Grade 2

FIRST ADDITIONAL
LANGUAGE
LESSON PLAN
ENGLISH

Term 2 2021
 Resources provided....................................................................................................................... 3
TABLE OF CONTENTS
Weekly Routine.............................................................................................................................. 4
Themes and Reading Schedule...................................................................................................... 5
CORE METHODOLOGIES................................................................................................................... 6
Daily Activities............................................................................................................................... 6
Daily Activities: Greetings.......................................................................................................... 6
Daily Activities: Song / Rhyme / Finger Play............................................................................... 6
Daily Activities: Theme Vocabulary............................................................................................ 6
Daily Activities: The Question of the Day................................................................................... 7
Daily Activities: Sight words....................................................................................................... 8
Shared Reading with Comprehension Strategies......................................................................... 10
Comprehension strategies....................................................................................................... 11
Shared Reading: Pre-Read........................................................................................................ 19
Shared Reading: First Read....................................................................................................... 20
Shared Reading: Illustrate the Story......................................................................................... 21
Shared Reading: Second Read.................................................................................................. 22
Shared Reading: Post-Read...................................................................................................... 23
Phonemic Awareness and Phonics.............................................................................................. 24
Monday example lesson and purpose..................................................................................... 25
Wednesday example lesson and purpose................................................................................ 27
Friday example lesson and purpose......................................................................................... 27
Writing Strategies........................................................................................................................ 28
LESSON PLANS................................................................................................................................ 31
Week 1: We have feelings!.......................................................................................................... 31
Week 2: We have feelings!.......................................................................................................... 57
Week 3: Making mistakes............................................................................................................ 79
Week 4: Making mistakes.......................................................................................................... 101
Week 5: Being safe and responsible.......................................................................................... 123
Week 6: Being safe and responsible.......................................................................................... 145
Week 7: Traditions..................................................................................................................... 169
Week 8: Traditions..................................................................................................................... 191
Week 9: Fact or fiction?............................................................................................................. 213
Week 10: Fact or fiction?........................................................................................................... 237

2 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

Resources Provided

RESOURCES PROVIDED
Please note that all resources provided belong to the school.
In Term 2, the PSRIP provides you with the following resources:

ITEM QUANTITY NOTES

Term 2 Lesson 1 Use this lesson plan to see what to teach on a daily
Plan basis. The core methodologies included tell you how
to teach each lesson.

Term 2 1 Use this document to complete your ATP and

Management Term Planner. Tick off and date each activity as it
Document is done. Reflect on your teaching. The Programme
of Assessment can be found at the back of this
document.

Term 2 Big Book 1 Use the big book stories during Shared Reading
lessons. There are 5 stories for the term – one story
per cycle.

Term 1 Resource 1 All flashcard words and theme word illustrations

Pack are included in the Resource Pack. Cut them up and
store them in an orderly fashion. You will use these
resources with the display boards.

Term 1 Worksheet 10 A Worksheet Pack is provided with 10 worksheets, one

Pack Worksheets for each week of the term. The class works through
these worksheet activities as individuals or in pairs
during Group Guided Reading sessions.

All resources are available for download from the NECT website: www.nect.org.za

LESSON PLAN: TERM 2 3

4
ROUTINE

Weekly Routine

1. The learning programme follows the same routine every week.

• This makes it easy for teachers and learners to follow.
• Learners can prepare for the next activity once they know the routine.
2. The routine is based on the CAPS maximum time for EFAL: 3 hours per week.
3. Please display this routine in your classroom and try to learn it off by heart!

GRADE 2 WEEKLY ROUTINE

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Daily Activities 10 Daily Activities 10 Daily Activities 10

Shared Reading 15 Shared Reading 15

Pre-Read / First Read /
Second Read Post-Read

Phonemic Awareness 5 Phonemic Awareness 5 Phonemic Awareness 5

& Phonics & Phonics and Phonics

Writing 15 Writing 15

GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

Group Guided 15 Group Guided 15 Group Guided 15 Group Guided 15 Group Guided 15
Reading Reading Reading Reading Reading

Total 30 Total 45 Total 30 Total 45 Total 30

Themes and Reading Schedule

THEMES AND READING SCHEDULE

GROUP
WEEK SHARED INDEPENDENT
THEME GUIDED
NUMBER READING TEXT READING TEXT
READING TEXT

1 We have Worksheet 1
Dintle visits Dumi
2 feelings! Worksheet 2

3 Select a reading Worksheet 3

Making Jabu scrambles
text to suit the
4 mistakes eggs Worksheet 4
level of each
5 group. Use the Worksheet 5
Being safe and Duma and his
Group Guided
6 responsible friends get lost Worksheet 6
Reading Tracker
7 to carefully Worksheet 7
My grandmother’s
Traditions note what each
8 story Worksheet 8
group has read.
9 Worksheet 9
Fact or fiction? Did you know?
10 Worksheet 10

LESSON PLAN: TERM 2 5

 Daily Activities
CORE METHODOLOGIES - ORAL
These are the oral activities that you will do at the start of the EFAL lesson on Monday,
Wednesday and Friday. These are the listening and speaking activities of the programme. They
are carefully designed to give learners individual opportunities to speak.

Daily Activities: Greetings

1. The greeting part of the daily activities should be very brief (1 to 2 minutes only).
2. Use common English phrases to welcome and greet different children every morning.
3. Each child should respond and greet you back. For example:
a) Greeting 1: Hello, (child’s name). How are you this morning?
b) Response 1: Hello, Teacher. I am fine, thank you. How are you?
c) Greeting 2: Good morning, (child’s name). How are you today?
d) Response 2: Good morning, Teacher. I am well, thank you. How are you?
4. This establishes a ROUTINE. The learners soon know that the English lesson begins every
day after the greeting.

Daily Activities: Song / Rhyme / Finger Play

1. The specific song, rhyme or finger play which you are to do with the learners is listed in the
lesson plan.
2. Over time, the learners will get to know these songs and finger plays, and they will sing
them automatically.
3. However, when they are first introduced, you need to teach learners the words, action and
tune (if there is one).
4. On Monday teach the song, rhyme or finger play to the learners, line-by-line as follows:
a. Sing or say the song, rhyme or finger play, and then explain the meaning of it to
learners, using code-switching if necessary.
b. Sing or say the first line, and then let learners repeat after you.
c. Sing or say the second line, and then let learners repeat after you.
d. Sing or say the first two lines together, and then let learners repeat after you.
e. Continue on in this manner until you have taught learners the whole song or rhyme.
5. For the rest of the week, repeat the song, rhyme or finger play with the learners.
6. Always include appropriate actions with the song or rhyme.
7. Let the children request to sing their favourite songs, rhymes or finger plays at the end of
the day – this is a fun way of reinforcing the new language that they have learnt.

Daily Activities: Theme Vocabulary

1. Every time you do Daily Activities, you will teach new theme vocabulary words to learners,
just before the Question of the Day.
2. Use the methodology ‘PATS’ to teach new vocabulary.
3. PATS is an acronym for Point, Act, Tell and Say.

6 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 4. It is not always possible to do all four actions for each theme word – just do what is

CORE METHODOLOGIES - ORAL

appropriate.
a. P - POINT to a picture or real item, if possible.
b. A - ACT out the theme word, if possible.
c. T - TELL learners what the theme word means. This could either be code-switching,
where you give the meaning of the word in the home language, or it could be a simple
explanation of the word.
d. S - SAY the word in a sentence, and have the learners repeat the word after you.
5. Once you have taught the theme vocabulary for the week, display the words on the yellow
display board.

Daily Activities: The Question of the Day

Every day after the new vocabulary words are introduced, learners use these new words to
answer a question. This method of vocabulary introduction ensures that learners interact with
each new theme vocabulary word. This activity creates a context for learners to think about,
discuss, and answer questions using new vocabulary words.

The purpose of the question of the day:

1. The question of the day reinforces new theme vocabulary for learners.
2. It helps learners to use and repeat the target vocabulary words in complete oral sentences.
3. It creates regular opportunities for learners to hear and speak simple English in a real
context.
4. It requires listening, thinking, doing, speaking and seeing, which activates learners’ total
physical response.
5. The question of the day asks learners an opinion based question (there is no right or wrong
answer) or a prediction type question, or a question about what they know or like. These
types of questions allow learners to interact with new words without the fear or stress of
making a mistake.

Getting ready for the question of the day:

1. If you have a large class, divide them into groups for the Question of the Day. Then, call only
one group per day to answer the question. For example, if you are a Grade 3 teacher, you
could divide your class into 6 groups:
a. On Week 1 Mondays, Group 1 will answer
b. On Week 1 Wednesdays, Group 2 will answer
c. On Week 1 Fridays, Group 3 will answer
d. On Week 2 Mondays, Group 4 will answer
e. On Week 2 Wednesdays, Group 5 will answer
f. On Week 2 Fridays, Group 6 will answer
2. Write the question of the day on the chalkboard before the lesson begins.

LESSON PLAN: TERM 2 7

 3. Draw a two or three column graph below the question of the day, and fill in the options.
CORE METHODOLOGIES - ORAL
4. Label each column with an answer word.
5. Draw or display matching pictures where possible.

For example:
Question of the day: Who do you have the most fun with?

my family my friends my teacher

Filling out the graph:

Modelling:
1. Read the question out loud to the learners.
2. Point to and read the options from which learners may choose.
3. Explain which option you prefer.
4. Write your vote in the correct column by drawing an X.

Learners:
1. Give learners a few seconds to think about which option they will choose.
2. Call a group to come up to the chalkboard to write their answers onto the graph. It is
important that you choose a system for this, and that it is always the same so that the
learners get used to the routine.
3. Learners line up at the chalkboard.
4. Learners draw their cross on the graph.
5. Once learners have added their response, they return quietly to their seats.
6. As learners answer on the graph, you should repeat their answers so that they hear
their choices articulated, with the vocabulary words repeated many times. For example,
encourage dialogue, such as:

Teacher: Pretty, who do you have the most fun with?

Pretty: I have the most fun with my teacher.
Teacher: She has the most fun with her teacher.

8 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 (For African language speakers learning English, pronouns are a particularly difficult language

CORE METHODOLOGIES - ORAL

feature to learn. For this reason, it is important to model the correct use of pronouns for
learners, whenever possible. The question of the day gives teachers an opportunity to do this
authentically and in context.)
7. Once learners have added their response, they return quietly to their seats.

Discussing the question of the day:

1. Together with the learners count aloud the number of crosses in each column.
2. Write the total number at the bottom of each column.
3. Ask learners to identify which fruit was liked the most.
4. Ask individual learners the questions provided in the weekly lesson plans. You can help
learners here by using modelling to answer the questions before you ask the learners. For
example if the question is “Who do you have the most fun with?” You could say:
• I have the most fun with my friends.
• I see that 6 learners have the most fun with their friends.
• If you have the most fun with your friends, raise your hand. (Instruct learners to raise
their hands)
• Peter, who do you have the most fun with? (Ask individual learners)

Daily Activities: Sight words

1. From Monday to Thursday, show learners the flashcards of the targeted sight words, and
repeat three times.
2. Next, ask learners to repeat each sight word after you, three times.
3. Finally, call on a few individual learners to read each word.
4. On Fridays, do the following:
a. Write the sentence on the board.
b. Read the sentence to learners, pointing to each word.
c. Instruct learners to read the sentence while you point to each word.
d. Read the sentence fluently.
e. Instruct learners to repeat the sentence fluently.
f. Call on a few learners to come and read the sentence while pointing to each word.

LESSON PLAN: TERM 2 9

 Shared Reading with Comprehension Strategies
CORE METHODOLOGIES - SHARED READING
In Grade 2, a new story is read every second week.
Shared Reading is done as follows:
Week 1 Tuesday: Pre-Read
Week 1 Thursday: First Read
Week 2 Tuesday: Second Read
Week 2 Thursday: Post-Read

For these Shared Reading sessions, make sure all learners are settled and can clearly see the big
book pictures. Remind learners of your expectations during shared reading time, such as:
1. Sit comfortably and STILL.
2. Keep your HANDS in your laps.
3. Keep your EYES and thoughts on the story.
4. Turn your VOICES off (make a gesture showing zipped lips).

The main purposes of Shared Reading in this programme are as follows:

a. The learners experience what it is like to read an entire story that is more complex than
they are able to read alone. Because learners are not worried about the technical part
of reading, they can focus on the storyline and the characters. The learners can also
enjoy the stories, and develop a love for reading.
b. As the teacher reads the story aloud, she incidentally models certain reading skills: she
reads from the first to the last page; she reads from the top of the page to the bottom;
she reads from left to right; she responds to punctuation marks; she reads fluently and
at a good pace; and she reads with expression, which adds to the meaning of the text.
Learners incidentally learn many skills by observing a fluent reader.
c. As the teacher reads, she embeds meaning by: pointing to a part of the picture; by
using a gesture or action; and by adding expression to her voice. The teacher also
explicitly adds meaning, by stopping to explain a word or phrase. By listening to the
teacher and watching her, the learners are acquiring new language skills.
d. Then, very importantly, during Shared Reading, the teacher must teach the learners
how to think about a story, and how to build their understanding of a story. In this
programme, we have chosen to build comprehension skills by modelling and teaching
different comprehension strategies. The following comprehension strategies are used:
1. Predict
2. Visualise
3. Search the text
4. Summarise
5. Think about the text (wonder)
6. Make connections
7. Make inferences
8. Make evaluations

10 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

Comprehension strategies

CORE METHODOLOGIES - COMPREHENSION STRATEGIES

The table below provides information on each strategy.

Strategy 1: Predict

Explanation When learners predict, they say what they think will happen in a story.
Learners can predict what will happen by looking at the pictures in a
book. They can also predict what will happen next after they have read
a page of the text. Finally, learners can predict how they think the story
might end.

Purpose By getting learners to predict, you are getting them to think about the
story before they have even read it. Learners must use clues to try and
work out who the characters are, and what main events will take place.
By predicting, learners are developing their comprehension skills by
thinking about the story.

Steps 1. Look at the picture.

(For predicting 2. Ask learners: What do you think is happening here?
with pictures) 3. Let learners think about the question.
4. If learners cannot answer, give an example answer to the
question.

Examples 1. What do you think is happening here?

(For predicting 2. How do you think this character feels? Why?
with pictures) 3. What do you think you will see in the next picture?

Steps 1. Read a page of text.

(For predicting 2. Ask learners: What do you think happens next?
with text) 3. Let learners think about the question.
4. If learners cannot answer, give an example answer to the
question.

Examples 1. What do you think happens next?

(For predicting 2. What do you think this character does next?
with text) 3. How do you think this story ends?

LESSON PLAN: TERM 2 11

CORE METHODOLOGIES - COMPREHENSION STRATEGIES
Strategy 2: Visualise

Explanation When learners visualise, they must think about what is happening in
the story like a scene from a movie. They must try to see the story in
their minds as it happens.

Purpose Visualisation helps learners to see how the events in the text are
connected to each other. This helps them to think about the story as a
whole, rather than just page by page. This also helps to give meaning to
the words on the page – by turning them into a scene from a movie in
our minds.

Steps 1. Read the text on the page.

2. Say: Now we are going to visualise the story as if we were
watching a movie.
3. Instruct learners to close their eyes. Explain that learners must
listen to the words and make a movie in their mind.
4. Read the text again.
5. Tell learners what you visualised. (Model the skill.)
6. Ask learners: What did you see? (What happened in your movie?)
7. Listen to and discuss learner answers. Make sure learners’
answers are relevant to what is happening in the story.

Examples 1. I visualised when Joe won the race. I could see the sweat coming
off his head and flying everywhere. I could see his eyes focussed
on the finish line, and his body working as hard as it could.
2. What did you visualise? What happened in your movie?

12 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 CORE METHODOLOGIES - COMPREHENSION STRATEGIES
Strategy 3: Search the text

Explanation Search the text questions are the most basic type of comprehension
questions. These questions ask learner to think about or look at the
words on the page, and to recall information.

Purpose These questions are a basic check for understanding of the words on
the page.

Steps 1. Read the text on the page.

2. Ask learners a question about the information in the text, like:
Who did Joe want to beat in the race?
3. Let learners answer the question.
4. NOTE: There is only one correct answer to this type of question.
If the learner answers the question incorrectly, you must read
the sentence with the correct answer out loud and/or point to
the picture for support. Then, give the correct answer to the
question. It is important that the learner knows if their answer
was incorrect, and that they hear the correct answer.

Examples These kind of questions usually begin with:

• Who?
• What?
• When?
• Where?
For example:
1. Who did Joe want to beat in the race?
2. What did Joe do before the race?
3. When did Joe train for the race?
4. Where was the race being held?

LESSON PLAN: TERM 2 13

CORE METHODOLOGIES - COMPREHENSION STRATEGIES
Strategy 4: Summarise

Explanation When learners summarise, they think about the most important points
in a text. They explain the main points in a few, concise sentences.
Summarising can be done orally or in writing.

Purpose Summarising shows that the learner has understood the main points
of the story. Asking learners to summarise or retell the main points of a
story is the best way to check their understanding.

Steps 1. Read the text.

2. Remind learners: When we summarise, we think of the most
important parts of a story.
3. Explain: Today we will summarise the story we just read. That
means we will explain what happened in the story in a few
sentences.
4. Give learners a minute to think about the story.
5. Instruct learners to turn and talk and tell their summary to a
friend (oral recount).
6. Next, instruct learners to write their summary down.

Examples Story: Joe wins the race

Learners should summarise the story into a few sentences as follows:
1. Sizwe always won everything at school.
2. The school was holding a big cross country race.
3. Joe trained every day after school when he ran home.
4. Joe beat Sizwe in the race.
5. Everyone was happy for Joe.

14 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 CORE METHODOLOGIES - COMPREHENSION STRATEGIES
Strategy 5: Think about the text (Wonder)

Explanation When the teacher wonders, the teacher thinks out loud about the text.
She lets the learners hear what she is thinking about the text.

Purpose By modelling how to think/wonder about a text, we teach learners two

things. Firstly, we teach learners that good readers do not just read the
words, they always think about what they are reading. Secondly, we
show learners the kinds of thoughts that we have about a text.
By doing this, we show learners how to think creatively and critically
about a text. In time, learners will start to do this for themselves.

Steps 1. Read the text on the page.

2. Think of a question or idea that a fluent reader might have about
the text. (Ideas have been provided in the Read One and Read
Two columns in the lesson plans.)
3. Say: I see / I notice …
4. Say: I wonder …
5. Let learners think about the question.
6. Give a sample answer to the question.
7. Learners do not need to answer the question.

Example I see that Sizwe laughed at Joe when he entered the race. I wonder if
this will upset Joe?

LESSON PLAN: TERM 2 15

CORE METHODOLOGIES - COMPREHENSION STRATEGIES
Strategy 6: Make connections

Explanation When learners make connections, they compare the story to their own
lives, or to another text. Sometimes, they think about how something
from the story is like something in their own lives. Sometimes, these
questions ask learners to think about what they would have done
if they were in the story. Sometimes, learners must connect the
character’s feelings and actions to those of characters in other stories
they have read.

Purpose These kinds of questions help learners relate to the story and make
good guesses about feelings and personal experiences. This helps
learners to develop empathy and understanding for the feelings and
experiences of other people.

Steps 1. Read the text on the page.

2. Ask learners a question, like: When was a time that you wanted to
win something, like Joe?
3. Use modelling to give a sample answer, like: When Joe wanted to
win the race, it reminded me of how I used to compete with my
sister at school. She always got top marks for everything, and my
parents were so proud. I wanted my parents to feel proud of me
too.

Examples 1. How does this remind you of your own life?

2. Tell me about a time when something similar happened to you.
3. If you were Joe, what do you think you would have done when
Sizwe laughed at you?
4. How do you think Sizwe felt when Joe beat him?
5. Which other character does this remind you of?

16 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 CORE METHODOLOGIES - COMPREHENSION STRATEGIES
Strategy 7: Make inferences

Explanation Making an inference involves using what you know to make a good
guess about what you don’t know. This is what is meant by ‘reading
between the lines’. When learners make an inference, they make a
good guess about something using what they have read together with
their own experiences and knowledge.
Sometimes, the author does not write down every single detail of the
story. The author leaves parts of the story unfinished, so readers can
work it out for themselves.

Purpose Making inferences is a key thinking and comprehension skill. Learners

need to work out parts of a story by making inferences. Learners
may miss important information if they do not know how to make
appropriate inferences.

Steps 1. Read the text on the page.

2. Ask learners: What do you know about this? What does the text
say?
3. Ask learners: What else can we guess about this? Is there
something that the text does not say?
4. Listen to and discuss learners’ answers. Make sure learners’
answers are logical.
5. If learners struggle, give them an example of an inference. Use
the following sentence frame to help: Based on … I think …

Example Text:
My brother applied to go to University. I came home and saw my
brother holding a letter and smiling. My mother was crying, and
laughing and hugging him.
Inference:
Based on the fact that my brother applied to go to university, and that
he is holding a letter looking very happy, we guess that his application
was successful.

LESSON PLAN: TERM 2 17

CORE METHODOLOGIES - COMPREHENSION STRATEGIES
Strategy 8: Make Evaluations

Explanation When we evaluate a text, we make a judgement about an aspect of the

text.

Purpose Learners must be taught that they must always evaluate what they
read, and must be able to support or justify their evaluations.

Steps 1. Read the text on the page.

2. Ask learners an evaluation question, and ask them to support
their answer. For example: Do you think x did the right thing?
Why or why not?
3. Listen to and discuss learners’ answers. Make sure learners’
answers are logical.
4. If learners struggle, share your own evaluation as an example: I
think x did the right thing because x

Example Some evaluation questions start with:

1. Do you think…
2. Do you agree with…
3. In your view…
4. Did you like…

18 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 CORE METHODOLOGIES - SHARED READING
Below is a description of the core methodology of each of the Shared Reading lessons:
Pre-Read; First Read; Second Read; and Post-Read. Read these descriptions to get a clear
understanding of the flow of each lesson.

Shared Reading: Pre-Read

Comprehension Strategy: Predict

In the Pre-Read, we build comprehension skills by getting learners to think about the story
before it is read to them.
1. Tell learners that today they will look at the pictures in the story, and think about the
story.
2. Tell learners that, based on what they see, they will make predictions about the story.
This means they will use the pictures to try and guess what the story is about.
3. Explain to learners that they must not think of each picture on its own. They must think
about how the pictures relate to each other. They must connect all the pictures to each
other to try and work out what the entire story is about.
4. Show learners the cover of the story and read the title aloud.
5. Ask learners: What do you think will happen in this story?
6. Next, look at each picture in the story, and as you look, ask learners:
a. What do you see in this picture?
b. What do you think is happening here?
c. What do you think might happen next?
7. If learners forget to connect the different pictures, prompt them to do this. For example:
‘Can you remember what this boy was doing in the last picture? What is he doing now?
What do you think is happening?’
8. When you get to the last picture, ask learners: How do you think this story will end (if
appropriate)?
9. Thank learners for their predictions.
10. If you have time, read through the story once without stopping.

LESSON PLAN: TERM 2 19

CORE METHODOLOGIES - SHARED READING
Shared Reading: First Read
Comprehension Strategy: The strategy that must be used is identified in the
lesson plan.

In the First Read, we first build comprehension skills by reading and explaining the story to
learners. We also model how to think about the story.

• Before reading, tell the class what you are going to do. Say something like: ‘Class,
it is time for Shared Reading. Remember, whenever we read or listen to a story, it is
important to always think about the story. Today, I am going to show you how I think
about the story. I am going to do this by (for example) visualising what happens in the
story. This means that as I read, I will make a movie of the story in my mind.’

1. Read each page of the story fluently and clearly. As you read, use gestures, actions and
facial expressions, and change tone of voice (expression) to enhance meaning.
2. Where necessary, stop and explain a word or phrase to learners. If you need to code
switch, you may do so. This gives learners a clear understanding of the story.
3. At the same time, during the First Read, we also focus on modelling and teaching a
comprehension strategy to learners.
4. At the end of each page you will see two coloured blocks, numbered 1 and 2.
5. Once you have read and explained the page to learners, pause and show that you
are thinking. Then, read or say the text in block 1. By doing this, you are modelling
how to think about the story. It is important that you understand what you are
saying – if it does not make sense to you, it will not make sense to your learners.
6. On the last page of the story, there are a few questions in block 1.
7. Ask different learners to answer the questions.
8. Show learners that there can be more than one correct answer to a question, and that
learners may have different opinions.

20 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 CORE METHODOLOGIES - SHARED READING
Shared Reading: Second Read
Comprehension Strategy: The strategy that must be used is identified in the
lesson plan.

In the Second Read, we continue to build comprehension skills by reading the story to
learners, and by modelling how to think about the story.

• Once again, tell the class what you are going to do. Say something like: ‘Class, it is time
for Shared Reading. Remember, whenever we read or listen to a story, it is important to
always think about the story. Today, I am going to show you how I think about the story.
I am going to do this by (for example) visualising what happens in the story.. This means
that as I read, I will make a movie of the story in my mind.’

1. Next, read each page of the story fluently and clearly. As you read, use gestures, actions
and facial expressions, and change tone of voice (expression) to enhance meaning.
2. This time, try to avoid code switching.
3. At the same time, during the Second Read, you will model how to think about the story.
4. At the end of each page you will see two coloured blocks, numbered 1 and 2.
5. Once you have read and explained the page to learners, pause and show that you
are thinking. Then, read or say the text in block 2. By doing this, you are modelling
how to think about the story. It is important that you understand what you are
saying – if it does not make sense to you, it will not make sense to your learners.
6. On the last page of the story, there are a few questions in block 2.
7. Ask different learners to answer the questions.
8. Show learners that there can be more than one correct answer to a question, and that
learners may have different opinions.

LESSON PLAN: TERM 2 21

 Shared Reading: Post-Read
CORE METHODOLOGIES - SHARED READING
The purpose of the Post-Read activity is to give learners an opportunity to consolidate their
understanding of the story, and to practise using the new language that they have learnt.

In Grade 2 during the post-read, you will do one of the following activities:
• Act out the story
• Recount the story
• Illustrate the story

Act out the story (oral activity)

1. Settle the learners on the carpet, or in a quiet space outside.
2. Tell learners that today they will act out parts of the story that they have read.
3. Hold up the big book. Read the first page.
4. Give learners the instruction of what to act out. (in lesson plan)
5. Act out the instruction with learners.
6. Repeat with every page.
7. Train learners to respond to a signal that they should be quiet and listen as you read a page
between actions.

Recount the story (oral activity)

1. Settle the learners so that you have their attention.
2. Follow the steps in the lesson plan to recount the story with learners.
3. First, you will model recounting something from the story.
4. Next, you will tell learners to think of something from the story – they should not copy your
recount.
5. Then, learners will TURN AND TALK and share their recount with a partner.
6. Finally, you will call on a few learners to share their recounts with the class.

Illustrate the Story (written activity)

Modelling
1. Begin by modelling the activity for learners.
2. Explain that today, learners will draw their favourite part of the story.
3. Use modelling to think before you write.
4. Use modelling to explain your favourite part of the story.
5. Use modelling to draw a picture of the part of the story you like best.
6. Use modelling to add a label to your drawing.

22 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

Oral Instructions:

CORE METHODOLOGIES - SHARED READING

1. Tell learners they must choose their favourite part of the story.
2. Hold up the pictures in the story for all the learners to see.
3. Remind learners that we think before we write.
4. Instruct learners to decide which part of the story they will write about.
5. Call on 2-3 learners to tell you their favourite part of the story. (Learners can point to the
picture that they like best if they cannot yet use English words.)
6. Explain that learners can try to add a label.

Writing:
1. Hand out learner books.
2. As learners write, walk around the room and complete mini conferences.
3. Ask learners to tell you about their drawings.
4. Help learners to add a label.
5. Encourage learners!

Turn and Talk:

1. When there are 2-3 minutes left, instruct learners to put their pencils down.
2. Instruct learners to turn and talk with a partner about their drawings.

Hang up learner drawings at LEARNER EYE-LEVEL around the room. This helps learners have
conversations about the story.

LESSON PLAN: TERM 2 23

 Phonemic Awareness and Phonics
CORE METHODOLOGIES - PHONEMIC AWARENESS AND PHONICS
You will need to master three phonemic awareness and phonic activities for use in Grade 2.

Monday example lesson and purpose

INTRODUCE THE SOUND AND WORDS

1. Say the sound and hold up the flashcard /sh-/ for learners to see.
2. Say the sound and instruct learners to repeat the sound. Do this three times.
3. Explain that when we see the letters s and h together in a word, we must not say the
sounds separately. We must say one sound: /sh-/
4. Say each word loudly and clearly as you show the flashcard: ship, shop, shut, shed, shell,
shack, shock, shall
5. Ask learners to repeat each word after you.
6. Stick up the flashcards on the Phonics Display Board.

ship shell

shop shack

shut shock

shed shall

PURPOSE OF THE ACTIVITY

• Learners must make the connection between written letters and spoken sounds. Showing
the letter and saying the sound helps learners make this connection.
• Learners must understand that written letters can have more than one sound. Learners
must learn to distinguish between sounds in English and in the home language.
• Learners must learn to hear and see patterns in words. This helps learners write and read
new words more easily.

24 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

Wednesday example lesson and purpose

CORE METHODOLOGIES - PHONEMIC AWARENESS AND PHONICS

SEGMENTING AND BLENDING (I DO)
1. Say the word ship
2. Segment the word into the individual sounds: /sh/ - /i/ - /p/
3. Say the beginning sound of the word: /sh/
4. Say the middle sound of the word: /i/
5. Say the end sound of the word: /p/
6. Write the word on the board: ship
7. Model pointing and blending the sounds to make a word: /sh/ - /i/ - /p/ = ship
8. Remind learners that in English, when s and h are together in a word they must be read
together as one sound: /sh/
9. Repeat this with the word shut

SEGMENTING AND BLENDING (WE DO)

1. Say the word shell
2. Ask learners: What is the first sound in the word? /sh/
3. Ask learners: What is the middle sound in the word? /e/
4. Ask learners: What is the last sound in the word? /ll/
5. Ask learners to segment the word into each individual sound: /sh/ - /e/ - /ll/
6. Write the word: shell
7. Instruct learners to blend the sounds in the word with you: /sh/ - /e/ - /ll/ = shell
8. Repeat this with the word shock

SEGMENTING AND BLENDING (YOU DO)

1. Instruct learners to take out their exercise books.
2. Instruct learners to write the heading: sh- words.
3. Instruct learners to write the numbers 1-8.
4. Make sure the flashcard words are covered. Learners must not copy the words from the
board.
5. Say each of the following words. Instruct learners to write the word in their books.

ship shop shut shed shell shack shock shall

6. Uncover the Phonics Display Board. Instruct learners to check their words against the
flashcard words on the Phonics Display Board.
7. Instruct learners to practise reading the phonic words for homework.

PURPOSE OF THE ACTIVITY

• Learners must understand that words are made up of distinct sounds. These sounds can be
put together (blended) or taken apart (segmented).
• Learners must be able to hear and isolate the sounds in words.
• Learners must be able to blend the sounds they hear into a full word. Children can often
segment a word (point to and say the individual sounds in a word) but have trouble putting
the sounds back together to make a full word. Blending is a critical skill for children to be
able to decode words.

LESSON PLAN: TERM 2 25

 Friday example lesson and purpose
CORE METHODOLOGIES - PHONEMIC AWARENESS AND PHONICS

BEGINNING SOUND
1. Model isolating the beginning sound for learners. Say:
• /c/ - ash (cash)
• /fl/ - ash (flash)
2. Say another two words that begin with different sounds, like: mash and bash.
3. Ask learners to identify the word that begin /b/ - (bash).
4. Repeat with different pairs of words.

LETTER SWAP
1. Say the word: rash
2. Identify the beginning sound. /r/ - ash. Ask what is left (-ash).
3. Swap the first sound and ask learners what word this makes. /tr/ -ash = trash
4. Do this orally and in writing.
5. Ask learners to think of other words that end the same (rhyme).

INFORMAL ASSESSMENT
1. Instruct learners to take out their exercise books.
2. Instruct learners to write the heading: -ash words.
3. Instruct learners to write numbers 1-4 and to write down the following words as you say
them:

cash flash rash trash

PURPOSE OF THE ACTIVITY

• Learners must understand that words are made up of distinct sounds. These sounds can be
put together (blended) or taken apart (segmented).
• Learners must be able to hear and isolate the sounds in words.
• Learners must recognise patterns in speech and in written language. Recognising patterns
helps learners to decode more quickly and effectively. Manipulating (changing) sounds and
letters in words help practise seeing and hearing patterns in words.

26 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

Group Guided Reading

CORE METHODOLOGIES - GROUP GUIDED READING

It is very important that you listen to every learner read individually, at least once per week.

What to do with the rest of the class:

1. Before you begin the group guided reading session with a group, you must first settle the
rest of the class with their exercise books and decodable Reading Worksheets.
2. Make sure the worksheets are protected, by using flip files or plastic sleeves.
3. Train learners on the routine of Group Guided Reading as follows:
a. Settle the class with their reading worksheets
b. Explain the worksheet activity that must be completed
c. Call a group to read for you
d. Once you have listened to every learner in the group, send the group back to their seats
4. It is a good idea to seat a weaker reader next to a stronger reader, so that as learners read
the worksheets, some peer tutoring can take place.

Structure of the Reading Worksheets:

1. Each weekly worksheet consists of 5 activities. There are 5 group guided reading sessions
per week, so learners must complete one activity per group guided reading session.
2. However, learners who finish before the end of the session must be allowed to select
another book or text for independent reading.
3. Try to build a class library for this purpose.
4. Icons remind the learners of what to do on each day:
a. The mouth reminds learners to sound out words.
b. The eye reminds learners that they must read these words by sight.
c. The single child reminds learners to read on their own.
d. The two children remind learners to read with a partner.
e. The hand holding a pen reminds learners that they must draw or write.
5. A master list of all phonic and sight words taught is kept. New stories are structured using
the phonic and sight words of the week, and by including phonic and sight words that were
previously taught. This means that learners never encounter words on the worksheet that
they have not seen before.

Assigning groups and text selection for Group Guided Reading:

1. In the first two weeks of school, listen to every learner read individually.
2. Use the rubric below to sort learners according to their abilities.
3. Assign learners to same-ability groups.
4. In this programme, there are 5 slots per week to listen to reading. This means that you
should ideally form 5 groups.
5. In your Tracker you will find a form to fill in the names of learners per group, and a table
that allows you to keep track of what each group has read.
6. Please note: this rubric divides learners based on their technical reading skills.
7. If there are many learners at the same level, you may want to use reading comprehension
as a further way to divide the group.

LESSON PLAN: TERM 2 27

 8. In a class of 40 learners, there may be:
CORE METHODOLOGIES - GROUP GUIDED READING
• No full group at level 1, only a few individual learners
• 1 group at level 2
• 2 groups at level 3
• 1 group at level 4
• No full group at level 5, only a few individual learners

I think this I think this I think this I think this I think this
learner reads at: learner reads at: learner reads at: learner reads at: learner reads at:
Level 1 Level 2 Level 3 Level 4 Level 5

• This learner • This learner • This learner • This learner • This learner
knows no knows just a knows many knows many knows many
or very few few common common common common
words. words. words. words and words.
• This learner • This learner • This learner can decode • This learner
does not does not needs help most can decode
seem to seem to to decode previously previously
recognise recognise previously unseen unseen
many letter- some letter- unseen words. words.
sound sound words. • This learner • This learner
relationships. relationships, occasionally reads with
OR this needs help to fluency and
learners decode more expression.
needs a lot of challenging • This is one
help to read words. of the best
previously • This learner readers in the
unseen reads with class.
words. some fluency.

What to do with each group during Group Guided Reading:

1. Call a group to read to you.
2. Select a text to read with the group – IF YOU HAVE A SERIES OF GRADED READERS, PLEASE
MAKE USE OF THIS.
a. Make sure that learners all have the correct text.
b. Seat the group in a circle.
c. Remind learners of the sight words they have learnt for the week. Show the group the
flashcards of these words and practice reading them.
d. Next, give learners a few minutes to read part of the text independently and in silence.
e. Then, ask each learner to read part of the text aloud, on his or her own.
3. During group guided reading, it is important to remember to:
a. Point out the sight words. Remind learners that there are some words that we cannot
sound out, so we must learn to read them by sight.

