison
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However, the following rules also apply when changing to plural form: 1. When words end with ‘ch’ ‘s’ ‘ss’ ‘sh’ or ‘x’ - add ‘es’ to form the plural.
church = churches
box = boxes
princess = princesses
box = boxes
2. If a word ends in ‘f’ or ‘fe’ drop the letters and add ‘ves’ to make a plural
calf = calves
knife = knives
3. If the word ends in a vowel + y, then add “s” holiday = holidays
key = keys
4. If the word ends in a consonant + y, then add “ies”
lady - ladies
apply – applies
5. Add -s to most nouns that end in o radio = radios
stereo = stereos
6. Add -es to a few nouns that end in o echo = echoes
hero = heroes
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Convert the singular form to plural form. 1. Shirt
2. Reply
3. Shelf
4. Watch
5. Loaf
Convert the plural form into singular form. 6. Thieves
7. Cities
8. Brushes
9. Kites
10. Cities
HOMOPHONES AND HOMONYMS
Activity 20: Singular and Plural
Homophone Homonym
Words that sound the same, however have different meanings...
AND are spelt differently
Words that sound the same, however have different meanings...
AND are spelt the same
Example: Sea and see
Example: Bow and bow
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Find a homophone for each word in bold. Then write a sentence for the new homophone.
1. I always write with a blue pen.
2. The weather is really miserable today.
3. One day, I want to be a drummer for a rock band.
4. The horse gallops through the field.
5. The boy is really sweet, I think I like him.
Write a sentence which has a different meaning to the homophone in bold.
1. I hope you are not lying to me.
2. I like to watch people walk by.
3. I will have a little bit of sugar in my tea.
4. The rabbits love to play in their pen. 5. Please page the doctor if you need help.
RIDDLES
Activity 21: Homophones
Activity 22: Homonyms
Definition: a question or statement intentionally phrased so as to require ingenuity in ascertaining its answer or meaning.
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Write down two riddles that you can share with the class.
Activity 23: Riddles
EXAMPLE 1: “What gets wetter and
wetter the more it dries?”
A towel
EXAMPLE 2:
A hole
EXAMPLE 3:
A coin
“I am weightless, but you can see me. Put me in a
bucket, and I'll make it lighter.
What am I?”
“I have a tail, and I have a head, but i have no body. I am NOT a snake.
What am I?
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IDIOMS AND PROVERBS
Idioms An idiom is a group of words used in a way
that gives the group of words a new
figurative meaning.
It is used as an expression.
Example: Over the moon
Literally - this means above the moon.
Figuratively - this means excited or
extreme happiness
Proverbs Proverbs are short sayings that are widely
known and used frequently.
They give advice on daily circumstances.
These also have literal and figurative
meanings.
Example: The apple doesn’t fall far from the
tree.
Literally - fruit from a tree drops next to that
tree.
Figuratively - A child is very
similar to their parents.
1. Explain the following proverbs: a) Birds of a feather flock together.
b) One good turn deserves another.
c) Once bitten twice shy.
d) Two heads are better than one.
e) Still waters run deep.
2. Explain the following idioms: a) It’s raining cats and dogs
b) To have butterflies in your tummy.
c) To have ants in your pants.
d) It cost an arm and a leg.
e) As fresh as a daisy
Activity 24: Proverbs and Idioms
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REVIEWS
Newspapers employ critics. They watch all the new movies, and then write their opinions
of what they have seen. These are called reviews. Often they give movies a star rating.
The Good Dinosaur 101 mins “The Good Dinosaur” asks the generation-old question: What if the
The Good Dinosaur
101 mins
“The Good Dinosaur” asks the generation-old question: What if
the cataclysmic asteroid that forever changed life on Earth
actually missed the planet completely and giant dinosaurs never
became extinct? In theatres May 30, 2014, the film is a
humorous and exciting original story about Arlo, a lively 70-foot-
tall teenage Apatosaurus with a big heart. After a traumatic event
rattles Arlo’s tranquil community, he sets out on a quest to
restore peace, gaining an unlikely companion along the way—a
young human boy named Spot.
WRITING
Star Ratings
Star Rating Activity
Read the following reviews with a partner. Decide whether the critics liked the movie or not.
(HINT: Look at the language they use). Try to decide which star rating was given by the
critic to each film.
