Directorate: Curriculum GET LESSON PLAN

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Subject Term 1
Language
Grade 6 Week 7-8
Listening and Reading and Writing and Presenting Language Structures and
Speaking Viewing Writes a dialogue Conventions
Listens to and Reads a simple play Word level work: • Adverbs
discusses a or drama (manner, time)
Link to Teaching Spelling and punctuation:
dialogue
and Assessment quotation marks
Plan Sentence level work: • Sentence
types (statements, questions,
commands)
Word meaning: • synonyms,
antonyms
Introduction Theme: Plays/dialogue
• Learners will discuss the differences and similarities between plays and stories.
• Learners will answer discussion questions based on a virtual text.
• The teacher will introduce learners to theme vocabulary.
Consolidation • Learners will complete the different activities.
Paper based resources: Digital resources:
DBE Workbook; any examples of plays, scripts, Quotation marks:
dramas; Textbook; Dictionary https://www.youtube.com/watch?v=VD5IN7Qw0z4
Sentence types:
https://www.youtube.com/watch?v=13FaGPggCg8
Synonyms and antonyms:
https://www.youtube.com/watch?v=bBWm3-mxL1U

Resources / LTSM
Skills Teaching Methodologies/
(WHAT I am going to
(WHAT I am going to (HOW I am going to
use to
teach/guide/support) teach/guide/support…)
teach/guide/support…)
Listening & Speaking: • Learners will read through an Worksheet Week 7 and 8
explanation of what plays
are. Learners will look at a
book cover with the titles of
plays and answer questions
about it.
• Read the text to the learners
and allow them to answer
the questions independently.
Reading & Viewing: • Before learners read the text
TEACHER’S in Activity 1.2 and 2.1
ACTIVITIES independently, the teacher
must direct their attention to
the text features of a
dialogue. Learners must
engage in active reading
and make notes where they
observe similarities and
differences between stories
and plays/dialogue writing.

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 Learners may then read the
text independently.
• Explain to learners how to
approach a text when
reading for comprehension.
Explain that some answers to
comprehension questions are
found in the text; other types
of questions require using
evidence from the text to
construct and answer and
other types of questions are
opinion based; require
judgement or emotional
interpretation.
• Learners will answer questions
after reading the text.
Writing & Presenting: • Ask learners about their
favourite plays, movies or
television programmes.
Inform learners that these
shows make use of dialogue
or script and that they will
now get the opportunity to
rewrite an existing story as a
play in the form of a dialogue.
• Learners read through the text
with the teacher and identify
the title; characters;
approach to writing a
dialogue.
• Allow learners to read through
the instructions.
• Learners should tell the
teacher what they would do if
they had to write their own
dialogue or how they
understand the instructions.
• The teacher should use a
section of the story to engage
in shared writing with the
learners. The learners may
add their ideas on the board
or each on a page without
editing. Then, the teacher
and learners may edit
collectively. The teacher
models the writing process.
• Learners should plan their
writing first and think of the
vocabulary they would like to
use in their dialogue. The

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 teacher may engage in an
activity prior to writing where
vocabulary is discussed
before they engage in writing.
The vocabulary may come
from the reading text in
Activity 3.1
Language Structures & • Learners will complete the LSC Quotation marks:
Conventions: Activities 4.1 – 4.4. https://www.youtube.c
• Explain the different language om/watch?v=VD5IN7Q
concepts to learners. w0z4
• Explain what adverbs of time Sentence types:
and manner are or do revision https://www.youtube.c
of adverbs before learners om/watch?v=13FaGPg
complete Activity 4.1. gCg8
• Explain to learners what Synonyms and
quotation marks or inverted antonyms:
commas are and learners https://www.youtube.c
complete Activity 4.2. om/watch?v=bBWm3-
• Explain to learners what mxL1U
different types of sentences
are. Focus on statements;
questions and commands
and explain how to identify
the difference. Learners
complete Activity 4.3.
• Do revision of synonyms and
antonyms. Learners complete
Activity 4.4.

