GR 10 Term 1 2019 EFAL Lesson Plan Finders Keepers

ENGLISH
FIRST
ADDITIONAL
LANGUAGE
Grade 10
Literature
Module:
Finders
Keepers
LESSON PLAN
A message from the NECT
National Education Collaboration Trust (NECT)
DEAR TEACHERS
This learning programme and training is provided by the National Education Collaboration
Trust (NECT) on behalf of the Department of Basic Education (DBE). We hope that this
programme provides you with additional skills, methodologies and content knowledge that
you can use to teach your learners more effectively.
WHAT IS NECT?
In 2012 our government launched the National Development Plan (NDP) as a way to
eliminate poverty and reduce inequality by the year 2030. Improving education is an
important goal in the NDP which states that 90% of learners will pass Maths, Science and
languages with at least 50% by 2030. This is a very ambitious goal for the DBE to achieve on
its own, so the NECT was established in 2015 to assist in improving education.
The NECT has successfully brought together groups of people interested in education so that
we can work collaboratively to improve education. These groups include the teacher unions,
businesses, religious groups, trusts, foundations and NGOs.
WHAT ARE THE LEARNING PROGRAMMES?

One of the programmes that the NECT implements on behalf of the DBE is the ‘District
Development Programme’. This programme works directly with district officials, principals,
teachers, parents and learners; you are all part of this programme!
The programme began in 2015 with a small group of schools called the Fresh Start Schools
(FSS). Curriculum learning programmes were developed for Maths, Science and Language
teachers in FSS who received training and support on their implementation. The FSS teachers
remain part of the programme, and we encourage them to mentor and share their experience
with other teachers.
The FSS helped the DBE trial the NECT learning programmes so that they could be improved
and used by many more teachers. NECT has already begun this scale-up process in its
Universalisation Programme and in its Provincialisation Programme.
Everyone using the learning programmes comes from one of these groups; but you are
now brought together in the spirit of collaboration that defines the manner in which the
NECT works. Teachers with more experience using the learning programmes will deepen
their knowledge and understanding, while some teachers will be experiencing the learning
programmes for the first time.
Let’s work together constructively in the spirit of collaboration so that we can help South
Africa eliminate poverty and improve education!
www.nect.org.za
Contents
Introduction 1
Caps compliance and notional time 2
Lesson Plan Components 5
An Approach to Teaching Literature Through Discussion 6
Resource requirements for teachers and learners 14
Module: Finders Keepers 15
Structure of the drama lesson plans: Reading and viewing 16

Cycle 1: Pre-reading 17
Cycle 2: Reading 25
Cycle 3: Reading 37
Cycle 4: Reading 51
Cycle 5: Reading 65
Cycle 6: Reading 79
Cycle 7: Post-reading 93
Structure of the novel/drama lesson plans: Writing and presenting 102
Cycle 1: Writing and presenting 103

Descriptive essay 104

Narrative essay 122

Argumentative essay 138

Personal recount/Informal report 156

Dialogue 170

Book review 184
Cycle 7: Writing And Presenting 199

Diary entry 200
Introduction
Introduction
Welcome to the NECT FET EFAL Learning Programme!
This learning programme is designed to support you as you teach EFAL language, literature
and writing in the FET phase.
As part of this learning programme, you will be given the following materials:
1 A Tracker to help you plan lessons and track curriculum coverage (Terms 1–4)
1.1 This document breaks down each approved textbook into CAPS aligned lessons.
1.2 It also integrates the use of the NECT lesson plans.
1.3 This tracker is an incredibly useful tool to ensure that you teach all prescribed
lessons, using either an approved text book or the NECT lesson plans.
2 A Lesson Plan per Literature Set Work (Terms 1–3)
2.1 A set of lesson plans has been developed around each of the Grade 10–12 literature
set works.
2.2 These lesson plans cover all the Literature and Writing & Presenting requirements,
as well as most of the Reading & Viewing requirements.
2.3 By implementing these lesson plans, you can be assured that you are complying with
CAPS in terms of Literature and Writing & Presenting, and that you are covering
most of the Reading & Viewing curriculum requirements.
2.4 All other lessons are included in the Tracker and can be found in your approved text
book and teacher’s guide.
3 A Resource Pack per Literature Set Work (Terms 1–3)
3.1 One resource pack is provided for each of the Grade 10–12 literature set works.
3.2 These packs include theme tables, flashcard words and images.
3.3 These resources should be displayed in the classroom as the set work is taught.
4 A Summary of each Set Work,
4.1 All summaries are structured in the same way.
4.2 The summaries include key information to help learners revise and prepare
for exams.
5 The prescribed set works for Grade 10 FAL (2019) are as follows:
GENRE TITLE AUTHOR / EDITOR
Novel Finders Keepers Rosamund Haden

Novel Mhudi Sol Plaatjie
Drama The African Dustbin Victor C.D. Mtubani
Poetry Shuters English First Additional Language, B. Krone
Grade 10 Poetry Anthology
Short Stories Fabulous: An Anthology of Short Stories Lucy Z Dlamini
Finders Keepers 1
Caps Compliance and Notional Time
Caps Compliance and

Notional Time
In Grades 10–12, learners are required to complete a study of two literature set works over
the course of the year. Teachers must select these set works from two different genres. In
this learning programme, lesson plans have been developed for each of the Grade 10–12
set works.
These lesson plans can either be implemented consecutively (recommended), or
simultaneously, by switching between the genres for each two-week cycle.
The tables below illustrate the two different approaches to implementation, together with
the benefits of each approach.
APPROACH 1: CONSECUTIVE IMPLEMENTATION OF GENRES
WEEKS TERM 1 TERM 2 TERM 3 TERM 4
1 GENRE 1
2 GENRE 1 REVISION
3 (4 WEEKS)
4 GENRE 1 GENRE 2 GENRE 2

5 (10 WEEKS) (10 WEEKS) REVISION
6 GENRE 2
7 (4 WEEKS)
8 EXAM WEEKS
9
10 EXAM WEEKS
BENEFITS OF CONSECUTIVE IMPLEMENTATION

• By using this approach, learners will engage with one genre for 14 consecutive weeks,
followed by another genre for the next 14 weeks.
• This intensive approach provides the opportunity for learners to develop a deep
understanding and knowledge of the genre, the text/s, the themes and the related
vocabulary.
• By using this approach, learners will have completed their study of the first genre, and
will have spent four weeks on the second genre, prior to the mid-year examination.
2 Grade 10 English First Additional Language

APPROACH 2: SIMULTANEOUS IMPLEMENTATION OF GENRES
WEEKS TERM 1 TERM 2 TERM 3 TERM 4
1 GENRE 1 GENRE 2 GENRE 2 GENRE 1

2 REVISION

4 GENRE 2
5 GENRE 1 GENRE 2 GENRE 2 REVISION
6
8 EXAM WEEKS
9 GENRE 1 GENRE 2
10 EXAM WEEKS
BENEFITS OF SIMULTANEOUS IMPLEMENTATION

• By using this approach, learners will engage with two genres in alternating cycles for
28 weeks.
• By using this approach, learners will have spent eight weeks on each genre before the
mid-year examination.
A routine for each two-week cycle