28 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 b. Build decoding skills. If a learner cannot read a word, do not just help the learner with

CORE METHODOLOGIES - GROUP GUIDED READING

the word straight away. Rather, encourage the learner to sound the word out, and then
blend the sounds together to form the word.
c. Praise and encourage learners. Make group guided learning a positive experience for
learners and use this time to try and build learners’ confidence.
d. Build reading fluency. Help learners to improve the fluency of their reading. Tell
learners that their reading should sound like they are talking. Model reading fluency for
learners and let them repeat after you.
e. Build reading comprehension. Tell learners that they must always think about what
they are reading. Teach learners to pause, go back, and reread what they have read
if they lose track of the meaning. Teach learners to visualise as they read – to build a
movie in their heads of what they are reading. Teach learners to try and remember
what they have read. Also encourage learners to ask if they do not understand
something.

Care of the Reading Worksheets:

1. It is a good idea to put the worksheets into flip files or plastic sleeves when learners use
them.
2. Look after these worksheets carefully and store them properly once they have been used.
3. You should be able to use the same worksheets for many years, as learners do not write on
them. Instead, they write in their exercise books.

LESSON PLAN: TERM 2 29

CORE METHODOLOGIES - WRITING STRATEGIES
Writing Strategies
1. Follow the lesson plans to complete the writing task for each week.
2. In the lesson plans, you will notice that the same routine is always followed. This is to
help learners, so that they know what to expect in writing lessons. This helps to build
confidence.
3. You will also notice that different strategies are slowly taught to learners so they are
able to successfully complete sentence frames.
4. The aim is for learners to eventually use these strategies automatically.
5. These strategies help learners feel confident about their writing by showing them that
there is a series of steps to follow when they write.

STRATEGY 1: TEACHER MODELS WRITING FIRST

a. The teacher first demonstrates the task to the class (she shows
the class exactly what they are going to do).
b. By watching the teacher, the learners have a clear idea of the task.

STRATEGY 2: WRITERS THINK BEFORE THEY WRITE

a. Writing is the act of putting thoughts onto paper.

b. This means that writers must think first and decide what to write
about before writing.
c. It also means that there are no correct or incorrect ‘answers’
when writing – every writer has his or her own thoughts to write
about.
d. Always build in time for learners to think about what they want to
write.

STRATEGY 3: WRITERS DRAW A LINE FOR EACH WORD

a. Learners think about the sentence they want to write, and say it
aloud.
b. They count how many words there are in the sentence, and draw a
line to represent each word.
c. Lines must be drawn from left to right and from the top of the page
to the bottom.
d. Lines must be the approximate length of the words.
e. Spaces must be left between words.
f. At the end of the sentence, the learner puts a full stop.
g. With lines in place, the learner fills in words that are known, or must
try to write down the starting sounds of a word before asking for
help.
h. This gives a structure to the learner’s writing, which builds
confidence. Even learners who really struggle can start the writing
process in this way.

30 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 CORE METHODOLOGIES - WRITING STRATEGIES
STRATEGY 4: WRITERS USE RESOURCES TO WRITE WORDS

a. Teach learners not to ask for help to write all unknown words.
They should first use other resources to find out how to write the
unknown word. For example:
• Words on a word wall
• Other books
• Spelling lists
• They can even ask their classmates.

STRATEGY 5: WRITERS USE THEIR MEMORIES TO WRITE WORDS

a. Learners should try to remember words they have learnt, and to

write these words from memory.

STRATEGY 6: WRITERS SAY WORDS SLOWLY LIKE A TORTOISE

a. Teach learners to say an unknown word very slowly to hear its

different sounds. (Segmenting)
b. Next, teach learners to write down every sound that they can hear.
(They may not spell the word correctly, but this will be a starting
point to write unknown words. For example, are may be written as
ar or even r. The teacher can then build on this and show the writer
the correct spelling.)
c. Try to read the learner’s phonetic writing, and praise them for
using their phonetic knowledge to try and build words. This is an
important skill to encourage.

LESSON PLAN: TERM 2 31

CORE METHODOLOGIES - WRITING STRATEGIES
STRATEGY 7: WRITERS READ WHAT THEY WRITE

a. Learners read their sentences aloud to themselves or to a peer.

Reading one’s writing to a classmate makes the writing process more
meaningful.
b. As they do this, they check they have not left out any words.
c. They also check that the word order is correct.
d. Most importantly, set this up so that learners enjoy the reading
process, and feel proud of what they have written.

STRATEGY 8: WRITERS TURN AND TALK

a. At different times in the lesson, learners can turn to a partner, and

take turns to talk to each other.
b. This can be used to share ideas about what to write about, to read
their writing to each other, to tell each other about their pictures, or
to check that they understand what to do.
c. Teach learners to face each other and talk quietly when they turn
and talk.

STRATEGY 9: HOLD MINI-CONFERENCES

a. This is a useful strategy to use as learners are writing.

b. Walk around the room, and stop where you see a learner struggling.
c. Hold a mini-conference with that learner.
d. Engage with the learner’s work, listen to the learner, and help the
learner as needed.
e. Remember to try and give all learners some individual attention, and
to praise their efforts and improvements.

32 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

GRADE 2 - TERM 2

1
WEEK

THEME:
WE HAVE FEELINGS!
‘Feelings are something you have, not something you are.’
– Shannon Alder

33
WEEK 1
WEEK 1: CLASSROOM PREPARATION

1. At the start of each week, ensure that your classroom is neat and tidy.
2. Update your DISPLAY BOARDS, by removing items that are no longer relevant, and
storing them carefully.
3. Then, prepare the flashcard words and theme word illustrations that you will need.
4. Find and prepare items for your theme wall and table that will be of interest to learners,
for instance: pictures of different faces and emotions, cardboard cut-out of a heart, a
teddy-bear.
5. Do some research on the internet to prepare for the theme. For example: how to teach
young children to effectively express their feelings.
6. Make sure all learner exercise books and DBE Workbooks are marked, and neatly packed
where they belong.
7. Make sure all your big books, graded readers and classroom library books are in good
order.
8. Adjust your group guided reading groups if necessary.
9. Plan your informal and formal assessment activities for the week.

EXTENTION

These activities can be used as independent work for learners who finish their work early
OR while you are giving assessments to learners.

Activity 1 DBE Workbook 1: Word work, page42

Activity 2 DBE Workbook 1: Let’s read, page 43

Activity 3 DBE Workbook 1: Let’s write, page 44 & 45

Activity 4 Draw a picture of a feeling you have right now!

34 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 1
TERM 2: WEEK 1

OVERVIEW

THEME We have feelings!

THEME early, late, grumpy, unhappy, journey, tired, hungry, thirsty, anxious,
VOCABULARY surgery, trip, disappointed

SIGHT WORDS aunt, needs, happy, cousin, was

PHONICS /ee/ - greed, seed, weed, need, green, queen, seen, teen

WRITING FRAME Tuesday Thursday

I feel happy when: I feel grumpy when:

1. ___ 1. ___
2. ___ 2. ___

TERM 2: WEEK 1

INTRODUCE THE THEME

PICTURE Draw a picture of a happy face and a sad face on the board.

SHOW Point to the pictures on the board.

SAY • Ask learners: What feelings do you see here?

• Listen to learner responses. This will help you understand what
learners already know.
• Explain that we see happy and sad. These are examples of feeling
words.
• Explain that this week, we will learn about different words we can
use to talk about (describe) our feelings!

TEACH Teach learners the sight words for the week. Explain that learners will
see these words in their independent reading.
1. Learners copy down the sight words into their books.
2. Learners practice reading the sight words at home.

LESSON PLAN: TERM 2 35

WEEK 1 - MONDAY
WEEK 1: MONDAY: DAILY ACTIVITIES (10 minutes)

GREETING Greet the learners in English.

SONG / RHYME Lyrics Actions

(can be sung
I have feelings, so do you. Point to yourself then point to
to the tune of
your friend
‘twinkle, twinkle,
little star’) Let’s all sing about a few. -

We feel happy, we feel sad. Make a smiley face, make a sad

face

We feel scared, we feel mad. Wrap your arms around yourself,

cross your arms

I am proud of being me, Put your thumbs up in the air

That’s a feeling, too, you see. -

I have feelings, so do you. Point to yourself then point to

your friend

We just sang about a few. -

THEME early, late, grumpy, unhappy

VOCABULARY

QUESTION OF THE DAY

Question How do you feel when you have to wake up very early?

Graph 3 COLUMN GRAPH

Options grumpy / happy / unhappy

Follow-up questions

Question How many learners feel grumpy?

Answer __ learners feel grumpy.

Question How many learners feel happy?

Answer __ learners feel happy.

Question How many learners feel unhappy?

Answer __ learners feel unhappy.

Question How do most learners feel when they have to wake up very early?

Answer Most learners feel __ when they have to wake up very early.

36 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 1 - MONDAY
Question How do fewest learners feel when they have to wake up very early?

Answer Fewest learners feel __ when they have to wake up very early.

Question How do you feel when you have to wake up very early?

Answer I feel grumpy when I have to wake up very early.

Answer I feel happy when I have to wake up very early.

Answer I feel unhappy when I have to wake up very early.

READING Practice reading the sight words for the week.

WEEK 1: MONDAY - PHONEMIC AWARENESS & PHONICS (5 minutes)

SOUND /ee/

FLASHCARDS greed, seed, weed, need

green, queen, seen, teen

ACTIVITY INTRODUCE THE SOUND AND WORDS

1. Say the sound and hold up the flashcard /ee/ for learners to see.
2. Say the sound and instruct learners to repeat the sound. Do this
three times.
3. Explain that when we see the letters e and e together in a word,
we must not say the sounds separately. We must say one sound: /
ee/
4. Say each word loudly and clearly as you show the flashcard:
greed, seed, weed, need, green, queen, seen, teen
5. Ask learners to repeat each word after you.
6. Stick up the flashcards on the Phonics Display Board.

greed green
seed queen
weed seen
need teen

LESSON PLAN: TERM 2 37

WEEK 1 - MONDAY
ALTERNATE PROGRAMME: PHONEMIC AWARENESS & PHONICS (5 minutes)

SOUND

FLASHCARDS

ACTIVITY

WEEK 1: MONDAY: GROUP GUIDED & INDEPENDENT READING (15 minutes)

GROUP GUIDED READING (SMALL GROUP)

GROUP GROUP 1

TEXT Use your tracker. Choose a text that is appropriate for the learners in
the group.

SIGHT WORDS Review any sight words that appear in the chosen text.

INDEPENDENT READING (WHOLE CLASS)

Learners use worksheet for independent reading.

38 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 1 - TUESDAY
WEEK 1: TUESDAY: SHARED READING (15 minutes)

TITLE Dintle visits Dumi

ACTIVITY PRE-READ

COMPREHENSION Predict
STRATEGY

PURPOSE By getting learners to predict, you are getting them to think about
the story before they have even read it. By predicting, learners are
developing their comprehension skills by thinking about the story.

PRE-READING ACTIVITY

1. Show learners the front cover of the story: Dintle visits Dumi
2. Read the title of the story.
3. Ask learners: What do you think will happen in this story?
4. Display the Big Book for learners to see. Make sure all learners can see the pictures in
the book.
5. Show learners the first picture.
6. Ask learners: What do you think is happening here?
7. Discuss the picture with learners.
8. Ask learners: What do you think might happen next?
9. Go through each picture in the book and ask learners these questions.
10. When you get to the last picture, ask learners: How do you think this story will end?
11. Thank learners for their predictions.
12. Read through the story once. Code switch where necessary.

LESSON PLAN: TERM 2 39

WEEK 1 - TUESDAY
WEEK 1: TUESDAY: WRITING (15 minutes)

WRITING FRAME I feel happy when:

1. ___
2. ___

Modelling:
1. Explain that today, learners will make a list with a heading.
2. Explain that a heading tells us what the list will be about. Point to the heading (I feel
happy when)
3. Explain that when we write a list, we use numbers (point to the numbers on the writing
frame).
4. Read the writing frame to learners. Explain that today, we will make a list of things that
make us feel happy.
5. Use modelling to show learners that you think before you write.
6. Tell learners some ideas you have for filling in the writing frame, like: I feel happy when I
spend time with my sister. I feel happy when I play outside.
7. Use modelling to draw a quick picture for each of your ideas, like: yourself hugging your
sister, you standing next to a tree.
8. Explain which words you will write. Draw a line for each word.
9. Use modelling to complete the writing frame: I feel happy when: 1. I see my sister. 2. I
play outside.
10. Say words slowly like a tortoise and write the sounds you know.
11. Use resources (sight words, theme vocabulary words) to add labels to your drawing,
like: me, happy, tree
12. Erase your example from the board. Explain that this was just an example, but
learners must write their own ideas.

Oral Instructions:
1. Ask learners: What are some things that make you happy?
2. Explain that learners can think of anything that makes them feel happy.
3. Explain that learners should come up with their own ideas – they should not copy your
idea!
4. Instruct learners to think before they write.
5. Instruct learners to turn and talk and share their ideas.
6. Call on 3-5 learners to tell you about one thing that makes them feel happy. They must
say: I feel happy when…
7. Explain that learners will now use the writing frame to draw and write their own ideas!

Writing:
1. Hand out learner books.
2. As learners are writing, walk around the room and complete mini conferences.
3. Ask learners to read their writing.
4. Help learners complete the writing frame.
5. Help learners say words slowly like a tortoise and use resources.
6. Encourage learners.

40 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 1 - TUESDAY
Turn and Talk:
1. When there are 2-3 minutes left, instruct learners to put their pencils away.
2. Instruct learners to turn and talk with a partner about their drawings.

Hang up learner drawings at LEARNER EYE-LEVEL around the room. This helps learners
have conversations about the theme.

LESSON PLAN: TERM 2 41

WEEK 1 - TUESDAY
WEEK 1: TUESDAY: GROUP GUIDED & INDEPENDENT READING (15 minutes)

GROUP GUIDED READING (SMALL GROUP)

GROUP GROUP 2

Use your tracker. Choose a text that is appropriate for the learners in
TEXT
the group.

SIGHT WORDS Review any sight words that appear in the chosen text.

INDEPENDENT READING (WHOLE CLASS)

Learners use worksheet for independent reading.

42 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 1 - WEDNESDAY
WEEK 1: WEDNESDAY:DAILY ACTIVITIES (10 minutes)

GREETING Greet the learners in English.

SONG / RHYME Lyrics Actions

I have feelings, so do you. Point to yourself then point to

your friend

Let’s all sing about a few. -

We feel happy, we feel sad. Make a smiley face, make a sad

face

We feel scared, we feel mad. Wrap your arms around yourself,

cross your arms

I am proud of being me, Put your thumbs up in the air

That’s a feeling, too, you see. -

I have feelings, so do you. Point to yourself then point to

your friend

We just sang about a few. -

THEME journey, tired, hungry, thirsty

VOCABULARY

QUESTION OF THE DAY

Question Remind learners that in our story, Dintle and her mother go on a long
journey to Aunt Mbali’s house.
Ask learners: How do you think you would feel after a long journey?

Graph 4 COLUMN GRAPH

Options hungry / thirsty / tired / grumpy

Follow-up questions

Question How many learners think they would feel hungry?

Answer __ learners think they would feel hungry.

Question How many learners think they would feel thirsty?

Answer __ learners think they would feel thirsty.

Question How many learners think they would feel tired?

Answer __ learners think they would feel tired.

LESSON PLAN: TERM 2 43

WEEK 1 - WEDNESDAY
Question How many learners think they would feel grumpy?

Answer __ learners think they would feel grumpy.

Question How do most learners think they would feel after a long journey?

Answer Most learners think they would feel __ after a long journey.

Question How do fewest learners think they would feel after a long journey?

Answer Fewest learners think they would feel __ after a long journey.

Question How do you think you would feel after a long journey?

Answer I think I would feel hungry after a long journey.

Answer I think I would feel thirsty after a long journey.

Answer I think I would feel tired after a long journey.

Answer I think I would feel grumpy after a long journey.

READING Practice reading the sight words for the week.

44 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 1 - WEDNESDAY
WEEK 1: WEDNESDAY - PHONEMIC AWARENESS & PHONICS (5 minutes)

SOUND /ee/

ACTIVITY SEGMENTING AND BLENDING (I DO)

1. Say the word seed
2. Segment the word into the individual sounds: /s/ - /ee/ - /d/
3. Say the beginning sound of the word: /s/
4. Say the middle sound of the word: /ee/
5. Say the end sound of the word: /d/
6. Write the word on the board: seed
7. Model pointing and blending the sounds to make a word:
/s/ - /ee/ - /d/ = seed
8. Remind learners that in English, when e ande are together in a
word they must be read together as one sound: /ee/
9. Repeat this with the word weed

SEGMENTING AND BLENDING (WE DO)

1. Say the word queen
2. Ask learners: What is the first sound in the word? /qu/
3. Ask learners: What is the middle sound in the word? /ee/
4. Ask learners: What is the last sound in the word? /n/
5. Ask learners to segment the word into each individual sound:
/qu/ - /ee/ - /n/
6. Write the word: queen
7. Instruct learners to blend the sounds in the word with you:
/qu/ - /ee/ - /n/ = queen
8. Repeat this with the word teen

SEGMENTING AND BLENDING (YOU DO)

1. Instruct learners to take out their exercise books.
2. Instruct learners to write the heading: ee words.
3. Instruct learners to write the numbers 1-8.
4. Make sure the flashcard words are covered. Learners must not
copy the words from the board.
5. Say each of the following words. Instruct learners to write the
word in their books.

greed seed seen teen weed queen need green

6. Uncover the Phonics Display Board. Instruct learners to check

their words against the flashcard words on the Phonics Display
Board.
7. Instruct learners to practice reading the phonic words for
homework.

LESSON PLAN: TERM 2 45

WEEK 1 - WEDNESDAY
ALTERNATE PROGRAMME: PHONEMIC AWARENESS & PHONICS (5 minutes)

SOUND

ACTIVITY

WEEK 1: WEDNESDAY: GROUP GUIDED & INDEPENDENT READING (15 minutes)

GROUP GUIDED READING (SMALL GROUP)

GROUP GROUP 3

Use your tracker. Choose a text that is appropriate for the learners in
TEXT
the group.

SIGHT WORDS Review any sight words that appear in the chosen text.

INDEPENDENT READING (WHOLE CLASS)

Learners use worksheet for independent reading.

46 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 1 - THURSDAY
WEEK 1: THURSDAY: SHARED READING (15 minutes)

TITLE Dintle visits Dumi

ACTIVITY FIRST READ

COMPREHENSION Search the text

STRATEGY

PURPOSE By getting learners to recall details about the story, you are checking
that they have a basic understanding of the story. You can also show
learners how to search the text to find details, once they can read.

Story First read

Dintle’s Aunt Mbali had surgery. She was Why did Dintle feel excited? Oh! She felt
recovering at home. ‘Aunt Mbali needs excited to visit her cousin Dumi!
help at home!’ Dintle’s mother said.
‘We’re leaving early. Pack your bag for the
weekend!’ Dintle’s mother said.
Dintle felt sad that her Aunt Mbali wasn’t
well. But, she felt excited to see her cousin
Dumi. Dintle packed her clothes and her
toothbrush. Then, she made a beautiful card
for Aunt Mbali. She drew flowers on the
front and wrote a nice message inside. ‘This
will make her feel better!’ Dintle thought as
she admired her hard work.

Dintle’s mother woke her up very early. Why did Dintle feel excited? Oh! She felt
‘Come! Hurry!’ her mother said, ‘It is a long excited that she would see her cousin Dumi
journey and we don’t want to get there too soon.
late!’
Dintle felt grumpy that she had to wake up
so early. But, she was excited to see her
cousin Dumi. She got dressed and then she
and her mother left for the taxi rank.

Dintle and her mother spent all day in the Why did Dintle feel excited? Oh! She felt so
taxi. By the time they arrived at Aunt Mbali’s excited to see her cousin Dumi!
house, it was already 8 o’clock. When Dumi
saw Dintle, she shouted with joy. ‘Come!
Let’s go play!’
‘Not tonight!’ Dumi’s mother said. ‘It’s
already dark outside! You must eat dinner
and get ready for bed!’

LESSON PLAN: TERM 2 47

WEEK 1 - THURSDAY
Dintle felt so excited to see her cousin Dumi.
But, she felt disappointed that it was too
late to play. Dintle ate her dinner quietly.
She listened to Aunt Mbali tell her mother
all about her surgery.

For the next two days, Dintle and Dumi Why did Dintle feel happy? Oh, I can see that
played together. They read books, they she is so happy to be with her cousin Dumi.
played soccer, and they caught frogs by the
river. Dintle felt so happy to be with her
cousin Dumi. But, Dintle also felt anxious
because she knew that the time with her
cousin would soon come to an end.

On Sunday evening Dintle’s mother said, ‘We --

will go home tomorrow! You can’t miss any
more days of school.’ Dintle knew that this
time would come, but she still felt sad. She
didn’t feel at all excited about going home.

Dumi and Dintle went back to Dumi’s

bedroom. ‘We got you an early birthday
present!’ Dumi said, handing Dintle a box.
Dintle opened the box to find a fluffy teddy
bear!

Dintle’s mother woke her up very early. Why did Dintle feel excited? Oh! She felt
‘Come! Hurry!’ her mother said, ‘It is a long excited to show all her school friends her new
journey and we don’t want to get home too Teddy that Dumi gave to her!
late!’

Dintle felt so sad to be leaving her cousin

Dumi. But, as she sat in the taxi, she felt
excited to show all her friends at school her
new teddy bear!

Follow up questions Possible responses

How did Dintle feel when she had to wake She felt grumpy.
up early?

What was inside the box Dumi gave to There was a teddy bear inside the box.
Dintle?

48 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 1 - THURSDAY
Why question Possible responses

Why did Dintle feel excited? • She felt excited to see her cousin Dumi.
• She felt excited to go visit her cousin.
• She felt excited to show her friends her
new teddy bear.
• Maybe she felt excited to tell her
friends about her time with Dumi.

WEEK 1: THURSDAY: WRITING (15 minutes)

WRITING FRAME I feel grumpy when:

1. ___
2. ___

Modelling:
1. Explain that today, learners will add another section to their lists.
2. Explain that they will add a heading. Point to the new heading (I feel grumpy when)
3. Remind learners that when we write a list, we use numbers (point to the numbers on the
writing frame).
4. Read the writing frame to learners. Explain that today, we will make a list of things that
make us feel grumpy.
5. Use modelling to show learners that you think before you write.
6. Explain some ideas you have for filling in the writing frame, like: I feel grumpy when I
don’t have enough to eat. I feel grumpy when someone doesn’t keep a promise they
have made to me.
7. Use modelling to add a quick drawing for each of your ideas, like: Yourself looking
grumpy next to an empty plate.
8. Explain which words you will write. Draw a line for each word.
9. Use modellingto complete the writing frame, like:I feel grumpy when:1. I feel hungry. 2.
Someone doesn’t keep a promise!
10. Say words slowly like a tortoise and write the sounds you know.
11. Use resources (sight words, theme vocabulary word) to add labels to your drawing, like:
unwrap, brother
12. Erase your example from the board. Explain this was just an example, but learners
must write their own ideas.

Oral Instructions:
1. Remind learners that on Tuesday, we thought about things that made us happy. Today
we will think about a different feeling: grumpy. We will think about things that happen
to make us feel grumpy.
2. Ask learners: What are some things that make you feel grumpy?
3. Explain that learners should come up with their own ideas – they should not copy your
idea!
4. Instruct learners to think before they write.

LESSON PLAN: TERM 2 49

WEEK 1 - THURSDAY
Oral Instructions:
1. Remind learners that on Tuesday, we thought about things that made us happy. Today
we will think about a different feeling: grumpy. We will think about things that happen
to make us feel grumpy.
2. Ask learners: What are some things that make you feel grumpy?
3. Explain that learners should come up with their own ideas – they should not copy your
idea!
4. Instruct learners to think before they write.
5. Instructlearners to turn and talk with a partner about who they will write about.
6. Call on 3-5 learners to tell you what they will write about. They must say: I feel grumpy
when…
7. Explain that learners will now use the writing frame to draw and write their own ideas!

Writing:
1. Hand out learner books. Instruct learners to find their writing from Tuesday. They will
add a heading and a list to their writing!
2. As learners are writing, walk around the room and complete mini conferences.
3. Ask learners to read their writing.
4. Help learners complete the writing frame.
5. Help learners say words slowly like a tortoise and use resources.
6. Encourage learners.

Turn and Talk:

1. When there are 2-3 minutes left, instruct learners to put their pencils away.
2. Instruct learners to turn and talk with a partner about their writing.

Hang up learner drawings at learner eye-level around the room. This helps learners have
conversations using the theme vocabulary words.

50 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 1 - THURSDAY

LESSON PLAN: TERM 2 51

WEEK 1 - THURSDAY
WEEK 1: THURSDAY: GROUP GUIDED & INDEPENDENT READING (15 minutes)

GROUP GUIDED READING (SMALL GROUP)

GROUP GROUP 4

Use your tracker. Choose a text that is appropriate for the learners in
TEXT
the group.

SIGHT WORDS Review any sight words that appear in the chosen text.

INDEPENDENT READING (WHOLE CLASS)

Learners use worksheet for independent reading.

52 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 1 - FRIDAY
WEEK 1: FRIDAY: DAILY ACTIVITIES (10 minutes)

GREETING Greet the learners in English.

SONG / RHYME Lyrics Actions

I have feelings, so do you. Point to yourself then point to your

friend

Let’s all sing about a few. -

We feel happy, we feel sad. Make a smiley face, make a sad face

We feel scared, we feel mad. Wrap your arms around yourself,

cross your arms

I am proud of being me, Put your thumbs up in the air

That’s a feeling, too, you see. -

I have feelings, so do you. Point to yourself then point to your

friend

We just sang about a few. -

I have feelings, so do you. Point to yourself then point to your

friend

THEME anxious, surgery, trip, disappointed

VOCABULARY

QUESTION OF THE DAY

Question Remind learners that in our story, Dintle goes to visit her cousin Dumi.
She is excited to visit family! But when she gets there, Dintle also feels
anxious because she knows she will have to go home soon. She doesn’t
want her time to end!
Ask learners: How do you feel when it is time to go home after taking a
trip?

Graph 3 COLUMN GRAPH

Options grumpy / excited / disappointed

Follow-up questions

Question How many learners feel grumpy when it is time to go home?

Answer __ learners feel grumpy when it is time to go home.

Question How many learners feel excited when it is time to go home?

Answer __ learners feel excited when it is time to go home.

LESSON PLAN: TERM 2 53

WEEK 1 - FRIDAY
Question How many learners feel disappointed when it is time to go home?

Answer __ learners feel disappointed when it is time to go home.

Question How do most learners feel when it is time to go home after taking a
trip?

Answer Most learners feel __ when it is time to go home after taking a trip.

Question How do fewest learners feel when it is time to go home after taking a
trip?

Fewest learners feel __ when it is time to go home after taking a trip.

Question How do you feel when it is time to go home after taking a trip?

Answer I feel grumpy when it is time to go home after taking a trip.

Answer I feel excited when it is time to go home after taking a trip.

Answer I feel disappointed when it is time to go home after taking a trip.

READING Practice reading the sight words for the week.

54 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 1 - FRIDAY
WEEK 1: FRIDAY: PHONEMIC AWARENESS & PHONICS (5 minutes)

SOUND ee

FLASHCARDS greed, seed, weed, need, green, queen, seen, teen

ACTIVITY BEGINNING SOUND

1. Model isolating the beginning sound for learners. Say:
• /s/ −eed (seed)
• /n/ −eed (need)
2. Say two words: seen, teen
• Ask learners: Which word begins with the /t/ sound? (teen)
3. Say two words: need, weed
• Ask learners: Which word begins with the /w/ sound? (weed)
4. Say two words: green, queen
• Ask learners: Which word begins with the /gr/ sound? (green)

LETTER SWAP
1. Say the word: seed
2. Ask learners: What is the beginning sound? /s/
3. Ask learners: If I take away the /s/ and add /w/ what word does
that make?
4. Help learners to hear that the word is: w – ee – d = weed
5. Write: seed
6. Read the word: s – ee – d = seed
7. Erase: ‘s’
8. Write: ‘w’
9. Read the new word: w – ee – d = weed
10. Ask learners: What other words can you think of that end with
‘-eed’
11. Let learners brainstorm words. (greed, need, etc.)

INFORMAL ASSESSMENT
1. Instruct learners to take out their exercise books.
2. Instruct learners to write the heading: ee words
3. Instruct learners to write numbers from 1-4.
4. Make sure the flashcard words are covered on the display board.
Learners must not copy the words.
5. Say each of the following words. Instruct learners to write the
words in their book.

green teen greed need

6. Use the results to informally assess learners’ progress. Identify

learners who need extra support.

LESSON PLAN: TERM 2 55

WEEK 1 - FRIDAY
ALTERNATE PROGRAMME: PHONEMIC AWARENESS & PHONICS (5 minutes)

SOUND

FLASHCARDS

ACTIVITY

WEEK 1: FRIDAY: GROUP GUIDED & INDEPENDENT READING (15 minutes)

GROUP GUIDED READING (SMALL GROUP)

GROUP GROUP 5

Use your tracker. Choose a text that is appropriate for the learners in
TEXT
the group.

SIGHT WORDS Review any sight words that appear in the chosen text.

INDEPENDENT READING (WHOLE CLASS)

Learners use worksheet for independent reading.

56 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 1 - FRIDAY
WEEK 1: FRIDAY: END OF WEEK LEARNING REVIEW

Note: There is no formal time allocated for this activity. Please try to fit it in to your classroom
routine at the end of each week.

1. Settle learners on the carpet at the end of the day.

2. Conduct the weekly language review session. You may choose to combine HL and FAL
learning in this review.
3. Remember to allow learners to ‘Turn and Talk’ and discuss their answers with a partner.
Then, select a few learners to share their answers with the class.
4. Use the following prompting questions to guide the language part of your discussion:
a. What was our language theme for the week?
b. Which stories did we read together?
c. What were your favourite new words of the week?
d. What did you learn from the stories we read?
e. What did we write about this week?
f. How did your own writing improve this week?
g. How did your own reading improve this week?
h. What are you most proud of this week?
5. Finally, tell learners to think about two things that they are going to tell their families
about what they learnt or how they improved at school this week.

Please note: This process of self-review and reflection is a critically important part of learning.
Please do not skip this weekly activity.

LESSON PLAN: TERM 2 57

NOTES

58 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

GRADE 2 - TERM 2

2
E K
WE

THEME:
WE HAVE FEELINGS!
‘You are responsible for how you act, no matter how you feel.’
— Unknown

59
WEEK 2
WEEK 2: CLASSROOM PREPARATION

1. At the start of each week, ensure that your classroom is neat and tidy.
2. Update your DISPLAY BOARDS, by removing items that are no longer relevant, and
storing them carefully.
3. Then, prepare the flashcard words and theme word illustrations that you will need.
4. Find and prepare items for your theme wall and table that will be of interest to learners,
for instance: pictures of different faces and emotions, picture of someone comforting
someone else, cardboard cut-out of a heart, a teddy-bear.
5. Do some research on the internet to prepare for the theme. For example: how to help
learners identify and express feelings.
6. Make sure all learner exercise books and DBE Workbooks are marked, and neatly packed
where they belong.
7. Make sure all your big books, graded readers and classroom library books are in good
order.
8. Adjust your group guided reading groups if necessary.
9. Plan your informal and formal assessment activities for the week.

EXTENSION ACTIVITIES

These activities can be used as independent work for learners who finish their work early
OR while you are giving assessments to learners.

Activity 1 DBE Workbook 1: Let’s talk, page 46, 47 & 48

Activity 2 DBE Workbook 1: Let’s read, page 47

Activity 3 DBE Workbook 1: Word work, page 49

Activity 4 Draw faces for the feelings: tired, grumpy, happy, disappointed

TERM 2: WEEK 2

OVERVIEW

THEME We have feelings!

THEME early, late, grumpy, unhappy, journey, tired, hungry, thirsty, anxious,
VOCABULARY surgery, trip, disappointed, frown, choose, study, fail, mixed, comfort,
sibling, parent, wait, yawn, quietly, wake up

SIGHT WORDS wasn’t, beautiful, flowers, dinner, listened

PHONICS /cr/ - crust, crest, croak, crab, crack, crib, crop, cries

WRITING FRAME Tuesday Thursday

I had mixed feelings when… I felt…

I felt both… But I also felt…

60 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 2
TERM 2: WEEK 2

INTRODUCE THE THEME

PICTURE There is no picture today. Instead, ask learners to act out new feelings.

SHOW You must also act out the feelings, so that learners have a model of
what the feeling might look like!

SAY • Say: Last week we learned some new feeling words. Let’s act them
out!
• Instruct all the learners to act out tired.
• Instruct learners to look at someone next to them.
• Ask learners: When might someone feel tired?
• Listen to learner responses. This will help you check their
understanding of the word.
• Instruct all the learners to act out grumpy.
• Instruct learners to look at someone next to them.
• Ask learners: When might someone feel grumpy?
• Listen to learner responses. This will help you check their
understanding of the word.
• If you have time, you can repeat with the words: hungry,
disappointed, anxious, etc.
• Remind learners that we are learning all about new words to talk
about how we feel. This week we will learn even more words that
can help us explain all the ways we feel!

TEACH Teach learners the sight words for the week. Explain that learners will
see these words in their independent reading.
Teach learners the sight words for the week:
1. Learners copy down the sight words into their books.
2. Learners practice reading the sight words at home.

LESSON PLAN: TERM 2 61

WEEK 2 - MONDAY
WEEK 2: MONDAY: DAILY ACTIVITIES (10 minutes)

GREETING Greet the learners in English.

SONG / RHYME Lyrics Actions

The expression on my face Make a circle with your finger

around your face

Is like a picture book! Hold your hands together like an

open book

You can see how I feel inside Put your hand on your heart

By the way I look. -

A yawn tells you that I’m tired Put your hand over your mouth as
you yawn

A smile, I feel glad. Make a smiley face

I tighten my lips when I am Tighten your lips and make an angry

angry face

A frown, I’m feeling sad. Pull your eyebrows together and

frown

THEME frown, choose, study, fail

VOCABULARY

QUESTION OF THE DAY

Question Remind learners that in the story, Dintle feels disappointed because she
has been waiting to play with Dumi all day. But when they arrive, it is
too late. She is so disappointed that they cannot play! She had hoped
and hoped they would play, but then they can’t!
Ask learners: What would make you feel more disappointed?

Graph 2 COLUMN GRAPH

Options I raise my hand but the teacher chooses someone else / I study my
phonic words but I still fail my assessment

Follow-up questions

Question How many learners would feel more disappointed if they raise their
hand but the teacher chooses someone else?

Answer __ learners would feel more disappointed if they raise their hand but
the teacher chooses someone else.

62 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 2 - MONDAY
Question How many learners would feel more disappointed if they study their
phonics words but they still fail their assessment?

Answer __ learners would feel more disappointed if they study their phonics
words but they still fail their assessment.

Question How would more learners feel?

Answer More learners would feel disappointed if __

Question How would fewer learners feel?

Answer Fewer learners would feel disappointed if __

Question What would make you feel more disappointed?

Answer I would feel more disappointed if I raise my hand but my teacher

chooses someone else.

Answer I would feel more disappointed if I study my phonics words but I still fail
my assessment.

READING Practice reading the sight words for the week.

WEEK 2: MONDAY - PHONEMIC AWARENESS & PHONICS (5 minutes)

SOUND /cr/

FLASHCARDS crust, crest, croak, crab, crack, crib, crop, cries

ACTIVITY INTRODUCE THE SOUND AND WORDS

1. Say the sound and hold up the flashcard /cr/ for learners to see.
2. Say the sound and instruct learners to repeat the sound. Do this
three times.
3. Explain that when we see the letters c and r together in a word,
we must not say the sounds separately. We must say one sound:
/cr/
4. Say each word loudly and clearly as you show the flashcard: crust,
crest, croak, crab, crack, crib, crop, cries
5. Ask learners to repeat each word after you.
6. Stick up the flashcards on the Phonics Display Board.

crust crack
crest crib
croak crop
crab cries

LESSON PLAN: TERM 2 63

WEEK 2 - MONDAY
ALTERNATE PROGRAMME: PHONEMIC AWARENESS & PHONICS (5 minutes)

SOUND

FLASHCARDS

ACTIVITY

WEEK 2: MONDAY: GROUP GUIDED & INDEPENDENT READING (15 MINUTES)

GROUP GUIDED READING (SMALL GROUP)

GROUP GROUP 1

TEXT Use your tracker. Choose a text that is appropriate for the learners in
the group.

SIGHT WORDS Review any sight words that appear in the chosen text.