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Pixels 106 mins
When aliens intercept video feeds of classic arcade games and
misinterpret them as a declaration of war, they attack Earth, using
the games as models. Knowing that he must employ a similar
strategy, President Will Cooper (Kevin James) recruits his
childhood pal, former video-game champ and home-theatre
installer Sam Brenner (Adam Sandler), to lead a team of old-school
arcade players and a military specialist (Michelle Monaghan) in an
all-out battle to save the planet. Much like the worst arcade games
from the era that inspired it, Pixels has little replay value and is
hardly worth a quarter.
Inside Out
102 mins Riley (Kaitlyn Dias) is a happy, hockey-loving 11-year-old
Midwestern girl, but her world turns upside-down when she
and her parents move to San Francisco. Riley's emotions -
led by Joy (Amy Poehler) - try to guide her through this
difficult, life-changing event. However, the stress of the
move brings Sadness (Phyllis Smith) to the forefront. When
Joy and Sadness are inadvertently swept into the far
reaches of Riley's mind, the only emotions left in
Headquarters are Anger, Fear and Disgust. Inventive,
gorgeously animated, and powerfully moving, Inside Out is
another outstanding addition to the Pixar library of modern
animated classics.
Write a movie review on the last movie you watched.
Include main characters, your opinion and a star rating.
Word count: 80-90 words.
Activity 24: Movie Review
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FOLKLORE
A folklore is a traditional story that is passed on from generation to
generation. It often teaches a moral and includes unrealistic elements.
Fables, folktales, myths and legends are all part of folklore.
Read the short story, “The mole and the mask”, by Ann Walton and answer the questions that follow. Pg. 14-18 of the Literature Anthology. Questions: 1. Complete a flow diagram based on the folklore, ‘Mole and the mask’.
Each section in your diagram should have the following headings:
Setting, Beginning, Event 1, Event 2, Event 3 (optional), Climax and End.
(5)
2.
a)
b)
c)
Msonthi’s character changes a great deal in the story.
Trace this change by giving adjectives to describe his character in the...
Beginning of the story
Middle of the story
End of the story
(6)
3. Would you allow yourself to change so much in character just because you had
power?
(2)
4. What is the moral of the story? (2)
READING AND VIEWING
Activity 25: Folklore
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NOVEL
BILLION DOLLAR SOCCER BALL The Billion Dollar Soccer Ball by Michael Williams First published in South Africa as The Billion Dollar Soccer Ball, Now Is the Time For
Running is a novel about the courage, bravery, despair and hope that are required by
ordinary, everyday adults and children in the face of xenophobia (the fear of people from another country). This is a compelling story about two brothers, Deo (14 years) and Innocent (24 years).
Deo and his brother Innocent live in a village in Zimbabwe. One day when they are
outside in their village playing soccer, trucks with soldiers aboard arrive armed with
guns. An ordinary day that started with soccer games with friends ends with tragedy and
carnage. Deo and Innocent are the only surviving members of their village. Everyone else
has been murdered by the soldiers. The brothers must secretly leave the village and try to
find safety elsewhere. The brothers manage to escape only after Innocent convinces Deo
to go back and retrieve his "Bix box" that contains all his prized possessions. Deo has his
soccer ball which is stuffed with money.
Deo and Innocent must make their way to South Africa where they can work, go back to
school, and find their father. The only clue they have to his whereabouts is a crumpled
picture of him standing in front of a truck with a phone number on it.
As they make their way towards South Africa and freedom, Deo and Innocent have many
harrowing experiences and they encounter some less than scrupulous characters.
Eventually, they do escape and arrive in South Africa where they find work at the Flying Tomato farm. They are given a place to live, food to eat, and wages for their
work. They also encounter a new threat and that comes from the South African residents
who resent the influx of illegal immigrants who are willing to work for low wages. Deo and
Innocent soon come to the realization that they are working for unfair wages and the
resentment born by the South Africans is palpable.
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They are led astray by one of their fellow farmworkers and left penniless and lost. No job,
no money, no food. Deo ends up living on the streets. He becomes one of the glue-sniffing
street kids in South Africa. Deo is playing soccer in a drug-induced fog one day but a scout
recognizes his talent and skill. The scout approaches Deo and tells him about a soccer
team made up of kids from the streets of Cape Town, Johannesburg, and other cities in
South Africa. The kids are taken off the street, given a place to live and food to eat. They
are also trained as members of soccer teams which will compete for the World Cup of
street soccer. This opportunity proves to be life changing for Deo. He is able to regain his
strength and sense of purpose.
