First Additional Language

Grade 4
Management Document

Term 4

Edition 5, 2023
TABLE OF CONTENTS

Alignment to RATP 2023 -2024 3

Curriculum Trackers 4
Programme of Assessment 13

2
 Alignment to RATP 2023 – 2024

RATP CYCLE PSRIP ALIGNMENT CYCLE

T4 WEEKS 1-2 T4 WEEKS 1-2 (Weddings)

L&S: Listens to short story L&S: Listens to short story
R: Reads short story R: Reads short story
W: Writes a short story W: Writes a short story
T4 WEEKS 3-4 T4 WEEKS 3-4 (Friendship)
L&S: Listens to a Play/ Drama L&S: Listens to a Play/ Drama
R: Reads a Play or Drama and completes comprehension R: Reads a Play or Drama and completes comprehension
W: Writes a dialogue W: Writes a story that includes dialogue
T4 WEEKS 5-6 T4 WEEKS 5-6 (Learning about the Past)
L&S: Listens to and discusses current issues based on L&S: Listens to and discusses issue based on article
newspaper or magazine article R: Reads newspaper article
R: Reads newspaper or magazine article W: Writes a summary of a newspaper report
W: Writes a summary of a newspaper report
T4 WEEKS 7-8 T4 WEEKS 7-8
Revision Revision

Curriculum Tracker
Use the following tables to keep track of your curriculum coverage.
Complete the reflection at the end of every cycle as part of this process.

Thank you!

3
 WEEK 1

Day CAPS content, concepts, skills Date completed

THEME: WEDDINGS
Monday Activity 1: ORAL ACTIVITIES
• Activate background knowledge
• Start KWL chart
• Teach song/rhyme/poem
• Teach theme vocabulary
• Question of the day
• Use personal dictionaries
Monday Activity 2: LISTENING ACTIVITY
• Listening Text: Marriage in strange times
• Three read
• Model comprehension skill: Making inferences
• Oral comprehension
Tuesday Activity 1: SPEAKING ACTIVITY
• Small group discussions to respond to text
Tuesday Activity 2: PHONICS REVIEW
• /kn/ /ea/ /ow/
• Word find
Tuesday Activity 3: SHARED READING Pre-Read
• DBE Workbook 2 page 116: My cousin’s wedding
• Discuss and predict
• Read text aloud
Wednesday Activity 1: ORAL ACTIVITIES
• Teach song/rhyme/poem
• Teach theme vocabulary
• Question of the day
• Use personal dictionaries
Wednesday Activity 2: SHARED READING First Read
• DBE Workbook 2 page 116: My cousin’s wedding
• Model comprehension skill: Making inferences
• Oral comprehension
Thursday Activity 1: SHARED READING Second Read
• DBE Workbook 2 page 116: My cousin’s wedding
• Model comprehension skill: making inferences
• Oral comprehension
• Formulate a question about the text
Thursday Activity 2: TEACH THE COMPREHENSION STRATEGY
• Teach comprehension strategy: Making inferences
Friday Activity 1: SHARED READING Post-Read
• Complete activity: Making a summary
Friday Activity 2: TEACH THE GENRE
• Story / Narrative essay
• Sample text: My sister’s wedding
Friday Activity 3: END OF WEEK CONSOLIDATION
• Update KWL chart

4
 WEEK 2

Day CAPS content, concepts, skills Date completed

THEME: WEDDINGS
Monday Activity 1: WRITING Planning
• Genre: Story / Narrative essay
• Topic: Write a story about something funny or
interesting that happened at a wedding
• Planning Strategy: List
Monday Activity 2: GROUP GUIDED READING
• Whole class do paired reading: Learner Book Texts
• Work with 1-2 small groups
Tuesday Activity 1: ORAL ACTIVITIES
• Teach song/rhyme/poem
• Teach theme vocabulary
• Question of the day
• Use personal dictionaries
Tuesday Activity 2: GROUP GUIDED READING
• Whole class do paired reading: Learner Book Texts
• Work with 1-2 small groups
Wednesday Activity 1: LSC & WRITING Drafting
• LSC: Present progressive tense
• Use plan to draft
Wednesday Activity 2: GROUP GUIDED READING
• Whole class do paired reading: Learner Book Texts
• Work with 1-2 small groups
Thursday Activity 1: ORAL ACTIVITIES
• Teach song/rhyme/poem
• Teach theme vocabulary
• Question of the day
• Use personal dictionaries
Thursday Activity 2: GROUP GUIDED READING
• Whole class do paired reading: Learner Book Texts
• Work with 1-2 small groups
Friday Activity 1: WRITING Editing and Publishing
• Edit using checklist
• Publish and share writing
Friday Activity 2: GROUP GUIDED READING
• Whole class do paired reading: Learner Book Texts
• Work with 1-2 small groups
Friday Activity 3: CONCLUSION
• Review word find
• Update KWL chart

5
 THEME REFLECTION: WEDDINGS

1. What went well this cycle?

2. What did not go well this

cycle? How can you
improve on this?

3. Did you cover all the work

for the cycle? If not, how
will you get back on track?

4. Do you need to extend

some learners? If so,
which learners, and how
do you plan to do this?

