GRADE-6 TERM -1 Skills Listening and Speaking Reading … · GRADE-6 TERM -1 Skills Listening and...

GRADE-6 TERM -1

Skills Listening and Speaking Reading and Viewing Writing and Presenting Language Structures and conventions

Week 1-2

Weekly phonographicsLibrary Journal

Assessments :

- Phonographix test /10

- Unprepared reading /10

- Newspaper article /20

Listens to newspaper reports

and discusses current issues- Listens for specific

details- Identifies how

stereotypes are created

- Asks critical questions - Listens for information

in a variety of oral texts: reports, and summarises main ideas

- Develops a balanced argument on relevant and challenging issues

- Expresses an opinion and supports it with solid evidence

- Acknowledges opinions that conflictwith own and responds appropriately

- in the context

- Discusses the validity of information by comparison with other sources

Read NTBRefer to News articles on poverty, homelessness, etcDiscuss stereotypes in an interview scenario see pg23P

Reads newspaper articles • Pre-reading activities; prediction based on title and/or graphics• Identifies and discusses both the intended and hidden cultural messages• Uses different reading strategies in order to understand what is beingread: skimming, scanning, prediction• Discusses how the message can be manipulated• Discusses how the techniques used by writers, graphic designers andphotographers construct particular views of the world• Invents and describes preferred results or endings• Hypotheses and offers alternatives when trying to solve a problem

Students bring in own news articles or research online in computer room

Compare different points of view (eg.Homeless Talk vs. Sandton Chronicle)

Writes a newspaper article• Uses headline, by-line, leadparagraph, answers to Who, What, Where, When and Why/How• Writes a topic sentence and includes relevant information to develop a coherent paragraph• Selects, classifies and categorises relevant information from differentsources• Plans, drafts and refines writing,• Reflects on and evaluates writing and creative work• Writes neatly and legiblyUses clear structure:• Beginning• Middle• Ending

Worksheet on news article

Pg8-12 Platinum

Topic Sentence w/s

Word level work: pronouns(Interrogative)

Sentence level work: subject-verb agreement

Spelling and punctuation: dictionary use,colon

Interrogative pronoun w/s or page 12 Platinum

Verb agreement pg 15 Platinum

Dictionary work based on vocabulary from NTB

Colon: pg16 Platinum

GRADE-6 TERM -1


Week 3-4


Assessments :

Prepared reading (10)Myths & Legend Project (20)Own myth/ legend (20)Spelling (10)

Listens to and discusses

some folklore- Introductory

activities: prediction- Recalls events in the

correct sequence and using the correct tense

- Interacts positively during group discussions

- Identifies how stereotypes are created and their effects on the listener.

- Discusses characters

- Discusses plot, conflict and setting

- Discusses messages in the text

- Reflects cultural customs, values and beliefs

- Reflects on the struggle between good and evil

-Legends, Myths and Folktalessupplied:

Read NTB

Reads a folklore, e.g. a myth

or a legend - Pre-reading

activities e.g. prediction based on title and or graphics

- Reading strategies: skimming, scanning, prediction, views different visual texts, in order to interpret

- Discusses elements of fables, e.g. characters and messages

- Explains interpretation and overall response to text

- Invents and describes preferred results or endings

- Uses a dictionary for vocabulary development

Research group project: Find myth/ legend (preferably from own culture) in groups; retell to class in form of an oral

Writes a folklore, e.g. a myth

or legend- Writes for personal,

exploratory, playful, imaginative and creative purposes

- Tries to teach a moral lesson

- Uses superhuman characters

- Uses appropriate vocabulary

- Brainstorms ideas for a topic and develops ideas

- Expresses ideas clearly and logically

- Reflects on and evaluates writing and creative work

- Produces a first draft with awareness of the central idea, and appropriate language and conventions for the specific purpose and audience

- Writing process- Planning/pre-writing- Drafting- Revising- Editing- Proofreading

Presenting

Write own

Word level work abstract nouns

Sentence level work: tenses

Word meaning: metaphors

Abstract nouns pg 27PTenses: pg27PFind idioms, proverbs & metaphors in novel Page28P

presentation/play

GRADE-6 TERM -1


Week 5-6


Assessments : - Advertisement (10)- Spelling (10)

pg42P- Language Test

(30) pg 40-41P

Listens to a persuasive text,

e.g. radio advertisement- Introductory activities:

prediction- Asks thought-

provoking questionsusing appropriate language

- Identifies opinions which differ from own

- Contrasts opposing perspectives andgives reasons

- Interacts positivelyduring groupdiscussions

- Shares ideas and offers opinions on challenging topics in a logical, coherent and structured way.