The struggle and journey that Deo and Innocent endure is wrenching and
dramatic. Although fictionalized in this book, young men trying to survive against harrowing
conditions is played out all over the continent of Africa in real life. Backed by a story that is
profound and compelling, the voice of Deo is not one that will be forgotten soon.
This fictional story (based on interviews with African refugees) will tug at the hearts and
minds of most teenagers, youth workers and many other adults.
The Billion Dollar Soccer Ball is set in Zimbabwe. What do you know about Zimbabwe?
Who is the current president of Zimbabwe?
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Character Sketches
What are character sketches?
A character sketch is NOT A DRAWING!
A character sketch is a written description of a character’s personality and traits. Use the
things a character says and the way that they behave to assist in drawing conclusions of
their personality.
As you read the novel, you must be able to: • Write a short summary of every chapter that you read so that you can recall
information easily.
• write a character sketch for every character in the book
Questions:
Part one 1. How does Grandpa Longdrop feel about the soldiers at first? Why? (2)
2. Why do you think the soldiers came to this particular village? (1)
3. How did Deo and Innocent escape the killing? (3)
4. Why does Deo have to lie to Innocent about what has happened to their
mother and their grandfather?
(2)
5. How does Deo stop the Green Bombas from taking Innocent away with them
in Bikita?
(3)
6. Why does Deo start calling his ball his ‘billion dollar’ soccer ball? (1)
7. What were the main dangers Deo and Innocent had to overcome whilst
travelling from South Africa to Zimbabwe?
(3)
8. What is a democracy? How do we know the followers of Zed have no
understanding of or respect of a democracy?
(3)
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Part two 1. Why were the local villagers upset with the refugees who worked on the
tomato farm?
(2)
2. Why do you think Philani helped Deo and Innocent leave the farm? (2)
3. Who lives in the bridge? What are their names, where do they come from,
and what do they do?
(12)
4. Why did Deo go to Alexandra and leave Innocent at the bridge? (2)
5. How did Deo know that Innocent would be at the bridge after he lost him? (1)
6. Why do you think the local people attacked refugees? How do you feel
about how they handled the situation?
(3)
7. Imagine you were Deo. Write a journal entry for the night spent at the
church grounds before Deo found Innocent.
Word count: 80-90 words.
(10)
Part three 1. What kind of life has Deo been leading for the past 18 months? (3)
2. Why is Deo tempted to run away at the end of chapter 23? (2)
3. When Salie gets the team to tell their stories, how do things change? Why
do you think this happens?
(3)
4. What did Innocent keep in his Bix-box? Explain the significance of each
item.
(18)
5. When T-Jay is interviewed by CNN, how has his attitude changed towards
refugees
(2)
6. Keelan said to Deo, “But this is yours... this is what you brought here.” She
was referring to the soccer ball. Explain what she means.
(2)
7. Draw up an advert to create awareness and raise funds for the 2017 Street
Soccer World Cup.
(10)
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Narration
This story is written in the first person, with Deo narrating the story.
1. How does this affect the way we understand and relate to the story? (2)
Themes
The major theme in this novel is Prejudice: How people make judgements about others
without having a clear understanding of them beforehand.
Prejudice against refugees is called xenophobia.
2. What prejudice does Deo meet:
* at the tomato farm?
* in Alexandra?
* in Cape Town?
(9)
Happy Endings
3. Why do you think the writer chose to end the story before the final game
finishes?
(2)
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Chapter Title:
Setting:
Characters That Appear in the Chapter: Chapter Summary: Three Words You Learned: (1) Word: Meaning: (2) Word: Meaning: (3) Word: Meaning:
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ROOTS, PREFIX AND SUFFIX
Add prefixes and suffixes to create one word for the examples below. 1. Not interested
2. To do again
3. To play in past tense
4. The superlative form of strong
5. Not making sense
6. Full of beauty
7. An adverb form of lazy
8. Having the ability to afford
THEME 5
LANGUAGE
Activity 25: Prefix and Suffix
Prefixes • Word part added to the
beginning of a root word
• Contributes to the meaning of the word
Examples: Bi - means two Ex - means former In - means into or not Re - means again
Root word • Main part of a word
that gives the basic meaning of a word
• Usually Latin or Greek origin
Examples: Act - means do Claim - means shout Struct - means build
Suffix • Word part added to the
end of a root word • Contributes to the
meaning and tense of the word
Examples: Less - means without Ed - means past tense
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CLAUSES
A clause is a group of words containing a finite verb. It conveys a single idea.