INDEPENDENT READING (WHOLE CLASS)

Learners use worksheet for independent reading.

64 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 2 - TUESDAY
WEEK 2: TUESDAY: SHARED READING (15 minutes)
TITLE Dintle visits Dumi
ACTIVITY SECOND READ
COMPREHENSION Search the text
STRATEGY
PURPOSE By getting learners to recall details about the story, you are checking that
they have a basic understanding of the story. You can also show learners
how to search the text to find details, once they can read.
Story Think aloud: Second Read
Dintle’s Aunt Mbali had surgery. She was Why did Dintle feel sad? Oh! She felt sad that
recovering at home. ‘Aunt Mbali needs help her Aunt Mbali was sick!
at home!’ Dintle’s mother said. ‘We’re leaving
early. Pack your bag for the weekend!’ Dintle’s
mother said.
Dintle felt sad that her Aunt Mbali wasn’t well.
But, she felt excited to see her cousin Dumi.
Dintle packed her clothes and her toothbrush.
Then, she made a beautiful card for Aunt
Mbali. She drew flowers on the front and
wrote a nice message inside. ‘This will make
her feel better!’ Dintle thought as she admired
her hard work.
Dintle’s mother woke her up very early. Why did Dintle feel grumpy? Oh! She felt
‘Come! Hurry!’ her mother said, ‘It is a long grumpy about waking up so early!
journey and we don’t want to get there too
late!’
Dintle felt grumpy that she had to wake up so
early. But, she was excited to see her cousin
Dumi. She got dressed and then she and her
mother left for the taxi rank.
Dintle and her mother spent all day in the Why did Dintle feel disappointed? Oh! She
taxi. By the time they arrived at Aunt Mbali’s felt disappointed because it was too late to
house, it was already 8 o’clock. When Dumi play.
saw Dintle, she shouted with joy. ‘Come! Let’s
go play!’
‘Not tonight!’ Dumi’s mother said. ‘It’s already
dark outside! You must eat dinner and get
ready for bed!’
Dintle felt so excited to see her cousin Dumi.
But, she felt disappointed that it was too late
to play. Dintle ate her dinner quietly. She
listened to Aunt Mbali tell her mother all
about her surgery.

LESSON PLAN: TERM 2 65

WEEK 2 - TUESDAY
For the next two days, Dintle and Dumi played Why was Dintle feeling anxious? Oh! She felt
together. They read books, they played soccer, anxious because she knows that soon she will
and they caught frogs by the river. Dintle felt have to go home!
so happy to be with her cousin Dumi. But,
Dintle also felt anxious because she knew that
the time with her cousin would soon come to
an end.
On Sunday evening Dintle’s mother said, ‘We Why did Dintle feel sad? She feels sad that
will go home tomorrow! You can’t miss any she will have to go home!
more days of school.’ Dintle knew that this
time would come, but she still felt sad. She
didn’t feel at all excited about going home.
Dumi and Dintle went back to Dumi’s
bedroom. ‘We got you an early birthday
present!’ Dumi said, handing Dintle a box.
Dintle opened the box to find a fluffy teddy
bear!
Dintle’s mother woke her up very early. Why did Dintle feel sad? Oh! She felt sad that
‘Come! Hurry!’ her mother said, ‘It is a long she had to leave her cousin Dumi!
journey and we don’t want to get home too
late!’
Dintle felt so sad to be leaving her cousin
Dumi. But, as she sat in the taxi, she felt
excited to show all her friends at school her
new teddy bear!
Follow up questions Possible responses
Why did Dintle and her mother go to visit Because Dumi’s mother, Aunt Mbali, had
Dumi? surgery and needed help.
What made Dintle feel disappointed? She felt disappointed that it was too late to
play when they arrived at Dumi’s house.
Why question Possible responses
Why didn’t Dintle just feel excited? • She felt sad because Aunt Mbali was
sick.
• She felt grumpy because she had to
wake up early.
• She felt disappointed because it was
too late to play when they finally got to
Dumi’s house.
• She felt anxious because she knew she
would have to leave Dumi’s house and
she didn’t want to!
• She felt sad to finally go home.

66 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 2 - TUESDAY
Formulating questions

• Teach the learners some simple question words, together with their meanings. For
example: what, who, when, where, how.
• Next ask learners to think about the story, and to try and formulate their own question.
• Tell learners to ‘turn and talk’ and ask each other their questions.
• Ask a few learners to share their questions with the whole class.
• Correct any errors with the form or content of the questions.
• Praise learners for their efforts and remind them that we must always ask questions
about everything that we read or hear.

LESSON PLAN: TERM 2 67

WEEK 2 - TUESDAY
WEEK 2: TUESDAY: WRITING (15 minutes)

WRITING FRAME I had mixed feelings when…

I felt both…

Modelling:
1. Explain that today, learners will write about a time they had mixed feelings. That means
they will write about a time they had more than one feeling at the same time.
2. Read the writing frame to learners.
3. Use modelling to show learners that you think before you write.
4. Tell learners some ideas you have for filling in the writing frame, like: I had mixed
feelings when I went on a long trip away from home. I was so excited for my trip
because I was going somewhere new. But, I also felt anxious because I would be away
from my family for a long time.
5. Use modelling to draw a quick picture of your idea, like: yourself looking happy, but with
a thought bubble thinking about yourself feeling anxious.
6. Explain which words you will write. Draw a line for each word.
7. Use modelling to complete the writing frame: I had mixed feelings when I went far
away from home! I felt both excited and anxious.
8. Say words slowly like a tortoise and write the sounds you know.
9. Use resources (sight words, theme vocabulary word) to add labels to your drawing, like:
me, happy
10. Erase your example from the board. Explain this was just an example, but learners
must write their own ideas.

Oral Instructions:
1. Ask learners: When is a time you had mixed feelings?
2. Explain that learners can think of anytime they felt more than one feeling at the same
time.
3. Explain that learners should come up with their own ideas – they should not copy your
idea!
4. Instruct learners to think before they write.
5. Instruct learners to turn and talk and share their ideas with a partner!
6. Call on 3-5 learners to tell you about a time they had mixed feelings. They must say:
I had mixed feelings when…
7. Explain that learners will now use the writing frame to draw and write their own ideas!

Writing:
1. Hand out learner books.
2. As learners are writing, walk around the room and complete mini conferences.
3. Ask learners to read their writing.
4. Help learners complete the writing frame.
5. Help learners say words slowly like a tortoise and use resources.
6. Encourage learners.

68 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 2 - TUESDAY
WEEK 2: TUESDAY: GROUP GUIDED & INDEPENDENT READING (15 MINUTES)

GROUP GUIDED READING (SMALL GROUP)

GROUP GROUP 2

Use your tracker. Choose a text that is appropriate for the learners in
TEXT
the group.

SIGHT WORDS Review any sight words that appear in the chosen text.

INDEPENDENT READING (WHOLE CLASS)

Learners use worksheet for independent reading.

LESSON PLAN: TERM 2 69

WEEK 2 - WEDNESDAY
WEEK 2: WEDNESDAY: DAILY ACTIVITIES (10 minutes)

GREETING Greet the learners in English.

SONG / RHYME Lyrics Actions

The expression on my face Make a circle with your finger
around your face
Is like a picture book! Hold your hands together like
an open book
You can see how I feel inside Put your hand on your heart
By the way I look. -
A yawn tells you that I’m tired Put your hand over your mouth
as you yawn
A smile, I feel glad. Make a smiley face
I tighten my lips when I am angry. Tighten your lips and make an
angry face
A frown, I’m feeling sad. Pull your eyebrows together
and frown
THEME mixed, comfort, sibling, parent
VOCABULARY

QUESTION OF THE DAY

Question Explain that when we feel sad or upset, it is important to have

someone who comforts us. If someone comforts us, it means they
help us to feel better.
Ask learners: Who comforts you if you feel sad?

Graph 3 COLUMN GRAPH

Options a parent / a teacher / a sibling

Follow-up questions

Question How many learners are comforted by a parent?

Answer __ learners are comforted by a parent.

Question How many learners are comforted by a teacher?

Answer __ learners are comforted by a teacher.

Question How many learners are comforted by a sibling?

Answer __ learners are comforted by a sibling.

Question Who comforts most learners if they feel sad?

Answer A __ comforts most learners if they feel sad.

70 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 2 - WEDNESDAY
Question Who comforts fewest learners if they feel sad?

Answer A __ comforts fewest learners if they feel sad.

Question Who comforts you if you feel sad?

Answer A parent comforts me if I feel sad.

Answer A teacher comforts me if I feel sad.

Answer A sibling comforts me if I feel sad.

READING Practice reading the sight words for the week.

WEEK 2: WEDNESDAY - PHONEMIC AWARENESS & PHONICS (5 minutes)

SOUND /cr/

ACTIVITY SEGMENTING AND BLENDING (I DO)

1. Say the word crest
2. Segment the word into the individual sounds: /cr/ - /e/ - /st/
3. Say the beginning sound of the word: /cr/
4. Say the middle sound of the word: /e/
5. Say the end sound of the word: /st/
6. Write the word on the board: crest
7. Model pointing and blending the sounds to make a word: /cr/ -
/e/ - /st/ = crest
8. Remind learners that in English, when c and r are together in a
word they must be read together as one sound: /cr/
9. Repeat this with the word crib

SEGMENTING AND BLENDING (WE DO)

1. Say the word crack
2. Ask learners: What is the first sound in the word? /cr/
3. Ask learners: What is the middle sound in the word? /a/
4. Ask learners: What is the last sound in the word? /ck/
5. Ask learners to segment the word into each individual sound:
/cr/ - /a/ - /ck/
6. Write the word: crack
7. Instruct learners to blend the sounds in the word with you:
/cr/ - /a/ -/ /ck/ = crack
8. Repeat this with the word crop

LESSON PLAN: TERM 2 71

WEEK 2 - WEDNESDAY
SEGMENTING AND BLENDING (YOU DO)
1. Instruct learners to take out their exercise books.
2. Instruct learners to write the heading: cr words.
3. Instruct learners to write the numbers 1-8.
4. Make sure the flashcard words are covered. Learners must not
copy the words from the board.
5. Say each of the following words. Instruct learners to write the
word in their books.

croak crab crack cries crop crest crust crib

6. Uncover the Phonics Display Board. Instruct learners to check

their words against the flashcard words on the Phonics Display
Board.
7. Instruct learners to practice reading the phonic words for
homework.

ALTERNATE PROGRAMME: PHONEMIC AWARENESS & PHONICS (5 minutes)

SOUND

ACTIVITY

WEEK 2: WEDNESDAY: GROUP GUIDED & INDEPENDENT READING (15 minutes)

GROUP GUIDED READING (SMALL GROUP)

GROUP GROUP 3

TEXT Use your tracker. Choose a text that is appropriate for the learners in
the group.

SIGHT WORDS Review any sight words that appear in the chosen text.

INDEPENDENT READING (WHOLE CLASS)

Learners use worksheet for independent reading.

72 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 2 - THURSDAY
WEEK 2: THURSDAY: SHARED READING (15 minutes)

TITLE Dintle visits Dumi

ACTIVITY Recount

PURPOSE Recounting helps young learners to get used to sharing their own
opinions, as they must choose the part of the story that they liked best.
It also shows if the child understood the story or not.

SENTENCE FRAME In the story…

Dintle…

INSTRUCTIONS

1. Explain that when we summarise a story, we think about the most important things that
happened!
2. Explain that learners will talk about something important that happened in the story:
Dintle visits Dumi.
3. Use modelling to show learners how to give a 1-2 sentence summary of something
important in the story, like: In the story, Dintle and her mother visit Aunt Mbali and
Dumi. Dintle is so happy to visit her cousin, but she has lots of other feelings while she is
there!
4. Hold up the pictures. Instruct learners to look at the pictures and think about the most
important events in the story.
5. Instruct learners to think about their summary of the story.
6. Instruct learners to turn and talk and share their own summary with a partner (they
should not memorise what the teacher has said. This should be learners own ideas!)
7. Ask 2-3 learners to share their ideas with the class. Help the learners form complete
sentences.
8. Explain and correct any common problems to learners.

LESSON PLAN: TERM 2 73

WEEK 2 - THURSDAY
WEEK 2: THURSDAY: WRITING (15 minutes)

WRITING FRAME I felt…

But I also felt…

Modelling:
1. Explain that today, learners will add sentences to their writing from Tuesday. Today they
will think about the mixed feelings they had. They will write about why they had those
feelings.
2. Read the new writing frame to learners.
3. Use modelling to show learners that you think before you write.
4. Explain some ideas you have for filling in the writing frame, like: I felt so excited to go
somewhere new and see a new place! But I also felt anxious because I would be far
away from my family for a long time!
5. Use modelling to add to your drawing, like: A suitcase, your family waving goodbye to
you.
6. Explain which words you will write. Draw a line for each word.
7. Use modelling to complete the writing frame, like: I felt excited to go somewhere new!
But I also felt anxious to be away from home.
8. Say words slowly like a tortoise and write the sounds you know.
9. Use resources (sight words, theme vocabulary word) to add labels to your drawing, like:
anxious, fun, excited
10. Erase your example from the board. Explain this was just an example, but learners
must write their own ideas.

Oral Instructions:
1. Remind learners that on Tuesday, we thought about a time we had mixed feelings. We
wrote about the feelings we had. Today, we will think about why we had each of the
feelings we had!
2. Ask learners: What mixed feelings did you write about on Tuesday?
3. Ask learners: Why did you have each of those mixed feelings?
4. Explain that learners should come up with their own ideas – they should not copy your
idea!
5. Instruct learners to think before they write.
6. Instruct learners to turn and talk with a partner about their feelings.
7. Call on 3-5 learners to tell you why they had a feeling from Tuesday. They must say: I
felt…
8. Explain that learners will now use the writing frame to draw and write their own ideas!

Writing:
1. Hand out learner books. Instruct learners to find their writing from Tuesday. They will
add to this!
2. As learners are writing, walk around the room and complete mini conferences.
3. Ask learners to read their writing.
4. Help learners complete the writing frame.

74 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 2 - THURSDAY
5. Help learners say words slowly like a tortoise and use resources.
6. Encourage learners.

Turn and Talk:

1. When there are 2-3 minutes left, instruct learners to put their pencils away.
2. Instruct learners to turn and talk with a partner about their writing.

Hang up learner drawings at learner eye-level around the room. This helps learners have
conversations using the theme vocabulary words.

LESSON PLAN: TERM 2 75

WEEK 2 - THURSDAY
WEEK 2: THURSDAY: GROUP GUIDED & INDEPENDENT READING (15 minutes)

GROUP GUIDED READING (SMALL GROUP)

GROUP GROUP 4

Use your tracker. Choose a text that is appropriate for the learners in
TEXT
the group.

SIGHT WORDS Review any sight words that appear in the chosen text.

INDEPENDENT READING (WHOLE CLASS)

Learners use worksheet for independent reading.

76 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 2 - FRIDAY
WEEK 2: FRIDAY: DAILY ACTIVITIES (10 minutes)

GREETING Greet the learners in English.

SONG / RHYME Lyrics Actions

The expression on my face Make a circle with your finger

around your face

Is like a picture book! Hold your hands together like an

open book

You can see how I feel inside Put your hand on your heart

By the way I look. -

A yawn tells you that I’m tired Put your hand over your mouth as
you yawn

A smile, I feel glad. Make a smiley face

I tighten my lips when I am angry. Tighten your lips and make an

angry face

A frown, I’m feeling sad. Pull your eyebrows together and

frown

THEME wait, yawn, quietly, wake up

VOCABULARY

QUESTION OF THE DAY

Question Remind learners that in the story, Dintle feels anxious when she thinks
about going back home. She is having so much fun playing with Dumi,
but she feels anxious that her mother will tell her they must leave soon!
It is like she is waiting and waiting for something that she does not want
to happen!
Ask learners: Do you think Dintle can have fun while she feels anxious?

Graph 2 COLUMN GRAPH

Options yes / no

Follow-up questions

Question How many learners think Dintle can have fun while she feels anxious?

Answer __ learners think Dintle can have fun while she feels anxious.

Question How many learners do not think Dintle can have fun while she feels
anxious?

Answer __ learners do not think Dintle can have fun while she feels anxious.

LESSON PLAN: TERM 2 77

WEEK 2 - FRIDAY
Question Do more learners think Dintle can have fun or not?

Answer More learners think Dinhle __ have fun while she feels anxious.

Question Do fewer learners think Dintle can have fun or not?

Answer Fewer learners think Dinhle __ have fun while she feels anxious.

Question Do you think Dintle can have fun while she feels anxious?

Answer Yes, I think Dinhle can have fun while she feels anxious.

Answer No, I do not think Dinhle can have fun while she feel anxious.

READING Practice reading the sight words for the week.

WEEK 2: FRIDAY: PHONEMIC AWARENESS & PHONICS (5 minutes)

SOUND /-cr/

FLASHCARDS crust, crest, croak, crab, crack, crib, crop, cries

ACTIVITY BEGINNING SOUND

1. Model isolating the beginning sound for learners. Say:
• /cr/ - est (crest)
• /b/ - est (best)
2. Say two words: crack, sack
• Ask learners: Which word begins with the /cr/ sound? (crack)
3. Say two words: crab, grab
• Ask learners: Which word begins with the /gr/ sound? (grab)
4. Say two words: cries, tries
• Ask learners: Which word begins with the /cr/ sound? (cries)

LETTER SWAP
1. Say the word: crop
2. Ask learners: What is the beginning sound? /cr/
3. Ask learners: If I take away the /cr/ and add /st/ what word does
that make?
4. Help learners to hear that the word is: st – o – p = stop
5. Write: crop
6. Read the word: cr – o – p = crop
7. Erase: ‘cr’
8. Write: ‘st’
9. Read the new word: st – o – p = stop
10. Ask learners: What other words can you think of that end with
‘-op’
11. Let learners brainstorm words. (drop, top, etc.)

78 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 2 - FRIDAY
12. Read the new word: st – o – p = stop
13. Ask learners: What other words can you think of that end with
‘-op’
14. Let learners brainstorm words. (drop, top, etc.)

INFORMAL ASSESSMENT
1. Instruct learners to take out their exercise books.
2. Instruct learners to write the heading: cr- words
3. Instruct learners to write numbers from 1-4.
4. Make sure the flashcard words are covered on the display board.
Learners must not copy the words.
5. Say each of the following words. Instruct learners to write the
words in their book.

crack crab crest crib

6. Use the results to informally assess learners’ progress. Identify

learners who need extra support.

ALTERNATE PROGRAMME: PHONEMIC AWARENESS & PHONICS (5 minutes)

SOUND

ACTIVITY

LESSON PLAN: TERM 2 79

WEEK 2 - FRIDAY
WEEK 2: FRIDAY: GROUP GUIDED & INDEPENDENT READING (15 minutes)
GROUP GUIDED READING (SMALL GROUP)
GROUP GROUP 5
Use your tracker. Choose a text that is appropriate for the learners in the
TEXT
group.
SIGHT WORDS Review any sight words that appear in the chosen text.
INDEPENDENT READING (WHOLE CLASS)
Learners use worksheet for independent reading.

WEEK 2: FRIDAY: END OF WEEK LEARNING REVIEW

Note: There is no formal time allocated for this activity. Please try to fit it in to your classroom
routine at the end of each week.

1. Settle learners on the carpet at the end of the day.

2. Conduct the weekly language review session. You may choose to combine HL and FAL
learning in this review.
3. Remember to allow learners to ‘Turn and Talk’ and discuss their answers with a partner.
Then, select a few learners to share their answers with the class.
4. Use the following prompting questions to guide the language part of your discussion:
a. What was our language theme for the week?
b. Which stories did we read together?
c. What were your favourite new words of the week?
d. What did you learn from the stories we read?
e. What did we write about this week?
f. How did your own writing improve this week?
g. How did your own reading improve this week?
h. What are you most proud of this week?
5. Finally, tell learners to think about two things that they are going to tell their families
about what they learnt or how they improved at school this week.

Please note: This process of self-review and reflection is a critically important part of learning.
Please do not skip this weekly activity.

80 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

GRADE 2 - TERM 2

3
WEEK

THEME:
MAKING MISTAKES
‘Mistakes are good when you are able to learn from them.’
- Unknown

81
WEEK 3
WEEK 3: CLASSROOM PREPARATION

1. At the start of each week, ensure that your classroom is neat and tidy.
2. Update your DISPLAY BOARDS, by removing items that are no longer relevant, and
storing them carefully.
3. Then, prepare the flashcard words and theme word illustrations that you will need.
4. Find and prepare items for your theme wall and table that will be of interest to learners,
for instance: picture of someone who is distressed from making a mistake, crumpled up
paper, cardboard cutout of question marks, picture of someone getting up, example of a
mistake in child’s writing
5. Do some research on the internet to prepare for the theme. For example:how to help
children deal with making a mistake.
6. Make sure all learner exercise books and DBE Workbooks are marked, and neatly packed
where they belong.
7. Make sure all your big books, graded readers and classroom library books are in good
order.
8. Adjust your group guided reading groups if necessary.
9. Plan your informal and formal assessment activities for the week.

EXTENSION ACTIVITIES

These activities can be used as independent work for learners who finish their work early
OR while you are giving assessments to learners.

Activity 1 DBE Workbook 1: Let’s write page 48 & 49

Activity 2 DBE Workbook 1: Let’s talk, page 50 & 49

Activity 3 DBE Workbook 1: Let’s read, page 51

Activity 4 Draw a picture of a feeling you have right now!

82 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 3
TERM 2: WEEK 3

OVERVIEW

THEME Making mistakes

THEME mistake, accident, apologise, sorry, tripped, break, calm, drop careful,
VOCABULARY carefully, scrambled eggs, careless

SIGHT WORDS friends, dozen, didn’t, soon, come

PHONICS /ng/ - ring, sing, wing, rang, sang, hang, lung, sung, hung

WRITING FRAME Tuesday Thursday

One time, I… I felt…

Then… I learned…

TERM 2: WEEK 3

INTRODUCE THE THEME

PICTURE Picture of Jabu on the ground, covered in broke eggs from the Big Book
story: Jabu scrambles eggs.

SHOW Show learners the picture of Jabu and the broken eggs

SAY • Explain that the boy in the picture is Jabu. He has made a mistake!
He has broken all the eggs.
• Ask learners: What is a mistake you have made?
• Listen to learner responses. This will help you understand what
learners already know.
• Explain that this week we will think about making mistakes.
Everyone makes mistakes sometimes!

TEACH Teach learners the sight words for the week. Explain that learners will
see these words in their independent reading.
Teach learners the sight words for the week:
1. Learners copy down the sight words into their books.
2. Learners practice reading the sight words at home.

LESSON PLAN: TERM 2 83

WEEK 3 - MONDAY
WEEK 3: MONDAY: DAILY ACTIVITIES (10 minutes)

GREETING Greet the learners in English.

SONG / RHYME Lyrics Actions

I make mistakes, Point to your chest

All the time! -

Mistakes happen, Shrug your shoulders

And it is fine. Thumbs up

I make mistakes, Point to your chest

It’s how I learn. -

All we can do is try our best, Thumbs up

But life is not an exam or test! Wave your forefinger in the air

THEME mistake, accident, apologise, sorry

VOCABULARY

QUESTION OF THE DAY

Question Explain that everyone makes mistakes. We learn through our mistakes.
It is okay to make mistakes. Ask learners to listen to the following
scenario: Tau went to the shop to get milk for his mother. He put the
extra change in his pocket. He didn’t know there was a hole in his
pocket, and he lost the money!
Ask learners: Do you think Tau must apologise?

Graph 2 COLUMN GRAPH

Options yes / no

Follow up questions

Question How many learners think Tau must apologise?

Answer __ learners think Tau must apologise.

Question How many learners think Tau mustn’t apologise?

Answer __ learners think Tau mustn’t apologise.

Question What do more learners think Tau must do?

Answer More learners think __.

Question What do fewer learners think Tau must do?

Answer Fewer learners think __.

84 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 3 - MONDAY
Question Do you think Tau must apologise?

Answer Yes, I think he must apologise.

Answer No, I think he mustn’t apologise.

READING Practice reading the sight words for the week.

WEEK 3: MONDAY - PHONEMIC AWARENESS & PHONICS (5 minutes)

SOUND /ng/

FLASHCARDS ring, sing, wing

rang, sang, hang
lung, sung, hung

ACTIVITY INTRODUCE THE SOUND AND WORDS

1. Say the sound and hold up the flashcard /ng/ for learners to see.
2. Say the sound and instruct learners to repeat the sound. Do this
three times.
3. Explain that sometimes when we see the n and g together it
makes one sound /ng/
4. Say each word loudly and clearly as you show the flashcard: ring,
sing, wing, rang, sang, hang, lung, sung, hung
5. Ask learners to repeat each word after you.
6. Stick up the flashcards on the Phonics Display Board.

ring rang lung

sing sang sung

wing hang hung

LESSON PLAN: TERM 2 85

WEEK 3 - MONDAY
ALTERNATE PROGRAMME: PHONEMIC AWARENESS & PHONICS (5 minutes)

SOUND

FLASHCARDS

ACTIVITY

WEEK 3: MONDAY: GROUP GUIDED & INDEPENDENT READING (15 minutes)

GROUP GUIDED READING (SMALL GROUP)

GROUP GROUP 1

TEXT Use your tracker. Choose a text that is appropriate for the learners in
the group.

SIGHT WORDS Review any sight words that appear in the chosen text.

INDEPENDENT READING (WHOLE CLASS)

Learners use worksheet for independent reading.

86 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 3 - TUESDAY
WEEK 3: TUESDAY: SHARED READING (15 minutes)

TITLE Jabu scrambles eggs

ACTIVITY PRE-READ

COMPREHENSION Predict
STRATEGY

PURPOSE By getting learners to predict, you are getting them to think about
the story before they have even read it. By predicting, learners are
developing their comprehension skills by thinking about the story.

PRE-READING ACTIVITY

1. Show learners the front cover of the story: Jabu scrambles eggs
2. Read the title of the story.
3. Ask learners: What do you think will happen in this story?
4. Display the Big Book for learners to see. Make sure all learners can see the pictures in
the book.
5. Show learners the first picture.
6. Ask learners: What do you think is happening here?
7. Discuss the picture with learners.
8. Ask learners: What do you think might happen next?
9. Go through each picture in the book and ask learners these questions.
10. When you get to the last picture, ask learners: How do you think this story will end?
11. Thank learners for their predictions.
12. Read through the story once. Code switch where necessary.

LESSON PLAN: TERM 2 87

WEEK 3 - TUESDAY
WEEK 3: TUESDAY: WRITING (15 minutes)

WRITING FRAME One time, I…

Then…

Modelling:
1. Explain that today, learners will write about a time they made a mistake.
2. Read the writing frame to learners.
3. Use modelling to show learners that you think before you write.
4. Tell learners some ideas you have for filling in the writing frame, like: one time, I
borrowed my sister’s jersey. Then, I accidentally left it at my friend’s house. It was just a
mistake, but my sister was angry. She felt like I had been so careless with her things.
5. Use modelling to draw a quick picture of your idea, like: You at home, and your jersey in
a different house.
6. Explain which words you will write. Draw a line for each word.
7. Use modelling to complete the writing frame: One time, I forgot my sister’s jersey! Then
my sister was very angry.
8. Say words slowly like a tortoise and write the sounds you know.
9. Use resources (sight words, theme vocabulary word) to add labels to your drawing, like:
me, sister, mistake
10. Erase your example from the board. Explain this was just an example, but learners
must write their own ideas.

Oral Instructions:
1. Ask learners: When is a time you made a mistake?
2. Explain that learners can think of anytime they made a mistake – it could be a mistake at
home or at school.
3. Explain that learners should come up with their own ideas – they should not copy your
idea!
4. Instruct learners to think before they write.
5. Instruct learners to turn and talk and share their ideas with a partner!
6. Call on 3-5 learners to tell you about a time they made a mistake. They must say: One
time, I…
7. Explain that learners will now use the writing frame to draw and write their own ideas!

Writing:
1. Hand out learner books.
2. As learners are writing, walk around the room and complete mini conferences.
3. Ask learners to read their writing.
4. Help learners complete the writing frame.
5. Help learners say words slowly like a tortoise and use resources.
Encourage learners.

88 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 3 - TUESDAY
WEEK 3: TUESDAY: GROUP GUIDED & INDEPENDENT READING (15 minutes)

GROUP GUIDED READING (SMALL GROUP)

GROUP GROUP 2

Use your tracker. Choose a text that is appropriate for the learners in
TEXT
the group.

SIGHT WORDS Review any sight words that appear in the chosen text.

INDEPENDENT READING (WHOLE CLASS)

Learners use worksheet for independent reading.

LESSON PLAN: TERM 2 89

WEEK 3 - WEDNESDAY
WEEK 3: WEDNESDAY: DAILY ACTIVITIES (10 minutes)

GREETING Greet the learners in English.

SONG / RHYME Lyrics Actions

I make mistakes, Point to your chest

All the time! -

Mistakes happen, Shrug your shoulders

And it is fine. Thumbs up

I make mistakes, Point to your chest

It’s how I learn. -

All we can do is try our best, Thumbs up

But life is not an exam or test! Wave your forefinger in the air

THEME tripped, break, calm, drop

VOCABULARY

QUESTION OF THE DAY

Question How do you feel when you make a mistake?

Graph 3 COLUMN GRAPH

Options anxious / grumpy / calm

Follow-up questions

Question How many learners feel anxious?

Answer __ learners feel anxious.

Question How many learners feel grumpy?

Answer __ learners feel grumpy.

Question How many learners feel calm?

Answer __ learners feel calm.

Question How do most learners feel when they make a mistake?

Answer Most learners feel __ when they make a mistake.

Question How do fewest learners feel when they make a mistake?

Answer Fewest learners feel __ when they make a mistake.

90 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 3 - WEDNESDAY
Question How do you feel when you make a mistake?

Answer I feel anxious when I make a mistake.

Answer I feel grumpy when I make a mistake.

Answer I feel calm when I make a mistake.

READING Practice reading the sight words for the week.

WEEK 3: WEDNESDAY - PHONEMIC AWARENESS & PHONICS (5 minutes)

SOUND /ng/

ACTIVITY SEGMENTING AND BLENDING (I DO)

1. Say the word ring
2. Segment the word into the individual sounds: /r/ - /i/ - /ng/
3. Say the beginning sound of the word: /r/
4. Say the middle sound of the word: /i/
5. Say the end sound of the word: /ng/
6. Write the word on the board: ring
7. Model pointing and blending the sounds to make a word:
/r/ - /i/ - /ng/ = ring
8. Repeat this with the word rang

SEGMENTING AND BLENDING (WE DO)

1. Say the word lung
2. Ask learners: What is the first sound in the word? /l/
3. Ask learners: What is the middle sound in the word? /u/
4. Ask learners: What is the last sound in the word? /ng/
5. Ask learners to segment the word into each individual sound:
/l/ - /u/ - /ng/
6. Write the word: lung
7. Instruct learners to blend the sounds in the word with you:
/l/ - /u/ - /ng/ = lung
8. Repeat this with the word hang

SEGMENTING AND BLENDING (YOU DO)

1. Instruct learners to take out their exercise books.
2. Instruct learners to write the heading: ng words.
3. Instruct learners to write the numbers 1-8.
4. Make sure the flashcard words are covered. Learners must not
copy the words from the board.
5. Say each of the following words. Instruct learners to write the
word in their books.

LESSON PLAN: TERM 2 91

WEEK 3 - MONWEDNESDAY
ring sing rang sang sung hung hang lung

6. Uncover the Phonics Display Board. Instruct learners to check

their words against the flashcard words on the Phonics Display
Board.
7. Instruct learners to practice reading the phonic words for
homework.

ALTERNATE PROGRAMME: PHONEMIC AWARENESS & PHONICS (5 minutes)

SOUND

ACTIVITY

WEEK 3: WEDNESDAY: GROUP GUIDED & INDEPENDENT READING (15 minutes)

GROUP GUIDED READING (SMALL GROUP)

GROUP GROUP 3

Use your tracker. Choose a text that is appropriate for the learners in
TEXT
the group.

SIGHT WORDS Review any sight words that appear in the chosen text.

INDEPENDENT READING (WHOLE CLASS)

Learners use worksheet for independent reading.

92 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 3 - THURSDAY
WEEK 3: THURSDAY: SHARED READING (15 minutes)

TITLE Jabu scrambles eggs

ACTIVITY READ ONE

COMPREHENSION I wonder…
STRATEGY Make evaluations

PURPOSE By modelling how to think/wonder about a text, we teach learners two

things. Firstly, we teach learners that good readers do not just read the
words, they always think about what they are reading. Secondly, we
show learners the kinds of thoughts that we have about a text. By doing
this, we show learners how to think creatively and critically about a text.
In time, learners will start to do this themselves.

Story Think aloud: Read One

Jabu’s mother was busy preparing dinner. I wonder why Jabu’s mother tells him to be
‘I’m going to play soccer with my friends!’ careful? I wonder if Jabu has ever broken the
Jabu called, running out the door. eggs before?
‘Wait!’ Jabu’s mother called. ‘Please go to
the shop and buy a dozen eggs and a bottle
of milk,’ said his mother as she handed him
a shopping list and some money.
Jabu didn’t want to go to the shop, but he
smiled and said, ‘Okay mom!’
‘Thank you! Please be careful not to break
the eggs,’ said his mother.
‘Don’t worry Mama, I am always careful,’
Jabu replied as he walked out the door.

Jabu walked to the shop. When he got there, Oh! Both Jabu’s mother and the shopkeeper
he read his shopping list. He collected the tell Jabu to be careful! I wonder if he has
eggs and the milk. Then he went to the broken the eggs before?
register to pay. He handed the money to the
shopkeeper.
‘Thank you! Carry these carefully so you
don’t break the eggs,’ said the shopkeeper.
‘Don’t worry Mr. Gumede, I am always
careful,’ Jabu replied as he walked out the
door

LESSON PLAN: TERM 2 93

WEEK 3 - THURSDAY
Jabu walked very carefully towards his I wonder if Jabu will go home first, or if he
house. He didn’t want to break the eggs! will go play with his friends? I wonder what
But then, Jabu heard his friends. He could will happen to the eggs if he decides to play
hear them laughing. He could hear them soccer?
kicking the ball.
‘As soon as I drop off the eggs and milk, I will
come back play,’ Jabu thought.
Jabu kept walking very carefully towards his
house. He didn’t want to break the eggs!
But then Jabu’s heard his friend Sam call his
name. ‘Jabu, come and play! We need you!’
Sam called.

‘Well, maybe just one kick! Mom will never Oh no! Jabu is running with eggs! I wonder if
know!’ Jabu thought, as he ran towards his he can really play soccer without breaking the
friends. He tried to run carefully. He didn’t eggs?
want to break the eggs!

But as Jabu began to run towards his friends, Jabu is covered in eggs. Sam makes a funny
he tripped over a rock in the path. The tray joke. Sam and Jabu laugh and laugh. But, I
of eggs fell onto the ground. There were wonder if Jabu’s mother will think it’s funny
cracked eggs everywhere. Jabu was covered like they do?
in slimy eggs!
‘Oh no!’ Jabu cried, ‘What will I tell my
mother?’
‘Just tell her you made scrambled eggs!’ Sam
joked.
Sam and Jabu laughed and laughed.

Follow up questions Possible responses

What must Jabu buy at the shop? He must buy eggs and milk.

Who called Jabu to play soccer? His friend Sam called him to come and play.

Why question Possible responses

Why did Jabu decide to play soccer? • Because his friend Sam called him to
come and play.
• He thought he could play soccer
without breaking the eggs.
• He thought he would just go take one
kick.
• He thought his mother would never
know!

94 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 3 - THURSDAY
WEEK 3: THURSDAY: WRITING (15 minutes)

WRITING FRAME I felt…

I learned…

Modelling:
1. Explain that today, learners will add sentences to their writing from Tuesday. Today they
will think about how they felt when they made a mistake. They will also think about
something they learned after making that mistake.
2. Read the new writing frame to learners.
3. Use modelling to show learners that you think before you write.
4. Explain some ideas you have for filling in the writing frame, like: I felt bad for forgetting
my sister’s jersey. She let me borrow it and then I was so careless! I learned to be more
careful with other peoples’ things.
5. Use modelling to add to your drawing, like: facial expressions.
6. Explain which words you will write. Draw a line for each word.
7. Use modelling to complete the writing frame, like: I felt sorry. I learned to be more
careful with my sister’s things.
8. Say words slowly like a tortoise and write the sounds you know.
9. Use resources (sight words, theme vocabulary word) to add labels to your drawing, like:
sorry, mistake
10. Erase your example from the board. Explain this was just an example, but learners
must write their own ideas.