CAPS specifies 9 hours in a two-week cycle for FET EFAL. CAPS suggests that this time be
utilized as follows:
• Listening and Speaking: one hour
• Reading & Viewing: four hours
• Writing and Presenting: three hours
• Language Structures and Conventions: one hour
In this programme, it is recommended that teachers follow a regular routine for the two-
week cycle, as this has been shown to improve time-on-task and curriculum coverage. The
following two-week routine, as used in the accompanying Tracker, is recommended:
FIRST WEEK IN A CYCLE
Lesson 1 Text Book Listening & Speaking One hour

Lesson 2 Text Book Reading & Viewing One hour
Lesson 3 Lesson Plan Reading & Viewing One hour
Lesson 4 Lesson Plan Reading & Viewing One hour
Lesson 5 Text Book Language Structures & Conventions Half hour
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SECOND WEEK IN A CYCLE
Lesson 1 Text Book Writing & Presenting One hour

Lesson 2 Lesson Plan Writing & Presenting One hour
Lesson 3 Lesson Plan OR Text Book Reading & Viewing Catch Up One hour
Lesson 4 Lesson Plan Writing & Presenting One hour
Lesson 5 Text Book Language Structures & Conventions Half hour
As you can see, the emphasis in the first week of the cycle is on receptive language, and the
emphasis in the second week of the cycle is on expressive language.

Lesson Plan Components
Lesson Plan Components

• These lesson plans cover most of the Reading and Viewing, Literature and Writing and
Presenting components of CAPS.
• The remaining CAPS requirements are covered by lessons in the approved text books.
• Use the provided Tracker to successfully integrate the use of the lesson plans and text
book, and to ensure successful curriculum coverage.
Reading and Viewing: Literature

1 All literature requirements are covered by this programme.
2 The programme is presented in 2 × 1-hour lessons per cycle.
3 This is slightly more than the CAPS allocation for literature, because the programme
covers some of the CAPS comprehension requirements.
4 Another 1-hour per cycle for READING & VIEWING should be used to cover the
other CAPS reading and comprehension skills. Use the Tracker and an approved text
book to cover these lessons.
5 In the second week of each cycle, one READING & VIEWING lesson is left free for
you to complete a lesson of your choice – either from the lesson plans, or from the
text book.
Writing and Presenting: Process Writing

1 CAPS specifies either one or two writing tasks per cycle.
2 This programme covers one writing task per cycle.
3 All writing lessons are structured as process writing.
4 All writing tasks are structured as FATs, and include the appropriate rubric. This allows
you to include your choice of writing tasks as part of the formal assessment programme.
5 For the remaining writing lessons that are not covered by the programme, lessons can
be sourced from the approved textbooks.
Finders Keepers 5
An Approach to Teaching Literature Through Discussion
An Approach to Teaching
Literature Through Discussion
Literature is complex – there are many ideas to think about in each of the prescribed texts.
Literature is not just about memorising the plots or the events in the story. Rather, when we
are reading literature, we should be connecting the thoughts, feelings and ideas we find in
the text, to our own lives. Literature ultimately should help us understand more about the
human condition – about how people live, about the struggles humans face, and about the
feelings we have that connect us all.
Discussion is an important part of teaching literature. Many texts we read bring up issues
that relate to our own lives. Some of these issues are personal issues, some of these issues
pertain to broader, societal issues. For example, a story about a young girl whose father
wants her to stay at home rather than go to school can bring up issues of gender roles,
inequality and women’s rights. The texts we read in literature should help us to consider
questions about our society, for instance:
Is this part of our society ethical? What does this character’s belief / or action say about
our society? Do I think this is right or wrong? In addition, the texts we read should help us
think about and reflect on our own lives and beliefs.
We have to discuss texts in an open-ended way. This means that teachers must ask questions
that allow for a variety of thoughts and opinions to be expressed – not just right or wrong
answers. Hearing other peoples’ ideas and interpretations of the text is important!
Teaching literature through effective discussion will allow learners to:
• Learn and use new language in context
• Critically think about many issues
• Form opinions and arguments to support their opinions
• Substantiate their arguments with evidence from texts
The following are some helpful tips on how to lead effective discussions about literature in
your own classroom:
1. Asking good questions

The type of questions teachers ask can lead to lively, interesting discussions. However, not
every question leads to a good discussion. This section helps you think about different types
of questions.
1.1 CHECKING FOR UNDERSTANDING

Some questions help us to check for understanding, or for basic comprehension of the text.
These questions are not discussion questions. Their purpose is different – it is to check that

the learners in our classrooms have a basic understanding of what is happening in the text.
It is important to check for understanding – we must make sure learners know what is
happening in the text. However, these questions shouldn’t be the only questions that we ask
our learners.
Some examples of questions that help us to check for understanding are:
What happened after…?
Who went to…?
Where did…?
When did…?
1.2 DEEPER THINKING / OPEN-ENDED QUESTIONS

Deeper thinking questions are questions about the text that do not have just one correct
answer. Often, a deeper thinking question is a question in which learners must analyse the
text to give an answer that is not explicitly stated in the text. In other words, learners must
make an inference.
Deeper thinking questions help to lead to a discussion because these are questions we can
have different opinions or ideas about. A discussion happens when one learner answers the
question with their own ideas or opinions, and the next learner is able to agree or disagree
with them, without being right or wrong. In these lesson plans, you will see that we have
helped to provide you with deeper thinking questions for discussion, and for learners to use
in their journals.
Some examples of deeper thinking or open-ended questions are:
Why did…?
How did…?
What would have happened if…?
What do you think it meant when…?
1.3 MAKING CONNECTIONS

Making connections is an important strategy when thinking about and analysing literary
texts. When we make a connection, we think about how a text relates to our own lives,
community, or society. This helps us to think about the broader themes and issues that
are presented in the text. The reader must think about how events or characters in the text
are similar or different to their own experience. The reader must often use his/her ability
to make inferences, especially about characters’ thoughts and feelings, in order to make
connections.
Some examples of connection questions are:
What would you do if…?
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How is this different from / similar to…?

Would you make the same decision as…?
When have you seen or experienced this in your own life?
1.4 FORMING OPINIONS

An opinion question is a question that asks learners to take a position on something. They
must decide and give reasons for their answers to a question. It is important to ask readers
what they think or feel about a text, and then to ask them why. In literature, our opinions
must be backed up and supported by the text. We must help learners to form supported
opinions in their writing and in classroom discussions.
Some examples of opinion questions are:
Did you agree with…?
Why do you think …?
What did you think when…?
Do you think people should act like…?
2. Leading a discussion
Leading an effective discussion is a sophisticated and complex skill. Teachers must learn
and practice many different strategies in order to make discussions meaningful learning
experiences for learners. These strategies include:
2.1 PAUSING
Pausing is an important strategy for building discussion. Sometimes, we as teachers ask a
question and feel frustrated when someone does not answer the question right away.
Answering a question can be difficult. We want learners to have the chance to THINK
before they answer. Silence after a question is okay. Get into the habit of asking a question
and then counting silently to 10 in your head. If no one has raised their hand, ask
the question again. Then, try to re-phrase the question (to ask the same question in a
different way).
2.2 DIRECTING AND DISTRIBUTING