- Develops factual and reasonablearguments to justify opinions.

- Contrasts opposing perspectives andgives reasons

- Focuses on description

Read NTBListen to radio adsWatch persuasive speech

Reads a persuasive text

(Advertisement or advertorial)- Pre-reading activities,

e.g. prediction based on title and or graphics

- Uses different reading strategies in order to understand what is being read: skimming, scanning, prediction

- Identifies and critically discusses cultural and social values in texts

- Interprets the writer’s intentional and

- Unintentional messages

- Identifies different perspectives within

- more complex texts and gives own perspectives based on evidence within the text

- Discusses the diversity of social and cultural values in texts


Pg 32-38P

Writes a persuasive text- Evokes emotional

responses- Makes promises- Stirs the audience- Plans, drafts and

refines writing- Brainstorms ideas for

a topic and develops ideas


- Expresses ideas clearly and logically

- Shows understanding of style and register

- Presents work with attention to neatness and enhanced presentation

- Clearly and appropriately conveys meaning

- Writes a topic sentence and includes relevant information to develop a coherent paragraph

Write a 30 second radio advertisement for Mr Danny’s store or for street children’s shelter

Word level work: conjunctions

Word meaning: idioms

Conjunction pg39P

Idiom quiz

Pg39P

GRADE-6 TERM -1


Week 7-8


Assessments : - Dialogue /20- Poverty Project

/65 (BIG TEST)

Listens to and discusses a

dialogue- Introductory activities:

prediction- Listens for information

in a variety of oral texts in a dialogue

- Summarises main ideas, and notes specific details

- Interacts positively during group discussions

- Identifies and discusses key features

- Discusses context, speaker’s body language, content, register, and choice of words

- Discusses format of the text

Pg44-47PListen to radio interview on subject of poverty/homelessness

Reads a simple play

- Pre-reading activities: prediction based on title and or graphics

- Explains themes, plot, setting, and characterisation

- Discusses author’s point of view.


Style and Register pg47PPlot/setting/characterization w/s or pg53PRunning away pg48-52P

Writes a dialogue

- Reveals characters and motivation

- Establishes tone or mood

- Creates or adds to existing conflict

- Produces a first draft with awareness of the central idea



- Uses a variety of compound and complex sentences

Write a dialogue from a scene in NTB and act out

Format in EH page 84

Spelling and punctuation: quotation marks

Sentence level work: simple sentences, complex sentences

Word meaning: homonyms

Homonym w/sQuotation mark pg45PLanguage revision pg54P

Listening and Speaking Reading and Viewing Writing and Presenting Language Structures and conventions

Week 9-10


Assessments : - CLASS TEST- Own poem /20

Listens to and discusses a

song

Introductory activities: predictionExpresses emotions in a sensitive wayInteracts positively during group discussionsComments on sound and visual effects such as rhythm, repetition, alliteration, and comparisonsInterprets content of poemSummarises the poemDiscusses rhythm and rhymeDiscusses different forms of poemDiscusses structures of poems

Listen to ‘Another Day in Paradise’ and discuss issues raised

Panel discussion on

Reads a simple poem “I am” poem supplied

Pre-reading activities, e.g. prediction based on title and or graphics

Reads aloud with appropriate tempo, clear pronunciation, and proper phrasing

Adjusts the way in which a text is read to suit the listener

Shows understanding of the text, its relationship to own life

Identifies and analyses the characteristics of various writing genres or text types, e.g. rhythm, rhyme, personification, metaphor

Uses a dictionary for vocabularydevelopment

Use “I am” format and rewrite to include figures of speech (Project)Poetry pg 55-56PPoetry comprehension pg62-63PNTB Comprehension pg207-209PWatch film related to

Writes a poemUses alliteration, (consonance and assonance), metaphor, simileUses descriptive languagePlans, drafts and refines writing,Produces a first draft with awareness of the central idea