5. Do you need to further

support some learners? If
so, which learners, and
how do you plan to do
this?

SMT Comment

SMT name and signature Date

6
 WEEK 3

Day CAPS content, concepts, skills Date completed

THEME: FRIENDSHIP
Monday Activity 1: ORAL ACTIVITIES
• Activate background knowledge
• Start KWL chart
• Teach song/rhyme/poem
• Teach theme vocabulary
• Question of the day
• Use personal dictionaries
Monday Activity 2: LISTENING ACTIVITY
• Listening Text: In good times and in bad
• Three read
• Model comprehension skill: Make inferences
• Oral comprehension
Tuesday Activity 1: SPEAKING ACTIVITY
• Small group discussions to respond to text
Tuesday Activity 2: PHONICS REVIEW
• /oi/ /oy/ /ar/
• Word find
Tuesday Activity 3: SHARED READING Pre-Read
• DBE Workbook 2 page 108: A birthday
• Discuss and predict
• Read text aloud
Wednesday Activity 1: ORAL ACTIVITIES
• Teach song/rhyme/poem
• Teach theme vocabulary
• Question of the day
• Use personal dictionaries
Wednesday Activity 2: SHARED READING First Read
• DBE Workbook 2 page 108: A birthday
• Model comprehension skill: Making inferences
• Oral comprehension
Thursday Activity 1: SHARED READING Second Read
• DBE Workbook 2 page 108: A birthday
• Model comprehension skill: Making inferences
• Oral comprehension
• Formulate a question about the text
Thursday Activity 2: TEACH THE COMPREHENSION STRATEGY
• Teach comprehension strategy: Making inferences
Friday Activity 1: SHARED READING Post-Read
• Complete activity: Written comprehension
Friday Activity 2: TEACH THE GENRE
• Story / Narrative essay with dialogue
• Sample text: Best friends forever!
Friday Activity 3: END OF WEEK CONSOLIDATION
• Update KWL chart

7
 WEEK 4

Day CAPS content, concepts, skills Date completed

THEME: FRIENDSHIP
Monday Activity 1: WRITING Planning
• Genre: Story / Narrative essay with dialogue
• Topic: Write a story about someone who is a selfless
friend
• Planning Strategy: List
Monday Activity 2: GROUP GUIDED READING
• Whole class do paired reading: Learner Book Texts
• Work with 1-2 small groups
Tuesday Activity 1: ORAL ACTIVITIES
• Teach song/rhyme/poem
• Teach theme vocabulary
• Question of the day
• Use personal dictionaries
Tuesday Activity 2: GROUP GUIDED READING
• Whole class do paired reading: Learner Book Texts
• Work with 1-2 small groups
Wednesday Activity 1: LSC & WRITING Drafting
• LSC: Direct speech
• Use plan to draft
Wednesday Activity 2: GROUP GUIDED READING
• Whole class do paired reading: Learner Book Texts
• Work with 1-2 small groups
Thursday Activity 1: ORAL ACTIVITIES
• Teach song/rhyme/poem
• Teach theme vocabulary
• Question of the day
• Use personal dictionaries
Thursday Activity 2: GROUP GUIDED READING
• Whole class do paired reading: Learner Book Texts
• Work with 1-2 small groups
Friday Activity 1: WRITING Editing and Publishing
• Edit using checklist
• Publish and share writing
Friday Activity 2: GROUP GUIDED READING
• Whole class do paired reading: Learner Book Texts
• Work with 1-2 small groups
Friday Activity 3: CONCLUSION
• Review word find
• Update KWL chart
• Reflect on learning

8
 THEME REFLECTION: FRIENDSHIP

1. What went well this cycle?

2. What did not go well this

cycle? How can you
improve on this?

3. Did you cover all the work

for the cycle? If not, how
will you get back on track?

4. Do you need to extend

some learners? If so,
which learners, and how
do you plan to do this?

5. Do you need to further

support some learners? If
so, which learners, and
how do you plan to do
this?

SMT Comment

SMT name and signature Date

9
 WEEK 5

Day CAPS content, concepts, skills Date completed

THEME: LEARNING ABOUT THE PAST

Monday Activity 1: ORAL ACTIVITIES
• Activate background knowledge
• Start KWL chart
• Teach song/rhyme/poem
• Teach theme vocabulary
• Question of the day
• Use personal dictionaries
Monday Activity 2: LISTENING ACTIVITY
• Listening Text: Importance of the Taung Child and
The Discovery of ‘The Boy King’s Tomb’
• Three read
• Model comprehension skill: Making Connections
• Oral comprehension
Tuesday Activity 1: SPEAKING ACTIVITY
• Small group discussions to respond to text
Tuesday Activity 2: PHONICS REVIEW
• /qu/ /ow/ /aw/
• Word find
Tuesday Activity 3: SHARED READING Pre-Read
• DBE Workbook 2 page 98: Workbookpedia
• Discuss and predict
• Read text aloud
Wednesday Activity 1: ORAL ACTIVITIES
• Teach song/rhyme/poem
• Teach theme vocabulary
• Question of the day
• Use personal dictionaries
Wednesday Activity 2: SHARED READING First Read
• DBE Workbook 2 page 98: Workbookpedia
• Model comprehension skill: Making connections
• Oral comprehension
Thursday Activity 1: SHARED READING Second Read
• DBE Workbook 2 page 98: Workbookpedia
• Model comprehension skill: Making connections
• Oral comprehension
• Formulate a question about the text
Thursday Activity 2: TEACH THE COMPREHENSION STRATEGY
• Teach comprehension strategy: Making connections
Friday Activity 1: SHARED READING Post-Read
• Complete activity: Written comprehension
Friday Activity 2: TEACH THE GENRE
• Summary of a newspaper report
• Sample text: New Human Ancestor Discovered
Friday Activity 3: END OF WEEK CONSOLIDATION
• Update KWL chart