Clauses can be classified as: 1. The main clause/independent clause: • This is the main idea of the sentence.
• It is able to stand on its own and make complete sense.
E.g. The van came to a halt after it had run out of petrol.
2. The subordinate clause/dependent clause:
• This part of the sentence always has a verb, but cannot stand alone in a sentence.
• It depends on the main clause for its meaning.
• A comma often separates the main clause from the subordinate clause.
• Look at some examples of subordinate conjunctions: after, before, as, because, that,
if, when, whenever, where, whereas, although, whether, until, while, once, since, than,
unless, why, however.
E.g. While it was moving, the man jumped out of the car.
Underline the main clause in each sentence 1. Lila is a vet who makes house calls.
2. When Spring arrives, the flowers bloom.
3. While the lion crossed the road, the people stayed in their cars.
4. Since no one else volunteered, he got the job.
5. She cried because her toy broke.
Activity 26: Clauses
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DESCRIPTIVE ESSAY
Description is used often, to create atmosphere and mood: films do this visually, writers do
this with words.
Writing a descriptive essay is very different to narrative essays.
Instead of telling a story, these essays focus on one topic and describe it in full detail.
Descriptive essays:
• Describe someone/something to allow the reader to experience the topic vividly
• Create a picture in words
• Choose words and expressions carefully to achieve the desired effect
• Use images of sight, sound, hearing, taste and touch
• Use figures of speech
Read the following descriptive essay on Carnival Rides. Notice that it is not a story about ‘Johnny visiting Gold Reef City”, it is describing carnival rides as a whole.
Carnival Rides I have always been fascinated by carnival rides. It amazes me
that average, ordinary people eagerly trade in the peacefulness
of the ground for the chance to be tossed through the air like
vegetables in a food processor. It amazes me that at some time
WRITING
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in history, someone thought that people would enjoy this, and that person invented what
must have been the first of these terrifying machines. For me, it is precisely the thrill and
excitement of having survived the ride that keeps me coming back for more.
My first experience with a carnival ride was a Ferris wheel at a local fair. Looking at that
intimidating monstrosity spinning the life out of its sardine-caged occupants, I was
dumbstruck. It was huge, smoky and noisy. Ever since that initial impression became
fossilized in my imagination many years ago, these rides have reminded me of mythical
beasts, amazing dinosaurs carrying off their screaming passengers like cows lining up at
the abattoir. Even the droning sound of their engines brings to mind the great roar of a fire-
breathing dragon with smoke spewing from its exhaust-pipe nostrils.
The first ride on one of these fantastic beasts gave me an instant rush of adrenaline. As
the death-defying ride started, a lump in my throat pulsed like a misplaced heart ready to
walk the plank. As the ride gained speed, the resistance to gravity built up against my body
until I was unable to move. An almost faint pause as the wheel reached the top of its climb
allowed my body to relax in a brief state of normalcy. Then there was an assault of
stomach-turning weightlessness as the machine continued its rotation and I descended
back toward the earth. A cymbal-like crash vibrated through the air as the wheel reached
bottom, and much to my surprise I began to rise again.
Each new rotation gave me more confidence in the churning machine. Every ascent left
me elated that I had survived the previous death-defying fall. When another nerve-
wracking climb failed to follow the last exhilarating descent and the ride was over, I knew I
was hooked. Physically and emotionally drained, I followed my fellow passengers down
the clanging metal steps to reach the safety of my former footing. I had been spared, but
only to have the opportunity to ride again.
My fascination with these fantastic flights is deeply engrained in my soul. A trip on the
wonderful Ferris wheel never fails to thrill me. Although I am becoming older and have less
time, or less inclination, to play, the child-like thrill I have on a Ferris wheel continues with
each and every ride.
This essay is reproduced with the permission of its author, Elisabeth
McCarthy. No part of this essay may be reproduced.
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Figures of Speech All the highlighted phrases in the above text are examples of figures of speech. Can you
name the figures of speech?
Write a descriptive essay of 150-200 words to describe any scene of your choice. Give your essay a title and make sure that you follow the guidelines of a descriptive essay. Use at least 5 – 8 figures of speech in your essay and highlight these. Follow the writing process.
Activity 27: Descriptive essay