We must direct questions to specific learners and distribute questions fairly across all
learners in the classroom. A common error that teachers make is to direct questions at only
a few (usually very clever) learners in the classroom. We need to get out of this habit – we
need to make sure we are involving all learners in classroom discussions.
We all know that there are learners in our class who are always eager to answer questions.
We want to make sure that learners who are confident, vocal, and eager get the chance to
share their ideas. However, in a discussion, it is important that as many learners as possible

get a chance to speak. We can ask for volunteers in a discussion, and give those volunteers a
chance to speak. We can also cold-call learners who have not volunteered.
When we cold-call learners, it means we call on them by name to answer a question, even
though they haven’t volunteered. If learners know they might be called on at any time, it
helps them to stay more focused and engaged during discussions. As the teacher, you must
make sure that you cold-call on learners who do not normally volunteer to speak. Over the
course of a week or two, you should try to make sure that every learner in your class has the
opportunity to speak.
2.3 PROMPTING AND PROBING

Sometimes, a learner answers a question, but the answer is incomplete. Or, sometimes the
learner needs a little bit of help to answer the question. We can use prompting to provide
hints, clues, or to help the learner in the right direction. Probing questions help us to get the
learner to say more about their ideas. When we probe, we ask an additional question of the
learner, to try and help the learner to unpack what he/she wants to say.
3. Discussion strategies
Whole class discussion is one useful discussion technique. This is when the teacher asks
questions of the whole class, and then learners must raise their hands to respond. However,
as teachers, we tend to overuse this strategy.
Below is a list of a few different discussion strategies that you can use in your classroom.
Please note that before using each strategy, you must explicitly teach the strategy to the
class. You must also introduce the rules or guidelines that learners must follow when using
each strategy.
These strategies are included in the lesson plans. Introduce and teach each strategy the first
time it is mentioned in a lesson plan. If you spend some time teaching the strategy properly,
it will be very easy to use the strategy again and again, at different times.
3.1 TURN AND TALK

3.1.1 Ask the discussion question.
3.1.2 Instruct learners to think about their answers / opinions of this question.
3.1.3 Give learners a few seconds to quietly think.
3.1.4 Instruct learners to turn to a partner (someone next to them).
3.1.5 Ask the discussion question again.
3.1.6 Instruct learners to discuss their answer / opinion with their partner.
3.1.7 Remind learners to give both partners a chance to speak.
3.1.8 After learners have discussed with their partner, instruct the whole class to come
back together.
3.1.9 Ask learners:
• What did your partner say?
Finders Keepers 9
• Did you and your partner agree or disagree? Why?

1.1.10 Discuss.
3.2 EVERYONE WRITES

3.2.1 Ask the discussion question.
3.2.2 Instruct learners to think about their answer / opinion of this question.
3.2.3 Hand out paper (this can be piece of scrap paper).
3.2.4 Instruct learners to write their response to the question on this paper.
3.2.5 Give learners a few minutes to write. This gives learners a few minutes to really think
about and develop their response.
3.2.6 Call on learners to discuss their responses. OR
• Instruct learners to pass this paper to another learner (everyone can pass to the
left or learners can swap papers with a neighbour).
• Instruct learners to read the response they have received.
3.2.7 Ask learners:
• What did you think about the response you read? Why?
• Was the response you read the same as or different from your response? How?
• Did the response you read change your ideas or opinions? Why? How?
3.2.8 Discuss.
3.3 PASS THE PAPER

3.3.1 Split the learners into small groups with no more than 5 or 6 learners in each group.
3.3.2 Give each group a piece of paper with a different character or topic written on it.
3.3.3 Each small group must work together to write down what they know / what ideas
they have about that character or topic.
3.3.4 Give the small groups a few minutes to discuss and write down their ideas.
3.3.5 Then, instruct the small groups to pass their papers clockwise to the next
small group.
3.3.6 Instruct learners to read the notes that have been written so far, and to then add their
own ideas to this.
3.3.7 Continue until each group has written on each piece of paper.
3.3.8 Read through the final papers with the whole class – let them see how much they
collectively know and understand about the character or topic.
3.4 CONCENTRIC CIRCLES

3.4.1 Learners stand in two circles (an inner and an outer circle). The learners must face
each other. Each learner should be looking at another learner.
3.4.2 Ask a discussion question.
3.4.3 Instruct learners in the inner circle to answer the question whilst their partner from
the outer circle listens.
3.4.4 Repeat the question.

3.4.5 Instruct the learners in the outer circle to answer by adding something different to
that which their partner said.
3.4.6 After both partners have had an opportunity to answer the question, instruct the
inner circle to rotate clockwise to find a new partner.
3.4.7 Repeat with another question.
3.5 FIVE MAIN POINTS

3.5.1 Instruct each learner to write down five main points after reading a text. These points
can be facts, ideas, or opinions.
3.5.2 Give learners a few minutes to write their points.
3.5.3 Split the learners into small groups with no more than 5 or 6 learners in each group.
3.5.4 Explain that each group must now make a list of the five most important points.
3.5.5 Each small group must discuss their individual lists, and must narrow their 25 / 30
points down to the five most important points about the text.
3.5.6 Give the small groups time to work out their final list of five points.
3.5.7 Instruct each group to decide on a speaker.
3.5.8 Call the class back together.
3.5.9 The speaker for each group shares the group’s final list.
3.5.10 If time permits, the class can then discuss the lists and decide on the five most
important points for the class.
3.6 FOUR CORNERS

PREPARATION: Display the following categories in four corners of the room:
• strongly agree
• agree
• disagree
• strongly disagree
(You can write each of these on A4 paper and use Prestik to stick them up.)
3.6.1 Make a statement about the text.
3.6.2 Explain that learners must think about whether they strongly agree, agree, disagree,
or strongly disagree with your statement and why.
3.6.3 Instruct learners to walk to the corner of the room that has the sign that describes
their feelings.
3.6.4 Next, give the learners in each corner a few minutes to talk amongst themselves, to
discuss why they have chosen what they did.
3.6.5 Call on a learner in each corner to explain why they are there and their
collective opinions.
3.7 MINI DEBATES

3.7.1 Assign a debate topic that relates to the text / themes in the text.
3.7.2 Instruct learners to think of points for and against the topic.
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3.7.3 Give learners a few minutes to quietly think and write.

3.7.4 Instruct learners to turn to a partner (someone next to them).
3.7.5 Assign the person on the left to argue for and the person on the right to
argue against.
3.7.6 Give learners time to debate with their partner.
3.7.7 Remind learners to give both partners a chance to speak
3.7.8 After a few minutes instruct learners to switch positions. They must now argue
against if they had been arguing for, and argue for if they had been arguing against
(this gives learners the chance to see an issue / idea can have many sides).
3.7.9 After learners have debated with their partners, instruct the whole class to come
back together.
3.7.10 Ask learners:
• What were the points against?
• What were the points for?
• What is your opinion about this topic?
3.7.11 Discuss.
4. Creating a safe space for effective discussion