- Writing process- Planning/pre-writing- Drafting- Revising- Editing- Proofreading- Presenting

Write and present “I am” poem (Part of project)

Write a poem pg64P (based on visual)

Word level work: prepositions

Word meaning: alliteration (consonance and assonance), metaphor, simile, personification

Figures of speech:pg58P and 228P

Prepositions pg65P

GRADE-6 TERM -1GRADE-6 TERM -2


Week 1-2

Reading ProgrammeWeekly phonographicsLibrary Journal

Assessments : - Unprepared

reading (10)- Phonographix test

(20)- Writing instructions

Listens to and discusses an

instructional text, e.g. recipe,

directions• Introductory activities: prediction• Recalls procedure• Identifies the features of instructional text• Notes key headings• Gives clear instructions, e.g. on how to make a cup of tea• Makes notes and applies instructions read• Asks questions to clarifyComments on clarity of instructions

Communicating Instructions pg67-68

Reads an instructional

text• Analyses the characteristics of the text: organisation and conventions of instructional texts• Orders jumbled instructions• Uses appropriate reading and comprehension strategies: scanning• Shows understanding of the text and how it functions: literal reading• Recognises and explains the different structures, language use and purposes• Identifies and evaluates register of a text• Understands and uses information texts appropriately• Compares two different recipes or instructions

Writes an instructional text• Orders logically• Lists materials and ingredients• Uses dictionaries• Uses imperatives• Develops a frame for writing• Uses linking phrases andorganisational methods• Defines procedures• Organises words and sentences appropriately

Uses the writing process• Planning / pre-writing,• Drafting,• Revising,• Editing,• Proofreading, and• Presenting

Write instructions pg74-75

Word level work: stems, prefixes, suffixes

Sentence level work: subject, object

Spelling and punctuation: word division, dictionary use

BtT vocab w/s

homelessness pg210P theme eg Beat the Drum

(15)- Language revision

test pg78P (35)

Read BTT Begin reading Bridge to Terabithia Compare recipes pg70-71

Word division pg16PSubject/predicate pg76-77PPrefix/suffix pg72-73

GRADE-6 TERM -2


Week 3-4


Assessments :

Book review (10)

Phonographix test (10)

Listens to a novelBridge to Terabithia

- Introductory activities: prediction

- Listen to extracts from the novel

- Listens for specific details

- Identifies the main message

- Relates to own life- Discusses the main

ideas and specific detail

- Uses information from the text in response

- Discusses the social, moral and cultural values in the text

Participates in group discussion- Takes turns to speak- Stays on topic- Asks relevant

questions- Maintains discussion- Responds to others’

ideas with empathy and respect

Reads a novel (BtT)- Pre-reading: predicts from

title and discusses related themes/content

- Identifies and explains the central events

- Identifies and discusses point of view

- Discusses the characters- Identifies and discusses

feelings expressed- Relates events and

characters to own life- Uses a range of reading

strategies- Discusses the structure,

language use, purpose and audience

- Identifies the difference/s between biographies/diaries and stories


- Reflects on texts read independently

- Retells story or main ideas in 3 to 5 sentences

- Expresses emotional response to texts read.

- Relates to own life

Writes a book review- Uses a frame- Pre-writing: listens to extracts from a read novel

- Selects content appropriate for the purpose

- Uses appropriate language and text structure

- Uses the correct format- Organises content logically - uses chronology

- Uses appropriate grammar, spelling and punctuation, including subject-verb concord

- Uses a dictionary for spelling and vocabulary development

- Uses the writing process- Planning / pre-writing,- Drafting,- Revising,- Editing,- Proofreading, and

-Presenting

Word level work: verbs (finite, infinitives)

Sentence level work: present continuous tense, past continuous tense, future continuous tense

Spelling and punctuation: dictionary use

Group discussion (10)

Diary entry (20)Group discussion: BULLYING

experiences- Compares books/texts read

Read BtTRead and discuss BULLYING articles

Book review (in frameworkif desired)Pg84-85P or pg206PWrite a diary entry pg82P

Infinitives worksheet or pg81PContinuous tenses w/s or pg86-87PSandy’s Letter w/s

GRADE-6 TERM -2


Week 5-6

Reading ProgrammeWeekly PhonographicsLibrary Journal

Assessments : Prepared reading (10)

Listens to and discusses novelIdentifies themes, asks questions, and relates ideas to own life experiencesIdentifies and discusses howstereotypes are createdDiscusses response to textLinks to own lifeDiscusses social, moral and cultural values in different texts and comments on how these are conveyed in thetext, e.g. stereotyping.Uses presentation skills, e.g. volume, pace, pausing, posture, gesture etc.