10
 WEEK 6

Day CAPS content, concepts, skills Date completed

THEME: LEARNING ABOUT THE PAST

Monday Activity 1: WRITING Planning
• Genre: Summary of a newspaper report
• Topic: Write a summary of the article: King
Tutankhamun’s Tomb Unearthed!
• Planning Strategy: List
Monday Activity 2: GROUP GUIDED READING
• Whole class do paired reading: Learner Book Texts
• Work with 1-2 small groups
Tuesday Activity 1: ORAL ACTIVITIES
• Teach song/rhyme/poem
• Teach theme vocabulary
• Question of the day
• Use personal dictionaries
Tuesday Activity 2: GROUP GUIDED READING
• Whole class do paired reading: Learner Book Texts
• Work with 1-2 small groups
Wednesday Activity 1: LSC & WRITING Drafting
• LSC: Connecting words
• Use plan to draft
Wednesday Activity 2: GROUP GUIDED READING
• Whole class do paired reading: Learner Book Texts
• Work with 1-2 small groups
Thursday Activity 1: ORAL ACTIVITIES
• Teach song/rhyme/poem
• Teach theme vocabulary
• Question of the day
• Use personal dictionaries
Thursday Activity 2: GROUP GUIDED READING
• Whole class do paired reading: Learner Book Texts
• Work with 1-2 small groups
Friday Activity 1: WRITING Editing and Publishing
• Edit using checklist
• Publish and share writing
Friday Activity 2: GROUP GUIDED READING
• Whole class do paired reading: Learner Book Texts
• Work with 1-2 small groups
Friday Activity 3: CONCLUSION
• Review word find
• Update KWL chart
• Reflect on learning

11
 THEME REFLECTION: LEARNING ABOUT THE PAST

1. What went well this cycle?

2. What did not go well this

cycle? How can you
improve on this?

3. Did you cover all the work

for the cycle? If not, how
will you get back on track?

4. Do you need to extend

some learners? If so,
which learners, and how
do you plan to do this?

5. Do you need to further

support some learners? If
so, which learners, and
how do you plan to do
this?

SMT Comment

SMT name and signature Date

12
 Programme of Formal Assessment

1. There are 3 formal assessment tasks for Grade 4 Term 4 2023.

2. Please complete these tasks as detailed below.

TASK DESCRIPTION MARKS

CREATIVE WRITING PROJECT
FAT 7 Stage 3: Oral presentation (Learners do the oral presentation of their project) 20 marks
Continuation from Term 3. Marks to be recorded in Term 4.
TRANSACTIONAL WRITING
FAT 8
Written before the controlled test. 10 marks
RESPONSE TO TEXTS (End of year controlled test)
Question 1: Literary/ non-literary text (15 marks)
FAT 9 Question 2: Visual text (10 marks) 40 marks
Question 3: Summary (5 marks)
Question 4: Language structures and conventions (10 marks)

‘Response to Texts’ developed by: Ms Gladys Ntlailane.

All assessment tasks and tools may be changed in accordance with directives from the province or
district.

13
 ASSESSMENT RUBRIC TASK 7 Stage 3: Oral Presentation 20 marks

Speaking Level Descriptors

Criteria
5 4 3 2 1

Excellent structure. Good structure; good Tried to structure the Weak structure – not Weak or no
Structure: Proper introduction introduction and presentation; tried to all components done; structure; greetings
introduction and concluding concluding greetings; do have appropriate weak introduction not done; limited or
greeting; good good research done; introduction and and concluding no research done; no
of topic, research done; good connection concluding greetings; greetings; some connection between
research, choices well between the average research research done but the poem/song and
poem/song explained; well poem/song and done; average not convincing; weak movie.
and thought-through links movie; solid connection between or no connection
between poem/song understanding of the the poem/song and between the
conclusion and movie; thorough genre. movie. Some poem/song and
understanding of the understanding of the movie.
genre. genre.

Excellent Good pronunciation, Fair pronunciation, Some issues with Many issues with
Delivery: pronunciation, articulation and voice articulation, voice pronunciation, pronunciation,
pronunciation, articulation, voice projection and projection and articulation, voice articulation, voice
projection and volume. Good volume. Fair projection and projection and
articulation, volume. Excellent expression and expression and volume. An attempt volume. No attempt
and expression and emotion in voice. emotion in voice. to use expression and to use expression and
expression emotion in voice. emotion in voice. emotion in voice.