Effective discussion will only take place if learners feel safe and confident enough to
participate. It is up to you, as the teacher, to create the kind of atmosphere that will promote
discussion.
Below are some tips to help you with this important challenge:
4.1 Work constantly to create the atmosphere that you want in your classroom. It takes
time for teachers and learners to understand and adopt the behaviours required for
a safe, positive classroom. Don’t give up if it doesn’t happen straight away – keep
working towards creating a feeling of emotional safety in your classroom.
4.2 Display learners’ work. Ask learners to rewrite successful poems, essays and other
pieces of writing. Display this work on the classroom walls for other learners to read.
This will show learners that you value and appreciate their work. It will also give
learners a sense of ownership of their classroom.
4.3 Establish and implement rules. Work out a set of classroom rules – it is a good idea to
do this together with the class. Try to phrase your rules in the positive. For instance,
instead of saying, ‘Do not speak when others are speaking’, try saying, ‘Respect the
speaker by listening quietly’. Get all learners to ‘accept’ the rules, and to agree to abide
by them. You can ask learners to sign the rules to show their commitment.
4.4 Establish and implement consequences. Once you have a set of rules, work out a set of
consequences. Again, these consequences should preferably be positive, for instance,
‘If everyone in the class complies with all rules for a week, we will have an extra 10
minutes of break on Friday’. Also have a set of negative consequences for serious
offences. If a learner behaves really badly, particularly in a way that makes another

learner feel bad or unsafe, you need to implement consequences. Learners need to
know that you will take action against harmful behaviour. If you do not do this, it will
be difficult for learners to trust you.
4.5 Correct mistakes clearly, but in a gentle manner. When learners make mistakes, thank
them for trying, but point out that a mistake has been made. Correct the mistake
by repeating what has been said, but correctly. Do this clearly and quickly, and then
move on. Do not labour the point – learners must see that it is perfectly acceptable
to make a mistake. Do not allow other learners to laugh at or ridicule a learner who
makes a mistake.
4.6 Tell learners if you do not know something. Learners appreciate it when teachers are
honest, and say things like, ‘I’m not really sure. Does anyone else know? Should we
look up the answer?’
4.7 Stay calm and try not to lose your temper. Once a teacher loses his or her temper with
a learner or with the class, it takes a long time to regain the feeling of safety and trust.
Try to leave the room, or count to ten before shouting.
4.8 Try to always be kind and patient. If you model kindness and patience, learners will
trust you and will be more open with you. They will also start to behave in the same way.
4.9 Move around the classroom. As learners work, walk around the classroom. Use this
opportunity to stop and look at individual learner’s work. Stop and talk to learners
about their ideas and opinions. Look out for problems between learners, and deal
with issues that arise. Get to know your learners better.
4.10 Deal with problems early on. If tension is building between learners, put a stop to the
argument. Then, find time for the learners to talk it out while you mediate.
4.11 Let learners see that you can be vulnerable. If you are asking learners to share their
experiences, feelings and opinions, it is important for you to do this as well. This is
an important way to build trust with your learners. Of course, this must be done
appropriately, and must not burden learners in any way. It can be a good idea to share
a fear or thought that you had when you were the same age as your learners. This
shows learners your vulnerability, but keeps some distance.
4.12 Laugh with your learners. If you can find something to laugh about with your
learners, do so! This is an excellent way to bond with learners, and to make them feel
closer to you. Laughter is also an excellent way to break down tensions, and to get
learners to relax.
4.13 Leave your problems outside the classroom. Learners pick up on your stress, anxiety
and unhappiness, and this can affect them negatively. Try your best to be in the habit
of leaving your problems at the classroom door, and focusing on your learners once
you are inside the classroom.
4.14 Praise your learners for their efforts. This is one of the easiest and most effective
behaviours that you can implement. Praise learners not for their achievements, but
for their efforts. This will encourage learners to try and do more. This is known as
building a ‘growth mindset’. This means that learners believe that they can learn and
progress. The opposite of a growth mindset is a ‘fixed mindset’, where learners believe
they are born with a certain ability, and that they cannot change this.
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Resource Requirements for Teachers and Learners
Resource Requirements for

Teachers and Learners
TEACHERS MUST HAVE:
1 A copy of the novel: ‘Finders Keepers’ by Rosamund Haden
2 An A4 Lever Arch File to store their Resource Packs for each module
3 A dedicated notice board or wall space in the classroom for Literature, to display items
from the resource pack, as well as relevant work produced by learners
LEARNERS MUST HAVE:

1 A copy of the novel: ‘Finders Keepers’ by Rosamund Haden
2 A dedicated Literature Journal for this programme - this should be an A4 feint and
margin lined book, preferably hard cover (4 quire), or at least 72 pages if soft cover
3 An EFAL exercise book
4 A pen, pencil and ruler

When 16 year-old Lufuno leaves
Jozi to start a new life in Cape
Town with her family, she is
running from her past. She doesn’t
realise it’s about to get even
tougher. She is bullied at school
for her dark skin and her Venda
heritage, and her parents are
not happy about her friendship
with Mandla, a Xhosa chief’s son.
When a strike at a factory where
her parents work turns violent, it
seems as though her whole world
is about to explode.
Structure of the novel
lesson plans:
Reading and viewing
1 in Grades 10–12, there are 14 hours available to teach this novel.
2 This is done over the course of 2 hours per 2 week cycle, for 7 cycles.
3 The teaching of the novel/drama is broken down as follows:
a Cycle 1: 2 hours; pre-reading
b Cycles 2–6: 2 hours; reading
c Cycle 7: 2 hours; post-reading
4 Cycle 1, the PRE-READING lesson, is structured as follows:
a An activity is done to set the context
b Journals are set up for the text
c The themes of the text are discussed in groups
5 For Cycles 2–6, every READING lesson follows the same structure:
a A section of the novel/drama is read aloud, together with the class.
NOTE: Please be creative about this. Sometimes the selected section is too long to
be read in the class. In this instance, you may decide to use the additional ‘Reading
& Viewing’ hour for that week to continue reading. Another alternative would be
to ask learners to read that section of text for homework, prior to the lesson. If you
have fallen behind and you need to catch up, you may choose to just go through the
‘important developments’ in this section of text. These are listed for you at the start
of every lesson.
b The text is read and discussed. Key references and explanations are included in the
lesson plan. Character development is indicated by the characters’ names on the
tables in the lesson plan.
c Discussion questions and possible answers are also included at key points in
the story.
d This is followed by a concluding discussion. Two discussion questions are posed,
and possible answers are provided.
e Two journal questions are posed. Learners write these questions in their journals,
and attempt to answer these individually. Possible answers are provided in the
lesson plan.
6 Cycle 7, the POST-READING lessons include written and/or discussion activities to
sum up the engagement with the novel/drama and the themes.
NOTE: The teacher takes learners through many discussion questions orally, before learners
are required to write their own, individual answers to discussion questions. This models
thought processes and answers for learners. Learners are also learning, hearing and using
new vocabulary and language structures in context.