You may follow the same Only read the text to a child The links above may be
instructions as written for during the Listening and Speaking helpful to explain lesson
the teacher and for the activity. Allow your child to read plan content.
learners. the instructions independently
and then have your child explain
to you what he/she should do.
Rather than reading the
instructions to the child if he/she
does not understand, let your
child read it again and ask,
“What part do you not
understand?”
PARENT’S Have a conversation about your
ACTIVITIES favourite play, movie or television
programme that you enjoyed
watching or seeing as a child or
even recently and share your
own experiences. Do not lecture.
Allow your child to discuss the
advertisement with you. Discuss
dialogue (a conversation

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 between two or more people.)
Guide your child to see how
dialogue should be written down
or engage in a fun family activity
where your child writes a short
dialogue/script about a day in
the life of your family.
After completing this lesson plan, you will be able to:
• Listens to and discusses a dialogue
• Introductory activities: prediction
• Listens for information in a variety of oral texts in a dialogue
• Summarises main ideas, and notes specific details • Interacts positively during group
discussions
• Identifies and discusses key features
• Discusses context, speaker’s body language, content, register, and choice of words
• Discusses format of the text
• Reads a simple play or drama from the textbook, class reader or from the Teacher’s
Resource File (TRF).
• Pre-reading activities: prediction based on title and or graphics
• Explains themes, plot, setting, and characterisation
• Summarises the text
• Discusses author’s point of view.
• Uses a dictionary for vocabulary Development
• Writes a dialogue
• Reveals characters and motivation
• Establishes tone or mood
• Creates or adds to existing conflict
• Produces a first draft with awareness of the central idea
• Shows understanding of style and register
• Reflects on and evaluates writing and creative work
• Uses a variety of compound and complex sentences
• Word level work: • Adverbs (manner, time)
LEARNER’S • Spelling and punctuation: quotation marks
ACTIVITIES • Sentence level work: • Sentence types (statements, questions, commands)
• Word meaning: • synonyms, antonyms
Listening and Speaking
• Look at the book cover in Activity 1.1. Answer the questions that follow.
• Think about the similarities and differences between plays/dramas/scripts and
answer the questions that follow.
Reading and Viewing
• Read the play independently in Activity 1.2 and Activity 2.1. Answer the questions
in Activity 2 after reading the script.
Writing and Presenting
• You are going to write your own dialogue based on an existing story.
• Language Structures and Conventions
• You will learn more about the following LSC: Word level work: • Adverbs (manner,
time); Spelling and punctuation: quotation marks; Sentence level work: • Sentence
types (statements, questions, commands); Word meaning: • synonyms, antonyms
• Complete activities 4.1 – 4.4 in the worksheet.

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Activity 1 – Listening and Speaking
After completing this lesson plan, you will know more about plays.

Activity 1.1
A play is a story that is written to be acted out on stage. The text elements that plays
consist of include dialogue; setting; characters and a plot which follows a sequence of
events. It also has stage directions written within brackets which provide the character
with information about their actions or thoughts. Do you think it is possible to change
stories into plays? What are the differences and similarities between stories and plays?

Answer the following questions after looking at the book cover that follows.

1.1.1 Which of the original titles or fairytales, now written as plays, do you recognise on
the book cover?
1.1.2 Which of the plays, based on their titles, would you like to watch or read? Give a
reason for your answer.
1.1.3 Say or write the definition of a play in your own words.
1.1.4 What do you think is the main difference between a play and a story?

Vocabulary
cicada - a large homopterous insect with
long transparent wings, found chiefly in warm
countries. The male cicada makes a loud,
shrill droning noise by vibrating two
membranes on its abdomen.
ladybug - a small beetle with a domed back,
typically red or yellow with black spots; a
ladybird
moth - an insect with two pairs of broad
wings covered in microscopic scales, typically
drably coloured and held flat when at rest.
Moths are chiefly nocturnal, and lack the
clubbed antennae of butterflies.

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Activity 1.2
Listen as your teacher reads the following extract from the play, Spiderella, then answer
the questions that follow.

Narrator: Spiderella lived with her two ladybug stepsisters. The stepsisters were
very mean. They were constantly making fun of Spiderella. They
always made Spiderella do all the chores.
First Ladybug: We’re both beautiful ladybugs. We have pretty spots and dainty wings.
We have six legs. You have eight legs.
Second Ladybug: Yeah, you’re weird, Spiderella. You have two extra legs. The only thing
your extra legs are good for is doing housework.
First Ladybug: Hop to it, Spiderella. Put those extra legs to work. Sweep out the
pantry! Clean up the kitchen!
Second Ladybug: We’re ladybugs. We’re too sweet and pretty to do housework. Besides,
we might hurt one of our beautiful wings.
Narrator: Spiderella went about her work sadly. Her two mean ladybug stepsisters
simply sat around the house chattering and gossiping. They were both
very excited. There was going to be a big Bug Ball thrown by the
Cicada Prince.
First Ladybug: I’m so excited. I want to look beautiful so that the Cicada Prince will
fall in love with me.
Second Ladybug: I’m going to wear a lovely ball gown and the Cicada Prince will ask me
to marry him.
Spiderella: I’d like to go to the Bug Ball, too.