Appropriate Excellent use of body Good use of body Good use of body Some issues with use Body language
body language, gestures language, gestures language, gestures of body language, inappropriate for the
language: and facial AND facial OR facial expressions. gestures and facial presentation. Limited
expressions. expressions. expressions. or no use of facial
eye contact expressions.
with audience,
posture,
gestures and
facial
expression

Use of Very good use of

Unsatisfactory use of
Limited to no use of
resources, Good use of poster Average use of resources – poster or
poster and props to resources – no effort
and props to add to resources to help props used but did
visual cues create excellent
presentation. presentation. not add value to
to use poster or
and props presentation. props.
presentation.

14
EXAMPLES OF RUBRICS for TASK 8: Transactional writing

TASK 8 TRANSACTIONAL WRITING: Review

MARKS Maximum total of 10

OBJECTIVE Writes a review

CONTENT 3 2 1

The learner’s response is The learner’s response is relevant The learner’s response is
interesting and exceeds to the topic and interesting. The irrelevant to the topic.
expectations. It includes a learner has attempted to give an
quotation from the text and opinion and recommendation
the learner’s opinion and about the text.
recommendation about the
text.

STRUCTURE 2 1 0

The learner has used the The learner has attempted to The learner’s review has no
paragraphs logically to review structure the review into logical logical structure or flow.
different aspects of the text. paragraphs. Paragraphs have not been used.

PLANNING 2 1 0

The learner makes a plan The learner makes a plan before The learner does not make a
before writing. The learner writing. The learner uses some plan OR the learner’s plan is
uses the plan to inform their ideas from their plan to inform irrelevant.
drafting and expands on the their drafting.
plan with creativity.

EDITING / LSC 3 2 1

The learner has included all The learner has included most of The learner has not included the
the necessary information the necessary information about necessary information about the
about the text. The language the text. There is an attempt at an text. The stye of the language is
clearly shows the opinion of opinion with reason to justify. The not correct.
the writer and gives a good learner has edited their work to The learner does not edit the
sense of the text being correct grammar, spelling and work. Or, the learner attempts
reviewed. The learner punctuation, but there are to edit the work, but there are
successfully edits their own still some errors. many errors remaining.
work to correct
grammar, spelling and
punctuation.

15
 TASK 8 TRANSACTIONAL WRITING: Informal / Friendly Letter

MARKS Maximum total of 10

OBJECTIVE Writes an informal / friendly letter

CONTENT 3 2 1

The learner’s response is The learner’s response is relevant The learner’s response is
interesting and exceeds to the topic and interesting. irrelevant to the topic.
expectations. It includes the
writer’s thoughts and
feelings.

STRUCTURE 2 1 0

The learner has used the The learner has attempted to The learner’s letter has not
correct structure and layout structure the letter correctly. followed the correct structure.
of a friendly letter (including
sender’s address, date,
greetings).

PLANNING 2 1 0

The learner makes a plan The learner makes a plan before The learner does not make a
before writing. The learner writing. The learner uses some plan OR the learner’s plan is
uses the plan to inform their ideas from their plan to inform irrelevant.
drafting and expands on the their drafting.
plan with creativity.

EDITING / LSC 3 2 1

The learner has used informal The learner’s style of language is The learner has not written in a
register with the correct mostly correct. The learner has suitable style. The appropriate
greeting and farewell. All the attempted to use the correct greetings have not been used.
necessary information is greeting and farewell. The learner The learner does not edit their
included. The learner edits their own work to correct own work. Or, the learner
successfully edits their own grammar, spelling, and attempts to edit their own work,
work to correct grammar, punctuation, but there are still but there are many errors
spelling and punctuation. some errors. remaining.

16
 TASK 8 TRANSACTIONAL WRITING: Instructional Text

MARKS Maximum total of 10

OBJECTIVE Writes an instructional text

CONTENT & 5 4 3 2 1
STRUCTURE

The learner’s The learner’s The learner’s The learner’s The learner’s
response is response is response is relevant response does not response is
interesting, interesting and to the topic. The show a good irrelevant to the
relevant and relevant to the instructions have understanding of topic. The
exceeds topic. The logical the topic. The instructions are
expectations. The instructions are points/paragraphs, instructions have not organised into
instructions are organised into but they are not attempted to points/paragraphs.
well-organised logical fully developed. The follow the There is no
with logical points/paragraphs ideas are not totally structure and use connection linking
paragraphs. The that work connected and paragraphs. But the ideas
learner has used together well. more thought into many ideas seem presented.
the structure to The ideas are the overall idea is to be missing. The
enhance the text. connected, and needed. Some ideas are not
All the necessary the brief is important connected.
information is creatively information has
included. structured. Most been left out.
of the information
is there.

PLANNING & 5 4 3 2 1
EDITING / LSC

The learner The learner The learner makes a The learner makes The learner does
makes a plan makes a plan plan before writing. a plan before not make a plan
before writing. before writing. The learner uses writing. The OR the learner’s
The learner uses The learner uses some ideas from learner attempts plan is irrelevant.
the plan to inform their plan to their plan to inform to use their plan. The learner has
their drafting and inform their their drafting. The The learner has not used the
expands on the drafting. The learner attempts to not used the active and passive
plan with learner uses use the active and passive voice. The voice. The learner
creativity. The active and passive passive voice. The learner attempts does not edit their
learner uses voice mostly learner edits their to edit their own own work
active and passive correctly. The own work to correct work, but there
voice correctly. learner edits their style, grammar, are many errors
The learner own work and spelling and remaining.
successfully edits mostly corrects punctuation, but
their own work to their style, there are still some
correct style, grammar, spelling errors.
grammar, spelling and punctuation.
and punctuation.