Finders
Keepers
Reading
CYCLE 1
Finders Keepers – Pre-reading – CYCLE 1
Pre-reading
Lesson 1 Reading
Setting the Context
1 Settle learners so that you have their attention.
2 Explain that today, we will begin getting ready to read a new text: ‘Finders Keepers’.
3 Explain that you will read the prologue of the novel. Explain that a prologue is like an
introduction.
4 Instruct learners to listen carefully. Explain that learners must try to visualise (see in
their minds) what is happening in the Prologue.
5 Read the Prologue (pg. 1) aloud. Stop to explain any terms learners might not know.
6 Read the Prologue again, this time with expression and fluency.
7 Instruct learners to take out their exercise books. Explain that learners must draw a
picture of what is happening in the Prologue. They must draw the setting (where the
story is happening) and any characters that they have learned about in the Prologue.
8 Give learners 5 minutes to draw an illustration of the Prologue.
9 Instruct learners to turn and talk to a partner next to them. Each learner must describe
what is in their drawing. They must discuss how their drawings are the same and how
their drawings are different.
10 Give learners 5 minutes to turn and talk to their partner.
11 Call the learners back together.
12 Then, discuss the following questions with the whole class. (NOTE: The most important
thing is that the learners give evidence/support their ideas. ‘I think… because…’)
• Who is speaking? (How did you show this in your drawings?)
• Is she in a rural (countryside) or an urban (city) context/setting? How do you know?
(How did you show this in your drawings?)
• Does the story take place in the past (history) or the present (now)?
• Who is she waiting for? (How did you show this in your drawings?)
• Is something happy or frightening happening? Explain. (How did you show this in
yourdrawings?)
• What tone of voice does the speaker use? Say how you know.
13 Here are some possible answers. Accept different answers if they make sense, and if
learners can support them.
• The speaker is Lufuno (Mukhwevo).
• This is an urban context/setting. We know because she is sitting in her friend Noki’s
yard. Noki lives in a house, and Lufuno mentions a taxi, the township, and shack
fires, which are all urban things.
• It is set in the present. The narration is in the present tense: ‘I sit…’
• She is waiting for a boy named Mandla.
• It seems frightening. There has been a fire, and Lufuno says everything is different.

Lesson 1 Reading
• She seems reflective, thoughtful, musing. She is thinking about her future
and her past.
CYCLE 1
14 If you have space in your classroom, you may collect and hang these drawings up to
help learners remember the setting and characters of the new text.
Journal setup
1 Tell learners to take out their journals.
2 Instruct learners to open their journals to the next blank page.
3 Instruct learners to make a title page for the text. This should include the TITLE of the
text and the AUTHOR of the text.
4 Explain that this is where learners will write down all of their THOUGHTS and
REFLECTIONS about the text.
5 Explain that once learners have made the title page, they must turn to the next page and
answer the following questions:
a What did you find most interesting about the CONTEXT for this story?
b What are you excited to learn more about as we read this story?
6 Give learners 10 MINUTES to answer these questions.
Discussion
1 Explain that learners will now DISCUSS the answers to these questions.
2 Instruct learners to swap books with someone who is sitting next to them.
3 Explain that as learners read their partner’s answers, they must think about how their
partner’s answers compare to their own answers (Are they similar or different?).
4 Instruct learners to read their partner’s answers to the two questions.
5 Instruct learners to discuss the similarities and difference with their partners.
7 Ask learners: Did the discussion with your partner change your ideas or opinions?
Why? How?
8 Discuss learners’ responses.
Finders Keepers 19
Lesson 2 Reading
Preparing for this Lesson
1 Ensure that this preparation is completed before the lesson.
2 Take out the Resource Pack for this module.
3 Prepare the Display Pages for your notice board, by colouring them, sticking them on
cardboard, and laminating or covering them.
4 Prepare your notice board or wall display.
5 Next, turn to the Group Theme Pages in the resource pack.
6 Think about how many small groups will be in your class. Each group should have no
more than 6 learners.
7 Make enough copies for each group to have a copy of the Group Theme Page/s.
8 Draw a MIND MAP on the chalkboard for each of the themes, for example:
Different kinds Prejudice versus Individuals and

of Love Tolerance Communities
Introduction
1 Settle the learners so you have their attention.
2 Explain that today, learners will learn about the different themes that they will find in
the new text.
3 Remind learners that a theme is an important idea that runs through a story. (For
example: ‘Forgiveness’ or ‘Friendship’.) The writer may choose to share his or her own
personal beliefs and opinions through the theme. The theme of a story sometimes
shares a lesson or an important message.
4 Explain that learners will work in their small groups today.
5 Explain that each group will read about and discuss the themes we will see in the text
that we are preparing to read.
6 Explain that at the end of each theme discussed, each group will decide on one
important idea to add to the mind map for that theme.
7 Settle the learners into their small groups.
Group work
1 Give each group a full set of Group Theme Pages. For this text, there are two pages,
covering three themes.
2 Instruct each group to begin with Theme One: Different kinds of Love.
3 Give learners 10 minutes to read about and discuss this theme.

Lesson 2 Reading
4 After 10 minutes, instruct one group member from each group to come to the
chalkboard. These learners must contribute one idea from the group onto the class mind
CYCLE 1
map. They must do this by writing one word or phrase on the mind map.
5 Repeat this so that each of the themes is discussed.
Concluding discussion
1 Call the class back together.
3 Read the name of Theme One: Different kinds of Love.
4 Remind learners that this means: There are various ways of connecting with people –
familial, friendly (platonic) and romantic. Love has the power to heal us as we form new
emotional connections with people.
5 Read the MIND MAP for this theme.
6 Ask learners: What are different types of love you have in your own life?
7 Read the name of Theme Two: Prejudice versus Tolerance.
8 Remind learners that this means: Often a group has an unfair idea of what another
group is like, without really knowing for sure. For example, some people are racist,
sexist, homophobic (treat gay people unfairly) and so on. These unproven ideas make us
prejudiced (judgmental) without knowing the facts.
10 Ask learners: What was a time you felt or saw someone being prejudiced?
11 Read the name of Theme Three: Individuals and Communities.
12 Remind learners that this means: We are all individuals, but we are also part of
communities (like our family, or school, church, etc). We cannot just do anything we
want. We have jobs and responsibilities – things we must do if we want to be part of that
group. Sometimes these things are not fun (chores, and so on). We have to balance our
desires (wants) and our responsibilities (duties).
14 Ask learners: What are the communities you are part of? What was a time when your
wants were different from a duty you had to do? What did you do?
15 Instruct learners to take out their exercise books.
16 Instruct learners to copy the mind maps into their notebooks. Explain to learners that
we will use these mind maps again at the end of our reading.
17 Explain that learners can add any notes from the discussion that they want to remember
as they write on these mind maps.
(NOTE: You will need to use these same mind maps in Lesson 13 (post-reading). Please
copy these down into a notebook so you can recreate what has been written when you
need it later!)
Finders Keepers 21
Themes
NOVEL Finders Keepers Rosamund Haden