Oral Instructions:
1. Remind learners that on Tuesday, we thought about a time we made a mistake. Today,
we will think about how we felt and what we learned from our mistake.
2. Ask learners: What mistake did you write about on Tuesday?
3. Ask learners: How did you feel when you made that mistake?
4. Ask learners: What did you learn after making that mistake?
5. Explain that learners should come up with their own ideas – they should not copy your
idea!
6. Instruct learners to think before they write.
7. Instruct learners to turn and talk with a partner about their mistake.
8. Call on 2-3 learners to tell you how they felt when they made their mistake. They must
say: I felt…
9. Call on 2-3 learners to tell you what they learned from their mistake. They must say: I
learned…
10. Explain that learners will now use the writing frame to draw and write their own ideas!

Writing:
1. Hand out learner books. Instruct learners to find their writing from Tuesday. They will
add to this!
2. As learners are writing, walk around the room and complete mini conferences.
3. Ask learners to read their writing.

LESSON PLAN: TERM 2 95

WEEK 3 - THURSDAY
4. Ask learners to read their writing.
5. Help learners complete the writing frame.
6. Help learners say words slowly like a tortoise and use resources.
7. Encourage learners.

Turn and Talk:

1. When there are 2-3 minutes left, instruct learners to put their pencils away.
2. Instruct learners to turn and talk with a partner about their writing.

Hang up learner drawings at learner eye-level around the room. This helps learners
have conversations using the theme vocabulary words.

96 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 3 - THURSDAY
WEEK 3: THURSDAY: GROUP GUIDED & INDEPENDENT READING (15 minutes)

GROUP GUIDED READING (SMALL GROUP)

GROUP GROUP 4

Use your tracker. Choose a text that is appropriate for the learners in
TEXT
the group.

SIGHT WORDS Review any sight words that appear in the chosen text.

INDEPENDENT READING (WHOLE CLASS)

Learners use worksheet for independent reading.

LESSON PLAN: TERM 2 97

WEEK 3 - FRIDAY
WEEK 3: FRIDAY: DAILY ACTIVITIES (10 minutes)

GREETING Greet the learners in English.

SONG / RHYME Lyrics Actions

I make mistakes, Point to your chest

All the time! -

Mistakes happen, Shrug your shoulders

And it is fine. Thumbs up

I make mistakes, Point to your chest

It’s how I learn. -

All we can do is try our best, Thumbs up

But life is not an exam or test! Wave your forefinger in the air

THEME careful, carefully, scrambled eggs, careless

VOCABULARY

QUESTION OF THE DAY

Remind learners that in our story, Jabu trips. All the eggs fall to the
Question ground and break!
Ask learners: Do you think Jabu was being careful enough?

Graph 2 COLUMN GRAPH

Options yes / no

Follow-up questions

Question How many learners think Jabu was being careful enough?

Answer __ learners think Jabu was being careful enough.

Question How many learners think Jabu wasn’t being careful enough?

Answer __ learners think Jabu wasn’t being careful enough.

Question What do more learners think?

Answer More learners think Jabu __ being careful enough.

Question What do fewer learners think?

Answer Fewer learners think Jabu __ being careful enough.

98 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 3 - FRIDAY
Question Do you think Jabu was being careful enough?

Answer Yes, I think Jabu was being careful enough.

Answer No, I think Jabu wasn’t being careful enough.

READING Practice reading the sight words for the week.

WEEK 3: FRIDAY: PHONEMIC AWARENESS & PHONICS (5 minutes)

SOUND /ng/

FLASHCARDS ring, sing, wing

rang, sang, hang
lung, sung, hung

ACTIVITY BEGINNING SOUND

1. Model isolating the beginning sound for learners. Say:
• /l/ - ung (lung)
• /s/ - ung (best)
2. Say two words: ring, sing
• Ask learners: Which word begins with the /r/ sound? (ring)
3. Say two words: hung, sung
• Ask learners: Which word begins with the /h/ sound? (hung)
4. Say two words: wing, sing
• Ask learners: Which word begins with the /s/ sound? (sing)

LETTER SWAP
1. Say the word: ring
2. Ask learners: What is the beginning sound? /r/
3. Ask learners: If I take away the /r/ and add /w/ what word does
that make?
4. Help learners to hear that the word is: w – i – ng = wing
5. Write: ring
6. Read the word: r – i – ng = ring
7. Erase: ‘r’
8. Write: ‘w’
9. Read the new word: w – i – ng = ng
10. Ask learners: What other words can you think of that end with
‘-ing’
11. Let learners brainstorm words. (ping, king, etc.)

LESSON PLAN: TERM 2 99

WEEK 3 - FRIDAY
ACTIVITY INFORMAL ASSESSMENT
1. Instruct learners to take out their exercise books.
2. Instruct learners to write the heading: ng words
3. Instruct learners to write numbers from 1-4.
4. Make sure the flashcard words are covered on the display board.
Learners must not copy the words.
5. Say each of the following words. Instruct learners to write the
words in their book.

sang lung wing hang

6. Use the results to informally assess learners’ progress. Identify

learners who need extra support.

ALTERNATE PROGRAMME: PHONEMIC AWARENESS & PHONICS (5 minutes)

SOUND

FLASHCARDS

ACTIVITY

100 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 3 - FRIDAY
WEEK 3: FRIDAY: GROUP GUIDED & INDEPENDENT READING (15 minutes)

GROUP GUIDED READING (SMALL GROUP)

GROUP GROUP 5

Use your tracker. Choose a text that is appropriate for the learners in
TEXT
the group.

SIGHT WORDS Review any sight words that appear in the chosen text.

INDEPENDENT READING (WHOLE CLASS)

Learners use worksheet for independent reading.

WEEK 3: FRIDAY: END OF WEEK LEARNING REVIEW

Note: There is no formal time allocated for this activity. Please try to fit it in to your classroom
routine at the end of each week.

1. Settle learners on the carpet at the end of the day.

2. Conduct the weekly language review session. You may choose to combine HL and FAL
learning in this review.
3. Remember to allow learners to ‘Turn and Talk’ and discuss their answers with a partner.
Then, select a few learners to share their answers with the class.
4. Use the following prompting questions to guide the language part of your discussion:
a. What was our language theme for the week?
b. Which stories did we read together?
c. What were your favourite new words of the week?
d. What did you learn from the stories we read?
e. What did we write about this week?
f. How did your own writing improve this week?
g. How did your own reading improve this week?
h. What are you most proud of this week?
5. Finally, tell learners to think about two things that they are going to tell their families
about what they learnt or how they improved at school this week.

Please note: This process of self-review and reflection is a critically important part of learning.
Please do not skip this weekly activity.

LESSON PLAN: TERM 2 101

NOTES

102 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 3 - MONDAY
GRADE 2 - TERM 2

4
EK
WE

THEME:
MAKING MISTAKES
‘Anyone who has never made a mistake has never tried anything new.’
- Albert Einstein

103
WEEK 4
WEEK 4: CLASSROOM PREPARATION

1. At the start of each week, ensure that your classroom is neat and tidy.
2. Update your DISPLAY BOARDS, by removing items that are no longer relevant, and
storing them carefully.
3. Then, prepare the flashcard words and theme word illustrations that you will need.
4. Find and prepare items for your theme wall and table that will be of interest to learners,
for instance: picture of someone who is distressed from making a mistake, crumpled up
paper, cardboard cutout of question marks, picture of someone getting up, example of a
mistake in child’s writing.
5. Do some research on the internet to prepare for the theme. For example:how to teach
children to learn from their mistakes.
6. Make sure all learner exercise books and DBE Workbooks are marked, and neatly packed
where they belong.
7. Make sure all your big books, graded readers and classroom library books are in good
order.
8. Adjust your group guided reading groups if necessary.
9. Plan your informal and formal assessment activities for the week.

EXTENSION ACTIVITIES

These activities can be used as independent work for learners who finish their
work early OR while you are giving assessments to learners.

Activity 1 DBE Workbook 1: Let’s read, page 55

Activity 2 DBE Workbook 1: Let’s write, page 53 & 56

Activity 3 DBE Workbook 1: Let’s talk, page 54 & 55

Activity 4 Draw faces for the feelings: tired, grumpy, happy, disappointed

104 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 4
TERM 2: WEEK 4

OVERVIEW

THEME Making mistakes

THEME forget, hurt, oops, secret, towards, away, worry, worried, understanding,
VOCABULARY angry, path, ground

SIGHT WORDS heard, tray, slimy, joked. laughed

PHONICS /br/ - bring, brain, breed, brag, brat, brim, brick, brail

WRITING FRAME Tuesday Thursday

In the story, Jabu… I think that Jabu…

Then… I think he should…

TERM 2: WEEK 4

INTRODUCE THE THEME

PICTURE Show learners the front cover of the story: Jabu scrambles eggs

SHOW Point to Jabu.

SAY • Ask learners: What mistakes did Jabu make in the story?
• Listen to learner responses. This will help you check their
understanding of the new vocabulary.
• Remind learners that in the story, he makes the mistake of going
to play soccer with his friends while he still has eggs! Then, he
trips and falls and all the eggs spill!
• Explain that this week, we will think more about Jabu and about
mistakes we all make!

TEACH Teach learners the sight words for the week. Explain that learners will
see these words in their independent reading.
Teach learners the sight words for the week:
1. Learners copy down the sight words into their books.
2. Learners practice reading the sight words at home.

LESSON PLAN: TERM 2 105

WEEK 4 - MONDAY
WEEK 4: MONDAY: DAILY ACTIVITIES (10 minutes)

GREETING Greet the learners in English.

SONG / RHYME Lyrics Actions
I’ve got a special secret every- Pretend to whisper
one should know:
It’s about the mistakes we make -
as we learn and grow!
Everyone makes mistakes, oh Point to everyone around you
yes they do!
Your sister and your brother Point to everyone around you
and your dad and mother too;
Big people, small people, mat- Raise your hands up in the air, bend
ter of fact, all people! down towards the floor, point to every-
one around you
Everyone makes mistakes, so Shrug your shoulders
why can’t you?
THEME forget, hurt, oops, secret
VOCABULARY
QUESTION OF THE DAY
Question Which mistake do you think is worse?
Graph 2 COLUMN GRAPH
Options Oops! I forgot my pencil! / Oops! I fell and hurt my leg!
Follow-up questions
Question How many learners think it is worse to forget their pencil?
Answer __ learners think it is worse to forget their pencil.
Question How many learners think it is worse to fall and hurt their leg?
Answer __ learners think it is worse to fall and hurt their leg.
Question What do more learners think?
Answer More learners think it is worse to __.
Question What do fewer learners think?
Answer Fewer learners think it is worse to __.
Question Do you think it is worse to forget your pencil or to fall and hurt your
leg?
Answer I think it is worse to forget my pencil.
Answer I think it is worse to fall and hurt my leg.

READING Practice reading the sight words for the week.

106 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 4 - MONDAY
WEEK 4: MONDAY - PHONEMIC AWARENESS & PHONICS (5 minutes)
SOUND /br/
FLASHCARDS bring, brain, breed, brag, brat, brim, brick, brail
ACTIVITY INTRODUCE THE SOUND AND WORDS
1. Say the sound and hold up the flashcard /br/ for learners to see.
2. Say the sound and instruct learners to repeat the sound. Do this
three times.
3. Explain that when we see the letters b and r together in a word, we
must not say the sounds separately. We must say one sound: /br/
4. Say each word loudly and clearly as you show the flashcard: bring,
brain, breed, brag, brat, brim, brick, brail
5. Ask learners to repeat each word after you.
6. Stick up the flashcards on the Phonics Display Board.

bring brat
brain brim
breed brick
brag brail

ALTERNATE PROGRAMME: PHONEMIC AWARENESS & PHONICS (5 minutes)

SOUND

FLASHCARDS

ACTIVITY

LESSON PLAN: TERM 2 107

WEEK 4 - MONDAY
WEEK 4: MONDAY: GROUP GUIDED & INDEPENDENT READING (15 MINUTES)

GROUP GUIDED READING (SMALL GROUP)

GROUP GROUP 1
TEXT Use your tracker. Choose a text that is appropriate for the learners in the
group.
SIGHT WORDS Review any sight words that appear in the chosen text.
INDEPENDENT READING (WHOLE CLASS)
Learners use worksheet for independent reading.

108 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 4 - TUESDAY
WEEK 4: TUESDAY: SHARED READING (15 minutes)

TITLE Jabu scrambles eggs

ACTIVITY Second read

COMPREHENSION I wonder…
STRATEGY Make evaluations

PURPOSE When we evaluate a text, we make a judgement about an aspect of the

text. Making evaluations is a key thinking and comprehension skill.
Learners must realise that they must always evaluate what they read,
and be able to support or justify their evaluations.
Remember that it takes confidence to share an evaluation, so it is
important to encourage and praise learners as they start to make
evaluations.

Story Think aloud: Second read

Jabu’s mother was busy preparing dinner. I can make the evaluation that Jabu wants
‘I’m going to play soccer with my friends!’ to be a helpful person. He wants to go play
Jabu called, running out the door. soccer, but he doesn’t argue with his mother
‘Wait!’ Jabu’s mother called. ‘Please go to about going to the shop! He just smiles and
the shop and buy a dozen eggs and a bottle says ‘okay.’
of milk,’ said his mother as she handed him
a shopping list and some money.
Jabu didn’t want to go to the shop, but he
smiled and said, ‘Okay mom!’
‘Thank you! Please be careful not to break
the eggs,’ said his mother.
‘Don’t worry Mama, I am always careful,’
Jabu replied as he walked out the door.

Jabu walked to the shop. When he got there, I can make the evaluation that Jabu must
he read his shopping list. He collected the break things often. I can make this evaluation
eggs and the milk. Then he went to the because everyone is telling him to be careful!
register to pay. He handed the money to the That makes me think he must have broken
shopkeeper. things before.
‘Thank you! Carry these carefully so you
don’t break the eggs,’ said the shopkeeper.
‘Don’t worry Mr. Gumede, I am always
careful,’ Jabu replied as he walked out the
door

LESSON PLAN: TERM 2 109

WEEK 4 - TUESDAY
Jabu walked very carefully towards his --
house. He didn’t want to break the eggs!
But then, Jabu heard his friends. He could
hear them laughing. He could hear them
kicking the ball.

‘As soon as I drop off the eggs and milk, I will

come back play,’ Jabu thought.
Jabu kept walking very carefully towards his
house. He didn’t want to break the eggs!
But then Jabu’s heard his friend Sam call his
name. ‘Jabu, come and play! We need you!’
Sam called.

‘Well, maybe just one kick! Mom will never I can make the evaluation that Jabu isn’t very
know!’ Jabu thought, as he ran towards his careful. Everyone told him to be careful! And
friends. He tried to run carefully. He didn’t now, we can see that he is running with eggs.
want to break the eggs! If Jabu were a careful person he would go
home first and then play soccer!

But as Jabu began to run towards his friends, Oh no! Jabu breaks all the eggs. I can make
he tripped over a rock in the path. The tray the evaluation that this isn’t the first time
of eggs fell onto the ground. There were this has happened, because everyone told
cracked eggs everywhere. Jabu was covered Jabu to be careful.
in slimy eggs!
‘Oh no!’ Jabu cried, ‘What will I tell my
mother?’
‘Just tell her you made scrambled eggs!’ Sam
joked.
Sam and Jabu laughed and laughed.

Follow up questions Possible responses

How do you think Jabu’s mother will feel I think she will feel…because…
when he gets home?

How do you think Jabu feels when he drops I think he feels…because…

the eggs? Why?

Why question Possible responses

110 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 4 - TUESDAY
Do you think Jabu is a careful person? • No I think he is not a careful person. I
Explain your answer! think this because his mother and the
shopkeeper both tell him to be careful.
If they thought he was careful, they
would not need to remind him.
• No I think he is not a careful person
because he decides to play soccer while
he still has the eggs!
• I do not think he is a careful person
because he runs towards his friends
with the eggs!
• If Jabu were a careful person, he would
have brought the eggs home first. I
don’t think he is careful because he
doesn’t go home first – he goes to play
soccer.

Formulating questions

• Teach the learners some simple question words, together with their meanings. For
example: what, who, when, where, how.
• Next ask learners to think about the story, and to try and formulate their own question.
• Tell learners to ‘turn and talk’ and ask each other their questions.
• Ask a few learners to share their questions with the whole class.
• Correct any errors with the form or content of the questions.
• Praise learners for their efforts and remind them that we must always ask questions
about everything that we read or hear.

LESSON PLAN: TERM 2 111

WEEK 4 - TUESDAY
WEEK 4: TUESDAY: WRITING (15 minutes)

WRITING FRAME In the story, Jabu…

Then…

Modelling:
1. Explain that today, learners will write about a mistake Jabu made in the story: Jabu
scrambles eggs. They must describe the mistake in detail!
2. Read the writing frame to learners.
3. Use modelling to show learners that you think before you write.
4. Tell learners some ideas you have for filling in the writing frame, like: In this story, Jabu
decides to play soccer even though he is carrying eggs. Then, he runs towards his friends
and trips!
5. Use modelling to draw a quick picture of your idea, like: Jabu falling with the eggs
6. Explain which words you will write. Draw a line for each word.
7. Use modelling to complete the writing frame: In the story Jabu decides to run towards
his friends. Then he trips and falls down!
8. Say words slowly like a tortoise and write the sounds you know.
9. Use resources (sight words, theme vocabulary word) to add labels to your drawing, like:
run, fall
10. Erase your example from the board. Explain this was just an example, but learners
must write their own ideas.

Oral Instructions:
1. Ask learners: What mistake does Jabu make in the story?
2. Explain that learners can think about what Jabu does, and what happens after.
3. Explain that learners should come up with their own ideas – they should not copy your
idea!
4. Instruct learners to think before they write.
5. Instruct learners to turn and talk and share their ideas with a partner!
6. Call on 3-5 learners to tell you about a mistake Jabu made in the story. They must say: In
the story, Jabu…
7. Explain that learners will now use the writing frame to draw and write their own ideas!

Writing:
1. Hand out learner books.
2. As learners are writing, walk around the room and complete mini conferences.
3. Ask learners to read their writing.
4. Help learners complete the writing frame.
5. Help learners say words slowly like a tortoise and use resources.
6. Encourage learners.

112 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 4 - TUESDAY

WEEK 4: TUESDAY: GROUP GUIDED & INDEPENDENT READING (15 MINUTES)

GROUP GUIDED READING (SMALL GROUP)

GROUP GROUP 2
TEXT Use your tracker. Choose a text that is appropriate for the learners in the
group.
SIGHT WORDS Review any sight words that appear in the chosen text.
INDEPENDENT READING (WHOLE CLASS)
Learners use worksheet for independent reading.

LESSON PLAN: TERM 2 113

WEEK 4 - WEDNESDAY
WEEK 4: WEDNESDAY: DAILY ACTIVITIES (10 minutes)

GREETING Greet the learners in English.

SONG / RHYME Lyrics Actions
I’ve got a special secret Pretend to whisper
everyone should know:
It’s about the mistakes we make -
as we learn and grow!
Everyone makes mistakes, oh Point to everyone around you
yes they do!
Your sister and your brother and Point to everyone around you
your dad and mother too;
Big people, small people, matter Raise your hands up in the air, bend
of fact, all people! down towards the floor, point to
everyone around you
Everyone makes mistakes, so Shrug your shoulders
why can’t you?
I’ve got a special secret Pretend to whisper
everyone should know:
It’s about the mistakes we make -
as we learn and grow!
THEME towards, away, worry, worried
VOCABULARY
QUESTION OF THE DAY
Question Remind learners that in the story, both Jabu’s mother and the shopkeeper
told Jabu to be careful. He tells them both ‘don’t worry!’
Ask learners: Who do you think feels more worried that Jabu will drop
the eggs?
Graph 2 COLUMN GRAPH
Options Jabu’s mother / the shopkeeper
Follow-up questions
Question How many learners think Jabu’s mother feels more worried?
Answer __ learners think Jabu’s mother feels more worried.
Question How many learners think the shopkeeper feels more worried?
Answer __ learners think the shopkeeper feels more worried.
Question What do more learners think?
Answer More learners think __ feels more worried that Jabu will drop the eggs.
Question What do fewer learners think?
Answer Fewer learners think __ feels more worried that Jabu will drop the eggs.

114 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

Question Who do you think feels more worried that Jabu will drop the eggs.

WEEK 4 - WEDNESDAY
Answer I think Jabu’s mother feels more worried that he will drop the eggs.
Answer I think the shopkeeper feels more worried that Jabu will drop the eggs.

READING Practice reading the sight words for the week.

WEEK 4: WEDNESDAY - PHONEMIC AWARENESS & PHONICS (5 minutes)

SOUND /br/
ACTIVITY SEGMENTING AND BLENDING (I DO)
1. Say the word bring
2. Segment the word into the individual sounds: /br/ - /i/ - /ng/
3. Say the beginning sound of the word: /br/
4. Say the middle sound of the word: /i/
5. Say the end sound of the word: /ng/
6. Write the word on the board: bring
7. Model pointing and blending the sounds to make a word:
/br/ - /i/ - /ng/ = bring
8. Repeat this with the word brim

SEGMENTING AND BLENDING (WE DO)

1. Say the word breed
2. Ask learners: What is the first sound in the word? /br/
3. Ask learners: What is the middle sound in the word? /ee/
4. Ask learners: What is the last sound in the word? /d/
5. Ask learners to segment the word into each individual sound:
/br/ - /ee/ - /d/
6. Write the word: breed
7. Instruct learners to blend the sounds in the word with you:
/br/ - /ee/ -/ /d/ = breed
8. Repeat this with the word brick

SEGMENTING AND BLENDING (YOU DO)

1. Instruct learners to take out their exercise books.
2. Instruct learners to write the heading: br words.
3. Instruct learners to write the numbers 1-8.
4. Make sure the flashcard words are covered. Learners must not
copy the words from the board.
5. Say each of the following words. Instruct learners to write the word
in their books.

LESSON PLAN: TERM 2 115

WEEK 4 - WEDNESDAY
brag brim brail bring brat brain breed brick

6. Uncover the Phonics Display Board. Instruct learners to check their

words against the flashcard words on the Phonics Display Board.
7. Instruct learners to Practice reading the phonic words for
homework.

ALTERNATE PROGRAMME: PHONEMIC AWARENESS & PHONICS (5 minutes)

SOUND

ACTIVITY

WEEK 4: WEDNESDAY: GROUP GUIDED & INDEPENDENT READING (15 minutes)

GROUP GUIDED READING (SMALL GROUP)

GROUP GROUP 3

TEXT Use your tracker. Choose a text that is appropriate for the learners in
the group.

SIGHT WORDS Review any sight words that appear in the chosen text.

INDEPENDENT READING (WHOLE CLASS)

Learners use worksheet for independent reading.

116 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 4 - THURSDAY
WEEK 4: THURSDAY: SHARED READING (15 minutes)

TITLE Jabu scrambles eggs

ACTIVITY Dramatise / Act out the story

PURPOSE To give learners a chance to act out what is happening in the story.

TEXT TEACHER SAYS LEARNERS DO

Jabu’s mother was busy Split the class into two Group 1 says: I’m going to
preparing dinner. groups. Assign the groups as play soccer with my friends!
‘I’m going to play soccer follows: Group 2 says: Wait! Please
with my friends!’ Jabu Assign one learner to be Sam. go to the shop and buy a
called, running out the Group 1: Jabu dozen eggs and a bottle of
door. milk
Group 2: Jabu’s mother
‘Wait!’ Jabu’s mother Group 1 says: Okay mom.
called. ‘Please go to the Group 2 says: Thank you!
shop and buy a dozen eggs Please be careful not to
and a bottle of milk,’ said break the eggs.
his mother as she handed
him a shopping list and Group 1 says: Don’t worry
some money. Mama, I am always careful!

Jabu didn’t want to go to

the shop, but he smiled
and said, ‘Okay mom!’
‘Thank you! Please be
careful not to break the
eggs,’ said his mother.
‘Don’t worry Mama, I
am always careful,’ Jabu
replied as he walked out
the door.

Jabu walked to the shop. Explain that now, Group 2 will Group 2 says: Carry these
When he got there, he act as the shopkeeper! carefully so you don’t break
read his shopping list. He the eggs.
collected the eggs and Group 2: Don’t worry Mr.
the milk. Then he went Gumede, I am always
to the register to pay. He careful!
handed the money to the
shopkeeper.
‘Thank you! Carry these
carefully so you don’t
break the eggs,’ said the
shopkeeper.

LESSON PLAN: TERM 2 117

WEEK 4 - THURSDAY
‘Don’t worry Mr. Gumede,
I am always careful,’ Jabu
replied as he walked out
the door

Jabu walked very carefully Let’s walk home carefully like Everyone must pretend to
towards his house. He Jabu! hold eggs and walk carefully.
didn’t want to break the
eggs!
Explain that Sam calls Jabu Sam says: Jabu come and
But then, Jabu heard his over to come and play. play! We need you!
friends. He could hear
them laughing. He could
hear them kicking the ball.
‘As soon as I drop off the
eggs and milk, I will come
back play,’ Jabu thought.
Jabu kept walking very
carefully towards his
house. He didn’t want to
break the eggs!
But then Jabu’s heard his
friend Sam call his name.
‘Jabu, come and play! We
need you!’ Sam called.

‘Well, maybe just one kick! Let’s pretend we are Jabu. We all say: Maybe just one
Mom will never know!’ What are we thinking? kick! Mom will never know!
Jabu thought, as he ran
towards his friends. He
tried to run carefully. He
didn’t want to break the
eggs!

118 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 4 - THURSDAY
But as Jabu began to All of the eggs spilled. You are Shout: Oh no! What will I tell
run towards his friends, Jabu! What do you do? my mother?
he tripped over a rock
in the path. The tray of
eggs fell onto the ground.
There were cracked eggs
everywhere. Jabu was
covered in slimy eggs!
‘Oh no!’ Jabu cried, ‘What
will I tell my mother?’
‘Just tell her you made
scrambled eggs!’ Sam
joked.
Sam and Jabu laughed and
laughed.

WEEK 4: THURSDAY: WRITING (15 minutes)

WRITING FRAME I think that Jabu…

I think he should…

Modelling:
1. Explain that today, learners will add sentences to their writing from Tuesday. Today they
will make an evaluation about Jabu’s mistake. That means they will write what they
think about it!
2. Read the new writing frame to learners.
3. Use modelling to show learners that you think before you write.
4. Explain some ideas you have for filling in the writing frame, like: I think Jabu wasn’t
being careful enough. He wanted to play. That’s why he made that silly mistake!
5. Use modelling to add to your drawing, like: eggs cracking on the floor, Jabu’s mother
looking angry, etc.
6. Explain which words you will write. Draw a line for each word.
7. Use modelling to complete the writing frame, like: I think that Jabu was careless! I think
he should say sorry to his mother!
8. Say words slowly like a tortoise and write the sounds you know.
9. Use resources (sight words, theme vocabulary word) to add labels to your drawing, like:
eggs, drop, oops
10. Erase your example from the board. Explain this was just an example, but learners
must write their own ideas.

LESSON PLAN: TERM 2 119

WEEK 4 - THURSDAY
Oral Instructions:
1. Remind learners that on Tuesday, we thought about a mistake Jabu made in the story.
Today, we will make an evaluation of those mistakes.
2. Ask learners: What mistake did you write about on Tuesday?
3. Ask learners: What do you think about Jabu’s mistake?
4. Explain that learners should come up with their own ideas – they should not copy your
idea!
5. Instruct learners to think before they write.
6. Instruct learners to turn and talk with a partner about their feelings.
7. Call on 3-5 learners to tell you what they think about Jabu’s mistake. They must say: I
think that Jabu…
8. Explain that learners will now use the writing frame to draw and write their own ideas!

Writing:
1. Hand out learner books. Instruct learners to find their writing from Tuesday. They will
add to this!
2. As learners are writing, walk around the room and complete mini conferences.
3. Ask learners to read their writing.
4. Help learners complete the writing frame.
5. Help learners say words slowly like a tortoise and use resources.
6. Encourage learners.

Turn and Talk:

1. When there are 2-3 minutes left, instruct learners to put their pencils away.
2. Instruct learners to turn and talk with a partner about their writing.

Hang up learner drawings at learner eye-level around the room. This helps learners have
conversations using the theme vocabulary words.

WEEK 4: THURSDAY: GROUP GUIDED & INDEPENDENT READING (15 minutes)

GROUP GUIDED READING (SMALL GROUP)

GROUP GROUP 4

TEXT Use your tracker. Choose a text that is appropriate for the learners in
the group.

SIGHT WORDS Review any sight words that appear in the chosen text.

INDEPENDENT READING (WHOLE CLASS)

Learners use worksheet for independent reading.

120 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 4 - FRIDAY
WEEK 4: FRIDAY: DAILY ACTIVITIES (10 minutes)

GREETING Greet the learners in English.

SONG / RHYME Lyrics Actions

I’ve got a special secret everyone Pretend to whisper

should know:

It’s about the mistakes we make -

as we learn and grow!

Everyone makes mistakes, oh yes Point to everyone around you

they do!

Your sister and your brother and Point to everyone around you
your dad and mother too;

Big people, small people, matter Raise your hands up in the air,
of fact, all people! bend down towards the floor,
point to everyone around you

Everyone makes mistakes, so why Shrug your shoulders

can’t you?

I’ve got a special secret everyone Pretend to whisper

should know:

It’s about the mistakes we make -

as we learn and grow!

THEME understanding, angry, path, ground

VOCABULARY

QUESTION OF THE DAY

Question How do you think Jabu’s mother will feel when he gets home?

Graph 2 COLUMN GRAPH

Options angry / understanding

Follow-up questions

Question How many learners think Jabu’s mother will feel angry?

Answer __ learners think Jabu’s mother will feel angry.

Question How many learners think Jabu’s mother will feel understanding when
he gets home?

Answer __ learners think Jabu’s mother will feel understanding.

LESSON PLAN: TERM 2 121

WEEK 4 - FRIDAY
Question What do more learners think?

Answer More learners think Jabu’s mother will feel __ when he gets home.

Question What do fewer learners think?

Answer Fewer learners think Jabu’s mother will feel __ when he gets home.

Question How do you think Jabu’s mother will feel when he gets home?

Answer I think Jabu’s mother will feel angry when he gets home.

Answer I think Jabu’s mother will feel understanding when he gets home.

READING Practice reading the sight words for the week.

WEEK 4: FRIDAY: PHONEMIC AWARENESS & PHONICS (5 minutes)

SOUND /br/
FLASHCARDS bring, brain, breed, brag, brat, brim, brick, brail
ACTIVITY BEGINNING SOUND
1. Model isolating the beginning sound for learners. Say:
• /br/ - ing (bring)
• /w/ - ing (wing)
2. Say two words: brick, kick
• Ask learners: Which word begins with the /k/ sound? (kick)
3. Say two words: brain, rain
• Ask learners: Which word begins with the /br/ sound? (brain)
4. Say two words: brail, trail
• Ask learners: Which word begins with the /tr/ sound? (trail)

LETTER SWAP
1. Say the word: brag
2. Ask learners: What is the beginning sound? /br/
3. Ask learners: If I take away the /br/ and add /dr/ what word does
that make?
4. Help learners to hear that the word is: dr – a – g = drag
5. Write: brag
6. Read the word: br – a – g = brag
7. Erase: ‘br’
8. Write: ‘dr’
9. Read the new word: dr – a – g = drag
10. Ask learners: What other words can you think of that end with ‘-ag’
11. Let learners brainstorm words. (rag, tag, etc.)

122 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 4 - FRIDAY
INFORMAL ASSESSMENT
1. Instruct learners to take out their exercise books.
2. Instruct learners to write the heading: br words
3. Instruct learners to write numbers from 1-4.
4. Make sure the flashcard words are covered on the display board.
Learners must not copy the words.
5. Say each of the following words. Instruct learners to write the
words in their book.

breed brat brick bring

6. Use the results to informally assess learners’ progress. Identify

learners who need extra support.

ALTERNATE PROGRAMME: PHONEMIC AWARENESS & PHONICS (5 minutes)

SOUND

FLASHCARDS

ACTIVITY

WEEK 4: FRIDAY: GROUP GUIDED & INDEPENDENT READING (15 minutes)

GROUP GUIDED READING (SMALL GROUP)

GROUP GROUP 5

TEXT Use your tracker. Choose a text that is appropriate for the learners in
the group.

SIGHT WORDS Review any sight words that appear in the chosen text.

INDEPENDENT READING (WHOLE CLASS)

Learners use worksheet for independent reading.

LESSON PLAN: TERM 2 123

WEEK 4 - FRIDAY
WEEK 2: FRIDAY: END OF WEEK LEARNING REVIEW

Note: There is no formal time allocated for this activity. Please try to fit it in to your classroom
routine at the end of each week.

1. Settle learners on the carpet at the end of the day.

2. Conduct the weekly language review session. You may choose to combine HL and FAL
learning in this review.
3. Remember to allow learners to ‘Turn and Talk’ and discuss their answers with a partner.
Then, select a few learners to share their answers with the class.
4. Use the following prompting questions to guide the language part of your discussion:
a. What was our language theme for the week?
b. Which stories did we read together?
c. What were your favourite new words of the week?
d. What did you learn from the stories we read?
e. What did we write about this week?
f. How did your own writing improve this week?
g. How did your own reading improve this week?
h. What are you most proud of this week?
5. Finally, tell learners to think about two things that they are going to tell their families
about what they learnt or how they improved at school this week.

Please note: This process of self-review and reflection is a critically important part of learning.
Please do not skip this weekly activity.

124 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

GRADE 2 - TERM 2

5
WEEK

THEME:
BEING SAFE AND RESPONSIBLE
‘Look at the word responsibility. “Response-ability”. Your ability to choose
your response.’
- Stephen Covey

125
WEEK 5
WEEK 5: CLASSROOM PREPARATION

1. At the start of each week, ensure that your classroom is neat and tidy.
2. Update your DISPLAY BOARDS, by removing items that are no longer relevant, and
storing them carefully.
3. Then, prepare the flashcard words and theme word illustrations that you will need.
4. Find and prepare items for your theme wall and table that will be of interest to learners,
for instance: whistle, picture of someone who is alert/frightened, flashlight, safety vest,
picture of something that is unsafe e.g. a forest, picture of someone who looks well
behaved.
5. Do some research on the internet to prepare for the theme. For example: strategies to
help children develop a sense of responsibility.
6. Make sure all learner exercise books and DBE Workbooks are marked, and neatly packed
where they belong.
7. Make sure all your big books, graded readers and classroom library books are in good
order.
8. Adjust your group guided reading groups if necessary.
9. Plan your informal and formal assessment activities for the week.

EXTENSION ACTIVITIES
These activities can be used as independent work for learners who finish their work early OR
while you are giving assessments to learners.
Activity 1 DBE Workbook 1: Word work, page 57 & 58
Activity 2 DBE Workbook 1: Let’s write, page 58 & 59
Activity 3 DBE Workbook 1: Let’s talk, page 60 & 61
Activity 4 Draw a picture of yourself working hard!

126 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 5
TERM 2: WEEK 5

OVERVIEW

THEME Being safe and responsible

THEME lost, dark, forest, responsible, seatbelt, safe, unsafe, wear, son,
VOCABULARY daughter, frightened, hurry,

SIGHT WORDS parcel, farm, across, chase, short

PHONICS /pl/ - plain, plug, plop, plot, plus, plum, plan

WRITING FRAME Tuesday Thursday

I feel safe when: I feel unsafe when:

1. __ 1. __
2. __ 2. __

TERM 2: WEEK 5

INTRODUCE THE THEME

PICTURE Page 31 in the Big Book Story: Dumi and his friends get lost

SHOW Show learners the picture of the learners lost in the woods.

SAY • Explain that the children in the picture are lost!

• Ask learners: How do you think they got lost?
• Listen to learner responses. This will help you understand what
learners already know about the concept of being lost.
• Explain that this week, the children in the picture are lost because
they were not being responsible! That means they were not doing
what they needed to do to be safe! This week, we will think all
about different ways we can be careful and responsible.

TEACH Teach learners the sight words for the week. Explain that learners will
see these words in their independent reading.
Teach learners the sight words for the week:
1. Learners copy down the sight words into their books.
2. Learners practice reading the sight words at home.