17
 TASK 8 TRANSACTIONAL WRITING: Speech

MARKS Maximum total of 10

OBJECTIVE Writes a speech

CONTENT 3 2 1

The learner’s response is The learner’s response is relevant The learner’s response is
interesting and exceeds to the topic and interesting. irrelevant to the topic.
expectations. There is a main
point supported by reasons,
evidence and examples.

STRUCTURE 2 1 0

The opening of the speech The learner has attempted to The learner’s letter has no
captures attention and structure the speech with a logical coherent structure.
introduces the topic. The flow. Stays on topic all the way
learner has structured the through. There is an introduction
speech so that the points flow and a point made and a conclusion.
logically, (intro, main points
and/or argument and a strong
conclusion). Leaves the
audience with a strong final
thought.

PLANNING 2 1 0

The learner makes a plan The learner makes a plan before The learner does not make a
before writing. The learner writing. The learner uses some plan OR the learner’s plan is
uses the plan to inform their ideas from their plan to inform irrelevant.
drafting and expands on the their drafting.
plan with creativity.

EDITING / LSC 3 2 1

The learner has used The learner’s style of language is The learner has not written in a
persuasive and emotive mostly correct. There is a main suitable style. There is no
language to convince the idea. There is an attempt at emotive or persuasive language.
audience. All points are well persuasive language. The learner The learner does not edit their
argued. The learner edits their own work to correct own work. Or, the Learner
successfully edits their own grammar, spelling and punctuation, attempts to edit their own work,
work to correct grammar, but there are still some errors. but there are many errors
spelling and punctuation. remaining.

18
 TASK 8 TRANSACTIONAL WRITING: Newspaper Article

MARKS Maximum total of 10

OBJECTIVE Writes a newspaper article

CONTENT 3 2 1

The learner’s response is The learner’s response is relevant The learner’s response is
interesting and exceeds to the topic and interesting. irrelevant to the topic.
expectations. The facts
(questions: who, what, where
when and why) of the
incident are all clear.

STRUCTURE 2 1 0

There is a headline The learner has attempted to The learner’s article has no
(appropriate and catching) structure the article in paragraphs. coherent structure.
and a by-line, a blurb (tells Stays on topic all the way through.
the reader what the article is
about and appears directly
below the headline) and well-
structured paragraphs with
the necessary information.

PLANNING 2 1 0

The learner makes a plan The learner makes a plan before The learner does not make a
before writing. The learner writing. The learner uses some plan OR the learner’s plan is
uses the plan to inform their ideas from their plan to inform irrelevant.
drafting and expands on the their drafting.
plan with creativity.

EDITING / LSC 3 2 1

The learner has used a formal The learner’s style of language is The learner has not written in a
register, in the third person mostly correct. The article is suitable style. The register and
with in/direct speech in the written in a formal register, in the tone are incorrect and the
active voice. The learner third person with an attempt at necessary LSCs and details have
successfully edits their own in/direct speech. The learner not been included. The learner
work to correct grammar, edits their own work to correct does not edit their own work.
spelling and punctuation. grammar, spelling and punctuation, Or, the Learner attempts to edit
but there are still some errors. their own work, but there are
many errors remaining.

19
 TASK 8 TRANSACTIONAL WRITING: Advertisement

MARKS Maximum total of 10

OBJECTIVE Writes an advertisement

CONTENT 3 2 1

The learner’s response is The learner’s response is relevant The learner’s response is
interesting and exceeds to the topic and interesting. irrelevant to the topic.
expectations. The
advertisement works well to
sell the product/service using
relevant verbal and visual
texts. There is a clear target
market.

STRUCTURE 2 1 0

Different fonts and sizes of The learner has attempted to The learner’s article has no
fonts are used. An structure the article in paragraphs. coherent structure.
appropriate image has been Stays on topic all the way through.
included. The learner has
worked hard to create a
visually appealing and
relevant text.

PLANNING 2 1 0

The learner makes a plan The learner makes a plan before The learner does not make a
before writing. The learner writing. The learner uses some plan OR the learner’s plan is
uses the plan to inform their ideas from their plan to inform irrelevant.
drafting and expands on the their drafting.
plan with creativity.

EDITING / LSC 3 2 1

The learner has used The learner has attempted to use The learner has not used
persuasive and emotive persuasive language and an persuasive language. There is no
language and an image appropriate visual has been visual image. The learner does
effectively. The learner included. The learner edits their not edit their own work. Or, the
successfully edits their own own work to correct grammar, Learner attempts to edit their
work to correct grammar, spelling and punctuation, but there own work, but there are many
spelling and punctuation. are still some errors. errors remaining.

