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Grade R Cycle 4 History, the story of us all, The beehive Finger game. …
Grade R Cycle 4
History, the story of us all
Reading with Ms Ramahada.
Focus Story: Hercules
https://www.youtube.com/watch?v=yUbvWufndp4
Mathematics
Numbers ,operations and relationships
Concept 1:
Subtraction up to 15
Fluent rote counting to 10Count out and forwards/backwards to/from 9
Estimate then count up to 9
Ordinal numbers first to ninth
Count in 2’s using number rhyme
Number formation 0-19
Number recognition
Word problems ,subtraction up to 15 using concrete items
Learners draw a number line (0 - 10) on the concrete with chalk. They must count forwards and backwards on their number line.
Learners do rhythmic rote counting up to 10, forwards and backwards. Rote count in 2's up to 20
Space and shapes
- Math/steam integration*
Map work GEO 1
Shapes 2 D
Assessment Activity:
Learners create a simple map
Learners must draw a simple map of their surroundings for Zion to land his time machine
Learners work together to form 2D shapes with their bodies (Circle, square, triangle, rectangle) Then another learner must draw around their bodies with chalk so when they stand up the shapes are left behind.
Patterns, function and algebra
Estimation
Concept 2:
Begin to use information to estimate the number in a small set (e.g., apply knowledge of quantity; use a common referent such as a five frame). AS 1
Use a 5 frame and bottle tops. The teacher will pack out the bottle tops on the 5 frame and the learners need to estimate how many by looking at it
Symmetry:
Learners fold a paper in half and draw a line down the middle. They must create a pattern on with sides
Measurement
- Mass Practical measuring using concepts comparing more than 2 objects light/heavy heavier lighter just as heavy/light
Learners work in groups and use a scale to measure concrete items around the classroom. They must record their findings in their ISN. (light/heavy heavier lighter just as heavy/light)
PSWD
The great time period in history
• The Bronze Age
• The Iron Age
• The Post Classical Era
• The Modern Period
A timeline tells a story
• What does “universal” history mean?
• Showing the Great Ancient Civilization on a timeline
What on earth is BC and AD?
Looking at the first modern man
• Where did the first modern humans live?
• Who were Neanderthals and why did they disappear?
• How did modern humans reach other areas
ICT
Type your name and surname starting with a capital letter
ICT 8 Begin to develop typing skills, speed, and accuracy to enable independent access to a computer
English home language
Emergent Writing
Begins to apply writing conventions by writing from left to right
Write one-syllable words to make new words
Contribute to class
storybook/poster
Handwriting - Hand eye coordination:
Learners colour in a snake from the story Torty, the lion. The must use the colours yellow and green.
Small muscle development:
Learners must now cut along the line of the spiral until it is completely cut out. Now draw on eyes and nostrils for the snake. Glue on a long piece of wool and hang snakes in the classroom.
Visual figure-background:
Learners look for the letters that are hiding on the page and colour them in with different colours.
Emergent reading
Name middle and end sounds of 3-letter words
Introduce phonic/letter r
Give opinion on story/character/poem and substantiate
Describe a character in the
story
Remember what happened at the beginning/in the middle/at the end
Indicate selected letters/sight words/articles in text
Daily ‘read’ name cards/sight words on the interest table/display board/articles in class
Emergent Reading:
Begin to respond critically to animated works (e.g., cartoons in which animals talk, movies in which animals go to school (MT 1)
Give learners a cartoon that they have to interpret
Describe the character from the story Hercules. Draw the main character of the story.
Learners describe what happened at the beginning/in the middle/at the end
Phonics
Differences/similarities/constancy in pictures/symbols and letters s, b, t, o, a, c, l, i, n and r
Identify beginning sound in selected words
All sounds sounding the sounds a-z and write each sound on the white board, sandpit and with chalk on the pavement.
Rhyme: Sally Snake:
"Sssssss, sssss!" says Sally Snake
"Please step careful, be awake.
If you step on me
very sssssory you will be!
Name the animals mentioned in the story Torty, the lion. Learners must name the initial sounds and clap out the words in syllables. Revise letters learnt so far and write it in the air.
Listening and speaking
Which sound is in the middle of a 3-letter word
Remember 4 units (words/sounds) in a series
Say/sing rhymes/songs individually with growing confidence
Finalise left/right on own bodies
With your help start classification in terms of to 2 criteria
Build from 3-D to 2-D format and vice versa in group context20-piece puzzle
Read the story "Torty, the Lion" to the learners. Emphasize the vocabulary in bold and make sure the learners understand the concepts. Follow up by asking questions about the story.
For example:
Why do you think the turtle wanted to be a lion? What did the animals do when he tried to be a lion? Why? Can a tortoise suddenly turn into a lion? Why do you say that? Are their more reptiles in the story? How do you know that? How do you know the lion/fox/baboon isn't a reptile?
Working with words. (Outside movement activity)
Train the learners to grasp the following possible new words in the story:
anxious
(scared/Learners show a scared face), brave (not scared of anything/learners march like brave soldiers),
movement
(running, jumping, crawling, walking, rolling, dancing/learners act out all the actions). Learners act out their own movements and then name them for their friends.
Grammar
Phonemes
Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words (PA 6)
Use letter cards to build 3 letter words. Then substitute one of the letters to form a new word. E.g. s
i
t - s
a
t; p
a
n - p
i
n .
ARTS
Performing Art
Dance like this - Let learners choose their favourite song – but give them instructions to dance a particular way. They can dance slow, fast, in a circle, silly, etc.
Visual Arts
Ancient art.
Learners are introduced to ancient methods or doing art such as pottery, painting and jewellery from Ancient Egypt. - Learners are going to make an Ancient Egyptian necklace made with a paper plate)
SCIENCE
What is a civilization (Common features) Greek and Egypt
Learners discuss how people lived in ancient times compares to how we live now (discuss transport, food, clothing) Media set: Make a poster to show the differences between an ancient society and how they live, their family set up, their school set up their social set up. (Focusing on their family lives and their society)
Value Concept: Respect (Ms Mbogane)
Theme: Respect what is yours and what isn’t yours too!
Objectives: Learners recognize that other people's property needs to be respected, and that the use of property involves responsibility.
Resource:
https://youtu.be/_aPt2KegbIE
Activity:
Play the above video (Those terrible toy breakers) everyday which shows the correlation between damage to property. Along with your class, make a list of all the toys damaged in the video and rank them 1-10 with 10 being the most severe damage. Thereafter, link the video with other damage to property in school or at home such as, scribbling on a school wall, breaking another learners pop it and ruining the work of another learner on purpose. Show that breaking or damaging other learners' things is not being respectful and have the learners give one example of how they plan to be more respectful to others’ and their own property.
Crux of weekly theme: I must respect my own property and the property of others.
The beehive Finger game.
One, two, three, four, five
(count fingers)
Here is a beehive
(fold hands into beehive)
See the bees crawl out of the hive
(wriggle fingers)
One, two, three, four, five!
(sting themselves)