Discuss stereotyping in reality and in literature

Reads Bridge to Terabithia• Pre-reading activities: prediction based on title and or graphics- Reads aloud and silently, adjusting reading strategies to suit the purpose and audienceDiscusses social and cultural values in texts• Interprets and discusses message• Shows understanding of the text, its relationship to own life, its purpose and how it functions

Prepared reading from Bridge to Terabithia

Discuss social/cultural values – eg. Leslie’s family’s decision to leave city life

Writes a story• Creates believable characters• Shows knowledge of character, plot, setting, conflict, climax• Plots main events using a flow chart – beginning (exposition), middle(rising action, climax) and ending (denouement)• Orders logically• Expresses ideas clearly and logically• Uses a theme or message

Write own narrative relating to bullying or stereotyping

Discuss features of narrative text

Word level work: auxiliary verbsSentence level work: present perfect tenseWord meaning: idioms

Parts of speech W/S

Comprehension page 118P

Idiom worksheetIdioms: pg28 and 41P

Phonographix test (10)Narrative essay (10)BIG TEST (Reading and viewing)

Auxiliary verbs: Pg100P


Week 7-8


Assessments : Info poster (10)Phonographix test (10)

Listens to and discusses an

information text e.g a weather

reportListens for specific detailsDiscusses usefulness of the informationLinks information to own life•Discusses possible effects on people•Compares conditions in different places, indicates preferred destinations with reasons•Participates in discussions, justifying own opinion•Identifies features of weather reports: register and the nature of language used•Uses interaction strategies to communicate effectively in group situations•Interprets and discusses more complex visual texts

Read information brochures

Reads an information text - Pre-reading: predicting

from title, headings and pictures

- Uses reading strategies: skims to get the general idea, scans for specific details

- Identifies the way the text is organised

- Compares differences and similarities in different places

- Reads an information text with visuals e.g. map

- Uses reading strategies, e.g. makes predictions and uses textual and contextual clues

- Interprets visuals- Uses a dictionary for

vocabulary development

Finish reading BtT

Writes an information text e.g

a weather chartSelects appropriate visuals and content for the purposePresents information using a map, chart, graph or diagram.Writing processPlanning/pre-writingDraftingRevisingEditingProofreadingPresenting

Create an information poster for a museum

Word level work: adjectives

Sentence level work: simple past tense

Spelling and punctuation: dictionary usage

Commonly misspelled words w/s

from the Smithsonian or National Gallery

Irregular verbs in simple past w/sAdjectives/synonyms w/s

GRADE-6 TERM -2


Week 9-10

Reading ProgrammeWeekly PhonographicsLibraryJournal

Assessments :

Film review (20)

Phonographix test (10)

Discuss differences between film and novel

Watch Bridge to Terabithia film

Write a film review for Bridge to Terabithia. Choose where the review will be ‘published’ and write specifically for that target audience

Journal: Write about something sad that has happened to you

Book/film review pg128P

GRADE 6 -TERM 3

Skills Listening and Speaking

Reading and Viewing Writing and Presenting

Language Structures and conventions

Week 1-2

THEME – Singing for Miss Pettigrew (SMP)

PhonographixJournalLibrary periodReading Lab

ASSESSMENT

Discusses a novel• Introductory activities: prediction• Listening to read novel extract• Predicts what is going to happen• Explains author and reader’s point of view• Stays on topic• Explains logically• Discusses main ideas and specific details• Asks relevant questions and responds appropriately

Reads a novel• Pre-reading: predicts from title and discusses related themes/content• Identifies and explains the central idea• Discusses the characters• Identifies and discusses feelings expressed• Discusses suspense and twist• Relates events and characters to own life• Uses a range of reading strategies• Discusses the structure, language use, purpose and audience• Uses a dictionary for vocabulary developmentReflects on texts read independently• Retells story or main ideas in 3 to 5sentences• Expresses emotional response to texts read.

