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Cycle 7 Revision Cycle So I fit in ... where? - Coggle Diagram
Cycle 7
Revision Cycle
So I fit in ... where?
English Home Language
Listening and Speaking:
Pasting and cutting 5 - 6 pictures in correct sequence and tell the story according to the pictures.
Remember 4 units (words/sounds) in a series
Tell stories in a small group context.
Read the story Maia, the maiasaura baby. Emphasis and explain the words in bold and make sure the learners understand the concepts.
Learners cut and paste the pictures from the story in the correct sequence.
The teacher will tell the learners 4 words/sounds from the story. The learners must try and remember the 4 words/sounds in the series
Grammar:
Form regular plural nouns orally by adding /s/ or /es/ (e.g. dog, dogs; wish, wishes)
Revise plural /s/ and then introduce /es/. (Orally)
(EG 2)
The teacher will revise the plural words we learnt in Term 3 for /s. E.g Tree - Trees, Flower - Flowers etc. Then they must introduce plural nouns which end in /es (orally). For example: wish - wishes, dress - dresses, class - classes, dish - dishes etc.
Phonological Awareness:
Revise all phonics from Term 1 - 4
Remembering and repeating 4 words/sounds/pictures in a series.
Identify the sound in the middle of a 3-letter word.
Learners clap out speech syllables from the story E.g. Herbivore, cousin, mommy, nest, eggs. With which sound does the word dinosaur begin with? Learners with the sound on their white board. Repeat with other words taken from the story.
Emergent Reading:
Book handling skills
Predict what will happen next/end of the story.
Learners page through books correctly.
Learners must 'read' short stories along with the teacher.
Shared reading - Predict the contents.
Learners 'read' the first page of 2. What do they think the story is about. Can they predict what happens? Read the story almost to the end. Can they predict what will happen at the end.
Read the story again with the class, now pointing word by word while you read. Before you start choose a learner to show where one should start reading and in which direction (from top to bottom, from left to right)
Emergent Writing:
Writing all the letters learnt throughout the year (Term 1 - 4).
Identify and name basic 3 letter words.
Tracing of short sentences.
Eye movement:
Learners pretend to be small dinosaurs and work together in pairs.
One learner indicates to his friend how the mean dinosaur cane running/how his tail wagging, by moving the hand in large waving movements from left to right past the friends eyes. The other learner follows it with the eyes without moving the head. Switch around. Learners can also make up their own movements.
Learners trace sentences at the back of their ISN on the lines.
Learners show that they can identify and name basic 3 letter words.
Mathematics:
Numbers, Operations and Relationships:
Concept 1:
Revision of Addition and Subtraction
Number Recognition: Numbers 0 - 20
Counting forward and backwards from 20.
Rote counting to 15
Learners practice counting in 2's, 5's and 10's and then sing the skip counting song.
Learners use concrete items to practice the addition and subtraction sums on the board.
Learners string 10 beads on to a string then work out the following answers: Place your bead number 8. The learners count out loud until the get to number 8. What number comes before 8? What number comes after 8? Do the same with other numbers.
Patterns, Functions and Algebra:
Pack out patterns of 5 units using concrete objects (counters).
Recall patterns with 4 units WITHOUT using concrete objects.
The teacher will show the learners a pattern with 4 units. The learners must remember the pattern and redraw it on their whiteboard.
Space and Shape:
Math/STEAM integration:
Revision of all 2D and 3D shapes Describe, sort and compare SO 1
Learners are now familiar with the following:
in front/in the middle/in between/last/behind/before/after
in/out; inside/outside; front/back; open/close
near/nearer/nearest; close/closer/closest
up/on/on top/on top of
Geometric shapes:
Put a ball, cube, rectangular box and triangular box in a row. Discuss the shapes. What do they look like? What colours are on them? Cover the shapes with a cloth. Change the pattern under the cloth. Can the learners remember what the patterns looked like before? They now tell how how to restore the original pattern. Arrange the 4 shapes in a different pattern. Cover with a cloth and swap 2 shapes. Which 2 shapes were switched.
Measurement:
Measuring tools (MR 4) - Different measuring tools: What do we use to measure length/weight? Etc.
Why do we need to measure things?
What do we measure in our everyday life?
Learners explore measuring tools by weighing items around the classroom on a kitchen scale (weight) or with a measuring tape (length). Ask the learners:
Why do we need to measure things?
What do we measure in our everyday life?
Data Handling:
Concept 2: Data handling
DR 1 - Learners respond to and pose questions about data collection and graphs.
Learners look at the completed graph and then respond to or pose their own questions about it. Which item is more?/Which item is licked the most? Which item is less? Which item is the same?
PSWD:
Where is my place (locations) in the universe?
How well do I know my country?
Who is the President of South Africa?
National flower?
National bird?
National Flower?
The Arts:
Visual Arts:
Learners think about the story Maia, the maiasaura baby. They must draw how they think the baby dinosaur looks in the story. VA 5: Communicate their understanding of something (e.g., a familiar story, an experience, a song, a play) by representing their ideas and feelings through visual art
Performing Arts:
Learners must come prepared with a song selection from their heritage. They must then do a dance from their heritage along to the song they chose. DA 11:Express their responses to dance by moving, by making connections to their own experiences.
ICT:
Learners show how well they have developed their mouse handling skills by opening purple mash, entering mini mash and selecting the body image colouring in page. They must then draw themselves using the mouse. ICT 2: Continually show development in the skills of using a mouse and/or track pad (touch pad/screen) to control a computer/laptop/tablet
The Science:
Complete all outstanding science projects
Revision of all Term 4 concepts.
Reading with Ms Ramahada
Focus Story: Maia, the maiasaura baby. (yellow CAPS book)
Value Concept: Respect (Ms Mbogane)
Theme: Respect Popcorn party
Objectives: Discuss the meaning of respect and disrespect.
record examples of respectful things that others do.
work cooperatively to achieve a goal (a popcorn party).
Activity:
In this week learners are to talk about what the word respect means, and then recognize their peers for the respectful things they do. Start the week by writing the word RESPECT at the top of the board or on a chart. Ask learners to discuss the meaning of the word. You might do this as a whole-class activity, or you might arrange learners into small groups to discuss the meaning of the word and then bring the groups together to share their ideas. Talk about ways in which learners show respect for adults and other family members... Make a list of some of the learners' best ideas. Ask learners to share ways in which they can show respect for one another. Make a list of their ideas. Cut out the words POPCORN PARTY on colour paper. When learners exhibit an act of respect during the week then add one letter of the word and at the end of the week of the class has managed to spell the full word, they will have a popcorn party.
Crux of the lesson: appreciate being special and work together embracing differences toward a common goal.