20
 TASK 8 TRANSACTIONAL WRITING: Dialogue

MARKS Maximum total of 10

OBJECTIVE Writes a dialogue

CONTENT 3 2 1

The learner’s response is The learner’s response is relevant The learner’s response is
interesting and exceeds to the topic and interesting. irrelevant to the topic.
expectations. The dialogue
sounds like a real
conversation.

STRUCTURE 2 1 0

Stage directions are in The learner has attempted to The learner’s dialogue has not
brackets before the speaker structure the dialogue correctly. followed the correct layout and
talks to show their feelings structure.
and actions. The speakers’
names are on the left-hand
side followed by a colon
before their words. Each new
speaker starts on a new line.
The words spoken by the
characters all line up. All the
speakers’ lines are in the
correct chronological order.

PLANNING 2 1 0

The learner makes a plan The learner makes a plan before The learner does not make a
before writing. The learner writing. The learner uses some plan OR the learner’s plan is
uses the plan to inform their ideas from their plan to inform irrelevant.
drafting and expands on the their drafting.
plan with creativity.

EDITING / LSC 3 2 1

The learner has created a The learner has attempted to show The learner has not used the
realistic sounding dialogue the feelings and actions of the correct layout. The conversation
(vocabulary and tone). The speakers. The characters words does not sound realistic. The
stage directions give a good sound like a real conversation. The learner does not edit their own
sense of the speakers’ layout is mostly correct. The work. Or, the learner attempts
feelings and actions as they learner edits their own work to to edit their own work, but there
speak (use of adverbs and correct grammar, spelling and are many errors remaining.
adjectives). The learner punctuation, but there are still
successfully edits their own some errors.
work to correct grammar,
spelling and punctuation.

21
 TASK 8 TRANSACTIONAL WRITING: Diary Entry

MARKS Maximum total of 10

OBJECTIVE Writes a diary entry

CONTENT 3 2 1

The learner’s response is The learner’s response is relevant The learner’s response is
interesting and exceeds to the topic and interesting. irrelevant to the topic.
expectations. The diary
sounds like the thoughts of
the ‘character’ and describes
the events in a subjective and
emotional way.

STRUCTURE 2 1 0

There is a date at the top of The learner has attempted to The learner’s diary has no
the entry. There is a structure the diary entry. Stays on coherent structure.
salutation/ greeting (e.g. Dear topic all the way through.
Diary) at the start. Paragraphs
are used to organise the entry
logically.

PLANNING 2 1 0

The learner makes a plan The learner makes a plan before The learner does not make a
before writing. The learner writing. The learner uses some plan OR the learner’s plan is
uses the plan to inform their ideas from their plan to inform irrelevant.
drafting and expands on the their drafting.
plan with creativity.

EDITING / LSC 3 2 1

The diary entry is written in The learner has attempted to write The learner has not written as
the first-person (‘I’), in the as the ‘character’. The diary is in though they are the ‘character’.
past tense. Careful use of the first person and in the past They style and language are
vocabulary have been chosen tense. Some descriptive vocabulary incorrect. The learner does not
to show the correct tone helps to show the feelings of the edit their own work. Or, the
(feeling) of the writer. The writer. The learner edits their own Learner attempts to edit their
learner successfully edits work to correct grammar, spelling own work, but there are many
their own work to correct and punctuation, but there are still errors remaining.
grammar, spelling and some errors.
punctuation.

22
 TASK 9: RESPONSE TO TEXTS
EXEMPLAR TASK
Marks: 40
Duration: 2 hours
Date: November 2023

TERM 4 TASK 9 TOTAL MARKS LEARNER’S MARK

1. Reading Comprehension 15

2. Visual Literacy 10

3. Summary 5

4. Language Structures & Conventions 10

TOTAL 40

Instructions for the learner:

1. Read the instructions carefully.
2. This task consists of FOUR questions.
QUESTION 1: Reading comprehension (25)

QUESTION 2: Visual Literacy (10)

QUESTION 3: Summary (5)

QUESTION 4: Language Structures and (10)

Conventions

TOTAL (40)

3. Answer ALL the questions.

4. For multiple choice questions, circle only the letter of the correct answer.
5. Answer in your own words unless specifically asked to quote.
6. Pay special attention to spelling and sentence construction.
7. Your teacher will lead you through the practice exercise before you start the controlled test.

23
Practice exercise

1.4 Circle the letter of the correct answer.

What is a cabbage?
A fruit
B vegetable
C root
D berry (1)

You answered correctly if you circled the letter B.

1.5 Which word is the noun in the following sentence? Write the word on the line.
The book is interesting.
(2)
__________________________

You answered correctly if you wrote “book”.

1.6 Give two reasons why you think you will enjoy school this year. (2)
_________________________________________________________________
_________________________________________________________________

You should write something like:

This year I will enjoy school because my English teacher is friendly.
I shall also enjoy it because my old friend has come back to our school.

GOOD LUCK!

24
QUESTION 1: Comprehension
TEXT A: SHORT STORY
Read the short story and answer the questions that follow.

Tilly, the Brownie Fairy

1. Once upon a time, deep in the forest, there lived a small, creature named Tilly.
Tilly was a brownie, a type of fairy known for their love of playing tricks on people.
She lived inside an old oak tree, and could often be seen jumping between the
trees, laughing as she played her tricks.