Writes a book review• Uses a frame• Pre-writing: listens to extracts from a read novel• Selects content appropriate for the purpose• Uses appropriate language and text structure• Uses the correct format• Organises content logically –uses chronology• Uses appropriate grammar, spelling and punctuation, including subject verbconcord• Uses a dictionary for spelling and vocabulary developmentUses the writing process• Planning / pre-writing,• Drafting,• Revising,• Editing,• Proofreading, and• Presenting

Word level work: interrogative, demonstrative, indefinite pronounsSentence level work: simple tensesSpelling and punctuation: dictionary usage

Pronouns: pg130-132P

Book Review (20)

Unprepared reading (10)

Spelling tests (10)

Intro to SMPBegin reading SMP

• Relates to own life• Compares books/texts read

Pg125-128PAlso: refer to SMP Review a book read in the

holidaysSee worksheet

Simple tenses: pg124P

Vocab from SMP (list of difficult words – use dictionary)

GRADE 6 - TERM 3




Week 3-4


ASSESSMENT

Character sketch (10)

Listens to and discusses a novel•Introductory activities: prediction•Recalls events in the correct sequence and using the correct tense•Interacts positively during group discussions•Listening:•Identifies how stereotypes are created and their effects on the listener.•Discusses characters•Discusses plot, conflict and setting•Discusses messages in the text•Reflects cultural customs, values and beliefs•Reflects on the struggle between good and evil

Reads a novel•Pre-reading activities e.g. prediction based on title and or graphics•Uses reading strategies: skimming, scanning, prediction•Explains interpretation and overall response to text•Invents and describes preferred results or endings

Writes a character sketch•Thinks about characterisation•Uses descriptive words to compare characters•Plans, drafts and refines writing, focusing on improving spelling, tenses and linking sentences into cohesive paragraphs•Shows understanding of setting, plot, conflict and theme.•Correct use of tensesUses the writing process•Planning / pre-writing,•Drafting,•Revising,•Editing,•Proofreading, and•Presenting

Word level work: verbs (gerunds)Spelling and punctuation: commas

Spelling tests (10)Letter to the Editor ( 25)

Discuss stereotypes in the short stories of SMP and other literature

Pg134-141P

Read SMPIn groups, predict the plot of a short story in SMP

Choose character from SMP and write a character sketchCharacter sketch pg141P

Refer to SMPGerunds: pg142PComma: pg143-144PComma w/s

GRADE 6 - TERM 3




Week 5-6


ASSESSMENTSpelling test (10)Prepared reading (10)Diary entry (20)CLASS TEST – Literature and language based on SMP (30)

Listens to a short story/ novel• Introductory activities: prediction• Recalls events in the correctsequence and using the correct tense• Interacts positively during group discussions• Identifies how stereotypes are created and their effects on the listener.• Discusses characters• Discusses plot, conflict and setting• Discusses messages in the text

Reads a short story / novel• Pre-reading activities: prediction based on title and or graphics• Examines the text for hiddenmessages and summarizes the main and supporting ideas• Explains how the writer manipulates the reader’s perceptions: thetechniques used, characterisation• Critically discusses cultural and social values in text• Discusses plot, theme, setting and characterisation• Uses a dictionary for vocabulary development

Complete SMP

Writes a friendly letter/A diary entry• Uses correct layout• Shows awareness of audience andstyle• Uses appropriate tone• Plans, drafts and refines writing, focusing on improving language, spelling, tenses and linking sentencesinto cohesive paragraphs• Uses connecting words, e.g.‘however’, synonyms and antonyms to link sentences into cohesive paragraphs• Uses correct spelling and punctuation

Writing a diary entry

Word level work: Adjective Spelling and punctuation:dictionary usage

Vocab building and

Read and discuss SMPReading Skill Sheet (w/s)

for a character of your choice from SMPUse rubric in folder

Letter: Pg154-155P

dictionary work fromSMPAdjectives: pg152PDictionary: pg105P, pg165P and pg200P

GRADE 6 - TERM 3




Week 7-8


ASSESSMENT

Spelling tests (10)CLASS TEST – Reading and viewing (30)Cartoon (20)