LESSON PLAN: TERM 2 127

WEEK 5 - MONDAY
WEEK 5: MONDAY: DAILY ACTIVITIES (10 minutes)

GREETING Greet the learners in English.

SONG / RHYME EXPLAIN that one way we can be responsible and healthy is to wash our
hands. Explain that learners can use this song to help remind them what
to do when they wash!

Lyrics Actions

I can wash my hands you see, Rub your hands together

Wash them clean as clean can -

be.

Inside, outside, my fingers, too Pretend to wash your hands and

fingers

Around my thumbs and then I'm Pretend to wash around your

through. thumbs

Now rinse away the dirt and Pretend to shake the water off your
stains, hands

Send those germs down the -

drain!

THEME lost, dark, forest, responsible

VOCABULARY

QUESTION OF THE DAY

Question Explain that the title of our story this week is: Duma and his friends get
lost.
Ask learners: Have you ever been lost like Duma and his friends?

Graph 2 COLUMN GRAPH

Options yes / no

Follow up questions

Question How many learners have been lost before?

Answer __ learners have been lost before.

Question How many learners have never been lost before?

Answer __ learners have never been lost before.

Question Have more learners ever been lost before?

Answer More learners __ been lost before.

128 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 5 - MONDAY
Question Have fewer learners ever been lost before or not?

Answer Fewer learners __ been lost before.

Question Have you ever been lost before?

Answer Yes, I have been lost before.

Answer No, I have never been lost before.

EXPLAIN Explain that if you get lost, you should try to stay in one place. It is
easier for people to find you if you are in one place and not moving. If
you see a police officer, or know where a police officer is, tell them you
are lost. They can help you find your way home.

READING Practice reading the sight words for the week.

WEEK 5: MONDAY - PHONEMIC AWARENESS & PHONICS (5 minutes)

SOUND /pl/

FLASHCARDS plain, plug, plop, plot, plus, plum, plan

ACTIVITY INTRODUCE THE SOUNDS AND WORDS

1. Say the sound and hold up the flashcard /pl/ for learners to see.
2. Say the sound and instruct learners to repeat the sound. Do this
three times.
3. Explain that when we see the letters p and l together in a word,
we must not say the sounds separately. We must say one sound:
/pl/
4. Say each word loudly and clearly as you show the flashcard:
plain, plug, plop, plot, plus, plum, plan
5. Ask learners to repeat each word after you.
6. Stick up the flashcards on the Phonics Display Board.

plain plus
plug plum
plop plan
plot

LESSON PLAN: TERM 2 129

WEEK 5 - MONDAY
ALTERNATE PROGRAMME: PHONEMIC AWARENESS & PHONICS (5 minutes)

SOUND

FLASHCARDS

ACTIVITY

WEEK 5: MONDAY: GROUP GUIDED & INDEPENDENT READING (15 minutes)

GROUP GUIDED READING (SMALL GROUP)

GROUP GROUP 1

TEXT Use your tracker. Choose a text that is appropriate for the learners in
the group.

SIGHT WORDS Review any sight words that appear in the chosen text.

INDEPENDENT READING (WHOLE CLASS)

Learners use worksheet for independent reading.

130 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 5 - TUESDAY
WEEK 5: TUESDAY: SHARED READING (15 minutes)

TITLE Duma and his friends get lost

ACTIVITY Pre-reading activity

COMPREHENSION Predict
STRATEGY

PURPOSE By getting learners to predict, you are getting them to think about
the story before they have even read it. By predicting, learners are
developing their comprehension skills by thinking about the story.

PRE-READING ACTIVITY

1. Show learners the front cover of the story: Duma and his friends get lost
2. Read the title of the story.
3. Ask learners: What do you think will happen in this story?
4. Display the Big Book for learners to see. Make sure all learners can see the pictures in
the book.
5. Show learners the first picture.
6. Ask learners: What do you think is happening here?
7. Discuss the picture with learners.
8. Ask learners: What do you think might happen next?
9. Go through each picture in the book and ask learners these questions.
10. When you get to the last picture, ask learners: How do you think this story will end?
11. Thank learners for their predictions.
12. Read through the story once. Code switch where necessary.

LESSON PLAN: TERM 2 131

WEEK 5 - TUESDAY
WEEK 5: TUESDAY: WRITING (15 minutes)

WRITING FRAME I feel safe when:

1. __
2. __

Modelling:
1. Explain that today, learners will make a list with a heading.
2. Explain that a heading tells us what the list will be about. Point to the heading (I feel safe
when)
3. Explain that when we write a list, we use numbers (point to the numbers on the writing
frame).
4. Read the writing frame to learners. Explain that today, we will make a list of things that
make us feel safe.
5. Use modelling to show learners that you think before you write.
6. Tell learners some ideas you have for filling in the writing frame, like: I feel safe when I
am at home with my family. I feel safe when I am at school.
7. Use modelling to draw a quick picture for each of your ideas, like: yourself at home with
your family, yourself sitting at your desk in school.
8. Explain which words you will write. Draw a line for each word.
9. Use modelling to complete the writing frame: I feel safe when: 1. I am at home with my
family. 2. I am in my classroom.
10. Say words slowly like a tortoise and write the sounds you know.
11. Use resources (sight words, theme vocabulary word) to add labels to your drawing, like:
me, safe, home
12. Erase your example from the board. Explain this was just an example, but learners
must write their own ideas.

Oral Instructions:
1. Ask learners: When do you feel most safe?
2. Explain that learners can think of anything that makes them feel safe.
3. Explain that learners should come up with their own ideas – they should not copy your
idea!
4. Instruct learners to think before they write.
5. Instruct learners to turn and talk and share their ideas.
6. Call on 3-5 learners to tell you about one thing that makes them feel safe. They must
say: I feel safe when…
7. Explain that learners will now use the writing frame to draw and write their own ideas!

Writing:
1. Hand out learner books.
2. As learners are writing, walk around the room and complete mini conferences.
3. Ask learners to read their writing.
4. Help learners complete the writing frame.
5. Help learners say words slowly like a tortoise and use resources.
6. Encourage learner

132 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 5 - TUESDAY
WEEK 5: TUESDAY: GROUP GUIDED & INDEPENDENT READING (15 minutes)

GROUP GUIDED READING (SMALL GROUP)

GROUP GROUP 2

TEXT Use your tracker. Choose a text that is appropriate for the learners in
the group.

SIGHT WORDS Review any sight words that appear in the chosen text.

INDEPENDENT READING (WHOLE CLASS)

Learners use worksheet for independent reading.

LESSON PLAN: TERM 2 133

WEEK 5 - WEDNESDAY
WEEK 5: WEDNESDAY: DAILY ACTIVITIES (10 minutes)

GREETING Greet the learners in English.

SONG / RHYME Lyrics Actions

I can wash my hands you see, Rub your hands together

Wash them clean as clean can -

be.

Inside, outside, my fingers, too Pretend to wash your hands and

fingers

Around my thumbs and then Pretend to wash around your thumbs

I'm through.

Now rinse away the dirt and Pretend to shake the water off your
stains, hands

Send those germs down the -

drain!

I can wash my hands you see, Rub your hands together

Wash them clean as clean can -

be.

THEME seatbelt, safe, unsafe, wear

VOCABULARY

QUESTION OF THE DAY

Question Do you wear a seatbelt when you are in a car or taxi?

Graph 2 COLUMN GRAPH

Options yes / no

Follow up questions

Question How many learners wear a seatbelt?

Answer __ learners wear a seatbelt.

Question How many learners do not wear a seatbelt?

Answer __ learners do not wear a seatbelt.

Question Do more learners wear a seatbelt or not?

Answer More learners __ wear a seatbelt.

134 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 5 - WEDNESDAY
Question Do fewer learners wear a seatbelt or not?

Answer Fewer learners __ wear a seatbelt.

Question Do you wear a seatbelt in a car or taxi?

Answer Yes, I wear a seatbelt in a car or taxi.

Answer No, I do not wear a seatbelt in a car or taxi.

EXPLAIN Explain to learners that they should always wear a seatbelt when there
is one available. Tell learners they must remind their friends and families
to wear seatbelts too! Seatbelts can save your life in an accident! We
must be responsible for our safety by choosing to wear a seatbelt
whenever we can.

READING Practice reading the sight words for the week.

WEEK 5: WEDNESDAY - PHONEMIC AWARENESS & PHONICS (5 minutes)

SOUND /pl/

ACTIVITY SEGMENTING AND BLENDING (I DO)

1. Say the word plain
2. Segment the word into the individual sounds: /pl/ - /ai/ - /n/
3. Say the beginning sound of the word: /pl/
4. Say the middle sound of the word: /ai/
5. Say the end sound of the word: /n/
6. Write the word on the board: plain
7. Model pointing and blending the sounds to make a word:
/pl/ - /ai/ - /n/ = plain
8. Remind learners that in English, when p and l are together in a
word they must be read together as a long sound: /pl/
9. Repeat this with the word plus

SEGMENTING AND BLENDING (WE DO)

1. Say the word plum
2. Ask learners: What is the first sound in the word? /pl/
3. Ask learners: What is the middle sound in the word? /u/
4. Ask learners: What is the last sound in the word? /m/
5. Ask learners to segment the word into each individual sound:
/pl/ - /u/ - /m/
6. Write the word: plum
7. Instruct learners to blend the sounds in the word with you:
/pl/ - /u/ - /m/ = plum
8. Repeat this with the word plot

LESSON PLAN: TERM 2 135

WEEK 5 - WEDNESDAY
SEGMENTING AND BLENDING (YOU DO)
1. Instruct learners to take out their exercise books.
2. Instruct learners to write the heading: pl words.
3. Instruct learners to write the numbers 1-7.
4. Make sure the flashcard words are covered. Learners must not
copy the words from the board.
5. Say each of the following words. Instruct learners to write the
word in their books.

plop plus plan plain plum plug plot

6. Uncover the Phonics Display Board. Instruct learners to check

their words against the flashcard words on the Phonics Display
Board.
7. Instruct learners to Practice reading the phonic words for
homework.

ALTERNATE PROGRAMME: PHONEMIC AWARENESS & PHONICS (5 minutes)

SOUND

FLASHCARDS

ACTIVITY

WEEK 5: WEDNESDAY: GROUP GUIDED & INDEPENDENT READING (15 minutes)

GROUP GUIDED READING (SMALL GROUP)

GROUP GROUP 3

TEXT Use your tracker. Choose a text that is appropriate for the learners in
the group.

SIGHT WORDS Review any sight words that appear in the chosen text.

INDEPENDENT READING (WHOLE CLASS)

Learners use worksheet for independent reading.

136 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 5 - THURSDAY
WEEK 5: THURSDAY: SHARED READING (15 minutes)

TITLE Duma and his friends get lost

ACTIVITY First read

COMPREHENSION Make connections

STRATEGY

PURPOSE Making connections helps learners relate to the story and make good
guesses about feelings and personal experiences. This helps learners to
develop empathy for the feelings and experiences of other people.

Story Think aloud: First read

On Saturday morning, Duma’s mother asked I can make a connection! That reminds me
Duma to take a parcel to Uncle Harry’s farm of the other day – I was meant to meet my
across the river. ‘Go now,’ she said. ‘You must friend, but then I began to watch TV. My
leave early so that you get back home before favourite show was on. I began watching and
dark.’ I completely forgot about the time! I was
late to meet my friend!
Duma set out for his Uncle Harry’s. He hadn’t
gotten very far when he saw his friends, Gugu
and Themba, playing soccer.
‘I’ll just play for a few minutes,’ Duma
thought. He put down his parcel and played
with his friends. Hours passed before he
remembered the task his mother had given
him.
‘I have to go! I will be late!’ Duma told his
friends.
‘I’ll come with you!’ Themba said.
‘Oh! I’ll also come - it will be an adventure!’
Gugu said.

Duma, Gugu and Themba set out for his I can make a connection! That reminds
Uncle Harry’s together. But when they got to me of the time I went to my sister’s house
the river, Themba wanted to chase frogs. before church. We began to talk and
‘We’ll just chase frogs for a few minutes,’ talk, and we were having such a good
Duma thought. He put down his parcel and conversation that we forgot about the time!
chased frogs with his friends. Hours passed We were late for church!
before he remembered the task his mother
had given him.
‘We have to go! We will be late!’ Duma told
his friends.
They hurried across the bridge towards Uncle
Harry’s house.

LESSON PLAN: TERM 2 137

WEEK 5 - THURSDAY
Duma, Gugu and Themba left the parcel with I can make a connection! That reminds me
Uncle Harry and turned around to go back of the other day when my son went out to
home. play with his friends. They were running
‘Let’s take a short cut through the forest,’ around and having so much fun that they
Duma said. didn’t realise it was getting dark. He had to
But when they got to the forest, Gugu wanted walk home in the dark all by himself.
to climb trees.
‘We’ll just climb trees for a few minutes,’
Duma thought. Hours passed before he
remembered that his mother told him to be
home before dark!
‘We have to go! We will be late!’ Duma told
his friends.
But it was already very dark. ‘I’m frightened -
I want to go home,’ said Gugu. They couldn’t
keep walking – it was too dark to see the
path! They were lost. They sat under a tree
and waited for daylight.

As soon as the sun rose, Duma and his friends That makes me think about when I am late!
began walking, trying to find their way back I feel nervous. I hurry to get where I need
home. They did not stop to climb trees. They to go, just like Duma and his friends are
did not stop to chase frogs. They did not stop hurrying home.
to play soccer.
‘I shouldn’t have played soccer. I shouldn’t
have chased frogs. I shouldn’t have climbed
trees,’ Duma thought. Hours passed before
they finally saw home.

They walked to Duma’s house. They were --

dirty from playing soccer. They were wet from
chasing frogs. Their clothing was torn from
climbing trees. They were tired from getting
lost in the dark.

‘The whole village has been looking for you!’ That reminds me of when my son came
Mama said. ‘What happened?’ she asked. home late – I was angry because I told him
‘Sorry Mama, it’s all my fault!’ Duma said. He to come home before dark! He didn’t listen
didn’t know what to tell her… to me! But, I was so happy to see him that I
‘We had an adventure,’ Gugu said. They all forgot about being angry.
began to laugh.
‘I’m just happy you’re home!’ Mama said, as
she gave them a big hug.

138 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 5 - THURSDAY
Follow up questions Possible responses

Where did Duma’s mother ask him to go? To his Uncle Harry’s house.

What did they do on the way to Uncle Harry’s They played soccer, they chased frogs, they
house? climbed trees.

Why question Possible responses

Why did Duma and his friends get lost? • Because they were busy playing all
day.
• Because they were having fun and
they forgot about the time.
• Because they played soccer, caught
frogs, and climbed trees.
• Because they didn’t listen to Duma’s
mother.
• Because once it got dark, they couldn’t
see the path.

LESSON PLAN: TERM 2 139

WEEK 5 - THURSDAY
WEEK 5: THURSDAY: WRITING (15 minutes)

WRITING FRAME I feel unsafe when:

1. __
2. __

Modelling:
1. Explain that today, learners will add another section to their lists.
2. Explain that they will add a heading. Point to the new heading (I feel unsafe when)
3. Remind learners that when we write a list, we use numbers (point to the numbers on
the writing frame).
4. Read the writing frame to learners. Explain that today, we will make a list of things that
make us feel unsafe.
5. Use modelling to show learners that you think before you write.
6. Explain some ideas you have for filling in the writing frame, like: I feel unsafe when I am
in a taxi that is going too fast. I feel unsafe when I am alone in the dark.
7. Use modelling to add a quick drawing for each of your ideas, like: yourself looking
scared in a taxi, yourself alone in the dark.
8. Explain which words you will write. Draw a line for each word.
9. Use modelling to complete the writing frame, like: I feel unsafe when: 1. A taxi is too
fast. 2. I am alone in the dark!
10. Say words slowly like a tortoise and write the sounds you know.
11. Use resources (sight words, theme vocabulary word) to add labels to your drawing, like:
unsafe, worried
12. Erase your example from the board. Explain this was just an example, but learners
must write their own ideas.

Oral Instructions:
1. Remind learners that on Tuesday, we thought about things that made us safe. Today we
will think about a different feeling: unsafe. We will think about things that can make us
feel unsafe.
2. Ask learners: When do you feel unsafe?
3. Explain that learners should come up with their own ideas – they should not copy your
idea!
4. Instruct learners to think before they write.
5. Instruct learners to turn and talk and share their ideas.
6. Call on 3-5 learners to tell you one thing that makes them feel unsafe. They must say: I
feel unsafe when…
7. Explain that learners will now use the writing frame to draw and write their own ideas!

Writing:
1. Hand out learner books. Instruct learners to find their writing from Tuesday. They will
add a heading and a list to their writing!
2. As learners are writing, walk around the room and complete mini conferences.
3. Ask learners to read their writing.

140 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 5 - THURSDAY
4. Help learners complete the writing frame.
5. Help learners say words slowly like a tortoise and use resources.
6. Encourage learners.

Turn and Talk:

1. When there are 2-3 minutes left, instruct learners to put their pencils away.
2. Instruct learners to turn and talk with a partner about their writing.

Hang up learner drawings at learner eye-level around the room. This helps learners have
conversations using the theme vocabulary words.

LESSON PLAN: TERM 2 141

WEEK 5 - THURSDAY
WEEK 5: THURSDAY: GROUP GUIDED & INDEPENDENT READING (15 minutes)

GROUP GUIDED READING (SMALL GROUP)

GROUP GROUP 4

TEXT Use your tracker. Choose a text that is appropriate for the learners in
the group.

SIGHT WORDS Review any sight words that appear in the chosen text.

INDEPENDENT READING (WHOLE CLASS)

Learners use worksheet for independent reading.

142 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 5 - FRIDAY
WEEK 5: FRIDAY: DAILY ACTIVITIES (10 minutes)

GREETING Greet the learners in English.

SONG / RHYME Lyrics Actions

I can wash my hands you see, Rub your hands together

Wash them clean as clean can be. -

Inside, outside, my fingers, too Pretend to wash your hands and

fingers

Around my thumbs and then I'm Pretend to wash around your

through. thumbs

Now rinse away the dirt and Pretend to shake the water off
stains, your hands

Send those germs down the -

drain!

I can wash my hands you see, Rub your hands together

Wash them clean as clean can be. -

THEME son, daughter, frightened, hurry

VOCABULARY

QUESTION OF THE DAY

Question Remind learners that in the story, Duma and his friends get lost in the
forest. They have to sleep in the forest! It is unsafe for them to sleep
in the forest! Imagine Duma’s mother – she was waiting at home for
Duma, but he didn’t come home!
Ask learners: How do you think Duma’s mother felt when her son didn’t
come home?

Graph 3 COLUMN GRAPH

Options frightened / worried / grumpy

Follow-up questions

Question How many learners think Duma’s mother felt frightened?

Answer __ learners think Duma’s mother felt frightened.

Question How many learners think Duma’s mother felt worried?

Answer __ learners think Duma’s mother felt worried.

Question How many learners think Duma’s mother felt grumpy?

Answer __ learners think Duma’s mother felt grumpy.

LESSON PLAN: TERM 2 143

WEEK 5 - FRIDAY
How do you think Duma’s mother felt when her son didn’t come
Question
home?

Answer I think Duma’s mother felt frightened when her son didn’t come home.

Answer I think Duma’s mother felt worried when her son didn’t come home.

Answer I think Duma’s mother felt grumpy when her son didn’t come home.

READING Practice reading the sight words for the week.

WEEK 5: FRIDAY: PHONEMIC AWARENESS & PHONICS (5 minutes)

SOUND /pl/
WORDS plain, plug, plop, plot, plus, plum, plan
ACTIVITY BEGINNING SOUND
1. Model isolating the beginning sound for learners. Say:
• /pl/ - ug (plug)
• /r/ - ug (rug)
2. Say two words: plot, crop
• Ask learners: Which word begins with the /cr/ sound? (crop)
3. Say two words: plain, train
• Ask learners: Which word begins with the /pl/ sound? (plain)
4. Say two words: plum, drum
• Ask learners: Which word begins with the /dr/ sound? (drum)

LETTER SWAP
1. Say the word: mug
2. Ask learners: What is the beginning sound? /m/
3. Ask learners: If I take away the /m/ and add /pl/ what word does
that make?
4. Help learners to hear that the word is: pl – u – g = plug
5. Write: mug
6. Read the word: m – u – g = mug
7. Erase: ‘m’
8. Write: ‘pl’
9. Read the new word: pl – u – g = plug
10. Ask learners: What other words can you think of that end with ‘-ug’
11. Let learners brainstorm words. (tug, dug, etc.)

144 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 5 - FRIDAY
INFORMAL ASSESSMENT
1. Instruct learners to take out their exercise books.
2. Instruct learners to write the heading: pl words
3. Instruct learners to write numbers from 1-4.
4. Make sure the flashcard words are covered on the display board.
Learners must not copy the words.
5. Say each of the following words. Instruct learners to write the
words in their book.

plop plus plum plan

6. Use the results to informally assess learners’ progress. Identify

learners who need extra support.

ALTERNATE PROGRAMME: PHONEMIC AWARENESS & PHONICS (5 minutes)

SOUND

FLASHCARDS

ACTIVITY

WEEK 5: FRIDAY: GROUP GUIDED & INDEPENDENT READING (15 minutes)

GROUP GUIDED READING (SMALL GROUP)
GROUP GROUP 5
TEXT Use your tracker. Choose a text that is appropriate for the learners in the
group.
SIGHT WORDS Review any sight words that appear in the chosen text.
INDEPENDENT READING (WHOLE CLASS)
Learners use worksheet for independent reading.

LESSON PLAN: TERM 2 145

WEEK 5 - FRIDAY
WEEK 5: FRIDAY: END OF WEEK LEARNING REVIEW

Note: There is no formal time allocated for this activity. Please try to fit it in to your classroom
routine at the end of each week.

1. Settle learners on the carpet at the end of the day.

2. Conduct the weekly language review session. You may choose to combine HL and FAL
learning in this review.
3. Remember to allow learners to ‘Turn and Talk’ and discuss their answers with a partner.
Then, select a few learners to share their answers with the class.
4. Use the following prompting questions to guide the language part of your discussion:
a. What was our language theme for the week?
b. Which stories did we read together?
c. What were your favourite new words of the week?
d. What did you learn from the stories we read?
e. What did we write about this week?
f. How did your own writing improve this week?
g. How did your own reading improve this week?
h. What are you most proud of this week?
5. Finally, tell learners to think about two things that they are going to tell their families
about what they learnt or how they improved at school this week.

Please note: This process of self-review and reflection is a critically important part of learning.
Please do not skip this weekly activity.

146 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

GRADE 2 - TERM 2

6
WEEK

THEME:
bEING safE AND RESPONSIBLE
‘The time is always right to do what is right.’
- Martin Luther King, Jr

147
WEEK 6
WEEK 6: CLASSROOM PREPARATION

1. At the start of each week, ensure that your classroom is neat and tidy.
2. Update your DISPLAY BOARDS, by removing items that are no longer relevant, and
storing them carefully.
3. Then, prepare the flashcard words and theme word illustrations that you will need.
4. Find and prepare items for your theme wall and table that will be of interest to learners,
for instance: a whistle, picture of someone who is alert/frightened, flashlight, safety
vest, picture of something that is unsafe e.g. a forest, picture of someone who looks well
behaved.
5. Do some research on the internet to prepare for the theme. For example: best and most
useful safety tips to teach young children.
6. Make sure all learner exercise books and DBE Workbooks are marked, and neatly packed
where they belong.
7. Make sure all your big books, graded readers and classroom library books are in good
order.
8. Adjust your group guided reading groups if necessary.
9. Plan your informal and formal assessment activities for the week.

EXTENSION ACTIVITIES

These activities can be used as independent work for learners who finish their work early
OR while you are giving assessments to learners.

Activity 1 DBE Workbook 1: Let’s talk, page 62 & 65

Activity 2 DBE Workbook 1: Let’s write, page 62 & 66

Activity 3 DBE Workbook 1: Word work, page 63 & 66

Activity 4 Draw about something you do that shows you are responsible!

148 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 6
TERM 2: WEEK 6

OVERVIEW

THEME Being safe and responsible

THEME lost, dark, forest, responsible, seatbelt, safe, unsafe, wear, son,
VOCABULARY daughter, frightened, hurry, chase, climb, torn, dirty, take care, animal,
clean, feed, fault, adventure, no one, everyone

SIGHT WORDS home, very, couldn’t, sorry, tired

PHONICS /-nk/ - drink, pink, sink, wink, tank, bank, drank, plank

WRITING FRAME Tuesday Thursday

I am responsible when I… I feel…

I… I also feel…

TERM 2: WEEK 6

INTRODUCE THE THEME

PICTURE Page 27 in the Big Book

SHOW Show learners the picture of Duma and his friends playing soccer

SAY • Ask learners: Is Duma being responsible? Why or why not?

• Listen to learner responses. This will help you check their
understanding of the new vocabulary.
• Remind learners that in the story, he is supposed to go to his
uncle’s house right away. But, Duma stops to play. This means
Duma and his friends are walking home very late! They get lost
because they were not being responsible – they were not thinking
about being safe!
• Explain that this week, we will think more about being safe and
responsible.

TEACH Teach learners the sight words for the week. Explain that learners will
see these words in their independent reading.
Teach learners the sight words for the week:
1. Learners copy down the sight words into their books.
2. Learners practice reading the sight words at home.

LESSON PLAN: TERM 2 149

WEEK 6 - MONDAY
WEEK 6: MONDAY: DAILY ACTIVITIES (10 minutes)

GREETING Greet the learners in English.

SONG / RHYME Lyrics Actions

I don’t make excuses if I do Wave your forefinger in the air

something wrong.

I take responsibility and don’t Point towards your chest

blame anyone.

You can count on me to do Touch your neighbour on their

what I say that that I will do, shoulder

It is my job and responsibility Point towards your chest

to try to follow through!

THEME
chase, climb, torn, dirty
VOCABULARY

QUESTION OF THE DAY

Question What shows you that Duma was not being responsible?

Graph 3 COLUMN GRAPH

Options he played soccer / he chased frogs / he climbed trees

Follow-up questions

Question How many learners think Duma was not being responsible because he
played soccer?

Answer __ learners think Duma was not being responsible because he played
soccer.

Question How many learners think Duma was not being responsible because he
chased frogs?

Answer __ learners think Duma was not being responsible because he chased
frogs.

Question How many learners think Duma was not being responsible because he
climbed trees?

Answer __ learners think Duma was not being responsible because he climbed
trees.

Question What do most learners think?

Answer Most learners think Duma was not being responsible because __

Question What do fewest learners think?

150 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 6 - MONDAY
Answer Fewest learners think Duma was not being responsible because __

Question What shows you that Duma was not being responsible?

Answer He was not being responsible because he played soccer.

Answer He was not being responsible because he chased frogs.

Answer He was not being responsible because he climbed trees.

Sight word Practice

READING Practice reading the sight words for the week.

WEEK 6: MONDAY - PHONEMIC AWARENESS & PHONICS (5 minutes)

SOUND /-nk/

FLASHCARDS drink, pink, sink, wink

tank, bank, drank, plank

ACTIVITY INTRODUCE THE SOUND AND WORDS

1. Say the sound and hold up the flashcard /-nk/ for learners to see.
2. Say the sound and instruct learners to repeat the sound. Do this
three times.
3. Explain that when we see the letters n and k together in a word,
we must not say the sounds separately. We must say one sound:
/nk/
4. Say each word loudly and clearly as you show the flashcard: drink,
pink, sink, wink, tank, bank, drank, plank
5. Ask learners to repeat each word after you.
6. Stick up the flashcards on the Phonics Display Board.

drink tank

pink bank

sink drank

wink plank

LESSON PLAN: TERM 2 151

WEEK 6 - MONDAY
ALTERNATE PROGRAMME: PHONEMIC AWARENESS & PHONICS (5 minutes)

SOUND

FLASHCARDS

ACTIVITY

WEEK 6: MONDAY: GROUP GUIDED & INDEPENDENT READING (15 MINUTES)

GROUP GUIDED READING (SMALL GROUP)

GROUP GROUP 1

TEXT Use your tracker. Choose a text that is appropriate for the learners in
the group.

SIGHT WORDS Review any sight words that appear in the chosen text.

INDEPENDENT READING (WHOLE CLASS)

Learners use worksheet for independent reading.

152 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 6 - TUESDAY
WEEK 6: TUESDAY: SHARED READING (15 minutes)

TITLE Duma and his friends get lost

ACTIVITY SECOND READ

COMPREHENSION Make connections

STRATEGY

PURPOSE Making connections helps learners relate to the story and make good
guesses about feelings and personal experiences. This helps learners to
develop empathy for the feelings and experiences of other people.

Story Think aloud: Second read

On Saturday morning, Duma’s mother asked --

Duma to take a parcel to Uncle Harry’s farm
across the river. ‘Go now,’ she said. ‘You must
leave early so that you get back home before
dark.’

Duma set out for his Uncle Harry’s. He hadn’t

gotten very far when he saw his friends, Gugu
and Themba, playing soccer.
‘I’ll just play for a few minutes,’ Duma
thought. He put down his parcel and played
with his friends. Hours passed before he
remembered the task his mother had given
him.
‘I have to go! I will be late!’ Duma told his
friends.
‘I’ll come with you!’ Themba said.
‘Oh! I’ll also come - it will be an adventure!’
Gugu said.

Duma, Gugu and Themba set out for his Uncle --

Harry’s together. But when they got to the
river, Themba wanted to chase frogs.
‘We’ll just chase frogs for a few minutes,’
Duma thought. He put down his parcel and
chased frogs with his friends. Hours passed
before he remembered the task his mother
had given him.
‘We have to go! We will be late!’ Duma told
his friends.
They hurried across the bridge towards Uncle
Harry’s house.

LESSON PLAN: TERM 2 153

WEEK 6 - TUESDAY
Duma, Gugu and Themba left the parcel with Gugu must be feeling very frightened that
Uncle Harry and turned around to go back something bad will happen to them in the
home. forest! She must be wishing that they hadn’t
‘Let’s take a short cut through the forest,’ stopped to play! She must be worried about
Duma said. what her parents will say! If I were Gugu, I
But when they got to the forest, Gugu wanted would want to go home too!
to climb trees.
‘We’ll just climb trees for a few minutes,’
Duma thought. Hours passed before he
remembered that his mother told him to be
home before dark!
‘We have to go! We will be late!’ Duma told
his friends.
But it was already very dark. ‘I’m frightened - I
want to go home,’ said Gugu. They couldn’t
keep walking – it was too dark to see the
path! They were lost. They sat under a tree
and waited for daylight

As soon as the sun rose, Duma and his friends Duma must be feeling very anxious. It
began walking, trying to find their way back must be because he knows he shouldn’t
home. They did not stop to climb trees. They have played and played – he should’ve
did not stop to chase frogs. They did not stop gone right to his uncle’s house! I can make
to play soccer. a connection! Sometimes when I make a
‘I shouldn’t have played soccer. I shouldn’t mistake, I feel very anxious. I think about all
have chased frogs. I shouldn’t have climbed the things I should’ve done differently, just
trees,’ Duma thought. Hours passed before like Duma is doing!
they finally saw home.

They walked to Duma’s house. They were Duma and his friend must be feeling very
dirty from playing soccer. They were wet from tired. They must also be feeling very nervous
chasing frogs. Their clothing was torn from about going home late! That reminds me of
climbing trees. They were tired from getting how I felt to go to church late. I was afraid
lost in the dark. people would stare at me. I was afraid they
would think I was not responsible! Duma
and his friends must be feeling the same
way!

154 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 6 - TUESDAY
‘The whole village has been looking for you!’ Duma must be feeling very sorry for making
Mama said. ‘What happened?’ she asked. his mother worried. He must also be feeling
‘Sorry Mama, it’s all my fault!’ Duma said. He surprised that his mother isn’t angrier
didn’t know what to tell her… with him! I can make a connection. That
‘We had an adventure,’ Gugu said. They all reminds me of the time I was going to visit
began to laugh. my Aunt who lives far away. I was meant
to leave early in the morning. But, I was
‘I’m just happy you’re home!’ Mama said, as
busy with my friends and I didn’t leave until
she gave them a big hug.
the afternoon. I was thought she would be
very angry when I arrived. But, she was so
happy to see me! I was so surprised that she
wasn’t more cross.

Follow up questions Possible responses

Where did Duma and his friends sleep? They slept in the forest.

Duma feels anxious because he knows he I felt anxious like Duma when…
wasn’t responsible. He is thinking of all the
things he shouldn’t have done! Can you make
a connection? When was a time you felt
anxious like Duma?

Why question Possible responses

Why didn’t Duma and his friends stop to play • Because they wanted to get home
on the way home? quickly.
• Because they were worried that their
parents would be angry!
• Because they were tired and dirty.
• Because Duma was anxious about
what would happen when he got
home. He was anxious about what his
mother would say!

Formulating questions

• Teach the learners some simple question words, together with their meanings. For
example: what, who, when, where, how.
• Next ask learners to think about the story, and to try and formulate their own question.
• Tell learners to ‘turn and talk’ and ask each other their questions.
• Ask a few learners to share their questions with the whole class.
• Correct any errors with the form or content of the questions.
• Praise learners for their efforts and remind them that we must always ask questions
about everything that we read or hear.

LESSON PLAN: TERM 2 155

WEEK 6 - TUESDAY
WEEK 6: TUESDAY: WRITING (15 minutes)

WRITING FRAME I am responsible when I…

I…

Modelling:
1. Explain that today, learners will write about something they do that shows they are
responsible. This means that they will write about something they do to show they care
about others, care about themselves, or keep themselves safe!
2. Read the writing frame to learners.
3. Use modelling to show learners that you think before you write.
4. Tell learners some ideas you have for filling in the writing frame, like: I am responsible
when I pay my child’s school fees. I work hard to make sure my child can go to school! I
am a responsible parent.
5. Use modelling to draw a quick picture of your idea, like: Yourself at school, paying
school fees
6. Explain which words you will write. Draw a line for each word.
7. Use modelling to complete the writing frame: I am responsible when I pay my son’s
school fees. I work hard to send my child to school!
8. Say words slowly like a tortoise and write the sounds you know.
9. Use resources (sight words, theme vocabulary word) to add labels to your drawing, like:
me, school
10. Erase your example from the board. Explain this was just an example, but learners
must write their own ideas.

Oral Instructions:
1. Ask learners: What is something you do to show that you are responsible?
2. Explain that learners can think about anything that shows they care about themselves,
care about others, or keep themselves safe.
3. Explain that learners should come up with their own ideas – they should not copy your
idea!
4. Instruct learners to think before they write.
5. Instruct learners to turn and talk and share their ideas with a partner!
6. Call on 3-5 learners to tell you about something that shows they are responsible. They
must say: I am responsible when I…
7. Explain that learners will now use the writing frame to draw and write their own ideas!

156 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 6 - TUESDAY
Writing:
1. Hand out learner books.
2. As learners are writing, walk around the room and complete mini conferences.
3. Ask learners to read their writing.
4. Help learners complete the writing frame.
5. Help learners say words slowly like a tortoise and use resources.
6. Encourage learners.

LESSON PLAN: TERM 2 157

WEEK 6 - TUESDAY
WEEK 6: TUESDAY: GROUP GUIDED & INDEPENDENT READING (15 MINUTES)

GROUP GUIDED READING (SMALL GROUP)

GROUP GROUP 2

TEXT Use your tracker. Choose a text that is appropriate for the learners in
the group.

SIGHT WORDS Review any sight words that appear in the chosen text.

INDEPENDENT READING (WHOLE CLASS)

Learners use worksheet for independent reading.

158 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 6 - WEDNESDAY
WEEK 6: WEDNESDAY: DAILY ACTIVITIES (10 minutes)

GREETING Greet the learners in English.

SONG / RHYME Lyrics Actions

I don’t make excuses if I do Wave your forefinger in the air

something wrong.

I take responsibility and don’t Point towards your chest

blame anyone.

You can count on me to do what I Touch your neighbour on their

say that that I will do, shoulder

It is my job and responsibility to Point towards your chest

try to follow through!

I don’t make excuses if I do Wave your forefinger in the air

something wrong.

I take responsibility and don’t Point towards your chest

blame anyone.

THEME take care, animal, clean, feed

VOCABULARY

QUESTION OF THE DAY

Question What makes you responsible?

Graph 3 COLUMN GRAPH

Options I try my best in school / I help around my house / I take care of animals

Follow-up questions

Question How many learners are responsible because they try their best in
school?

Answer __ learners are responsible because they try their best in school.

Question How many learners are responsible because they help around their
house?

Answer __ learners are responsible because they help around their house.