2. One day, a group of children

went for a walk in the forest.
They were playing a game of
hide-and-seek, and Tilly
watched them from behind a
tree. She decided to play a
trick on them, and soon had
them all running in circles,
trying to find the source of
the laughter.

3. As the sun began to set, the children grew tired and decided to go back home. As
they walked, they heard the soft sound of laughter following them. Looking up,
they saw Tilly on top of a tree branch, waving goodbye.

4. From that day on, the children would often

visit Tilly in the forest, bringing her gifts of
honey and berries in exchange for her
stories and tricks. And Tilly, for her part,
was happy to have made some new friends.

Adapted story from: Al Chat with ChatGPT

25
1.1 What is the title of the story?
_______________________________________________________________
(1)
1.2 Where does the whole story take place?
A at home
B behind a tree
C in the forest
D on the oak tree (1)

1.3 Which words tell us that the story happened a long time ago?
(paragraph 1) (1)
_________________________________________________________________

1.4 What is a brownie? (paragraph 1)

________________________________________________________________ (1)

1.5 Where did Lilly live?

_________________________________________________________________ (1)

1.6 What were the children doing in the forest?

_________________________________________________________________ (1)

1.7 “…running in circles, trying to find the source of the laughter.’ (paragraph 2)
“The word ‘source’ as used above means...
A soup
B cause
C plate
D end (1)

26
1.8 Who was making a ‘soft sound? (paragraph 3)

A the branches

B the children

C the wind

D the fairy (1)

1.9 Which word best describes Tilly?

A brave

B scary

C playful

D unfriendly (1)

1.10 How did you feel when reading this story?

_________________________________________________________________ (1)

1.11 Indicate whether the statement below is True or False.

The children went back home at midday.

Give a reason for your answer.

_________________________________________________________________
_________________________________________________________________ (2)

1.12 Would you go back to forest if you were one of the children in the story?
Give a reason for your answer.
_________________________________________________________________
_________________________________________________________________ (2)

1.13 What presents did the children take for Tilly?

________________________________________________________________ (1)

Total Question 1 (15)

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Question 2: Visual Literacy
TEXT B: POSTER
Read the poster below and answer the questions that follow.

ARE YOU A REPTILE LOVER?

FUNNYWORLD
Come and see some reptiles!

FEEDING TIMES 3PM

Thursday, Friday, Saturday, Sunday

Funnyworld Toy shop

Tel (011) 723 457

School Group & Tour Bookings

ENTRANCE FEE: R10.00

Children under 13: R5.00

Funnyworld Restaurant
Restaurant closed on Mondays

OPEN 9 AM TO 5 PM – 6 DAYS A WEEK

28
2.1 What is the place being advertised on the poster?

A Restaurant
B Wildlife
C Reptiles
D Funnyworld
(1)
2.2 Name TWO things you can see at this place.
2.2.1 __________________________________________________________
2.2.2 __________________________________________________________ (2)

2.3 At what time can you watch reptiles being fed?

________________________________ (1)

2.4 How much would your 15-year-old brother pay to go there?

___________________________________ (1)

2.5 Would you be able to have a meal at the Funnyworld restaurant on Mondays?
Give a reason for your answer.
__________________________________________________________
__________________________________________________________ (2)

2.6 Who do you think would be interested in visiting this place?

_____________________________________________ (1)

2.7 Would you join your school for a tour to this place?
Give a reason for your answer.
__________________________________________________________
__________________________________________________________ (2)

Total Question 2 10

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Question 3: Summary
TEXT C: INFORMATION TEXT
Read the following information text and write a summary on FIVE important facts about
donkeys
Remember:
1. Your summary should be between 40 – 50 words.
2. Write only important facts.
3. Use your own words as much as possible.
4. Write the number of your words at the end.

Donkeys
The donkey is a domesticated member of the horse family. Donkeys were used as pack
animals. They have a lifespan of 30 -50 years. They range in size from 97 – 147 cm at their
shoulder. A diet of straw plus a little grazing keeps a donkey healthy. Donkeys don’t like
getting their feet wet. Donkeys have very sharp hooves. The male donkey is called a jack and
a female is called a jenny. Female donkeys become pregnant for between 11 and 14
months. A baby donkey is called a foal. The mother feeds the foal for four to six months.
Adapted from Google web/donkey/fact

3.1 _________________________________________________________________

3.2 _________________________________________________________________

3.3 _________________________________________________________________

3.4 _________________________________________________________________

3.5 _________________________________________________________________

Total Question 3 5

30
Question 4: Language Structures and Conventions
TEXT D: INFORMATION TEXT
Read the text below and answer the questions that follow.

1 Reports show that only 14% of the South African population are active readers, and
a mere 5% of parents read to their children. National Book Week is an important
event in encouraging the nation to value reading as a fun and pleasurable activity
and to show how reading can easily be part of one’s daily lifestyle.
2. This year’s theme of “The Books of Our Lives”, National Book Week shows South
Africans the many ways in which books remain our faithful friends on the road of
life. Books educate us, guide us, please us, teach us our history, and the lives of
others that are so different, and yet so similar to ours.