First Ladybug: That’s the craziest thing I’ve ever heard. You have eight legs, not six.
How would you even dance?
Second Ladybug: The only thing you’re good for is cleaning and spinning webs. Go spin
us gowns for the ball.
Narrator: The day of the ball arrived. The cruel ladybug stepsisters set off
wearing the gowns that Spiderella had spun. Spiderella stayed home
dressed in ragged clothing and doing chores. Spiderella washed and
dried the dishes with her eight legs. She was very sad.
Spiderella: Oh, I wish I could go to the Bug Ball. It would be so much fun.
Narrator: Spiderella was crying so hard that she didn’t even notice that she had a
visitor. It was a brown insect with wings and a tiny tiara. It was her
Fairy Godmoth.

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Answer the following questions after listening to the extract from the play.

1.2. Recall information

1.2.1 Name any two of the characters mentioned in the play.
______________________________________________________________________________________

1.2.2 Name one difference between the main character and her sisters mentioned in the play.
______________________________________________________________________________________

1.2.3 What were the female characters in the play excited about?
______________________________________________________________________________________

Activity 2 – Reading and Viewing

Read extract from the play, Spiderella, in Activity 1.2 and another extract here on your
own and answer the following questions.

Fairy Godmoth: (very concerned) Why are you crying, Spiderella?

Spiderella: I wish I could go to the Bug Ball. (still crying)
Fairy Godmoth: And you shall, my dear. I am your Fairy Godmoth and I will grant your
wish. Now, Spiderella, go and fetch an acorn.
Narrator: Spiderella picked out a nice round acorn. The Fairy Godmoth flapped
her wings and the acorn turned into a tiny acorn coach. It was drawn
by four strong ants.
Spiderella: Thank you, Fairy Godmoth. What a wonderful way to travel to the Bug
Ball. But I don’t have anything to wear.
Fairy Godmoth: Don’t worry, my dear. I will give you a beautiful outfit.

Narrator: The Fairy Godmoth flapped her wings. Suddenly, Spiderella’s rags
turned into a beautiful dress. The Fairy Godmoth flapped her wings
one more time. Glass slippers appeared before Spiderella. There
were eight of them, set up in a neat row. Spiderella put on the eight
glass slippers and climbed into the acorn coach drawn by the four
strong ants.
Spiderella: (happy and excited) Well, I’m off to the Bug Ball.

Fairy Godmoth: Have a wonderful time, dear. But remember, be back home by the stroke
of midnight. Otherwise, your acorn coach will turn back into an acorn
and your gown will turn back to rags.
Narrator: At the Bug Ball, Spiderella had a wonderful time. She danced with
a very handsome cricket and an extremely humorous roly-poly.
Cicada Prince: And now, I’d like to play a song for the most beautiful bug at the ball.
First Ladybug: He’s walking right toward me.

Second Ladybug: You’re bugging out, sis. He’s obviously walking toward me.

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Narrator: The Cicada Prince walked past the two ladybugs and stood directly in
front of Spiderella. He began to rub his wings together and it
made a lovely buzzing sound. Spiderella couldn’t believe it. The
Prince was playing a special song just for her. She was the bug of the
ball.
Literal questions: recognise and reorganise

The answers to literal questions can be found in the text.

2.1 Name on thing the stepsisters made Spiderella do that proved how mean they were.
(1)
_____________________________________________________________________________________________
_____________________________________________________________________________________________

2.2 Why could the ladybugs not do housework? (1)

_____________________________________________________________________________________________
_____________________________________________________________________________________________

Inferencing questions
When you infer, you reach a conclusion using evidence and facts from the text, but your answer
is not stated in the text.

2.3 Why do you think stepsisters wanted to marry the prince? (1)
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
2.4 Why do you think the author chose a moth to be the Fairy Godmoth and not any other
insect? (1)
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
2.5 How do you think this story ends? (1)
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

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Evaluation question
This type of question challenges your logic and reason because it links to your existing
knowledge or opinions.

2.5 Do you think it is right to treat people in the same way the stepsisters treated Spiderella?
Justify your answer. (1)
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Appreciation question
This type of question helps you to understand social and emotional aspects.

2.6 How does it make you feel when you see or read about people/characters being mean
to others? Give a reason for your answer.
______________________________________________________________________________
______________________________________________________________________________
2.7 Literary questions to discuss
2.7.1 Explain the use of the narrator in the play.
2.7.2 What is the setting of the play?
2.7.3 Which character in the play is really sweet and innocent?
2.7.4 Which character in the play comes to the rescue?
2.7.5 What could the theme of this play be?
2.7.6 List four differences and similarities between plays and stories. Include the style of writing
too.