Read text: cartoon / comic strips•Introductory activities: prediction•Views and discusses content and messages of the text•Discusses appropriateness of the graphics to the text•Shares ideas on the title and the text•Discusses any new words vital to the understanding of the cartoon•Discusses main characters and the underlying message•Identifies and discusses how perceptions are influenced by the content, choice of words and the speaker’s body language

Find cartoons in newspapers,

Reads a cartoon / comic strips / graphics•Follows short printed instructions and interprets them and explains simple visual text: graphs, diagrams,graphics•Examines the text for hidden messages and summarises the main and supporting ideas•Explains how the writer manipulates the reader’s perceptions: the techniques used, characterisation•Critically discusses cultural and social values in text•Identifies different perspectives and gives own perspective based on evidence in the text•Interprets and analyses details in graphical texts•Transfers detail from one form to another

Writing from graphics

Writes a cartoon / comic script•Uses a frame•Defines the concept•Outlines the script•Uses correct format•Uses interesting main and supporting characters•Uses effective plot and conflict•Writes and designs visual texts using language and pictures creativelyUses the Writing process:•Planning/pre-writing•Drafting•Revising•Editing•Proofreading•Presenting

Design a cartoon (min3

Word level workadverbsSentence level work: active voice, passive voice, direct and indirect speech

Active/passive: pg161P

magazines or comic booksPg157-160P

(worksheet)

Pg162P

frames) pg 167P and 179PDirect/indirect speech: pg190P & 192P

GRADE 6 - TERM 3




Week 9-10


ASSESSMENT

Listens to, watches and discusses drama• Introductory activities: prediction• Discusses key feature of the text.• Identifies how stereotypes are created and how this affects the listener• Identifies themes, asks questions• Identifies and discusses values in the text• Links content and messages in the text to own life• Gives critical comment on messages in the text

Watch film and discuss stereotypes

Reads reviews of play/drama/films• Pre-reading activities, e.g. prediction based on title and or graphics• Uses different reading strategies e.g.:skimming, scanning to identify mainand supporting ideas• Critically discusses cultural and social values in text• Identifies different perspectives and gives own perspective based onevidence in the text

Find reviews in newspaper (or on internet)

Writes a dialogue / a short play script• Uses characterisation• Uses correct layout• Establishes tone or mood• Shows an understanding of style and registerUses the writing process• Planning/pre-writing• Drafting• Revising• Editing• Proofreading• Presenting

Write a dialogue (EH 84) in groups of 2 (based in

Word level work: prefixes, suffixes

Prefixes/suffixes: pg187P

Spelling tests (10)Dialogue (15)Film Review (10)

Private Peaceful or War Horse?

DiscussWrite a film review after viewing

scene from film – add to what was in film)Present to class

GRADE 6 - TERM 4


Reading and Viewing

Writing and Presenting Language Structuresand conventions

Week 1-2

JournalLibraryReading LabPhonographix

ASSESSMENTS -

Phonographix Test (10)Role Play (10)Writing (10)

Listens to and discusses an information textParticipates in discussionsIdentifies and explains cause and effectComments on the social, moral and cultural valuesAsks critical questionsExpresses and justifies own opinion Uses interaction strategies to communicate effectively in group situationsMakes an oral presentation facing the audience showing an awareness of different audiences and varying volume, tone and tempo of voice

Reads an information textPre-reading activities, uses different reading strategies e.g. :skimming, scanning to identify the main and supporting ideas and responds appropriately

Identifies and explains cause and effect

Writes a descriptive paragraphCreative writing ( up to four paragraphs)

Chooses relevant contentStays on topicUses descriptive vocabulary and figurative language

Sequences a series of steps or events in a logical wayUses the writing process:Planning/pre-writingDraftingRevisingEditingProofreadingPresenting

Write descriptive paragraphs

Word level work: adverbs of degree, duration, frequencySentence level work: direct speech, indirect speechWord meaning: understatement, multiple meaning, ambiguity

Multiple meaning worksheet

Pg182-185P

Role play: interview the author of your informative text

Info texts: Pg194-199PCause and effect worksheet

based on the topic of text students brought in themselves (see pg183P)