4.1 Choose the opposite of the underlined word and circle the correct letter
Books remain our faithful friends. (1)
A family
B fortune
C enemies
D readers

4.2 Change the following sentence into simple past tense.

National Book Week is an important event.

___________________________________________________________ (1)
4.3 Only 14% of the South African population are active readers.
The word “active” is an example of…

A an adverb.
B an adjective.
C a verb.
D a noun. (1)

31
4.4 Reading books teaches us a lot of things.
Change the sentence above into a question.

Does______________________________________________________ (2)

4.5 Underline the correct verb.

The book was / were enjoyed by everyone. (1)

4.6 Identify a word in paragraph 1 that means the same as mother and father. (1)

________________________

4.7 National Book Week shows South Africans the importance of books.
Souths Africa is an example of a…
A possessive noun.
B pronoun.
C collective noun.
D proper noun. (1)

4.8 Join the following sentence using the conjunctions in brackets

I love reading. I love learning about faraway places.
(because)

___________________________________________________________
___________________________________________________________ (1)

4.9 Fill in the apostrophe in the correct place in the following sentence: (1)
I love our schools library.

Total Question 4 10

Grand Total 40

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TASK 9: RESPONSE TO TEXTS
EXEMPLAR TASK
MARKING GUIDELINES
Marks: 40

Item no. Possible Answer Mark Level of Cognitive level

difficulty

Question 1: Comprehension

1.1 The title of the story is Tilly, the Brownie 1 E Literal

Fairy ✔

1.2 C - in the forest✔ 1 E Literal

1.3 “Once upon a time”✔ 1 M Inference

1.4 It is a type of fairy✔ 1 M Inference

1.5 Tilly lived in a tree. ✔ 1 E Literal

1.6 They were playing hide and seek game✔ 1 E Literal

1.7 B – cause✔ 1 M Inference

1.8 D - The fairy✔ 1 E Literal

1.9 C - playful✔ 1 M Inference

1.10 Open-ended, accept learners ‘responses 1 D Appreciation

that express feelings.

Suggestions

I feel happy/scared

1.11 False- They went back at sun began to 2 M Literal

set.✔✔

OR

False – they went back home at sunset/ in

the evening. ✔✔

(Award full marks only when False is

motivated correctly- do not award a mark
for False only)

33
 1.12 Open-ended, accept learners ‘responses 2 D Evaluation
that have a relevant motivation).

Yes I would go back because the fairy/Tilly

is a happy/funny/lovely/ fairy to play
with.✔ ✔

OR

No I would not go because I do not like to

play tricks/ to be pranked/ I do not like to
play with fairies. .✔ ✔

(No mark for yes or no without a valid

motivation)

1.13 Honey ✔ 1 E Literal

berries✔

(any of the two)

Total Question 1 15

Question 2: Visual Literacy

2.1 D -Funnyworld✔ 1 E Literal

2.2 2.2.1 snakes ✔ 2 E Literal

2.2.2 crocodiles✔

lizards✔✔ (Any two)

2.3 3 pm/ 3 o’clock/ 15h00 ✔ 1 E Literal

2.4 R10 / Ten Rand 1 M Inference

2.5 No, I would not be able to have a meal on 2 M Inference

Mondays because the restaurant is closed
on Mondays. ✔✔

(Accept learners ‘responses that are

correctly motivated. No mark for No only)

2.6 Children/ schools/ parents with young 1 M Inference

children/people who like reptiles✔

(Any response that is relevant to the

poster)

34
2.7 Yes I would go because I love reptiles /It 2 D Appreciation
will be fun to have an outing.✔✔

OR

No, I would not go because I am scared of

snakes/ crocodiles/lizards/reptiles. ✔✔

(Open ended question-accept learners,

responses that have a relevant
motivation. No mark for Yes or No only)

. TOTAL QUESTION 2 10

Question 3: Summary

3.1 A donkey is a member of the horse E Reorganisation

family. ✔ 1

3.2 Donkeys live for 30 -50 years. ✔

3.3 Their shoulders are 97-147 cm tall. ✔

1
3.4 Donkeys eat straw and grass. ✔

3.5 Donkeys have sharp hooves. ✔

Donkeys want to stay dry.

1
A male donkey is called a jack.
1
A female donkey is a jenny.

Donkeys get pregnant for 11-14 months.

1
A baby donkey is called a foal.

(Award 1 mark for each correct fact. Any

FIVE of the above facts are correct but
note that learners may use different
words.)

Total Question 3 5

35
 Question 4: Language Structures and
Conventions

4.1 C - enemies✔ 1 E Knowledge

4.2 National Book Week was an important 1 D Application

event.✔

4.3 B - an adjective. 1 E Knowledge

4.4 Does reading books teach✔ us a lot of 2 D Application

things? ✔

4.5 The book was/were enjoyed by everyone. 1 E Knowledge

✔

4.6 Parent ✔, 1 M Concept

4.7 D –proper noun ✔ 1 M Concept

4.8 I love reading because I love learning about 1 M Concept

faraway places. ✔

4.9 I love our school’s library. ✔ 1 M Concept

TOTAL QUESTION 4 10

GRAND TOTAL 40

36