Activity 3 – Writing and Presenting – Writing a dialogue

You are going to write your own play using dialogue format. You will read through the following
short fairytale and then rewrite as a dialogue. Remember the following:
 Ensure that you keep the text features and structure of a dialogue in mind such as the
title; stage directions; characters; setting and the lay-out of a dialogue using colons.
 Remember: Although a dialogue is written in direct speech, quotation marks or inverted
commas should NOT be used.

Read the following story first, then rewrite the story in dialogue format. Think whether you would
like to include a narrator to guide the story.

The Legend of the Chrysanthemum

Once upon a time, there was a little girl who lived with her mother in a small thatched
hut in a deserted hamlet. Her father had passed away when she was still young, so she
and her mother worked hard to make ends meet.

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 One day, the mother fell ill. She told her daughter: “My dear daughter, call a doctor
for me.”
The little girl quickly left home, with worries filling up her heart. Suddenly, she came
across a snowy-haired old man. He asked her: “Why are you in such a hurry?” “I am
looking for a doctor for my mother is very sick.” The old man then told her: “I am a
doctor. Take me to your home, I will cure your mother.”
The old man arrived, and after examining the mother, told the girl: “Your mother’s
sickness is serious. I will try my best to cure her. Now, get to the banyan tree by the
woods where you’ll find a daisy. Pick it up and bring it back to me, but remember, each
petal represents a day your mother continues to live.”
It was bitterly cold outside when the girl left and although thinly dressed, she kept on
walking until her feet felt worn. Finally, she reached the banyan tree.
In front of her was a bush with a beautiful daisy. She picked it up and cherished it in her
hands. All of a sudden, the old man’s voice echoed in her ears: Each petal represents
a day your mom continues to live. She looked down at the flower and counted: One,
two, three… twenty! Oh no! Were there only twenty days left for her mother?
Thinking for a while, she gently tore the petals into many smaller pieces. Each piece
turned into a thin glossy petal. The twenty-petal daisy turned into a countless-petal
flower.
She rushed home with the strange flower. The old man was waiting for her at the door.
He told her cheerfully: “Your mother has recovered. It is the reward for your pious
heart.” Ever since then, every year during the autumn, the flowers with many thin glossy
petals blossom, creating a picturesque scenery. They are called chrysanthemums, the
symbol of devotion.

Title__________________________________________________________

List of characters

_____________________________________________________________________________________________

Criteria – My dialogue  or x
Has a title.
Is written using the names of the characters first; then a colon; then the spoken
words.
Has stage directions written within brackets.

Activity 4 – Language Structures and Conventions

Activity 4.1 - Adverbs (manner, time)

Read through the following examples of adverbs of time and manner.

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Underline the adverbs in the following sentences and then identify whether it is an
adverb of time or adverb of manner.

To find an adverb of
If you are not sure how
manner, ask HOW
to find an adverb or
the verb is done.
time or manner, these
questions may help you! To find an adverb of
time, ask WHEN the
verb is done.

4.1.1 She and her mother worked hard to make ends meet. _________________________

4.1.2 The little girl quickly left home._________________________________________________

4.1.3 Suddenly, she came across a snowy-haired old man.___________________________

4.1.4 Finally, she reached the banyan tree.__________________________________________

Activity 4.2 - Quotation marks

Quotation marks or inverted commas are used to indicate a speaker’s direct words.
Punctuate the following sentences correctly by adding quotation marks and other
punctuation marks.

e.g. He asked her: “Why are you in such a hurry?” or He asked her, “Why are you in
such a hurry?”

4.2.1 Call a doctor said her mother. ________________________________________________

4.2.2 I will find a doctor said her daughter.___________________________________________

4.2.3 Can I help you asked the doctor.______________________________________________

4.2.4 The doctor said your mother has recovered.____________________________________

4.2.5 The little girl said thank you.____________________________________________________

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Activity 4.3 - Sentence types (statements, questions, commands)

Identify what type of sentence each of the sentences in Activity 4.2 is. Start with 4.2.1
and work your way down to 4.2.5.

4.3.1_____________________________________(4.2.1)

4.3.2_____________________________________(4.2.2)

4.3.3_____________________________________(4.2.3)

4.3.4_____________________________________(4.2.4)

4.3.5_____________________________________(4.2.5)

Activity 4.4 - Synonyms, antonyms

The following words are printed in bold in the text, The Legend of the Chrysanthemum.
Read the words within the context of each sentence and then complete the table by
adding a synonym and an antonym for each word.

Word Synonym Antonym

little

small

young

beautiful

glossy

END.

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