Adverbs of frequency: pg186PAdverbs of duration: pg191PAdverbs of manner, time, place: pg202PUnderstatement: pg 191P


Reading and Viewing

Writing and Presenting Language Structures and conventions

Week 3-4


ASSESSMENTS -

Class test (40)Writing instructions (20)Spelling (10)

Listens to and discusses aninstructional text, e.g. recipe,directions• Introductory activities: prediction• Recalls procedure• Identifies the features of instructional text• Notes key headings• Gives clear instructions, e.g. on how to make a cup of tea• Makes notes and applies instructions read• Asks questions to clarify• Comments on clarity of instructions

“How to write instructions” page

Reads an instructional text e.g.recipe, direction• Analyses the characteristics of the text: organisation and conventions ofinstructional texts• Orders jumbled instructions

Recognises and explains the differentstructures, language use andpurposes• Identifies and evaluates register of a text• Understands and uses information texts appropriately• Compares two different recipes or instructions

Ordering worksheet

Writes an instructional text• Orders logically• Lists materials and ingredients• Uses dictionaries• Uses imperatives• Develops a frame for writing• Uses linking phrases andorganisational methods• Defines procedures• Organises words and sentences appropriately

Word level work: adverbs of manner, time, placeSentence level work: compound sentences, complex sentences

Instructions: pg201-204P attached Groupwork: Instructions(Photographer activity)

Simple/complex sentences: pg203-204P




Week 5-6


ASSESSMENTS -

Class test (30) (Writing)Summary (10)Spelling (10)

Listens to a Short StoryPOEM

Introductory activities: prediction

Responds critically by identifying the key elements of a book review

Recalls main ideas and details from a textRetells part of a storyIdentifies and discusses valuesIdentifies and discusses messages in the textInvents and describes preferred results or endings

(covered in previous term so poetry now)

The Railway Train: Pg 218P

Reads a Short StoryPre-reading activities, e.g. prediction based on title and or graphicsUses different reading strategies e.g. :skimming, scanningIdentifies main and supporting ideasInterprets and discusses messageComments on storylineComments on response to the text Comments on valuesComments on messages in the textInvents and describes preferred results or endings

POETRY until page 225

SHORT STORY pg148-151P

Writes a short summaryWrites a short summaryPlots main events using a flow chartOrders logicallyExpresses ideas clearly and logicallyReflects on emotional responseMakes recommendations

Use the writing processPlanning/pre-writingDraftingRevisingEditingProofreadingPresenting

SUMMARY: pg213P

Sentence level work: noun phrases and clausesSentence level work: verb phrases and clausesWord meaning: punSpelling and punctuation: apostrophe

Apostrophe w/sContractions: pg 214 and 216P

GRADE-6 TERM - 4




Week 7-8


ASSESSMENTS -

Poem (10)Spelling (10)

Listens to and discusses poems

- Introductory activities: prediction

- Listens for information and summarises main ideas, and notes specific details

- Discusses social, moral and cultural values in the text

- Comments on how values and messages are conveyed in the text

- Sensitively gives balanced and constructive feedback

Poems from pack or own selection

Reads a poem

- Pre-reading activities, e.g. prediction based on title and or graphics

- Uses different reading strategies e.g. :skimming, scanning

- Responds critically to poems

- Comments on the use of alliteration, repetition, simile and onomatopoeia

- Reads and responds critically to poetry

- Interprets and discusses message

- Shows understanding of the poem and its relationship to own life

Poetry Q&A worksheetTypes of Poems info sheet

Writes a poem

- Uses alliteration, metaphor, onomatopoeia, simile, symbol, theme


- Develops and organizes ideas

through a writing process- Use the writing process- Planning/pre-writing- Drafting- Revising- Editing- Proofreading- Presenting

Give students a theme and instruct to write a poem of a specific type within this theme. Refer to EH and Types of Poems info sheet

Sentence level work: subject; objectWord meaning: similes, metaphors, personification, simile, onomatopoeiaSpelling and punctuation: parentheses

Subject/object: pg226P

Parentheses: pg227P

Figures of speech: pg226 and 228PSound devices: pg221P

GRADE-6 TERM - 4




Week 9


Visual Literacy: Watch a Film and do the worksheet Tall tales: pg145P

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