Question How many learners are responsible because they take care of animals?

Answer __ learners are responsible because they take care of animals.

Question How do most learners try to be responsible?

Answer Most learners try to be responsible by __.

LESSON PLAN: TERM 2 159

WEEK 6 - WEDNESDAY
Question How do fewest learners try to be responsible?

Answer Fewest learners try to be responsible by __.

Question What makes you responsible?

Answer I am responsible because I try my best in school.

Answer I am responsible because I help around my house.

Answer I am responsible because I take care of animals.

READING Practice reading the sight words for the week.

WEEK 6: WEDNESDAY - PHONEMIC AWARENESS & PHONICS (5 minutes)

SOUND /-nk/

ACTIVITY SEGMENTING AND BLENDING (I DO)

1. Say the word drink
2. Segment the word into the individual sounds: /dr/ - /i/ - /nk/
3. Say the beginning sound of the word: drl/
4. Say the middle sound of the word: /i/
5. Say the end sound of the word: /nk/
6. Write the word on the board: drink
7. Model pointing and blending the sounds to make a word:
/dr/ - /i/ - /nk/ = drink
8. Remind learners that in English, when n and k are together in a
word they must be read together as a long sound: /nk/
9. Repeat this with the word drank

SEGMENTING AND BLENDING (WE DO)

1. Say the word plank
2. Ask learners: What is the first sound in the word? /pl/
3. Ask learners: What is the middle sound in the word? /a/
4. Ask learners: What is the last sound in the word? /nk/
5. Ask learners to segment the word into each individual sound:
/pl/ - /a/ - /nk/
6. Write the word: plank
7. Instruct learners to blend the sounds in the word with you:
/pl/ - /a/ - /nk/ = plank
8. Remind learners that in English, when n and k are together in a
word they must be read together as one sound: /nk/
9. Repeat this with the word wink

160 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 6 - WEDNESDAY
SEGMENTING AND BLENDING (YOU DO)
1. Instruct learners to take out their exercise books.
2. Instruct learners to write the heading: -nk words.
3. Instruct learners to write the numbers 1-8.
4. Make sure the flashcard words are covered. Learners must not
copy the words from the board.
5. Say each of the following words. Instruct learners to write the
word in their books.

pink wink tank drank drink sink bank plank

6. Uncover the Phonics Display Board. Instruct learners to check

their words against the flashcard words on the Phonics Display
Board.
7. Instruct learners to Practice reading the phonic words for
homework.

ALTERNATE PROGRAMME: PHONEMIC AWARENESS & PHONICS (5 minutes)

SOUND

ACTIVITY

WEEK 6: WEDNESDAY: GROUP GUIDED & INDEPENDENT READING (15 minutes)

GROUP GUIDED READING (SMALL GROUP)

GROUP GROUP 3

TEXT Use your tracker. Choose a text that is appropriate for the learners in
the group.

SIGHT WORDS Review any sight words that appear in the chosen text.

INDEPENDENT READING (WHOLE CLASS)

Learners use worksheet for independent reading.

LESSON PLAN: TERM 2 161

WEEK 6 - THURSDAY
WEEK 6: THURSDAY: SHARED READING (15 minutes)

TITLE Duma and his friends get lost

ACTIVITY Recount

COMPREHENSION Summarise
STRATEGY Make a connection

PURPOSE Asking a young learner to summarise the main points of a story is the
best way to check their understanding.
Making connections helps learners relate to the story and make good
guesses about feelings and personal experiences. This helps learners to
develop empathy for the feelings and experiences of other people.

SENTENCE FRAME In the story…

That reminds me of…

INSTRUCTIONS

1. Explain that when we summarise a story, we think about the most important things that
happened!
2. Explain that learners will talk about something important that happened in the story.
They will also make a connection to the story. They will think about how this is like
something from their own lives: Duma and his friends get lost
3. Use modelling to show learners how to give a short summary of something important
in the story, and how to make a connection, like: In the story, Duma and his friends play
and play even though they are supposed to go to Duma’s uncles house. That reminds
me of the time I talked and talked to my sister and was late to church.
4. Hold up the pictures. Instruct learners to look at the pictures and think about the most
important events in the story.
5. Instruct learners to think about their summary of the story.
6. Instruct learners to think about a connection they can make to something that
happened in the story.
7. Instruct learners to turn and talk and share their own summary with a partner (they
should not memorise what the teacher has said. This should be learners own ideas!)
8. Ask 2-3 learners to share their ideas with the class. Help the learners form complete
sentences.
9. Explain and correct any common problems to learners.

162 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 6 - THURSDAY
WEEK 6: THURSDAY: WRITING (15 minutes)

WRITING FRAME I feel…

I also feel…

Modelling:
1. Explain that today, learners will add sentences to their writing from Tuesday. Today we
will think about how we feel when we do something responsible!
2. Read the new writing frame to learners.
3. Use modelling to show learners that you think before you write.
4. Explain some ideas you have for filling in the writing frame, like: I feel good about myself
when I am responsible! I feel proud of myself. I feel good because I work hard and help
people in my family.
5. Use modelling to add to your drawing, like: Your son looking happy.
6. Explain which words you will write. Draw a line for each word.
7. Use modelling to complete the writing frame, like: I feel good about my hard work! I
also feel proud!
8. Say words slowly like a tortoise and write the sounds you know.
9. Use resources (sight words, theme vocabulary word) to add labels to your drawing, like:
son, responsible
10. Erase your example from the board. Explain this was just an example, but learners
must write their own ideas.

Oral Instructions:
1. Remind learners that on Tuesday, we wrote about something they do that shows
they are responsible. Today we will think about how we feel when we do something
responsible!
2. Ask learners: What did you write about on Tuesday?
3. Ask learners: How do you feel when you do that?
4. Explain that learners should come up with their own ideas – they should not copy your
idea!
5. Instruct learners to think before they write.
6. Instruct learners to turn and talk and share their ideas.
7. Call on 3-5 learners to tell you what they feel when they do something responsible.
They must say: I feel…
8. Explain that learners will now use the writing frame to draw and write their own ideas!

Writing:
1. Hand out learner books. Instruct learners to find their writing from Tuesday. They will
add to this!
2. As learners are writing, walk around the room and complete mini conferences.
3. Ask learners to read their writing.
4. Help learners complete the writing frame.
5. Help learners say words slowly like a tortoise and use resources.
6. Encourage learners.

LESSON PLAN: TERM 2 163

WEEK 6 - THURSDAY
Turn and Talk:
1. When there are 2-3 minutes left, instruct learners to put their pencils away.
2. Instruct learners to turn and talk with a partner about their writing.

Hang up learner drawings at learner eye-level around the room. This helps learners have
conversations using the theme vocabulary words.

164 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 6 - THURSDAY
WEEK 6: THURSDAY: GROUP GUIDED & INDEPENDENT READING (15 minutes)

GROUP GUIDED READING (SMALL GROUP)

GROUP GROUP 4

TEXT Use your tracker. Choose a text that is appropriate for the learners in
the group.

SIGHT WORDS Review any sight words that appear in the chosen text.

INDEPENDENT READING (WHOLE CLASS)

Learners use worksheet for independent reading.

LESSON PLAN: TERM 2 165

WEEK 6 - FRIDAY
WEEK 6: FRIDAY: DAILY ACTIVITIES (10 minutes)

GREETING Greet the learners in English.

SONG / RHYME Lyrics Actions

I don’t make excuses if I do Wave your forefinger in the air

something wrong.

I take responsibility and don’t Point towards your chest

blame anyone.

You can count on me to do what I Touch your neighbour on their

say that that I will do, shoulder

It is my job and responsibility to Point towards your chest

try to follow through!

I don’t make excuses if I do Wave your forefinger in the air

something wrong.

I take responsibility and don’t Point towards your chest

blame anyone.

You can count on me to do what I Touch your neighbour on their

say that that I will do, shoulder

It is my job and responsibility to Point towards your chest

try to follow through!

THEME fault, adventure, no one, everyone

VOCABULARY

QUESTION OF THE DAY

Question Whose fault do you think it is that Duma and his friends got lost?

Graph 5 COLUMN GRAPH

Duma’s fault / Themba’s fault / Gugu’s fault / everyone’s fault / no one’s

Options
fault

Follow-up questions

Question How many learners think it’s Duma’s fault?

Answer __ learners think it’s Duma’s fault.

Question How many learners think it’s Themba’s fault?

Answer __ learners think it’s Themba’s fault.

Question How many learners think it’s Gugu’s fault?

Answer __ learners think it’s Gugu’s fault.

166 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 6 - FRIDAY
Question How many learners think it’s everyone’s fault?

Answer __ learners think it’s everyone’s fault.

Question How many learners think it’s no-one’s fault?

Answer __ learners think it’s no-one’s fault.

Question Whose fault do you think it is that Duma and his friend’s got lost?

Answer I think it’s Duma’s fault.

Answer I think it’s Themba’s fault.

Answer I think it’s Gugu’s fault.

Answer I think it’s everyone’s fault.

Answer I think it’s no-one’s fault.

READING Practice reading the sight words for the week.

LESSON PLAN: TERM 2 167

WEEK 6 - FRIDAY
WEEK 6: FRIDAY: PHONEMIC AWARENESS & PHONICS (5 minutes)

SOUND /-nk/

FLASHCARDS drink, pink, sink, wink

tank, bank, drank, plank

ACTIVITY BEGINNING SOUND

1. Model isolating the beginning sound for learners. Say:
• /dr/ - ink (drink)
• /s/ - ink (sink)
2. Say two words: plank, drank
• Ask learners: Which word begins with the /pl/ sound? (plank)
3. Say two words: tank, bank
• Ask learners: Which word begins with the /b/ sound? (bank)
4. Say two words: drink, pink
• Ask learners: Which word begins with the /dr/ sound? (drink)

LETTER SWAP
1. Say the word: sink
2. Ask learners: What is the beginning sound? /s/
3. Ask learners: If I take away the /s/ and add /w/ what word does
that make?
4. Help learners to hear that the word is: w – i – nk = wink
5. Write: sink
6. Read the word: s – i – nk = sink
7. Erase: ‘s’
8. Write: ‘w’
9. Read the new word: w – i – nk = wink
10. Ask learners: What other words can you think of that end with
‘-ink’
11. Let learners brainstorm words. (pink, stink, etc.)

INFORMAL ASSESSMENT
1. Instruct learners to take out their exercise books.
2. Instruct learners to write the heading: -nk words
3. Instruct learners to write numbers from 1-4.
4. Make sure the flashcard words are covered on the display board.
Learners must not copy the words.
5. Say each of the following words. Instruct learners to write the
words in their book.

drink tank sink bank

6. Use the results to informally assess learners’ progress. Identify

learners who need extra support.

168 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 6 - FRIDAY
ALTERNATE PROGRAMME: PHONEMIC AWARENESS & PHONICS (5 minutes)

SOUND

FLASHCARDS

ACTIVITY

WEEK 6: FRIDAY: GROUP GUIDED & INDEPENDENT READING (15 minutes)

GROUP GUIDED READING (SMALL GROUP)

GROUP GROUP 5

TEXT Use your tracker. Choose a text that is appropriate for the learners in
the group.

SIGHT WORDS Review any sight words that appear in the chosen text.

INDEPENDENT READING (WHOLE CLASS)

Learners use worksheet for independent reading.

LESSON PLAN: TERM 2 169

WEEK 6 - FRIDAY
WEEK 2: FRIDAY: END OF WEEK LEARNING REVIEW

Note: There is no formal time allocated for this activity. Please try to fit it in to your classroom
routine at the end of each week.

1. Settle learners on the carpet at the end of the day.

2. Conduct the weekly language review session. You may choose to combine HL and FAL
learning in this review.
3. Remember to allow learners to ‘Turn and Talk’ and discuss their answers with a partner.
Then, select a few learners to share their answers with the class.
4. Use the following prompting questions to guide the language part of your discussion:
a. What was our language theme for the week?
b. Which stories did we read together?
c. What were your favourite new words of the week?
d. What did you learn from the stories we read?
e. What did we write about this week?
f. How did your own writing improve this week?
g. How did your own reading improve this week?
h. What are you most proud of this week?
5. Finally, tell learners to think about two things that they are going to tell their families
about what they learnt or how they improved at school this week.

Please note: This process of self-review and reflection is a critically important part of learning.
Please do not skip this weekly activity.

170 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

GRADE 2 - TERM 2

7
WEEK

THEME:
TRADITIONS
‘Culture grows on the vines of tradition.’
-Jonah Goldberg

171
WEEK 7
WEEK 7: CLASSROOM PREPARATION

1. At the start of each week, ensure that your classroom is neat and tidy.
2. Update your DISPLAY BOARDS, by removing items that are no longer relevant, and
storing them carefully.
3. Then, prepare the flashcard words and theme word illustrations that you will need.
4. Find and prepare items for your theme wall and table that will be of interest to learners,
for instance: anything traditional – traditional clothing, an emblem, something that
has been passed down, pictures of people celebrating different traditions e.g. opening
Christmas presents, cooking a stew etc. pictures of different traditions around the world
e.g. day of the dead, braai day, Brazilian carnival.
5. Do some research on the internet to prepare for the theme. For example: cultural
traditions around South Africa.
6. Make sure all learner exercise books and DBE Workbooks are marked, and neatly packed
where they belong.
7. Make sure all your big books, graded readers and classroom library books are in good
order.
8. Adjust your group guided reading groups if necessary.
9. Plan your informal and formal assessment activities for the week.

EXTENSION ACTIVITIES

These activities can be used as independent work for learners who finish their work early
OR while you are giving assessments to learners.

Activity 1 DBE Workbook 1: Let’s write & let’s write, page 67

Activity 2 DBE Workbook 1: Let’s read and write, page 69

Activity 3 DBE Workbook 1:Word work, page 70

Activity 4 Draw about your most recent birthday!

172 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 7
TERM 2: WEEK 7

OVERVIEW

THEME Traditions

THEME slaughter, animal, celebration, tradition, song, dance, learn, culture, pot,
VOCABULARY clay, dry, design

SIGHT WORDS soil, mixed, own, round, night

PHONICS /sp/ - spill, spell, spank, spunk, spit, spat, spin, spot

WRITING FRAME Tuesday Thursday

I want to learn how to…just like my… I am…

He / she is…

TERM 2: WEEK 7

DISCUSS THE THEME

PICTURE Show learners the picture of Lungi and her Gogo in the big book story:
My grandmother’s story

SHOW Show learners the picture of Lungi sitting next to her Gogo. Explain that
often, older people in our lives teach us about things our ancestors have
done. This is how traditions are passed down.

SAY • Explain that this week, we will learn about traditions. Traditions
are things that your family does, which have been passed down
for a long time!
• Ask learners: What are some traditions that your family has?
• Listen to learners’ responses. This will help you understand what
learners already know.
• Explain that this week, we will think of some of the traditions
families might have.

TEACH Teach learners the sight words for the week. Explain that learners will
see these words in their independent reading.
Teach learners the sight words for the week:
1. Learners copy down the sight words into their books.
2. Learners practise reading the sight words at home.

LESSON PLAN: TERM 2 173

WEEK 7 - MONDAY
WEEK 7: MONDAY: DAILY ACTIVITIES (15 minutes)

GREETING Greet the learners in English.

SONG / RHYME Lyrics Actions

These are Grandmother’s glasses make circles around each eye with
fingers

This is Grandmother’s cap hold fingers interlocked overhead

This is the way she folds her fold hands

hands

And lays them in her lap lay hands in lap.

THEME slaughter, animal, celebration, tradition

VOCABULARY

QUESTION OF THE DAY

Question Does your family slaughter an animal for special celebrations?

Graph 2 COLUMN GRAPH

Options yes / no

Follow up questions

Question How many learners wish to be bright?

Answer __ learners wish to be bright.

Question How many learners wish to be shiny?

Answer __ learners wish to be shiny.

Question How many learners wish to be fast?

Answer __ learners wish to be fast.

Question How many learners wish to be brave?

Answer __ learners wish to be brave.

Question What do most learners wish to be?

Answer Most learners wish to be __.

Question What do fewest learners wish to be?

Answer Fewest learners wish to be __.

174 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 7 - MONDAY
Question If you were a truck like Chuck, what would you wish to be?

Answer I wish to be bright.

Answer I wish to be shiny.

Answer I wish to be fast.

Answer I wish to be brave.

READING Practise reading the sight words for the week.

WEEK 7: MONDAY: PHONEMIC AWARENESS & PHONICS (5 minutes)

SOUND /sp/

FLASHCARDS spill, spell, spank, spunk, spit, spat, spin, spot

ACTIVITY INTRODUCE THE SOUND AND WORDS

1. Say the sound and hold up the flashcard /sp/ for learners to see.
2. Say the sound and instruct learners to repeat the sound. Do this
three times.
3. Explain that when we see the letters s and p together in a word,
we must not say the sounds separately. We must say one sound: /
sp/
4. Say each word loudly and clearly as you show the flashcard:
spill, spell, spank, spunk, spit, spat, spin, spot
5. Ask learners to repeat each word after you.
6. Stick up the flashcards on the Phonics Display Board

spill spit

spell spat

spank spin

spunk spot

LESSON PLAN: TERM 2 175

WEEK 7 - MONDAY
ALTERNATE PROGRAMME: PHONEMIC AWARENESS & PHONICS (5 minutes)

SOUND

FLASHCARDS

ACTIVITY

WEEK 7: MONDAY: GROUP GUIDED & INDEPENDENT READING (15 minutes)

GROUP GUIDED READING (SMALL GROUP)

GROUP GROUP 1

TEXT Use your tracker. Choose a text that is appropriate for the learners in
the group.

SIGHT WORDS Review any sight words that appear in the chosen text.

INDEPENDENT READING (WHOLE CLASS)

Learners use worksheet for independent reading.

176 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 7 - TUESDAY
WEEK 7: TUESDAY: SHARED READING (15 minutes)

TITLE My grandmother’s story

ACTIVITY PRE-READ

COMPREHENSION Predict
STRATEGY

PURPOSE By getting learners to predict, you are getting them to think about
the story before they have even read it. By predicting, learners are
developing their comprehension skills by thinking about the story.

PRE-READING ACTIVITY

1. Show learners the front cover of the story: My grandmother’s story

2. Read the title of the story.
3. Ask learners: What do you think will happen in this story?
4. Display the Big Book for learners to see. Make sure all learners can see the pictures in
the book.
5. Show learners the first picture.
6. Ask learners: What do you think is happening here?
7. Discuss the picture with learners.
8. Ask learners: What do you think might happen next?
9. Go through each picture in the book and ask learners these questions.
10. When you get to the last picture, ask learners: How do you think this story will end?
11. Thank learners for their predictions.
12. Explain that we will get to find out what will happen in the story on Thursday, in our first
read!

LESSON PLAN: TERM 2 177

WEEK 7 - TUESDAY
WEEK 7: TUESDAY: WRITING (15 minutes)

WRITING FRAME I want to learn how to…just like my…

He / she is…

Modelling:
1. Explain that today, learners will write about something they want to learn from
someone in their family.
2. Read the writing frame to learners.
3. Use modelling to show learners that you think before you write.
4. Tell learners some ideas you have for filling in the writing frame, like: I love to listen to
my uncle sing. He is such a good singer. I want to learn to sing just like him. I want him to
teach me all the songs he knows!
5. Use modelling to draw a quick picture of your idea, like: You listening to your uncle sing.
6. Explain which words you will write. Draw a line for each word.
7. Use modelling to complete the writing frame: I want to learn how to sing just like
uncle. He is the best singer I know!
8. Say words slowly like a tortoise and write the sounds you know.
9. Use resources (sight words, theme vocabulary word) to add labels to your drawing, like:
me, song
10. Erase your example from the board. Explain this was just an example, but learners
must write their own ideas.

Oral Instructions:
1. Ask learners: What do you want to learn from someone in your family?
2. Explain that learners should come up with their own ideas – they should not copy your
idea!
3. Instruct learners to think before they write.
4. Instruct learners to turn and talk and share their ideas with a partner!
5. Call on 3-5 learners to tell you about something they want to learn. They must say: I
want to learn how to…just like…
6. Explain that learners will now use the writing frame to draw and write their own ideas!

Writing:
1. Hand out learner books.
2. As learners are writing, walk around the room and complete mini conferences.
3. Ask learners to read their writing.
4. Help learners complete the writing frame.
5. Help learners say words slowly like a tortoise and use resources.
6. Encourage learners.

178 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 7 - TUESDAY
WEEK 7: TUESDAY: GROUP GUIDED & INDEPENDENT READING (15 minutes)

GROUP GUIDED READING (SMALL GROUP)

GROUP GROUP 2

TEXT Use your tracker. Choose a text that is appropriate for the learners in
the group.

SIGHT WORDS Review any sight words that appear in the chosen text.

INDEPENDENT READING (WHOLE CLASS)

Learners use worksheet for independent reading.

LESSON PLAN: TERM 2 179

WEEK 7 - WEDNESDAY
WEEK 7: WEDNESDAY: DAILY ACTIVITIES (15 minutes)

GREETING Greet the learners in English.

SONG / RHYME Lyrics Actions

I am windshield wipers. Bend your arm at your elbow you’re

your fingers pointing up

This is how I go: Move arms left and right, like wipers

Back and forth, back and Continue back and forth motion
forth,

In the rain and snow. Use your fingers to make rain / snow

THEME song, dance, learn, culture

VOCABULARY

QUESTION OF THE DAY

Question Explain that lots of cultures have special songs and dances.
Ask learners: Which would you rather learn?

Graph 2 COLUMN GRAPH

Options Songs from my culture / dances from my culture

Follow up questions

Question How many learners want to take a trip by boat?

Answer __ learners want to take a trip by boat.

Question How many learners want to take a trip by bike?

Answer __ learners want to take a trip by bike.

Question How many learners want to take a trip on foot?

Answer __ learners want to take a trip on foot.

Question How do most learners want to take a trip?

Answer Most learners want to __.

Question How do you want to take a trip?

Answer I want to take a trip by boat.

Answer I want to take a trip by bike.

Answer I want to take a trip on foot.

READING Practise reading the sight words for the week.

180 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 7 - WEDNESDAY
WEEK 7: WEDNESDAY: PHONEMIC AWARENESS & PHONICS (5 minutes)

SOUND /sp/

ACTIVITY SEGMENTING AND BLENDING (I DO)

1. Say the word spank
2. Segment the word into the individual sounds: /sp/ - /a/ - /nk/
3. Say the beginning sound of the word: /sp/
4. Say the middle sound of the word: /a/
5. Say the end sound of the word: /nk/
6. Write the word on the board: spank
7. Model pointing and blending the sounds to make a word: /sp/ -
/a/ - /nk/ = spank
8. Remind learners that in English, when s and p are together in a
word they must be read together as one sound: /sp/
9. Repeat this with the word spot

SEGMENTING AND BLENDING (WE DO)

1. Say the word spell
2. Ask learners: What is the first sound in the word? /sp/
3. Ask learners: What is the middle sound in the word? /e/
4. Ask learners: What is the last sound in the word? /ll/
5. Ask learners to segment the word into each individual sound:
/sp/ - /e/ - /ll/
6. Write the word: spell
7. Instruct learners to blend the sounds in the word with you:
/sp/ - /e/ - /ll/ = spell
8. Repeat this with the word spill

SEGMENTING AND BLENDING (YOU DO)

1. Instruct learners to take out their exercise books.
2. Instruct learners to write the heading: sp words.
3. Instruct learners to write the numbers 1-8.
4. Make sure the flashcard words are covered. Learners must not
copy the words from the board.
5. Say each of the following words. Instruct learners to write the
word in their books.

spell spunk spat spot spill spank spit spin

6. Uncover the Phonics Display Board. Instruct learners to check

their words against the flashcard words on the Phonics Display
Board.
7. Instruct learners to practise reading the phonic words for
homework

LESSON PLAN: TERM 2 181

WEEK 7 - WEDNESDAY
ALTERNATE PROGRAMME: PHONEMIC AWARENESS & PHONICS (5 minutes)

SOUND

ACTIVITY

WEEK 7: WEDNESDAY: GROUP GUIDED & INDEPENDENT READING (15 minutes)

GROUP GUIDED READING (SMALL GROUP)

GROUP GROUP 3

TEXT Use your tracker. Choose a text that is appropriate for the learners in
the group.

SIGHT WORDS Review any sight words that appear in the chosen text.

INDEPENDENT READING (WHOLE CLASS)

Learners use worksheet for independent reading.

182 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 7 - THURSDAY
WEEK 7: THURSDAY: SHARED READING (15 minutes)

TITLE My grandmother’s story

ACTIVITY READ ONE

COMPREHENSION I wonder…
STRATEGY Make inferences

PURPOSE By modelling how to think/wonder about a text, we teach learners two

things. Firstly, we teach learners that good readers do not just read the
words, they always think about what they are reading. Secondly, we
show learners the kinds of thoughts that we have about a text. By doing
this, we show learners how to think creatively and critically about a text.
In time, learners will start to do this for themselves.
Making inferences is a key thinking and comprehension skill. Learners
need to work out parts of a story by making inferences. Teach learners
that sometimes the details of a story are not written down – the reader
must make a good guess.

Story Think aloud: First read

Lungi had never seen anything as beautiful I can infer that Lungi doesn’t know how
as the pots her grandmother made. Her to make pots yet. I wonder why she wants
grandmother mixed the clay from the soil. It to make pots? Oh! I can infer that Lungi
seemed like magic to Lungi. ‘I want to make admires her grandmother! She wants – she
pots just like you!’ Lungi told her Gogo. Gogo wants to make just like her!
smiled. ‘That’s a good idea!’ she said, ‘I
learned to make pots when I was your age!’

‘When I was eight like you, I used to watch I can infer that Gogo learned how to make
my mother make clay pots. She mixed the clay pots from her mother. I wonder why
clay from the soil. She formed the pots with Lungi didn’t learn from her mother, like
her hands, and then she put them in the sun Gogo did? I wonder if Lungi’s mother can
to dry. The first time I made my own pot, she make pots?
showed me how to form the pot carefully and
turn it round and round. She showed me how
to scratch a design onto the pot to make it
beautiful! Then, she showed me how to put
it out in the sun to dry. But that night, while I
was asleep it began to rain! When I woke up,
I could not find my pot. All I could find was a
trail of red soil running down the garden! My
first pot was ruined!’ Gogo laughed.

LESSON PLAN: TERM 2 183

WEEK 7 - THURSDAY
Lungi sat with her Gogo and tried to imagine I can infer that Lungi’s mom doesn’t know
her as a little girl. ‘Why didn’t you teach my how to make pots like Gogo. If Lungi wants
mom?’ Lungi asked. ‘Oh Lungi, I tried!’ Gogo to learn, she will have to learn from Gogo!
laughed. ‘But, your mom never liked making
pots! Your mom loved to dance – she carried
on that tradition for us instead!’

Then Gogo showed Lungi how to mix clay I can infer that making pots isn’t very easy.
from the soil. She showed Lungi how to There are lot of steps and it takes lots of
form the pot carefully by turning it round work! I don’t think Lungi could have made
and round. She showed Lungi how to pots without someone’s help!
scratch designs onto her pots to make them
beautiful. She showed Lungi how to put her
pots out into the sun to make them dry.
‘You will need lots of practise!’ Gogo
explained. Lungi and Gogo made pots
together all day.

Once all Lungi’s pots were dry and shiny, I can infer that Lungi wants to keep her
Lungi picked out the one she was most proud favourite new pot. I can infer that Lungi
of. doesn’t want all of her hard work to be
‘Can I keep this one inside?’ Lungi asked ruined!
Gogo.
‘Why do you want to bring it inside?’ Gogo
asked.
Lungi looked up at the sky. There were clouds
in the distance. ‘I don’t want it to melt in the
rain, like your first pot!’ Lungi explained.

Follow up questions Possible responses

What is the most beautiful thing Lungi has Her grandmother’s pots.
ever seen?

How old was Gogo when she learned to make Gogo was eight years old, like Lungi.
pots?

Why question Possible responses

Why does Lungi want Gogo to teach her how • Because she thinks her Gogo’s pots are
to make pots? beautiful.
• Because she admires Gogo – she
wants to be more like her!
• Because Lungi’s mother doesn’t know
how to make pots – she has to learn
from her Gogo.
• Because making pots is not easy –
someone must show you what to do!

184 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 7 - THURSDAY
WEEK 7: THURSDAY: WRITING (15 minutes)

WRITING FRAME I want to learn this because…

I hope…

Modelling:
1. Explain that today, learners will add sentences to their writing from Tuesday. Today we
will think more about how we can learn from people in our families – just like Lungi
learns to make pots from her Gogo!
2. Read the new writing frame to learners.
3. Use modelling to show learners that you think before you write.
4. Explain some ideas you have for filling in the writing frame, like: Whenever I hear my
uncle sing I wish I could sing like him! I really hope I can ask him and he will teach me
how to become a better singer.
5. Use modelling to add to your drawing, like: Your son looking happy.
6. Explain which words you will write. Draw a line for each word.
7. Use modelling to complete the writing frame, like: I want to learn this because I want to
sing too! I hope he will teach me.
8. Say words slowly like a tortoise and write the sounds you know.
9. Use resources (sight words, theme vocabulary word) to add labels to your drawing, like:
sing, uncle
10. Erase your example from the board. Explain this was just an example, but learners
must write their own ideas.

Oral Instructions:
1. Remind learners that on Tuesday, we thought about something we wanted to learn.
Today we will think about why we want to learn that thing.
2. Instruct learners to think about what they wrote on Tuesday. They must continue writing
about the same topic today!
3. Ask learners: Why do you want to learn this?
4. Explain that learners should come up with their own ideas – they should not copy your
idea!
5. Instruct learners to think before they write.
6. Instruct learners to turn and talk and share their ideas with a partner.
7. Call on 3-5 learners to tell you their reasons. They must say: I want to learn…because…
8. Explain that learners will now use the writing frame to draw and write their own ideas!

Writing:
1. Hand out learner books. Instruct learners to find their writing from Tuesday. They will
add to this!
2. As learners are writing, walk around the room and complete mini conferences.
3. Ask learners to read their writing.
4. Help learners complete the writing frame.
5. Help learners say words slowly like a tortoise and use resources.
6. Encourage learners.

LESSON PLAN: TERM 2 185

WEEK 7 - THURSDAY
Turn and Talk:
1. When there are 2-3 minutes left, instruct learners to put their pencils away.
2. Instruct learners to turn and talk with a partner about their writing.

Hang up learner drawings at learner eye-level around the room. This helps learners have
conversations using the theme vocabulary words.

186 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 7 - THURSDAY
WEEK 7: THURSDAY: GROUP GUIDED & INDEPENDENT READING (15 minutes)

GROUP GUIDED READING (SMALL GROUP)

GROUP GROUP 4

TEXT Use your tracker. Choose a text that is appropriate for the learners in
the group.

SIGHT WORDS Review any sight words that appear in the chosen text.

INDEPENDENT READING (WHOLE CLASS)

Learners use worksheet for independent reading.

LESSON PLAN: TERM 2 187

WEEK 7 - FRIDAY
WEEK 7: FRIDAY: DAILY ACTIVITIES (15 minutes)

GREETING Greet the learners in English.

SONG / RHYME Lyrics Actions

I am windshield wipers. Bend your arm at your elbow

you’re your fingers pointing up

This is how I go: Move arms left and right, like

wipers

Back and forth, back and forth, Continue back and forth motion

In the rain and snow. Use your fingers to make rain /

snow

THEME pot, clay, dry, design

VOCABULARY

QUESTION OF THE DAY

Question Explain that in the Big Book story, making pots is a tradition in Lungi’s
family.
Ask learners: Does your Gogo make pots like Lungi’s Gogo?

Graph 2 COLUMN GRAPH

Options yes / no

Follow up questions

Question How many learners want to go by plane?

Answer -- learners want to go by plane.

Question How many learners want to go by train?

Answer -- learners want to go by train.

Question How many learners want to go by boat?

Answer -- learners want to go by boat.

Question How do most learners want to go?

Answer Most learners want to go by __.

Question How do fewest learners want to go?

Answer Fewest learners want to go by __.

188 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 7 - FRIDAY
Question How do you want to go?

Answer I want to go by plane.

Answer I want to go by train.

Answer I want to go by boat.

READING Practise reading the sight words for the week.

LESSON PLAN: TERM 2 189

WEEK 7 - FRIDAY
WEEK 7: FRIDAY: PHONEMIC AWARENESS & PHONICS (5 minutes)

SOUND /sp/

ACTIVITY BEGINNING SOUND

1. Model isolating the beginning sound for learners. Say:
• /tr/ − ot (trot)
• /sp/ − ot (spot)
2. Say two words: tank, spank
• Ask learners: Which word begins with the /sp/ sound? (spank)
3. Say two words: spell, bell
• Ask learners: Which word begins with the /b/ sound? (bell)
4. Say two words: quill, spill
• Ask learners: Which word begins with the /sp/ sound? (spill)

LETTER SWAP
1. Say the word: trunk
2. Ask learners: What is the beginning sound? /tr/
3. Ask learners: If I take away the /tr/ and add /sp/ what word does
that make?
4. Help learners to hear that the word is: sp – u – nk = spunk
5. Write: trunk
6. Read the word: tr – u – nk = trunk
7. Erase: ‘tr’
8. Write: ‘sp’
9. Read the new word: sp – u – nk = spunk
10. Ask learners: What other words can you think of that end with
‘-unk’
11. Let learners brainstorm words. (dunk, drunk, etc.)

INFORMAL ASSESSMENT
1. Instruct learners to take out their exercise books.
2. Instruct learners to write the heading: sp- words
3. Instruct learners to write numbers from 1-4.
4. Make sure the flashcard words are covered on the display board.
Learners must not copy the words.
5. Say each of the following words. Instruct learners to write the
words in their book.

spit spin spot spell

6. Use the results to informally assess learners’ progress. Identify

learners who need extra support.

190 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 7 - FRIDAY
ALTERNATE PROGRAMME: PHONEMIC AWARENESS & PHONICS (5 minutes)

SOUND

ACTIVITY

WEEK 7: FRIDAY: GROUP GUIDED READING and INDEPENDENT READING (15 minutes)

GROUP GUIDED READING (SMALL GROUP)

GROUP GROUP 5

TEXT Use your tracker. Choose a text that is appropriate for the learners in
the group.

SIGHT WORDS Review any sight words that appear in the chosen text.

INDEPENDENT READING (WHOLE CLASS)

Learners use worksheet for independent reading.

LESSON PLAN: TERM 2 191

WEEK 7 - FRIDAY
WEEK 7: FRIDAY: END OF WEEK LEARNING REVIEW

Note: There is no formal time allocated for this activity. Please try to fit it in to your
classroom routine at the end of each week.

1. Settle learners on the carpet at the end of the day.

2. Conduct the weekly language review session. You may choose to combine HL and FAL
learning in this review.
3. Remember to allow learners to ‘Turn and Talk’ and discuss their answers with a partner.
Then, select a few learners to share their answers with the class.
4. Use the following prompting questions to guide the language part of your discussion:
a. What was our language theme for the week?
b. Which stories did we read together?
c. What were your favourite new words of the week?
d. What did you learn from the stories we read?
e. What did we write about this week?
f. How did your own writing improve this week?
g. How did your own reading improve this week?
h. What are you most proud of this week?
5. Finally, tell learners to think about two things that they are going to tell their families
about what they learnt or how they improved at school this week.

Please note: This process of self-review and reflection is a critically important part of
learning. Please do not skip this weekly activity.

192 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

GRADE 2 - TERM 2

8
WEEK

THEME:
TRADITIONS
‘We are all part of a tradition, at least we depend on the past.’
-Klaus Schulze

193
WEEK 8
WEEK 8: CLASSROOM PREPARATION

1. At the start of each week, ensure that your classroom is neat and tidy.
2. Update your DISPLAY BOARDS, by removing items that are no longer relevant, and
storing them carefully.
3. Then, prepare the flashcard words and theme word illustrations that you will need.
4. Find and prepare items for your theme wall and table that will be of interest to learners,
for instance: traditional clothing, an emblem, something that has been passed down,
pictures of someone learning a tradition, pictures of different traditions around the
world e.g. day of the dead, braai day, Brazilian carnival.
5. Do some research on the internet to prepare for the theme. For example: teaching
children the importance of family and community traditions.
6. Make sure all learner exercise books and DBE Workbooks are marked, and neatly packed
where they belong.
7. Make sure all your big books, graded readers and classroom library books are in good
order.
8. Adjust your group guided reading groups if necessary.
9. Plan your informal and formal assessment activities for the week.