THEME 1 Different kinds of Love
EXPLANATION We all have different kinds of love in our lives. These kinds of love have the power
OF THEME: to help us get over terrible things that have happened to us in our lives. They can
be healing and supportive, as we understand that we do not have to be stuck in
the past. We can form new relationships, and experience new love at any stage of
our lives.
Parental or familial love is the connection between relatives or people who have
grown up together. We don’t choose our family. This love can be between people
who are biologically related (by blood), or people who are related by adoption.
Friendly (platonic) or affectionate love is between people who have chosen to be
friends – usually people we have known a long time, or people in a similar school
or community situation (context).
Romantic or sexual love is between two people who feel physically (body) and
emotionally (feelings) attracted to one another.
Romantic love is the love that most people fantasise about or imagine. We often
want our love to be the way it is in books or movies. But this is not realistic. Real
love accepts us the way we are. We should be able to trust people, and we hope
that they love us in the same way as we love them.
DISCUSSION 1 What kinds of love do you already have in your life?
QUESTION/S 2 How do you show your love for someone? Give examples.
3 What kinds of love would you like to have in your life? Why or why not?
THEME 2: Prejudice versus Tolerance
EXPLANATION We all belong to social groups. This can be because of our age, race, gender,
OF THEME: sexual orientation, religion and so on. We are born into some groups (such as
race). We can choose to belong to some groups (such as religion).
Sometimes these groups are in conflict (fight) with one another. Often a group
has an unfair idea of what another group is like, without really knowing for sure.
For example, some people are racist, sexist, homophobic (fear and hatred of gay
people) and so on. When groups have unproven ideas about one another, we
call this prejudice. Prejudice is making your mind up without really investigating a
group/person properly or having real proof.
Prejudice is a problem because it makes individual people untrusting (suspicious)
of one another. When it comes to making social rules and laws, governments
can be prejudiced against a whole group. For example, Apartheid was extreme
prejudice against people of colour. It was an unjust or unfair system because it
asked people to make judgements about their fellow humans without knowing
what they were really like. White people thought they were superior to black
people. Apartheid caused great suffering for black people.
DISCUSSION 1 Which groups were you born into?
QUESTION/S: 2 Which groups do you choose to belong to? Why?
3 Which groups are YOUR groups prejudiced against? Why?
4 Do you have friends from other social groups? Why or why not?
5 Do you think prejudice helps or harms societies? Explain your ideas.

Lesson 2 Reading
THEME 3 Individuals and Communities
CYCLE 1
EXPLANATION We all have things that we want to do because they’re fun – see our friends, eat
OF THEME: and drink delicious treats, listen to music and so on.
But we also all have duties and responsibilities to the rest of the people around
us (our communities) – things like doing chores at home, studying consistently,
having a paying job, or looking after siblings and relatives.
Sometimes we struggle to balance these two parts of us. We want to be true to
ourselves, but we also have to be part of our families and societies.
DISCUSSION 1 What things do you like to do? Why?
QUESTION/S: 2 What duties, chores or responsibilities do you have?
3 How do these responsibilities make you feel? Explain your answer.
Finders Keepers 23
Finders
Keepers
Reading
CYCLE 2
Finders Keepers – Cycle 2 Reading – CYCLE 2
Cycle 2 Reading
Lesson 3 Reading
Preparing for this lesson
• For this lesson, you will read the Prologue and Chapter 1: pg. 1 to pg. 9.
• Practise reading this section aloud before the lesson, so that you read fluently and with
expression.
• Go through the table that follows very carefully.
• Mark or highlight your text at the places where you must stop to teach or
discuss a point.
• You may want to write the discussion questions onto post-its and stick these into
your book.
Important developments
In this section of the text, the following main events take place:
PROLOGUE:
1 There has been a fire, and Lufuno and her family are waiting for a taxi to take them to
another, safer township. Lufuno hopes to see a boy named Mandla.
CHAPTER 1:
1 When we get to Chapter 1, we see that the action jumps back one week earlier (a
flashback) to tell us what happened to cause the fire in the Prologue. The whole story of
‘Finders Keepers’ takes place over one week. Remember, it is now one week earlier than
in the Prologue.
2 Lufuno Mukwevho and her family have just moved from Johannesburg. Lufuno has to
start at Victory High School.
3 Lufuno is afraid she will be bullied because she is different. She is anxious because she
speaks Tshivenda, not Isixhosa (like all the other learners), and has darker skin than
most of the learners. Lufuno also does not have her best friend, Dudu, with her. This
makes Lufuno sad. Lufuno does not know anyone her age or have any friends yet.
4 The Mukwevhos’ landlady, Mrs Jantjies, is prejudiced against people from other
provinces like the Mukwevho family, because they have come from Gauteng. (Before
that, they came from Limpopo.)
5 There is a strike at On the Rise, the bread factory where Baba and Mma Mukwevho have
new jobs. (The family has moved from Johannesburg because they could get jobs at the
factory in Cape Town.) Mrs Jantjies threatens the Mukwevho family, saying that there
will be trouble if they go to work.

Lesson 3 Reading
6 One of Mrs Jantjies’s sons, Anthony, is unpleasant. He is involved in the strike at the
bread factory. He tells the Mukwevhos that he will be watching to make sure they do not
go to work. Mrs Jantjies’ other son, Ricardo, is nice to Lufuno.
In this section of the text, the following themes develop as follows:
THEME:
Prejudice versus Tolerance
CYCLE 2
DEVELOPMENT:
In the Prologue, we see that the Mukwevhos’ home has been burned by other strikers,
who are angry that Mr and Mrs Mukwevho have not stayed home from work at the bread
factory. The strikers also target the family because they have darker skin than they do, and
thus look different. The community is prejudiced against the Mukwevhos – they target
them because they are different from the other people in the community. The strikers do
not show tolerance and respect towards the family. The fire is very serious: it could have
killed the Mukwevhos. Here we see just how serious the effects of prejudice can be. We
understand that prejudice has the power to kill people.
THEME:
Different kinds of Love
DEVELOPMENT:
Mrs Jantjies has an unhealthy kind of love for her son Ricardo. She is interfering, and wants
to be included in everything he does. On pg. 7, when Ricardo asks Lufuno to ride in his
car, Mrs Jantjies says ‘And what about me?’ She feels left out. This is an unhealthy kind of
parental love – it seems more like friendly love. Parents should not try too hard to be their
children’s friends. If a parent is too concerned with being their child’s friend, they will not
be as good at protecting their child and helping their child develop.
On the other hand, Mma Mukwevho has a healthy kind of parental love for Lufuno. On
pg. 5, we see that she makes sure Lufuno is on time for school. She also keeps reminding
Lufuno of her responsibilities. Lufuno knows that she is supposed to be proud of her
parents’ Vhavenda culture (pg. 5: ‘‘’I must be proud of the language I speak, my mother
tongue,’ I recite.”) Mma Mukwevho is not worried about being liked or popular with her
daughter; she cares more about helping Lufuno develop responsibility and confidence in
herself. This is familial love.
In this section of the text, the following style or structural elements have importance:
1 First person narration: The action is from Lufuno’s point of view. She speaks in the first
person. She says ‘I’ and ‘we’. The advantage of first-person narration is that it is detailed
and intimate (we feel like we know the character well). It is as if we are inside her head:
Finders Keepers 27
we know her thoughts and feelings. But this kind of narration is also very biased or one-
sided. The reader must decide if the narrator is telling the truth.
2 Descriptive language: There are lots of adjectives and descriptions of the setting.
They help us to picture the action vividly and strongly. For example, on pg. 5 Tshilidzi,
Lufuno’s naughty little sister, shows Lufuno a butterfly: ‘I remember the colour of its
wings: brown with a yellow and orange pattern.’ This tells us that Lufuno is an observant
(notices things) and imaginative, dreamy person. She says: ‘In my dreams I see that
butterfly escaping from its cage of fingers’. When Lufuno looks at human fingers, their
shape reminds her of the bars of a cage.
3 Idiom: “‘When When Mr Guineafowl dies his children scatter,…’” is an idiom or saying
on pg. 4. It literally means that the adult guinea fowl takes care of his young ones.
Figuratively, it means that all groups or communities need a leader.
Reading and discussion

2 Instruct learners to open their books to page 1.
3 Read the text aloud to learners. Learners should follow in their books.
4 As you read, stop and discuss the identified elements as follows:

