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Grade R Cycle 5
History, the story of us all - Coggle Diagram
Grade R Cycle 5
History, the story of us all
English Home Language:
Grammar:
- PW 1: Building 3 letter words
- Rewrite short sentences/phase
- Write the sounds (Term 3 Phonic sounds)
Learners look at the picture and then build the 3 letter word with sound cards. E.g. bus, cat, hat, mat, bag
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Phonological Awareness:
- Revise all the sounds done throughout the year.
- Learners name selected sounds identify by the teacher and build 3-letter words.
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Emergent Writing:
- Use letter cards to build 3-letter words.
- Rewrite/copy short sentences.
- Learners write the phonics using sand/flour.
- Eye-hand coordination
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Emergent Reading:
- Identify beginning sounds in selected words
- Name middle- and ending sound in 3-letter words.
- Matching of pictures with selected 3-letter words.
- Sight words (Revise Term 1 - 3 Sight Words) Add Term 4 Sight Words
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Learners listen to their teacher call out a word and show the picture. Learners have to identify the beginning sound and ending sound of the word.
Listening and Speaking:* -Add 6 pictures in sequence and tell the story according to the pictures in group context. - Learners tell their own story using unfamiliar picture series. - Learners will talk about where they fit in (At school in Grade R/Oldest or youngest sibling in the family, etc.)
Learners arrange pictures in the correct sequence according to what happened in the story as a group.
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Mathematics:
Numbers, Operations and Relationships:
- Concept 1: Tally marks to 10
- Number Recognition: Numbers 0 – 20
- Counting forward and backwards from 20
- Estimate objects up till 8
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Learners count items and then draw tally lines to indicate the amount they counted. Which one is more/less/the same.
Rote counting to 30 in different voices for example: deep voice of a lion, high voice of a monkey, low voice of a tortoise.
Addition and subtraction a story sum orally E.g. I have 4 cupcakes. I give 1 to each 2 of my friends how many do I have left? (4-2=2) (Use learners in front if the class to demonstrate the sums)
Patterns, Functions and Algebra:
- Math/STEAM integration Concept 2: Identify and describe informally the repeating nature of patterns in everyday contexts (e.g. patterns in nature, clothing, floor tiles, literature, schedules), using oral expressions (e.g. “goes before”, “goes after”, “morning, noon, and night”, “the four seasons”) and gestures (e.g., pointing, nodding). PR 2.
Learners walk around the school and see if they can identify patterns in nature, on the pavement(bricks), floor tiles etc.
Learners use their bodies to make a pattern with gestures (pointing, nodding,)
Space and Shape:
- Special attention to:
Left and right/Symmetry/Pairs of/Spatial Relationship
- Introduce Dark Red/Light Red and Dark Blue/Light Blue
Learners use geo shapes to complete the symmetry pattern using a pipe cleaner for the symmetry line.
Measurement:
- Special attention to length; straight line; zig zag (Longer or shorter)
- Full/empty/half full revise
Data Handling:
- Concrete graph using stacked legos/counters
PSWD:
- The Ancient Civilisations
What does the term civilisation mean?
The first Ancient Societies:
- Mesopotamia
- Egypt
- Indus Valley region
- Huang He (Yellow River) region
- Island of Crete
- Central America
The 10 oldest civilisations:
- Mesopotamian civilisation
- Indus Valley civilisation
- Ancient Egyptian civilisation
- Mayan civilisation
- Chinese civilisation
- Ancient Greek civilisation
- Persian civilisation
- Roman civilisation
- Aztecs civilisation
- Incas civilisation
Common features of these civilisations (Focus Area):
- Cities
- Forms of writing
- Pottery and metals
- Domesticated animals
- Complex social structures with class systems"
The Arts:
Visual Arts: Design Indaba art piece (Lapbook)
VA 2: Explore a variety of tools, materials, and processes of their own choice to create visual art forms in familiar and new ways (e.g., use natural and recycled materials at a learning centre)
Performing Arts:
- Learners re - tell the story of The Flintstones. They must be able to tell the class what era they lived in (stone age) and describe how they lived.
- LS 13 Demonstrating Understanding: demonstrate an understanding of the information and ideas in oral texts by retelling the story or restating the information,
Science:
Time lines: Learners learn about a time line and what it means. The must use the example of their timeline from when they are born until now. Then we will look at:
- The Bronze Age
- The Iron Age
- The Modern Age
How did they live? How are they different from each other? How did they evolve?
ICT:
Technology items:
- Learners are taught how to identify and name the basic parts of a camera as well as describe how it is used to their teacher. ICT 5: Shows understanding of, and basic skills in use, of photographic equipment
(Identify parts and functions of a camera)
Value Concept: Respect (Ms Mbogane)
- Theme: Respect everywhere!
Objectives: How can learners show respect at school, at home and in the community.
- What does respect look like in different settings?
Activity: Talk about what respect means and what it may not mean in the different settings. On a chart make columns and write down the suggestions of the learners and add on the suggestions as the week goes by. Hand an a4 paper that will have 3 columns to the learners. Guide them through what respect looks like in the different settings and ask them to draw pictures in the respective columns of how they intend to show respect in the different settings. Additionally, you could add different pictures relating to respect in the different settings and ask the learners to rate them from 1-10 with 10 being severely disrespectful. At the end of the week learners can present their paper and explain how they intend to be respectful in all settings.Crux of weekly theme: Although in different settings, respect is still the same and should be maintained wherever I go.
Reading with Ms Ramahanda Focus Story: The Flintstones