EXTENSION ACTIVITIES

These activities can be used as independent work for learners who finish their
work early OR while you are giving assessments to learners.

Activity 1 DBE Workbook 1: Let’s read, page

Activity 2 DBE Workbook 1: Word work, page

Activity 3 DBE Workbook 1: Let’s talk, page

Activity 4 Draw about something you do that shows you are responsible!

194 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 8
TERM 2: WEEK 8

OVERVIEW

THEME Traditions

THEME slaughter, animal, celebration, tradition, song, dance, learn, culture, pot,
VOCABULARY clay, dry, design, church, mosque, religion, pray, carry on, scratch, shiny,
inside, holidays, celebrate, clothing, jewellery

SIGHT WORDS rain, woke, ruined, dance, first

PHONICS /sp/ - spill, spell, spank, spunk, spit, spat, spin, spot

WRITING FRAME Tuesday Thursday

In my family we… I like when…

We do this because… I also like…

TERM 2: WEEK 8

INTRODUCE THE THEME

PICTURE Page 40 in the Big Book

SHOW Show learners the picture of Lungi’s grandmother making pots

SAY • Ask learners: What traditions do you have with your family?
• Listen to learner responses. Help learners to revise some of the
vocabulary from WEEK 7.
• Remind learners that a tradition is a special way of doing things
that families share together. A tradition is something we do lots of
times – not just once!
• Explain that this week, we will think more about traditions in our
families and communities.

TEACH Teach learners the sight words for the week. Explain that learners will
see these words in their independent reading.
Teach learners the sight words for the week:
1. Learners copy down the sight words into their books.
2. Learners practice reading the sight words at home.

LESSON PLAN: TERM 2 195

WEEK 8 - MONDAY
WEEK 8: MONDAY: DAILY ACTIVITIES (10 minutes)

GREETING Greet the learners in English.

SONG / RHYME Explain that a family tradition is something we gather together with our
family to do. A tradition is something that we do over and over again –
something we do every year, every week, or every day and not just one
time.

Lyrics Actions

We (extend this to: Wee-eee- Extend arms out

eeee)

Gather as a family! Make a circle with arms

We do (extend this to: dooo- Extend arms out

ooo—ooo)

Many fun things, it’s true!

Over and over and over again! Roll arms

It’s a tradition!

THEME church, mosque, religion, pray

VOCABULARY

QUESTION OF THE DAY

Question Explain that sometimes, family traditions can come from the religion we
practice. People practice different religions, and not everyone chooses to
practice a religion.
Ask learners: Do you know someone who has a different religion from
you?

Graph 2 COLUMN GRAPH

Options yes / no

Follow-up questions

Question How many learners know someone who has a different religion?

Answer __ learners know someone who has a different religion.

Question How many learners do not know someone who has a different
religion?

Answer __ learners do not know someone who has a different religion.

Question Do more learners know someone who has a different religion or not?

Answer More learners __ know someone who has a different religion.

196 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 8 - MONDAY
Question Do fewer learners know someone who has a different religion or not?

Answer Fewer learners __ know someone who has a different religion.

Question Do you know someone who has a different religion from you?

Answer Yes, I do know someone who has a different religion from me.

Answer No, I do not know someone who has a different religion from me.

Sight word Practice

READING Practice reading the sight words for the week.

WEEK 8: MONDAY - PHONEMIC AWARENESS & PHONICS (5 minutes)

SOUND /oo/ (long sound)

FLASHCARDS pool, fool, tool, drool

spoon, soon, moon, loon

ACTIVITY INTRODUCE THE SOUND AND WORDS

1. Say the sound and hold up the flashcard /oo/ for learners to see.
2. Say the sound and instruct learners to repeat the sound. Do this
three times.
3. Explain that when we see the letters o and o together in a word,
we must not say the sounds separately. We must say one long
sound: /oo/
4. Say each word loudly and clearly as you show the flashcard: pool,
fool, tool, drool, spoon, soon, moon, loon
5. Ask learners to repeat each word after you.
6. Stick up the flashcards on the Phonics Display Board.

pool spoon

fool soon

tool moon

drool loon

LESSON PLAN: TERM 2 197

WEEK 8 - MONDAY
ALTERNATE PROGRAMME: PHONEMIC AWARENESS & PHONICS (5 minutes)

SOUND

FLASHCARDS

ACTIVITY

WEEK 8: MONDAY: GROUP GUIDED & INDEPENDENT READING (15 MINUTES)

GROUP GUIDED READING (SMALL GROUP)

GROUP GROUP 1

TEXT Use your tracker. Choose a text that is appropriate for the learners in
the group.

SIGHT WORDS Review any sight words that appear in the chosen text.

INDEPENDENT READING (WHOLE CLASS)

Learners use worksheet for independent reading.

198 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 8 - TUESDAY
WEEK 8: TUESDAY: SHARED READING (15 minutes)

TITLE My grandmother’s story

ACTIVITY Second read

COMPREHENSION I wonder…
STRATEGY Make inferences

PURPOSE Making inferences is a key thinking and comprehension skill. Learners

need to work out parts of a story by making inferences. Teach learners
that sometimes the details of a story are not written down – the reader
must make a good guess.

Story Think aloud: Second read

Lungi had never seen anything as beautiful I can infer that Gogo is excited to teach Lungi
as the pots her grandmother made. Her how to make pots, just like her! It must feel
grandmother mixed the clay from the soil. It special that her granddaughter wants to do
seemed like magic to Lungi. ‘I want to make just what she does!
pots just like you!’ Lungi told her Gogo.
Gogo smiled. ‘That’s a good idea!’ she said,
‘I learned to make pots when I was your
age!’

‘When I was eight like you, I used to watch I can infer that the day Gogo first made pots
my mother make clay pots. She mixed the must have been an important day in her
clay from the soil. She formed the pots with life! She is an old lady now, but she can still
her hands, and then she put them in the sun remember all the way back to the first day
to dry. The first time I made my own pot, she she made pots! She is laughing now, but I
showed me how to form the pot carefully think it must have been said for little Gogo
and turn it round and round. She showed when her first pot was ruined!
me how to scratch a design onto the pot
to make it beautiful! Then, she showed me
how to put it out in the sun to dry. But that
night, while I was asleep it began to rain!
When I woke up, I could not find my pot.
All I could find was a trail of red soil running
down the garden! My first pot was ruined!’
Gogo laughed.

Lungi sat with her Gogo and tried to imagine I can infer that making pots and dancing
her as a little girl. ‘Why didn’t you teach my are both traditions in Lungi’s family. I can
mom?’ Lungi asked. ‘Oh Lungi, I tried!’ Gogo infer that Lungi is interested in learning the
laughed. ‘But, your mom never liked making tradition of making pots that the tradition of
pots! Your mom loved to dance – she carried dancing.
on that tradition for us instead!’

LESSON PLAN: TERM 2 199

WEEK 8 - TUESDAY
Then Gogo showed Lungi how to mix clay I can infer that Lungi must really like making
from the soil. She showed Lungi how to pots. She must be having fun with Gogo. I can
form the pot carefully by turning it round infer this because Lungi and Gogo made pots
and round. She showed Lungi how to together all day! I can infer that Lungi works
scratch designs onto her pots to make them hard to learn the tradition of making pots!
beautiful.

She showed Lungi how to put her pots out

into the sun to make them dry.
‘You will need lots of Practice!’ Gogo
explained. Lungi and Gogo made pots
together all day.

Once all Lungi’s pots were dry and shiny, I can infer that Lungi is thinking about the
Lungi picked out the one she was most first pot her Gogo ever made. She must be
proud of. remembering how it got ruined! I can infer
‘Can I keep this one inside?’ Lungi asked that Lungi is worried that the same thing will
Gogo. happen to her first pot!
‘Why do you want to bring it inside?’ Gogo
asked.
Lungi looked up at the sky. There were
clouds in the distance. ‘I don’t want it to
melt in the rain, like your first pot!’ Lungi
explained.

Follow up questions Possible responses

Who did Gogo learn to make pots from? She learned to make pots from her mother.

Why didn’t Lungi learn how to make pots Because her mother never learned how to
from her mother? make pots.

Why question Possible responses

Why did Lungi want to bring her favourite • Because Gogo’s first pot was ruined in
new pot inside? the rain!
• Because these are the first pots Lungi
ever made! They are special for that
reason.
• Maybe Lungi wants to show her mother
that she can finally make a pot on her
own.
• Because Lungi sees clouds. She
remembers that Gogo’s first pot got
ruined in the rain. She doesn’t want the
same thing to happen to her first pot!

200 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 8 - TUESDAY
Formulating questions

• Teach the learners some simple question words, together with their meanings. For
example: what, who, when, where, how.
• Next ask learners to think about the story, and to try and formulate their own question.
• Tell learners to ‘turn and talk’ and ask each other their questions.
• Ask a few learners to share their questions with the whole class.
• Correct any errors with the form or content of the questions.
• Praise learners for their efforts and remind them that we must always ask questions
about everything that we read or hear.

WEEK 8: TUESDAY: WRITING (15 minutes)

WRITING FRAME In my family we…

We do this because…

Modelling:
1. Explain that today, learners will write about a tradition they have in their family. Explain
that a tradition can be something like making pots or learning a traditional dance. Or, a
tradition can be something simpler – like eating a meal together every Sunday or always
slaughtering a chicken on Christmas.
2. Read the writing frame to learners.
3. Use modelling to show learners that you think before you write.
4. Tell learners some ideas you have for filling in the writing frame, like: In my family, we
always eat a chocolate cake for my dad’s birthday.
5. Use modelling to draw a quick picture of your idea, like: Yourself with your family, with a
cake on the table
6. Explain which words you will write. Draw a line for each word.
7. Use modelling to complete the writing frame: In my family, we eat chocolate cake for
my dad’s birthday. We do this because my dad loves chocolate cake.
8. Say words slowly like a tortoise and write the sounds you know.
9. Use resources (sight words, theme vocabulary word) to add labels to your drawing, like:
me, cake
10. Erase your example from the board. Explain this was just an example, but learners
must write their own ideas.

Oral Instructions:
1. Ask learners: What is a tradition your family has? What is something you do again and
again with your family?
2. Explain that learners can think about any kind of tradition that exists in their family.
3. Explain that learners should come up with their own ideas – they should not copy your
idea!
4. Instruct learners to think before they write.
5. Instruct learners to turn and talk and share their ideas with a partner!
6. Call on 3-5 learners to tell you about a family tradition. They must say: In my family…
7. Explain that learners will now use the writing frame to draw and write their own ideas!

LESSON PLAN: TERM 2 201

WEEK 8 - TUESDAY
Writing:
1. Hand out learner books.
2. As learners are writing, walk around the room and complete mini conferences.
3. Ask learners to read their writing.
4. Help learners complete the writing frame.
5. Help learners say words slowly like a tortoise and use resources.
6. Encourage learners.

202 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 8 - TUESDAY
WEEK 8: TUESDAY: GROUP GUIDED & INDEPENDENT READING (15 MINUTES)

GROUP GUIDED READING (SMALL GROUP)

GROUP GROUP 2

TEXT Use your tracker. Choose a text that is appropriate for the learners in
the group.

SIGHT WORDS Review any sight words that appear in the chosen text.

INDEPENDENT READING (WHOLE CLASS)

Learners use worksheet for independent reading.

LESSON PLAN: TERM 2 203

WEEK 8 - WEDNESDAY
WEEK 8: WEDNESDAY: DAILY ACTIVITIES (10 minutes)

GREETING Greet the learners in English.

SONG / RHYME Explain that a family tradition is something we gather together with our
family to do. A tradition is something that we do over and over again –
something we do every year, every week, or every day and not just one
time.

Lyrics Actions

We (extend this to: Wee-eee- Extend arms out

eeee)

Gather as a family! Make a circle with arms

We do (extend this to: dooo- Extend arms out

ooo—ooo)

Many fun things, it’s true!

Over and over and over again! Roll arms

It’s a tradition!

THEME carry on, scratch, shiny, inside

VOCABULARY

QUESTION OF THE DAY

Question Explain that in the story, Lungi’s mother didn’t learn how to make pots.
She carried on the tradition of dancing instead! When we carry on a
tradition, we keep it going so that it doesn’t get forgotten.
Ask learners: Which tradition would you prefer to carry on?

Graph 2 COLUMN GRAPH

Options making pots / traditional dancing

Follow-up questions

Question How many learners would prefer to carry on making pots?

Answer __ learners would prefer to carry on making pots.

Question How many learners would prefer to carry on traditional dancing?

Answer __ learners would prefer to carry on traditional dancing.

Question Would more learners prefer to carry on making pots or traditional

dancing?

Answer More learners would like to carry on __

204 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 8 - WEDNESDAY
Question Would fewer learners prefer to carry on making pots or traditional
dancing?

Answer Fewer learners would like to carry on __.

Question Which tradition would you prefer to carry on?

Answer I would like to carry on making pots.

Answer I would like to carry on traditional dancing.

READING Practice reading the sight words for the week.

WEEK 8: WEDNESDAY - PHONEMIC AWARENESS & PHONICS (5 minutes)

SOUND /oo/ (long sound)

SEGMENTING AND BLENDING (I DO)

1. Say the word pool
2. Segment the word into the individual sounds: /p/ - /oo/ - /l/
3. Say the beginning sound of the word: /p/
4. Say the middle sound of the word: /oo/
5. Say the end sound of the word: /l/
6. Write the word on the board: pool
7. Model pointing and blending the sounds to make a word:
/p/ - /oo/ - /l/ = pool
8. Remind learners that in English, when o and o are together in a
word they must be read together as one long sound: /oo/
9. Repeat this with the word moon

SEGMENTING AND BLENDING (WE DO)

1. Say the word spoon
2. Ask learners: What is the first sound in the word? /sp/
3. Ask learners: What is the middle sound in the word? /oo/
4. Ask learners: What is the last sound in the word? /n/
5. Ask learners to segment the word into each individual sound:
/sp/ - /oo/ - /n/
6. Write the word: spoon
7. Instruct learners to blend the sounds in the word with you:
/sp/ - /oo/ -/n/ = spoon
8. Repeat this with the word drool

LESSON PLAN: TERM 2 205

WEEK 8 - WEDNESDAY
ACTIVITY SEGMENTING AND BLENDING (YOU DO)
1. Instruct learners to take out their exercise books.
2. Instruct learners to write the heading: long oo words.
3. Instruct learners to write the numbers 1-8.
4. Make sure the flashcard words are covered. Learners must not
copy the words from the board.
5. Say each of the following words. Instruct learners to write the
word in their books.

pool spoon fool soon tool moon drool loon

6. Uncover the Phonics Display Board. Instruct learners to check

their words against the flashcard words on the Phonics Display
Board.
7. Instruct learners to practise reading the phonic words for
homework.

ALTERNATE PROGRAMME: PHONEMIC AWARENESS & PHONICS (5 minutes)

SOUND

ACTIVITY

WEEK 8: WEDNESDAY: GROUP GUIDED & INDEPENDENT READING (15 minutes)

GROUP GUIDED READING (SMALL GROUP)

GROUP GROUP 3

TEXT Use your tracker. Choose a text that is appropriate for the learners in
the group.

SIGHT WORDS Review any sight words that appear in the chosen text.

INDEPENDENT READING (WHOLE CLASS)

Learners use worksheet for independent reading.

206 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 8 - THURSDAY
WEEK 8: THURSDAY: SHARED READING (15 minutes)

TITLE My grandmother’s story

ACTIVITY Recount

PURPOSE Recounting helps young learners to get used to sharing their own
opinions, as they must choose the part of the story that they liked best.
It also shows if the child understood the story or not.

SENTENCE FRAME In the story…

I like when…

INSTRUCTIONS

1. Explain that when we summarise a story, we think about the most important things that
happened!
2. Explain that learners will summarise the important parts of the story. Then, learners will
explain something they liked about the story.
3. Use modelling to show learners how to give a short summary of something important in
the story, and how to make a connection, like: In the story, Gogo teaches Lungi how to
make pots. I liked when Lungi tried to think about Gogo as a little girl, like her.
4. Hold up the pictures. Instruct learners to look at the pictures and think about the most
important events in the story.
5. Instruct learners to think about their summary of the story.
6. Instruct learners to think about something they liked about the story.
7. Instruct learners to turn and talk and share their own recount with a partner (they
should not memorise what the teacher has said. This should be learners own ideas!)
8. Ask 2-3 learners to share their ideas with the class. Help the learners form complete
sentences.
9. Explain and correct any common problems to learners.

LESSON PLAN: TERM 2 207

WEEK 8 - THURSDAY
WEEK 8: THURSDAY: WRITING (15 minutes)

WRITING FRAME I like when…

I also like…

Modelling:
1. Explain that today, learners will add sentences to their writing from Tuesday. Today we
will think about what we like about our family traditions.
2. Read the new writing frame to learners.
3. Use modelling to show learners that you think before you write.
4. Explain some ideas you have for filling in the writing frame, like: I like when my family
gets together. I also like when we eat chocolate cake. I love this tradition!
5. Use modelling to add to your drawing, like: facial expressions – everyone looking happy!
6. Explain which words you will write. Draw a line for each word.
7. Use modelling to complete the writing frame, like: I like when my family gets together! I
also like to eat chocolate cake!
8. Say words slowly like a tortoise and write the sounds you know.
9. Use resources (sight words, theme vocabulary word) to add labels to your drawing, like:
family, tradition
10. Erase your example from the board. Explain this was just an example, but learners
must write their own ideas.

Oral Instructions:
1. Remind learners that on Tuesday, we thought about a tradition in our family. We
thought about what we do.
2. Explain that today, we will add some things we like about this family tradition.
3. Ask learners: What tradition did you write about on Tuesday?
4. Ask learners: What do you like about this tradition?
5. Explain that learners should come up with their own ideas – they should not copy your
idea!
6. Instruct learners to think before they write.
7. Instruct learners to turn and talk and share their ideas with a partner.
8. Call on 3-5 learners to tell you what they think about Jabu’s mistake. They must say: I
like when…
9. Explain that learners will now use the writing frame to draw and write their own ideas!

Writing:
1. Hand out learner books. Instruct learners to find their writing from Tuesday. They will
add to this!
2. As learners are writing, walk around the room and complete mini conferences.
3. Ask learners to read their writing.
4. Help learners complete the writing frame.
5. Help learners say words slowly like a tortoise and use resources.
6. Encourage learners.

208 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 8 - THURSDAY
Turn and Talk:
1. When there are 2-3 minutes left, instruct learners to put their pencils away.
2. Instruct learners to turn and talk with a partner about their writing.

Hang up learner drawings at learner eye-level around the room. This helps learners have
conversations using the theme vocabulary words.

LESSON PLAN: TERM 2 209

WEEK 8 - THURSDAY
WEEK 8: THURSDAY: GROUP GUIDED & INDEPENDENT READING (15 minutes)

GROUP GUIDED READING (SMALL GROUP)

GROUP GROUP 4

TEXT Use your tracker. Choose a text that is appropriate for the learners in
the group.

SIGHT WORDS Review any sight words that appear in the chosen text.

INDEPENDENT READING (WHOLE CLASS)

Learners use worksheet for independent reading.

210 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 8 - FRIDAY
WEEK 8: FRIDAY: DAILY ACTIVITIES (10 minutes)

GREETING Greet the learners in English.

SONG / RHYME Explain that a family tradition is something we gather together with our
family to do. A tradition is something that we do over and over again –
something we do every year, every week, or every day and not just one
time.

Lyrics Actions

We (extend this to: Wee-eee- Extend arms out

eeee)

Gather as a family! Make a circle with arms

We do (extend this to: dooo- Extend arms out

ooo—ooo)

Many fun things, it’s true!

Over and over and over again! Roll arms

It’s a tradition!

THEME holidays, celebrate, clothing, jewellery

VOCABULARY

QUESTION OF THE DAY

Question Do you wear anything special to celebrate holidays?

Graph 3 COLUMN GRAPH

Options I wear special jewellery / I wear special clothing / I do not wear anything
special

Follow-up questions

Question How many learners wear special jewellery?

Answer __ learners wear special jewellery.

Question How many learners wear special clothing?

Answer __ learners wear special clothing.

Question How many learners do not wear anything special?

Answer __ learners do not wear anything special.

LESSON PLAN: TERM 2 211

WEEK 8 - FRIDAY
Question Do you wear anything special to celebrate holidays?

Answer Yes, I wear special jewellery.

Answer Yes, I wear special clothing.

Answer No, I do not wear anything special.

READING Practice reading the sight words for the week.

WEEK 8: FRIDAY: PHONEMIC AWARENESS & PHONICS (5 minutes)

SOUND /oo/ (long sound)

FLASHCARDS pool, fool, tool, drool

spoon, soon, moon, loon

ACTIVITY BEGINNING SOUND

1. Model isolating the beginning sound for learners. Say:
• /p/ − ool (pool)
• /t/ − ool (tool)
2. Say two words: loon, moon
• Ask learners: Which word begins with the /m/ sound? (moon)
3. Say two words: spoon, soon
• Ask learners: Which word begins with the /sp/ sound? (spoon)
4. Say two words: drool, fool
• Ask learners: Which word begins with the /dr/ sound? (drool)

LETTER SWAP
1. Say the word: pool
2. Ask learners: What is the beginning sound? /p/
3. Ask learners: If I take away the /p/ and add /dr/ what word does
that make?
4. Help learners to hear that the word is: dr – oo – l = drool
5. Write: pool
6. Read the word: p – oo – l = pool
7. Erase: ‘p’
8. Write: ‘dr’
9. Read the new word: dr – oo – l = drool
10. Ask learners: What other words can you think of that end with
‘-ool’
11. Let learners brainstorm words. (tool, fool, etc.)

212 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 8 - FRIDAY
INFORMAL ASSESSMENT
1. Instruct learners to take out their exercise books.
2. Instruct learners to write the heading: long oo words
3. Instruct learners to write numbers from 1-4.
4. Make sure the flashcard words are covered on the display board.
Learners must not copy the words.
5. Say each of the following words. Instruct learners to write the
words in their book.

pool fool soon moon

6. Use the results to informally assess learners’ progress. Identify

learners who need extra support.

ALTERNATE PROGRAMME: PHONEMIC AWARENESS & PHONICS (5 minutes)

SOUND

FLASHCARDS

ACTIVITY

WEEK 8: FRIDAY: GROUP GUIDED & INDEPENDENT READING (15 minutes)

GROUP GUIDED READING (SMALL GROUP)

GROUP GROUP 5

TEXT Use your tracker. Choose a text that is appropriate for the learners in
the group.

SIGHT WORDS Review any sight words that appear in the chosen text.

INDEPENDENT READING (WHOLE CLASS)

Learners use worksheet for independent reading.

LESSON PLAN: TERM 2 213

WEEK 8 - FRIDAY
WEEK 8: FRIDAY: END OF WEEK LEARNING REVIEW

Note: There is no formal time allocated for this activity. Please try to fit it in to your classroom
routine at the end of each week.

1. Settle learners on the carpet at the end of the day.

2. Conduct the weekly language review session. You may choose to combine HL and FAL
learning in this review.
3. Remember to allow learners to ‘Turn and Talk’ and discuss their answers with a partner.
Then, select a few learners to share their answers with the class.
4. Use the following prompting questions to guide the language part of your discussion:
a. What was our language theme for the week?
b. Which stories did we read together?
c. What were your favourite new words of the week?
d. What did you learn from the stories we read?
e. What did we write about this week?
f. How did your own writing improve this week?
g. How did your own reading improve this week?
h. What are you most proud of this week?
5. Finally, tell learners to think about two things that they are going to tell their families
about what they learnt or how they improved at school this week.

Please note: This process of self-review and reflection is a critically important part of learning.
Please do not skip this weekly activity.

214 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

GRADE 2 - TERM 2

9
WEEK

THEME:
FACT OR FICTION?
‘Fiction is the lie through which we tell the truth.’
- Albert Camus

215
WEEK 9
WEEK 9: CLASSROOM PREPARATION

1. At the start of each week, ensure that your classroom is neat and tidy.
2. Update your DISPLAY BOARDS, by removing items that are no longer relevant, and
storing them carefully.
3. Then, prepare the flashcard words and theme word illustrations that you will need.
4. Find and prepare items for your theme wall and table that will be of interest to learners,
for instance: pictures of animals – whale, octopus, giraffe etc. cardboard cutouts of
question marks, fact book, picture of the world, a magnifying glass.
5. Do some research on the internet to prepare for the theme. For example: how to teach
young children about facts.
6. Make sure all learner exercise books and DBE Workbooks are marked, and neatly packed
where they belong.
7. Make sure all your big books, graded readers and classroom library books are in good
order.
8. Adjust your group guided reading groups if necessary.
9. Plan your informal and formal assessment activities for the week.

EXTENSION ACTIVITIES

These activities can be used as independent work for learners who finish their work early
OR while you are giving assessments to learners.

Activity 1 DBE Workbook 1: Let’s read, page 73

Activity 2 DBE Workbook 1: Let’s write, page 74 & 75

Activity 3 DBE Workbook 1: Let’s do, page 75

Who is someone who teaches you new things? Draw a picture of this
Activity 4
person.

216 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 9
TERM 2: WEEK 9

OVERVIEW

THEME Fact or Fiction?

THEME fact, fiction, true, untrue, high, springbok, kangaroo, metre, camouflage,
VOCABULARY chameleon, octopus, protect

SIGHT WORDS know, giraffe, reach, tongues, higher

PHONICS /oo/ (long sound) - pool, fool, tool, drool, spoon, soon, moon, loon

WRITING FRAME Tuesday Thursday

Facts I know: Facts I want to know:

1. I know that… 1. I want to know…
2. I know that… 2. I want to know…

TERM 2: WEEK 9

INTRODUCE THE THEME

PICTURE The front cover of the Big Book: Did you know?

SHOW Show learners the front cover and read learners the title of the book.

SAY • Explain that this week, our Big Book story is a little bit different!
Usually we read fiction – we read stories! This week, we won’t
read fiction. We won’t read a story. Instead we will read a book
which has lots of true facts in it.
• Ask learners: What are some facts about animals that you know?
• Listen to learner responses. This will help you understand what
learners already know about the concept of facts.
• Explain that this week, we will think about the different facts in
the book and why facts are important!

TEACH Teach learners the sight words for the week. Explain that learners will
see these words in their independent reading.
Teach learners the sight words for the week:
1. Learners copy down the sight words into their books.
2. Learners practice reading the sight words at home.

LESSON PLAN: TERM 2 217

WEEK 9 - MONDAY
WEEK 9: MONDAY: DAILY ACTIVITIES (10 minutes)

GREETING Greet the learners in English.

SONG / RHYME Lyrics Actions

The arms on an octopus, Put up eight fingers

number eight!

1-2-3-4-5-6-7-8 Count with your fingers from one up

to eight

All curled up then pointing Curl up your fingers, point them

straight. straight

1-2-3-4-5-6-7-8 Count with your fingers from one up

to eight

In the ocean, whales and seals Make waves with your hands
wait,

1-2-3-4-5-6-7-8 Count with your fingers from one up

to eight

To put an octopus on their Pretend to take a big bite

plate!

1-2-3-4-5-6-7-8 Count with your fingers from one up

to eight

THEME fact, fiction, true, untrue

VOCABULARY

QUESTION OF THE DAY

Question Which fact do you think is true?

Graph 3 COLUMN GRAPH

Options chimpanzees can learn maths / a giraffe’s tongue can reach its ear /
octopuses can change colours

Follow up questions

Question How many learners think it’s true that chimpanzees can learn maths?

Answer __ learners think it’s true that chimpanzees can learn maths.

Question How many learners think it’s true that a giraffe’s tongue can reach its
ear?

Answer __ learners think it’s true that a giraffe’s tongue can reach its ear.

218 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 9 - MONDAY
Question How many learners think it’s true that octopuses can change colours?

Answer __ learners think it’s true that octopuses can change colours.

Question What do most learners think is true?

Answer Most learners think it’s true that __.

Question What do fewest learners think is true?

Answer Fewest learners think it’s true that __.

Question Which fact do you think is true?

Answer I think it’s true that chimpanzees can learn maths.

Answer I think it’s true that a giraffe’s tongue can reach its ear.

Answer I think it’s true that octopuses can change colours.

EXPLAIN Explain that all of these facts are true! We will learn facts like these, and
other facts, in our Big Book this week.

READING Practice reading the sight words for the week.

LESSON PLAN: TERM 2 219

WEEK 9 - MONDAY
WEEK 9: MONDAY - PHONEMIC AWARENESS & PHONICS (5 minutes)

SOUND /oo/ (short sound)

FLASHCARDS book, look, hook, took, crook

good, wood, hood

ACTIVITY INTRODUCE THE SOUND AND WORDS

1. Say the sound and hold up the flashcard /oo/ for learners to see.
2. Say the sound and instruct learners to repeat the sound. Do this
three times.
3. Explain that last week we learnt about the long /oo/ sound.
4. Explain that when we see the letters o and o together in a word,
they can say another short sound: /oo/
5. Say each word loudly and clearly as you show the flashcard: book,
look, hook, took, crook, good, wood, hood
6. Ask learners to repeat each word after you.
7. Stick up the flashcards on the Phonics Display Board.

book good

look wood

hook hood

took

crook

ALTERNATE PROGRAMME: PHONEMIC AWARENESS & PHONICS (5 minutes)

SOUND

FLASHCARDS

ACTIVITY

220 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 9 - MONDAY
WEEK 9: MONDAY: GROUP GUIDED & INDEPENDENT READING (15 minutes)

GROUP GUIDED READING (SMALL GROUP)

GROUP GROUP 1

TEXT Use your tracker. Choose a text that is appropriate for the learners in
the group.

SIGHT WORDS Review any sight words that appear in the chosen text.

INDEPENDENT READING (WHOLE CLASS)

Learners use worksheet for independent reading.

LESSON PLAN: TERM 2 221

WEEK 9 - TUESDAY
WEEK 9: TUESDAY: SHARED READING (15 minutes)

TITLE Did you know?

ACTIVITY PRE-READ

COMPREHENSION Predict
STRATEGY

PURPOSE By getting learners to predict, you are getting them to think about
the story before they have even read it. By predicting, learners are
developing their comprehension skills by thinking about the story.

PRE-READING ACTIVITY

1. Show learners the front cover of the story: Did you know?
2. Read the title of the story.
3. Ask learners: What do you think will happen in this story?
4. Display the Big Book for learners to see. Make sure all learners can see the pictures in
the book.
5. Show learners the first picture.
6. Ask learners: What do you think is happening here?
7. Discuss the picture with learners.
8. Ask learners: What do you think might happen next?
9. Go through each picture in the book and ask learners these questions.
10. When you get to the last picture, ask learners: How do you think this story will end?
11. Thank learners for their predictions.
12. Read through the story once. Code switch where necessary.

222 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 9 - TUESDAY
WEEK 9: TUESDAY: WRITING (15 minutes)

WRITING FRAME Facts I know:

1. I know that…
2. I know that…

Modelling:
1. Explain that today, learners will make a list with a heading.
2. Explain that a heading tells us what the list will be about. Point to the heading (Facts I
know)
3. Explain that when we write a list, we use numbers (point to the numbers on the writing
frame).
4. Read the writing frame to learners. Explain that today, we will make a list of facts we
know. These are things we know are true about the world!
5. Use modelling to show learners that you think before you write.
6. Tell learners some ideas you have for filling in the writing frame, like: I know lots of facts
about lots of different things. I really like maps and the world. I know that there are 195
countries in the world. I also know that the highest mountain in the world is Mount
Everest. I know that the country with the most people in the world is China.
7. Use modelling to draw a quick picture for each of your ideas, like: a quick world map, a
high mountain, a Chinese flag
8. Explain which words you will write. Draw a line for each word.
9. Use modelling to complete the writing frame: Facts I know: 1. I know that there are 195
countries. 2. I know that the highest mountain is called Everest.
10. Say words slowly like a tortoise and write the sounds you know.
11. Use resources (sight words, theme vocabulary word) to add labels to your drawing, like:
me, fact, know
12. Erase your example from the board. Explain this was just an example, but learners
must write their own ideas.

Oral Instructions:
1. Ask learners: What are some facts you know?
2. Explain that learners can think of facts about anything: animals, South Africa, how things
are made, etc. (Even simple facts about humans are acceptable, for example: Humans
have two arms.
3. Explain that learners should come up with their own ideas – they should not copy your
idea!
4. Instruct learners to think before they write.
5. Instruct learners to turn and talk and share their ideas.
6. Call on 3-5 learners to tell you about one fact they know. They must say: I know that…
7. Explain that learners will now use the writing frame to draw and write their own ideas!

LESSON PLAN: TERM 2 223

WEEK 9 - TUESDAY
Writing:
1. Hand out learner books.
2. As learners are writing, walk around the room and complete mini conferences.
3. Ask learners to read their writing.
4. Help learners complete the writing frame.
5. Help learners say words slowly like a tortoise and use resources.
6. Encourage learners.

224 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 9 - TUESDAY
WEEK 9: TUESDAY: GROUP GUIDED & INDEPENDENT READING (15 minutes)

GROUP GUIDED READING (SMALL GROUP)

GROUP GROUP 2

TEXT Use your tracker. Choose a text that is appropriate for the learners in
the group.

SIGHT WORDS Review any sight words that appear in the chosen text.

INDEPENDENT READING (WHOLE CLASS)

Learners use worksheet for independent reading.

LESSON PLAN: TERM 2 225

WEEK 9 - WEDNESDAY
WEEK 9: WEDNESDAY: DAILY ACTIVITIES (10 minutes)

GREETING Greet the learners in English.

SONG / RHYME Lyrics Actions

The arms on an octopus, number Put up eight fingers

eight!

1-2-3-4-5-6-7-8 Count with your fingers from one

up to eight

All curled up then pointing Curl up your fingers, point them

straight. straight

1-2-3-4-5-6-7-8 Count with your fingers from one

up to eight

In the ocean, whales and seals Make waves with your hands
wait,

1-2-3-4-5-6-7-8 Count with your fingers from one

up to eight

To put an octopus on their plate! Pretend to take a big bite

1-2-3-4-5-6-7-8 Count with your fingers from one

up to eight

THEME high, springbok, kangaroo, metre

VOCABULARY

QUESTION OF THE DAY

Question Which animal do you think can jump highest?

Graph 3 COLUMN GRAPH

Options a springbok / a lion / a kangaroo

Follow up questions

Question How many learners think a springbok can jump the highest?

Answer __ learners think a springbok can jump the highest.

Question How many learners think a lion can jump the highest?

Answer __ learners think a lion can jump the highest.

Question How many learners think a kangaroo can jump the highest?

Answer __ learners think a kangaroo can jump the highest.

226 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 9 - WEDNESDAY
Question Which animal do most learners think can jump the highest?

Answer Most learners think a __ can jump the highest.

Question Which animal do fewest learners think can jump the highest?

Answer Fewest learners think a __ can jump the highest.

Question Which animal do you think can jump the highest?

Answer I think a springbok can jump the highest.

Answer I think a lion can jump the highest.

Answer I think a kangaroo can jump the highest.

EXPLAIN Explain that we will learn the answer to this question in our first read
tomorrow!

READING Practice reading the sight words for the week.

LESSON PLAN: TERM 2 227

WEEK 9 - WEDNESDAY
WEEK 9: WEDNESDAY - PHONEMIC AWARENESS & PHONICS (5 minutes)

SOUND /oo/ (short sound)

ACTIVITY SEGMENTING AND BLENDING (I DO)

1. Say the word crook
2. Segment the word into the individual sounds: /cr/ - /oo/ - /k/
3. Say the beginning sound of the word: /cr/
4. Say the middle sound of the word: /oo/
5. Say the end sound of the word: /k/
6. Write the word on the board: crook
7. Model pointing and blending the sounds to make a word:
/cr/ - /oo/ - /k/ = crook
8. Remind learners that in English, when o and o are together in
a word they must be read together as one sound: /oo/ (short
sound)
9. Repeat this with the word good

SEGMENTING AND BLENDING (WE DO)

1. Say the word hood
2. Ask learners: What is the first sound in the word? /h/
3. Ask learners: What is the middle sound in the word? /oo/
4. Ask learners: What is the last sound in the word? /d/
5. Ask learners to segment the word into each individual sound:
/h/ - /oo/ - /d/
6. Write the word: hood
7. Instruct learners to blend the sounds in the word with you:
/h/ - /oo/ -/d/ = hood
8. Repeat this with the word hook

SEGMENTING AND BLENDING (YOU DO)

1. Instruct learners to take out their exercise books.
2. Instruct learners to write the heading: short oo words.
3. Instruct learners to write the numbers 1-8.
4. Make sure the flashcard words are covered. Learners must not
copy the words from the board.
5. Say each of the following words. Instruct learners to write the
word in their books.

book good look wood hook took hood crook

6. Uncover the Phonics Display Board. Instruct learners to check

their words against the flashcard words on the Phonics Display
Board.
7. Instruct learners to practise reading the phonic words for
homework.