Page Line Element Explanation Discussion Question Possible Answers
3 My father’s Themes: Lufuno’s family comes from Venda. This Does it seem like Open-ended. Learners must support
family was from Prejudice versus is one of the things that makes them Lufuno is close with her their opinion, like:
Thohoyandou, Tolerance different. They are darker-skinned than family? Why or why not?
Lufuno seems to be quite close to her
but my mother most Capetonians, and they speak
AND family. Her parents family are strict but
was born and Tshivenda, not Isixhosa. Some people
loving. They expect Lufuno to do her
raised in the Different kinds (such as Mrs Jantjies) are prejudiced
duties, but she feels the normal teenage
village where of Love against them because they are not
frustration at her lack of freedom.
my granny lived. Character(s): local.
Lufuno Lufuno also remembers fondly when
she visited her grandmother in Venda.
Her grandmother was kind, loving and
protective. This is familial love.
4 I remember Structural Lufuno tells the story from her What are the Advantages:
that day. element: viewpoint. She is a first-hand witness. advantages and • Reader gets inside/personal
First-person disadvantages of first- information
narration/Point person narration? • We get to know the narrator’s real
of view feelings
Character(s): Disadvantages:
Lufuno • We are only hearing one side of the
story
• Other characters may have a different
point of view that we don’t get to hear
4 ‘When Mr Theme: People have to make an effort to stay 1 Do you think it is 1 Yes, it is important. Families and
Guineafowl dies together and take care of each other. important to make communities are only as strong as the
Different kinds
his children an effort to connect people who are part of them. We have
of Love This saying is related to the theme of
scatter.’ with people you to tell our loved ones that we care
familial love. Lufuno’s grandmother
AND love? Why or why about them. Also, we have to protect
loves her and wants her grandchild
Structural not? and stand up for those weaker than
to remember her love. Lufuno
2 What is one way you ourselves.
Finders Keepers
element: Idiom remembers her grandmother saying
connect with people 2 Open-ended. Learners make a
this line as she put the bead bracelet
Lesson 3 Reading
Character(s): you love? connection between their own lives
29
Lufuno around Lufuno’s wrist.
and the story.
CYCLE 2
1 Instruct learners to think about the text we have read so far.
2 Remind learners that part of reading literature is to learn more about the human
condition – about how people live, about the struggles that humans face, and about the
3 Discuss the following questions:
a QUESTION 1: Generally, do you think that remembering the past helps us or
hinders us in our lives? Why?
Follow-up questions if needed:
• What happens if we think about the past too much?
• What happens if we try to forget our past?
b QUESTION 2: In your opinion, should Lufuno be spending more time
remembering her past, or thinking about the present? Why?
4 Please note the following possible answers. These are meant to give you an idea of
appropriate answers, but are not the only correct answers to these questions:
a QUESTION 1: Possible answers:
• Remembering can be useful if those memories are good, happy ones. They can
help us get through difficult times, especially if the memory is about someone
close to us who has died (ancestors). We can feel as if they are still close to us.
• Sometimes memory hinders us, like when we feel as if the past was better than
the present. Then we cannot move on and get on with our lives. Lufuno has a
hard time letting go of her friend Dudu, for example. This may prevent her from
moving on and making new best friends.
• If we spend too much time thinking about the past, we can forget to live the lives
which are right in front of us.
b QUESTION 2: Possible answers:
• Lufuno should be moving on. Her past has shaped her, but she has to
concentrate on living in a new city, and going to a new school.
• It is fair for Lufuno to be upset about losing her friend, as this is a traumatic
event. She might always miss her friend Dudu. However, Lufuno should not let
her sadness about Dudu stop her from making new friends.
Journal questions
A: Instruct learners to copy these questions into their journals, and to answer them
for homework.
1 Refer to ‘It’s Monday morning,…’ to ‘…to pave the way for me and give me
courage.’ on pg. 2:
1.1 Identify the figure of speech in this paragraph. (1)
1.2 Explain how this figure of speech adds to the description of what Lufuno is
feeling. (3)

Lesson 3 Reading
2 Refer to ‘I roll my eyes; I know what’s coming.’ to ‘I know I am being

rude,…’ on pg. 5:
2.1 Discuss the suitability of Lufuno’s attitude towards her mother in these lines. (3)
B: Answers
1.1 Metaphor (1)
1.2
• Lufuno’s mood is being compared to the opposite of the weather on a
spring day. (1)
CYCLE 2
• She says the spring day should make her feel positive like the ‘rays of
sunshine’, as well as ‘light and carefree’. (1)
• Her mood, however is ‘overcast with worry’. (1)
2.1
• Lufuno is nervous about going to a new school and not fitting in. (1)
• Because she is nervous, she is rude to her mother. (1)
EITHER
• Lufuno’s attitude is appropriate because she is a teenager and she is nervous,
so it is normal for her to be a bit rude to her mother. (1)
OR
• Lufuno’s attitude is inappropriate because her mother is only trying to
teach her to be proud of her heritage/her mother her elder so she must
respect her. (1)
Finders Keepers 31
Lesson 4 Reading
• For this lesson, you will read Chapter 2, pages 10 -16.
expression.
discuss a point.
your book.
CHAPTER 2:
1 On her first day of school, Lufuno meets a new friend, Noki.
2 Noki shows Lufuno how to stand up to a group of dropouts which harasses her on the
way to school.
3 Sindi bullies Lufuno. Sindi is jealous that Lufuno is getting attention from Mandla, the
handsome star of the soccer team, and also a chief ’s son.
4 Some other learners also tease Lufuno about her dark skin and her Vhavenda heritage.
5 Sindi pushes Lufuno over. Lufuno’s bracelet falls. Mandla picks up the bracelet and
keeps it. He says, ‘Finders keepers.’
THEME:
DEVELOPMENT:
The gang of boys who stops Lufuno on her way to school wants to know if she can speak
English (pg.11). They can see that she has darker skin than the other (local) schoolchildren,
and that she is walking on her own. To the boys, Lufuno looks weak and defenseless –
easily bullied because she is different. They are prejudiced against her. They try to steal
her bracelet.
When Lufuno gets to school, she is also bullied because she is looks different from the other
learners. Sindi, a mean girl at school, becomes jealous of the attention that Mandla gives to
Lufuno. Sindi feels like the attention should be coming to her instead. She bullies Lufuno to

Lesson 4 Reading
make herself feel better, and to try to get Mandla’s attention back onto her. In this chapter,
we see that it is difficult for Lufuno to be different at her new school – being different is not
easy because of the prejudices people have.
THEME:
DEVELOPMENT:
CYCLE 2
Mandla takes a (romantic) liking to Lufuno . This is called ‘love at first sight’ and is a
romantic kind of love. He helps Lufuno up after Sindi pushes her over. He asks to keep the
bracelet to make Lufuno see him again. Lufuno agrees. This may sound like bullying, but
the feeling is mutual (goes both ways). Lufuno knows that he is joking, and thinks he is
attractive (she talks about his ‘good looks’ on pg. 15). Sindi has an unrealistic idea of love.
She thinks Mandla should belong to her.
1 Code-mixing: The writer, Rosamund Haden, uses a mixture of languages (codes) in
this novel. Here she uses a combination of English and Isixhosa. In South Africa, many
people speak multiple languages and they mix their languages when they speak. The
author has written using multiple languages to reflect how the characters would actually
speak. This technique helps the reader to imagine how the characters sound and makes
the characters sound as they would in real life.
2 Idiom: An idiom is a saying. Idioms have two meanings – one actual, literal meaning
and one figurative, deeper meaning. On pg. 11, Sindi looks at Lufuno ‘with daggers in
her eyes’. She does not really have knives in her eyeballs. This is a way of saying that she
is looking angrily and hatefully at (as if she could kill!) Lufuno.
3 Title: ‘Finders Keepers’ is the title of the book. It is taken from Mandla saying, ‘Finders
keepers’ when he picks up Lufuno’s bracelet. He wants to keep it so he can have more
contact with Lufuno. The full saying is ‘Finders keepers, losers weepers.’ (Lucky for
those who find something because they can keep it; too bad/sorry for those who lose it.)