228 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 9 - WEDNESDAY
ALTERNATE PROGRAMME: PHONEMIC AWARENESS & PHONICS (5 minutes)

SOUND

ACTIVITY

WEEK 9: WEDNESDAY: GROUP GUIDED & INDEPENDENT READING (15 minutes)

GROUP GUIDED READING (SMALL GROUP)

GROUP GROUP 3

TEXT Use your tracker. Choose a text that is appropriate for the learners in
the group.

SIGHT WORDS Review any sight words that appear in the chosen text.

INDEPENDENT READING (WHOLE CLASS)

Learners use worksheet for independent reading.

LESSON PLAN: TERM 2 229

WEEK 9 - THURSDAY
WEEK 9: THURSDAY: SHARED READING (15 minutes)

TITLE Did you know?

ACTIVITY First read

COMPREHENSION Visualise
STRATEGY

PURPOSE Visualisation helps learners to see how the events in the text are
connected to each other. This helps them to think about the story as a
whole. This also helps to give meaning to the words on the page – by
turning them into a scene from a movie in our minds.

Story Think aloud: First read

Did you know? I can visualise someone sneezing again and

It is impossible to sneeze with your eyes again and again.
open.
Normally, we just sneeze a few times. But,
sneezing can go on for years!
The world record for the longest sneezing fit
was 976 days! Can you imagine sneezing for
so many days?

Did you know? It says that giraffes and humans both have
Both giraffes and humans have seven seven bones in their necks. Giraffes have very
vertebrae (bones) in their necks. long necks – much longer than humans! I can
Giraffes use their long necks to reach the visualise the giraffe bones next to the human
leaves from the higher branches of trees. bones. The giraffe bones must be much
This means they can reach leaves that most bigger than little human neck bones!
other animals cannot!
Giraffes have long tongues, too! A giraffe's
tongue is long enough to lick its ear!

Did you know? I am visualising a chimpanzee hand next

Chimpanzees are closely related to human to a human hand. They both have fingers
beings. As a result, we are similar in some and thumbs. But, I can visualise the furry
interesting ways! We both have hands with chimpanzee hand next to the smooth human
thumbs, which help us hold things. We also hand.
have some similar behaviours. For example,
both humans and chimpanzees laugh when
they play, and they hug to show love.
They are very smart animals. They can be
trained to recognise numbers and they can
learn to identify numbers more quickly than
us.

230 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 9 - THURSDAY
Did you know? I can visualise a chameleon standing in front
Some animals change their colours very of leaves. Its skin is green. Then, it moves
quickly. They do this to camouflage and stands in the sand. Its colour changes to
themselves when they need to hide. brown, like the sand!
When a chameleon or an octopus move
from one surface to another, their
skin colour changes to that of the new
background. This helps them to hide from
their enemies!

Sea creatures like seals, whales and large I can visualise a whale chasing after an
fish, like to eat octopuses. Octopuses do octopus. Then, suddenly, the octopus squirts
not only change colour to help protect her inky fluid into the water. She camouflages
themselves. If they are threatened, they herself! I can visualise the whale looking so
can also squirt an inky fluid from their body confused.
that darkens the water around them. This
bothers and confuses their attacker!

Did you know? I can visualise a little springbok jumping high

Springboks can jump high and far! up into the air. I can visualise her jumping
Springboks can jump four metres into the over a bush!
air! The African lion can jump a distance of
ten metres when chasing prey. Australian
kangaroos can jump up to thirteen metres.
Good human athletes can only jump about
eight metres.

Out of all jumping animals, though, the flea I can visualise myself as a superhero, jumping
is the champion! It can jump up to three easily over a soccer stadium! That is very
hundred times its body length. Imagine this: high! This tells me that flies can jump very
if a flea was half a centimetre, it could jump high!
over your head!
If humans could jump like fleas, we would be
able to jump over a soccer stadium!

Did you know? --

There are so many interesting facts about
animals that we can learn from books!
Which new facts did you like learning most?

LESSON PLAN: TERM 2 231

WEEK 9 - THURSDAY
Follow up questions Possible responses

Which animals can camouflage themselves? Chameleons and octopuses

Which animal has behaviours like a human? Chimpanzees have some similar behaviours
to humans.

Why question Possible responses

Visualise all the facts you learned in the • I liked learning…

book! Which fact did you like learning about
the most?

WEEK 9: THURSDAY: WRITING (15 minutes)

WRITING FRAME Facts I want to know:

1. I want to know…
2. I want to know…

Modelling:
1. Explain that today, learners will add another section to their lists.
2. Explain that they will add a heading. Point to the new heading (Facts I want to know)
3. Remind learners that when we write a list, we use numbers (point to the numbers on
the writing frame).
4. Read the writing frame to learners. Explain that today, we will make a list of facts we
want to know!
5. Use modelling to show learners that you think before you write.
6. Explain some ideas you have for filling in the writing frame, like: I want to know what
the biggest country in Africa is. I want to know what the biggest mountain in Africa is. I
want to know how many people live in South Africa.
7. Use modelling to add a quick drawing to show yourself thinking, like: yourself with
thought bubbles with question marks inside.
8. Explain which words you will write. Draw a line for each word.
9. Use modelling to complete the writing frame, like: Facts I want to know: 1. I want to
know how many people live in South Africa. 2. I want to know the biggest country in
Africa.
10. Say words slowly like a tortoise and write the sounds you know.
11. Use resources (sight words, theme vocabulary word) to add labels to your drawing, like:
fact, question
12. Erase your example from the board. Explain this was just an example, but learners
must write their own ideas.

232 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 9 - THURSDAY
Oral Instructions:
1. Remind learners that on Tuesday, we thought about facts we know. Today we are
thinking about things we want to know. These are things we don’t know yet, but want to
learn about!
2. Ask learners: What do you want to know?
3. Explain that learners should come up with their own ideas – they should not copy your
idea!
4. Instruct learners to think before they write.
5. Instruct learners to turn and talk and share their ideas.
6. Call on 3-5 learners to tell you one thing they want to know. They must say: I want to
know…
7. Explain that learners will now use the writing frame to draw and write their own ideas!

Writing:
1. Hand out learner books. Instruct learners to find their writing from Tuesday. They will
add a heading and a list to their writing!
2. As learners are writing, walk around the room and complete mini conferences.
3. Ask learners to read their writing.
4. Help learners complete the writing frame.
5. Help learners say words slowly like a tortoise and use resources.
6. Encourage learners.

Turn and Talk:

1. When there are 2-3 minutes left, instruct learners to put their pencils away.
2. Instruct learners to turn and talk with a partner about their writing.

Hang up learner drawings at learner eye-level around the room. This helps learners have
conversations using the theme vocabulary words.

LESSON PLAN: TERM 2 233

WEEK 9 - THURSDAY

WEEK 9: THURSDAY: GROUP GUIDED & INDEPENDENT READING (15 minutes)

GROUP GUIDED READING (SMALL GROUP)

GROUP GROUP 4

TEXT Use your tracker. Choose a text that is appropriate for the learners in
the group.

SIGHT WORDS Review any sight words that appear in the chosen text.

INDEPENDENT READING (WHOLE CLASS)

Learners use worksheet for independent reading.

234 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 9 - FRIDAY
WEEK 9: FRIDAY: DAILY ACTIVITIES (10 minutes)

GREETING Greet the learners in English.

SONG / RHYME Lyrics Actions

The arms on an octopus, number Put up eight fingers

eight!

1-2-3-4-5-6-7-8 Count with your fingers from one

up to eight

All curled up then pointing Curl up your fingers, point them

straight. straight

1-2-3-4-5-6-7-8 Count with your fingers from one

up to eight

In the ocean, whales and seals Make waves with your hands
wait,

1-2-3-4-5-6-7-8 Count with your fingers from one

up to eight

To put an octopus on their plate! Pretend to take a big bite

1-2-3-4-5-6-7-8 Count with your fingers from one

up to eight

THEME camouflage, chameleon, octopus, protect

VOCABULARY

QUESTION OF THE DAY

Question Remind learners that in our book, we learned that when a chameleon or
an octopus move from one surface to another, their skin colour changes
to that of the new background. This means that they can hide and
protect themselves because other animals can’t see them easily. (Show
learners the picture in the Big Book, page 59)
Ask learners: What do you think is better camouflaged?

Graph 2 COLUMN GRAPH

Options a chameleon / an octopus

Follow up questions

Question How many learners think a chameleon is better camouflaged?

Answer __ learners think a chameleon is better camouflaged.

Question How many learners think an octopus is better camouflaged?

Answer __ learners think an octopus is better camouflaged.

LESSON PLAN: TERM 2 235

WEEK 9 - FRIDAY
Question What do more learners think is better camouflaged?

Answer More learners think __ is better camouflaged.

Question What do fewer learners think is better camouflaged?

Answer Fewer learners think __ is better camouflaged.

Question What do you think is better camouflaged?

Answer I think a chameleon is better camouflaged.

Answer I think an octopus is better camouflaged.

READING Practice reading the sight words for the week.

WEEK 9: FRIDAY: PHONEMIC AWARENESS & PHONICS (5 minutes)

SOUND /oo/ (short sound)

FLASHCARDS book, look, hook, took, crook

good, wood, hood

ACTIVITY BEGINNING SOUND

1. Model isolating the beginning sound for learners. Say:
• /b/ − ook (book)
• /l/ − ook (look)
2. Say two words: crook, took
• Ask learners: Which word begins with the /cr/ sound? (crook)
3. Say two words: good, wood
• Ask learners: Which word begins with the /w/ sound? (wood)
4. Say two words: hook, book
• Ask learners: Which word begins with the /b/ sound? (book)

LETTER SWAP
1. Say the word: book
2. Ask learners: What is the beginning sound? /b/
3. Ask learners: If I take away the /b/ and add /cr/ what word does
that make?
4. Help learners to hear that the word is: cr – oo – k = crook
5. Write: book
6. Read the word: b – oo – k = book
7. Erase: ‘b’
8. Write: ‘cr’
9. Read the new word: cr – oo – k = crook
10. Ask learners: What other words can you think of that end with
‘-ook’

236 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 9 - FRIDAY
11. Let learners brainstorm words. (look, took, etc.)

INFORMAL ASSESSMENT
1. Instruct learners to take out their exercise books.
2. Instruct learners to write the heading: short oo words
3. Instruct learners to write numbers from 1-4.
4. Make sure the flashcard words are covered on the display board.
Learners must not copy the words.
5. Say each of the following words. Instruct learners to write the
words in their book.

good wood hook look

6. Use the results to informally assess learners’ progress. Identify

learners who need extra support.

ALTERNATE PROGRAMME: PHONEMIC AWARENESS & PHONICS (5 minutes)

SOUND

FLASHCARDS

ACTIVITY

WEEK 9: FRIDAY: GROUP GUIDED & INDEPENDENT READING (15 minutes)

GROUP GUIDED READING (SMALL GROUP)

GROUP GROUP 5

Use your tracker. Choose a text that is appropriate for the learners in
TEXT
the group.

SIGHT WORDS Review any sight words that appear in the chosen text.

INDEPENDENT READING (WHOLE CLASS)

Learners use worksheet for independent reading.

LESSON PLAN: TERM 2 237

WEEK 9 - FRIDAY
WEEK 9: FRIDAY: END OF WEEK LEARNING REVIEW

Note: There is no formal time allocated for this activity. Please try to fit it in to your classroom
routine at the end of each week.

1. Settle learners on the carpet at the end of the day.

2. Conduct the weekly language review session. You may choose to combine HL and FAL
learning in this review.
3. Remember to allow learners to ‘Turn and Talk’ and discuss their answers with a partner.
Then, select a few learners to share their answers with the class.
4. Use the following prompting questions to guide the language part of your discussion:
a. What was our language theme for the week?
b. Which stories did we read together?
c. What were your favourite new words of the week?
d. What did you learn from the stories we read?
e. What did we write about this week?
f. How did your own writing improve this week?
g. How did your own reading improve this week?
h. What are you most proud of this week?
5. Finally, tell learners to think about two things that they are going to tell their families
about what they learnt or how they improved at school this week.

Please note: This process of self-review and reflection is a critically important part of learning.
Please do not skip this weekly activity.

238 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

GRADE 2 - TERM 2

10
WEEK

THEME:
FACT OR FICTION?
‘Truth happens in the heart. A fact happens in reality.’
- Toba Beta

239
WEEK 10
WEEK 10: CLASSROOM PREPARATION

1. At the start of each week, ensure that your classroom is neat and tidy.
2. Update your DISPLAY BOARDS, by removing items that are no longer relevant, and
storing them carefully.
3. Then, prepare the flashcard words and theme word illustrations that you will need.
4. Find and prepare items for your theme wall and table that will be of interest to learners,
for instance: pictures of animals – whale, octopus, giraffe etc. cardboard cutouts of
question marks, fact book, picture of the world, a magnifying glass.
5. Do some research on the internet to prepare for the theme. For example: interesting fun
facts for children.
6. Make sure all learner exercise books and DBE Workbooks are marked, and neatly packed
where they belong.
7. Make sure all your big books, graded readers and classroom library books are in good
order.
8. Adjust your group guided reading groups if necessary.
9. Plan your informal and formal assessment activities for the week.

EXTENSION ACTIVITIES

These activities can be used as independent work for learners who finish their work early
OR while you are giving assessments to learners.

Activity 1 DBE Workbook 1: Let’s do, page 76

Activity 2 DBE Workbook 1: Word work, page 77

Activity 3 DBE Workbook 1: Let’s write, page 77

Activity 4 Draw about something you do that shows you are responsible!

240 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 10
TERM 2: WEEK 10

OVERVIEW

THEME Fact or Fiction?

THEME fact, fiction, true, untrue, high, springbok, kangaroo, metre, camouflage,
VOCABULARY chameleon, octopus, protect, reach, interesting, related, behaviours,
inky, squirt, attack, attacker, champion, athlete, flea, sneeze

SIGHT WORDS hide, colour, enemies, helps, when

PHONICS /oo/ (short sound) - book, look, hook, took, crook, good, wood, hood

WRITING FRAME Tuesday Thursday

I like learning about… I want to learn more about…

I think this is interesting because… One thing I want to know is…

TERM 2: WEEK 10

INTRODUCE THE THEME

PICTURE The front cover of the Big Book: Did you know?

SHOW Show learners the front cover and read learners the title of the book.

SAY • Ask learners: What new facts have you learned?

• Listen to learner responses. This will help you check their
understanding of the new vocabulary.
• Remind learners we are learning about facts. We are learning how
facts are different from fiction (stories!)
• Explain that this week, we will think more about the facts that are
in our Big Book: Did you know?

TEACH Teach learners the sight words for the week. Explain that learners will
see these words in their independent reading.
Teach learners the sight words for the week:
1. Learners copy down the sight words into their books.
2. Learners practice reading the sight words at home.

LESSON PLAN: TERM 2 241

WEEK 10 - MONDAY
WEEK 10: MONDAY: DAILY ACTIVITIES (10 minutes)

GREETING Greet the learners in English.

SONG / RHYME Lyrics Actions

(can be sung to
Do you have green skin? Touch your skin
the tune of ‘Do
your ears hang Do you shed the skin you’re in? Pretend to shed your skin
low’)
Can you change your colour, too? Roll your hands around

Can you turn from green to blue? -

Do you live among the trees? Raise arms high up in the air and
pretend to be a tree

Blending in with sticks and leaves? Stand very close to your friend

Then you’re a chameleon! -

THEME
reach, interesting, related, behaviours
VOCABULARY

QUESTION OF THE DAY

Question Which fact do you think is most interesting?

Graph 3 COLUMN GRAPH

Options giraffes can reach leaves that other animals cannot / humans are closely
related to chimpanzees / humans and chimpanzees both give hugs

Follow-up questions

Question How many learners think it is most interesting that giraffes can reach
leaves that other animals cannot?

Answer __ learners think it is most interesting that giraffes can reach leaves that
other animals cannot.

Question How many learners think it is most interesting that humans are closely
related to chimpanzees?

Answer __ learners think it is most interesting that humans are closely related to
chimpanzees.

Question How many learners think it is most interesting that humans and
chimpanzees both give hugs?

Answer __ learners think it is most interesting that humans and chimpanzees

both give hugs.

242 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 10 - MONDAY
Question What do most learners think is most interesting?

Answer Most learners think it is most interesting that __.

Question What do fewest learners think is most interesting?

Answer Fewest learners think it is most interesting that __.

Question Which fact do you think is most interesting?

Answer I think it is most interesting that giraffes can reach leaves that others
cannot.

Answer I think it is most interesting that humans are closely related to

chimpanzees.

Answer I think it is most interesting that humans and chimpanzees both give
hugs.

READING Practice reading the sight words for the week.

WEEK 10: MONDAY - PHONEMIC AWARENESS & PHONICS (5 minutes)

SOUND REVISION

FLASHCARDS /ee/ /cr/ /ng/ /br/ /pl/ /-nk/ /sp/ /oo/ (long sound) /oo/ (short
sound)

ACTIVITY Revise sounds

1. Say the sound and hold up the flashcard for all sounds covered in
the term: /ee/ /cr/ /ng/ /br/ /pl/ /-nk/ /sp/ /oo/ (long sound) /
oo/ (short sound)
2. Hold up the flashcards in different orders and ask individual
learners to read the sounds.
3. Stick up the sound flashcards on the chalkboard.
4. Ask a few different learners to come a build words on the
chalkboard.
5. Then, ask learners to build and write down as many words as they
can in their books using the sounds covered during the term and
single sounds taught previously.

LESSON PLAN: TERM 2 243

WEEK 10 - MONDAY
ALTERNATE PROGRAMME: PHONEMIC AWARENESS & PHONICS (5 minutes)

SOUND

FLASHCARDS

ACTIVITY

WEEK 10: MONDAY: GROUP GUIDED & INDEPENDENT READING (15 MINUTES)

GROUP GUIDED READING (SMALL GROUP)

GROUP GROUP 1

TEXT Use your tracker. Choose a text that is appropriate for the learners in
the group.

SIGHT WORDS Review any sight words that appear in the chosen text.

INDEPENDENT READING (WHOLE CLASS)

Learners use worksheet for independent reading.

244 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 10 - TUESDAY
WEEK 10: TUESDAY: SHARED READING (15 minutes)

TITLE Did you know?

ACTIVITY Second read

COMPREHENSION I wonder…
STRATEGY Visualise

PURPOSE By modelling how to think/wonder about a text, we teach learners two

things. Firstly, we teach learners that good readers do not just read the
words, they always think about what they are reading. Secondly, we
show learners the kinds of thoughts that we have about a text. By doing
this, we show learners how to think creatively and critically about a text.
In time, learners will start to do this themselves.
Visualisation helps learners to see how the events in the text are
connected to each other. This helps them to think about the story as a
whole. This also helps to give meaning to the words on the page – by
turning them into a scene from a movie in our minds.

Story Think aloud: Second read

Did you know? I am visualizing sneezing for 976 days. I

It is impossible to sneeze with your eyes wonder if it hurts to sneeze that many
open. times?
Normally, we just sneeze a few times. But,
sneezing can go on for years!
The world record for the longest sneezing fit
was 976 days! Can you imagine sneezing for
so many days?

Did you know? I wonder if there is any animal in the world

Both giraffes and humans have seven with a longer neck than a giraffe?
vertebrae (bones) in their necks.
Giraffes use their long necks to reach the
leaves from the higher branches of trees. This
means they can reach leaves that most other
animals cannot!
Giraffes have long tongues, too! A giraffe's
tongue is long enough to lick its ear!

Did you know? I can visualise chimpanzees laughing and

Chimpanzees are closely related to human hugging each other. I can visualise a little,
beings. As a result, we are similar in some furry chimpanzee saying numbers. I wonder
interesting ways! We both have hands with if chimpanzees are the smartest animals?
thumbs, which help us hold things. We also
have some similar behaviours. For example,
both humans and chimpanzees laugh when
they play, and they hug to show love.

LESSON PLAN: TERM 2 245

WEEK 10 - TUESDAY
They are very smart animals. They can be
trained to recognise numbers and they can
learn to identify numbers more quickly than
us.

Did you know? I wonder if there are any other animals that
Some animals change their colours very can camouflage themselves?
quickly. They do this to camouflage
themselves when they need to hide.
When a chameleon or an octopus move from
one surface to another, their skin colour
changes to that of the new background. This
helps them to hide from their enemies!

Sea creatures like seals, whales and large fish, I wonder what colours an octopus changes
like to eat octopuses. Octopuses do not only to? Do they only change to the colour of
change colour to help protect themselves. water?
If they are threatened, they can also squirt
an inky fluid from their body that darkens
the water around them. This bothers and
confuses their attacker!

Did you know? I wonder how high I can jump?

Springboks can jump high and far! Springboks
can jump four metres into the air! The African
lion can jump a distance of ten metres when
chasing prey. Australian kangaroos can jump
up to thirteen metres. Good human athletes
can only jump about eight metres.

Out of all jumping animals, though, the flea --

is the champion! It can jump up to three
hundred times its body length. Imagine this:
if a flea was half a centimetre, it could jump
over your head!
If humans could jump like fleas, we would be
able to jump over a soccer stadium!

Did you know? After reading this book, I wonder so many

There are so many interesting facts about new things! These facts make me want to
animals that we can learn from books! Which know even more.
new facts did you like learning most?

246 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 10 - TUESDAY
Follow up questions Possible responses

If humans could jump like fleas, how high We could jump over a soccer stadium!
could we jump?

How many bones do humans and giraffes They have seven bones.
have in their necks?

Why question Possible responses

What questions do you have after reading this • I wonder…

book? • I want to know…

Formulating questions

• Teach the learners some simple question words, together with their meanings. For
example: what, who, when, where, how.
• Next ask learners to think about the story, and to try and formulate their own question.
• Tell learners to ‘turn and talk’ and ask each other their questions.
• Ask a few learners to share their questions with the whole class.
• Correct any errors with the form or content of the questions.
• Praise learners for their efforts and remind them that we must always ask questions
about everything that we read or hear.

LESSON PLAN: TERM 2 247

WEEK 10 - TUESDAY
WEEK 10: TUESDAY: WRITING (15 minutes)

WRITING FRAME I like learning about…

I think this is interesting because…

Modelling:
1. Explain that today, learners will write about something they enjoy learning about. They
will think about why they like learning about that topic.
2. Read the writing frame to learners.
3. Use modelling to show learners that you think before you write.
4. Tell learners some ideas you have for filling in the writing frame, like: There are so many
things we can learn about! We can learn about animals, people, different places, the
ocean, the human body, foods, and so many other things. I really like learning about the
ocean. I think it is interesting because it is like a whole different world!
5. Use modelling to draw a quick picture of your idea, like: yourself reading a book about
the ocean.
6. Explain which words you will write. Draw a line for each word.
7. Use modelling to complete the writing frame: I like learning about the ocean. I think
this is interesting because the ocean is like a different world!
8. Say words slowly like a tortoise and write the sounds you know.
9. Use resources (sight words, theme vocabulary word) to add labels to your drawing, like:
learn, book
10. Erase your example from the board. Explain this was just an example, but learners
must write their own ideas.

Oral Instructions:
1. Ask learners: What is something you like learning about?
2. Explain that learners can think about anything at all that they really like learning about.
3. Instruct learners to visualise themselves learning about the topic they enjoy! They can
visualise some things they have learned about this topic.
4. Ask learners: Why do you like learning about that topic?
5. Explain that learners should come up with their own ideas – they should not copy your
idea!
6. Instruct learners to think before they write.
7. Instruct learners to turn and talk and share their ideas with a partner!
8. Call on 3-5 learners to tell you about something they like learning about. They must say: I
like learning about…
9. Explain that learners will now use the writing frame to draw and write their own ideas!

Writing:
1. Hand out learner books.
2. As learners are writing, walk around the room and complete mini conferences.
3. Ask learners to read their writing.
4. Help learners complete the writing frame.
5. Help learners say words slowly like a tortoise and use resources.
6. Encourage learners.

248 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 10 - TUESDAY
WEEK 10: TUESDAY: GROUP GUIDED & INDEPENDENT READING (15 MINUTES)

GROUP GUIDED READING (SMALL GROUP)

GROUP GROUP 2

Use your tracker. Choose a text that is appropriate for the learners in
TEXT
the group.

SIGHT WORDS Review any sight words that appear in the chosen text.

INDEPENDENT READING (WHOLE CLASS)

Learners use worksheet for independent reading.

LESSON PLAN: TERM 2 249

WEEK 10 - WEDNESDAY
WEEK 10: WEDNESDAY: DAILY ACTIVITIES (10 minutes)

GREETING Greet the learners in English.

SONG / RHYME Lyrics Actions

Do you have green skin? Touch your skin

Do you shed the skin you’re in? Pretend to shed your skin

Can you change your colour, too? Roll your hands around

Can you turn from green to blue? -

Do you live among the trees? Raise arms high up in the air and
pretend to be a tree

Blending in with sticks and leaves? Stand very close to your friend

Then you’re a chameleon! -

THEME inky, squirt, attack, attacker

VOCABULARY

QUESTION OF THE DAY

Question What do you think is most interesting about octopuses?

Graph 3 COLUMN GRAPH

Options they can squirt an inky fluid from their body / they can confuse their
attackers / they can camouflage themselves

Follow-up questions

Question How many learners the most interesting thing about octopuses is that
they can squirt an inky fluid from their body?

Answer __ learners think it is most interesting that octopuses can squirt an inky
fluid from their body.

Question How many learners think the most interesting thing about octopuses
is that they can confuse their attackers?

Answer __ learners think it is most interesting that octopuses can confuse their
attackers.

Question How many learners think the most interesting thing about octopuses
is that they can camouflage themselves?

Answer __ learners think it is most interesting that octopuses can camouflage

themselves.

250 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 10 - WEDNESDAY
Question What do most learners think is the most interesting thing about
octopuses?

Answer Most learners think the most interesting thing about octopuses is that
__ .

Question What do fewest learners think is the most interesting thing about
octopuses?

Answer Fewest learners think the most interesting thing about octopuses is that
__.

Question What do you think is most interesting about octopuses?

Answer I think it is most interesting that octopuses can squirt an inky fluid from
their body.

Answer I think it is most interesting that octopuses can confuse their attackers.

Answer I think it is most interesting that octopuses can camouflage themselves.

READING Practice reading the sight words for the week.

WEEK 10: WEDNESDAY - PHONEMIC AWARENESS & PHONICS (5 minutes)

SOUND REVISION - pink, need, good, hang, spot, look, soon, plan

ACTIVITY Revise words

1. Have all the phonic words flashcards ready.
2. Hold up each word, and ask a different individual learner to read
it.
3. If a learner cannot read a word, help the learner to sound out the
word.
4. Stick up the word flashcards on the chalkboard.
5. Ask a few different learners to come and point to words on the
chalkboard.

LESSON PLAN: TERM 2 251

WEEK 10 - WEDNESDAY
ALTERNATE PROGRAMME: PHONEMIC AWARENESS & PHONICS (5 minutes)

SOUND

ACTIVITY

WEEK 10: WEDNESDAY: GROUP GUIDED & INDEPENDENT READING (15 minutes)

GROUP GUIDED READING (SMALL GROUP)

GROUP GROUP 3

TEXT Use your tracker. Choose a text that is appropriate for the learners in
the group.

SIGHT WORDS Review any sight words that appear in the chosen text.

INDEPENDENT READING (WHOLE CLASS)

Learners use worksheet for independent reading.

252 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 10 - THURSDAY
WEEK 2: THURSDAY: SHARED READING (15 minutes)

TITLE Did you know?

ACTIVITY Recount

PURPOSE Recounting helps young learners to get used to sharing their own
opinions, as they must choose the part of the story that they liked best.
It also shows if the child understood the story or not.

SENTENCE FRAME This is a book that tells us…

I learned…

INSTRUCTIONS

1. Explain that when we summarise a book with facts, we think about the most important
things we learned from the book.
2. Explain that learners will talk about something they learned from the text.
3. Use modelling to show learners how to give a short summary of the text like: This is a
book that tells us all about facts! I learned that an octopus can bother and confuse their
attackers!
4. Hold up the pictures. Instruct learners to look at the pictures and think about the
interesting facts in the book.
5. Instruct learners to think about their summary of the book.
6. Instruct learners to think about something interesting and new they learned from the
book.
7. Instruct learners to turn and talk and share their own summery with a partner (they
should not memorise what the teacher has said. This should be learners own ideas!)
8. Ask 2-3 learners to share their ideas with the class. Help the learners form complete
sentences.
9. Explain and correct any common problems to learners.

LESSON PLAN: TERM 2 253

WEEK 10 - THURSDAY
WEEK 10: THURSDAY: WRITING (15 minutes)

WRITING FRAME I want to learn more about…

One thing I want to know is…

Modelling:
1. Explain that today, learners will add sentences to their writing from Tuesday. Today we
will think about some things we still wonder about the topic we chose! We will think
about things we want to know more about!
2. Read the new writing frame to learners.
3. Use modelling to show learners that you think before you write.
4. Explain some ideas you have for filling in the writing frame, like: I love learning about
the ocean and there are so many things to learn. I want to learn more about waves in
the ocean. Like I want to know what makes waves. I also want to know how big the
biggest ever wave was.
5. Use modelling to add to your drawing, like: yourself thinking (use a thought bubble)
about waves.
6. Explain which words you will write. Draw a line for each word.
7. Use modelling to complete the writing frame, like: I want to learn more about waves in
the ocean. One thing I want to know is what makes waves?
8. Say words slowly like a tortoise and write the sounds you know.
9. Use resources (sight words, theme vocabulary word) to add labels to your drawing, like:
ocean, learn
10. Erase your example from the board. Explain this was just an example, but learners
must write their own ideas.

Oral Instructions:
1. Remind learners that on Tuesday, we thought about something we like learning about.
Today we will think about something we want to learn more about, and some questions
we have.
2. Ask learners: What topic did you want to learn more about? (What did you write about
on Tuesday?)
3. Ask learners: What do you want to learn more about? What questions do you still have?
4. Explain that learners should come up with their own ideas – they should not copy your
idea!
5. Instruct learners to think before they write.
6. Instruct learners to turn and talk and share their ideas with a partner.
7. Call on 3-5 learners to tell you what they want to learn more about. They must say: I
want to learn more about …
8. Explain that learners will now use the writing frame to draw and write their own ideas!

254 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 10 - THURSDAY
Writing:
1. Hand out learner books. Instruct learners to find their writing from Tuesday. They will
add to this!
2. As learners are writing, walk around the room and complete mini conferences.
3. Ask learners to read their writing.
4. Help learners complete the writing frame.
5. Help learners say words slowly like a tortoise and use resources.
6. Encourage learners.

Turn and Talk:

1. When there are 2-3 minutes left, instruct learners to put their pencils away.
2. Instruct learners to turn and talk with a partner about their writing.

Hang up learner drawings at learner eye-level around the room. This helps learners have
conversations using the theme vocabulary words.

LESSON PLAN: TERM 2 255

WEEK 10 - THURSDAY
WEEK 10: THURSDAY: GROUP GUIDED & INDEPENDENT READING (15 minutes)

GROUP GUIDED READING (SMALL GROUP)

GROUP GROUP 4

TEXT Use your tracker. Choose a text that is appropriate for the learners in
the group.

SIGHT WORDS Review any sight words that appear in the chosen text.

INDEPENDENT READING (WHOLE CLASS)

Learners use worksheet for independent reading.

256 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 10 - FRIDAY
WEEK 10: FRIDAY: DAILY ACTIVITIES (10 minutes)

GREETING Greet the learners in English.

SONG / RHYME Lyrics Actions

Do you have green skin? Touch your skin

Do you shed the skin you’re in? Pretend to shed your skin

Can you change your colour, too? Roll your hands around

Can you turn from green to blue? -

Do you live among the trees? Raise arms high up in the air and
pretend to be a tree

Blending in with sticks and leaves? Stand very close to your friend

Then you’re a chameleon! -

THEME champion, athlete, flea, sneeze

VOCABULARY

QUESTION OF THE DAY

Question What do you think is the least interesting fact?

Graph 3 COLUMN GRAPH

Options fleas are the highest jumping animal / a human once sneezed for 976
days / a human athlete can jump about eight metres

Follow-up questions

Question How many learners think the least interesting fact is that fleas are the
highest jumping animal?

Answer __ learners think the least interesting fact is that fleas are the highest
jumping animal.

Question How many learners think the least interesting fact is that a human
once sneezed for 976 days?

Answer __ learners think the least interesting fact is that that a human once
sneezed for 976 days.

Question How many learners think the least interesting fact is that a human
athlete can jump about eight metres?

Answer __ learners think the least interesting fact is that a human athlete can
jump about eight metres.

LESSON PLAN: TERM 2 257

WEEK 10 - FRIDAY
Question What do most learners think is the least interesting fact?

Answer Most learners think the least interesting fact is that __.

Question What do fewest learners think is the least interesting fact?

Answer Fewest learners think the least interesting fact is __.

Question What do you think is the least interesting fact?

Answer I think the least interesting fact is that fleas are the highest jumping
animal.

Answer I think the least interesting fact is that a human once sneezed for 976
days.

Answer I think the least interesting fact is that a human athlete can jump about
eight metres.

READING Practice reading the sight words for the week.

WEEK 10: FRIDAY: PHONEMIC AWARENESS & PHONICS (5 minutes)

SOUND REVISION

FLASHCARDS pink, need, good, hang, spot, look, soon, plan

ACTIVITY I do…
1. Use two words that sound similar, for example: spot; hot
2. Say the word: spot
3. Segment the word into the individual sounds: /sp/ - /o/ - /t/
4. Say the beginning sound of the word: /sp/
5. Say the middle sound of the word: /o/
6. Say the end sound of the word: /t/
7. Write the word on the chalkboard: spot
8. Model pointing and blending the sounds to make a word:
/sp/ - /o/ - /t/ = spot
9. Repeat this with the next word: hot

We do…
1. Use another two words that sound similar, for example: look;
hook
2. Say the word: look
3. Ask learners: What is the first sound in the word? /l/
4. Ask learners: What is the middle sound in the word? /oo/
5. Ask learners: What is the last sound in the word? /k/

258 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 10 - FRIDAY
6. Ask learners to segment the word into each individual sound:
/l/ - /oo/ - /k/
7. Write the word: look
8. Instruct learners to blend the sounds in the word with you:
/l/ - /oo/ - /k/ = look
9. Repeat this with the next word: hook

ALTERNATE PROGRAMME: PHONEMIC AWARENESS & PHONICS (5 minutes)

SOUND

FLASHCARDS

ACTIVITY

WEEK 10: FRIDAY: GROUP GUIDED & INDEPENDENT READING (15 minutes)

GROUP GUIDED READING (SMALL GROUP)

GROUP GROUP 5

TEXT Use your tracker. Choose a text that is appropriate for the learners in
the group.

SIGHT WORDS Review any sight words that appear in the chosen text.

INDEPENDENT READING (WHOLE CLASS)

Learners use worksheet for independent reading.

LESSON PLAN: TERM 2 259

WEEK 10 - FRIDAY
WEEK 10: FRIDAY: END OF WEEK LEARNING REVIEW

Note: There is no formal time allocated for this activity. Please try to fit it in to your classroom
routine at the end of each week.

1. Settle learners on the carpet at the end of the day.

2. Conduct the weekly language review session. You may choose to combine HL and FAL
learning in this review.
3. Remember to allow learners to ‘Turn and Talk’ and discuss their answers with a partner.
Then, select a few learners to share their answers with the class.
4. Use the following prompting questions to guide the language part of your discussion:
a. What was our language theme for the week?
b. Which stories did we read together?
c. What were your favourite new words of the week?
d. What did you learn from the stories we read?
e. What did we write about this week?
f. How did your own writing improve this week?
g. How did your own reading improve this week?
h. What are you most proud of this week?
5. Finally, tell learners to think about two things that they are going to tell their families
about what they learnt or how they improved at school this week.

Please note: This process of self-review and reflection is a critically important part of learning.
Please do not skip this weekly activity.

260 GRADE 2 ENGLISH FIRST ADDITIONAL LANGUAGE