Finders Keepers 33
34
15 ‘Hey Themes: The writer, Rosamund Haden, uses a mixture of 1 Do you think Sindi 1 No. Sindi has no valid reason to
Mandla. Prejudice languages (codes) in this novel. This technique has a valid (good) be mean to Lufuno. Sindi is mean
Wena versus helps the reader to imagine how the characters reason to be mean to Lufuno because she is jealous
uScarce’… Tolerance would sound in real life. to Lufuno? of her. She is upset that Mandla is
2 Do you think we flirting with Lufuno rather than her.
AND Here, Sindi is flirting with Mandla. They share a
should only speak She is also mean because Lufuno
mother tongue (which Lufuno does not speak).
Different kinds our own mother is different – this is prejudice.
Here, Lufuno feels excluded and intimidated (not
of Love tongue, to keep 2 No. We should all be allowed to
as good as the others) because she does not
AND language pure? Why speak however we want, as long
speak Isixhosa. Sindi is prejudiced against Lufuno
or why not? as it is respectful and appropriate.
Structural because she speaks Tshivenda and not Isixhosa.
Languages don’t get diluted
element: Code- Sindi has an unrealistic idea about how love works. (dumbed down): they get stronger
mixing She thinks Mandla should like her for her social and more resilient the more we
Character(s): status, because they are both ‘cool’. She does use them. The way people speak
not realise that love should be based on genuine and use languages changes over
Grade 10 English First Additional Language

Lufuno and
Mandla feelings. time.
16 ‘Finders Theme: The saying means that if you find something, it What is your opinion of It is not really fair. Of course we
keepers,’ Different kinds belongs to you. Tough luck for the person who lost this saying? Is it fair? should make an effort to return other
of Love it! people’s possessions to them. The
idiom is something people say to
Structural Mandla says, ‘Finders keepers,’ but the full idiom
make themselves feel better about
element: Idiom is ‘Finders keepers, losers weepers.’ He says this
being selfish, and keeping something
and Title of the about the bracelet because he wants to keep it –
that does not belong to them.
novel he does not want to give it back to Lufuno even
though it belongs to her. We suspect he wants to
Character(s):
keep it so that he has a reason to see her again.
Lufuno and
Mandla The saying can also be applied to Mandla and
Lufuno’s budding (beginning) romance. They have
also found each other. They are lucky to have
found each other. We will have to see if they stay
together (keep each other) as the story continues.
Lesson 4 Reading
a QUESTION 1: Should Lufuno have allowed Mandla to keep her bracelet? Why
CYCLE 2
or why not?
b QUESTION 2: Why do you think writers use idiomatic language?
• Follow-up questions if needed:
• Do you think idioms make languages harder to learn?
• Why do you think Haden uses idiomatic language here?
• She should have allowed him to keep it. She clearly likes him, so the bracelet
gives her an excuse to see him again.
• Lufuno should have taken the bracelet back. Mandla stole something that was
hers! He was bullying her too.
• Lufuno should have taken her bracelet back, even if she likes Mandla. There
are other ways she could have seen him again. She did not have to let him keep
the bracelet.
• Idioms give colour and detail to a description.
• They can give a deeper meaning to what is being written or said.
• Idioms occur in all languages. Isixhosa and Tshivenda are especially rich in
figurative language.
• Sayings do make languages harder to learn, because they do not always make
literal sense. We have grown up with the idioms of our mother tongues, so we
know them.
Journal questions
for homework.
1 Refer to “’Hey Mandla. Wena uScarce,’ she says,…” on pg. 15 to ‘…reaches the Grade
10B class before I do.’ on pg. 16:
1.1 What does this extract tell us about Mandla’s character? (4)
1.2 Why is Sindi reluctant to leave Mandla and Lufuno alone together? (2)
1.3 Discuss the appropriateness of the title of the novel with the knowledge you have
so far. (3)
Finders Keepers 35
B: Answers
1.1 Learners can choose any four of the following:
The extract tells us Mandla is:
• attractive/handsome (1)
• interested in Lufuno (1)
• confident (1)
• isn’t easily influenced (he ignores Sindi’s interruptions) (1)
• considerate and helpful (unless he’s only helping Lufuno because he
likes her!) (1)
• cheeky (1)
1.2 She is jealous of Lufuno and worked that she will lose Mandla’s affection if they
are left alone together. (2)
1.3
• So far the title of the novel seems appropriate.
• ‘Finders keepers’ is the shortened version of the idiom ‘Finders keepers,
losers weepers’, which means whoever finds a lost item gets to keep it, and
sorry for the person who lost the item. (1)
• There has been a literal loss and finding: Lufuno has lost her bracelet and
Mandla keeps it.(1)
• There is also the figurative finding of Mandla and Lufuno’s relationship. We
are keen to find out if they will keep each other or lose each other in the
story. (1)

Finders
Keepers
Reading
CYCLE 3
Finders Keepers – Cycle 3 reading – CYCLE 3
Cycle 3 reading
Lesson 5 Reading
• For this lesson, you will read Chapters 3 and 4, pages 17–31.
expression.
discuss a point.
your book.
CHAPTER 3:
1 Lufuno has to introduce herself to the class, and she feels awkward.
2 Mandla offers her his seat to make her feel as if she belongs.
3 Sindi calls Lufuno a ‘kwerekwere’ (unwanted foreigner).
CHAPTER 4:
1 Lufuno meets a new friend, Chantelle. Now knows Chantelle and Noki.
2 Chantelle tells Lufuno that Mrs Jantjies cheated her mother when they bought pot
plants from her.
3 Baba Mukwevho tells Lufuno that her mother and he are not part of the Union, and
they won’t join the bread factory strike. They need the money from their work – they
cannot afford to go on strike.
THEME:
Prejudice and Tolerance
DEVELOPMENT:
On pg. 28 Mrs Jantjies says ‘You people better be careful. If you break the strike, I can’t
guarantee you will be safe here.’ This is a threat. Mrs Jantjies means that someone (perhaps

Lesson 5 Reading
she means herself) will tell the other strikers that the Mukwevhos are not joining the strike.
Then they will be punished – injured or harmed – or their home will be set on fire.
‘You people’ is a way of showing that the Mukwevhos are not the same as everyone else in
the township. ‘You people’ is an unkind way of making someone feel different and like they
do not belong. Because they come from Venda and then Johannesburg, people do not think
they belong in their new community in Cape Town. The community and Mrs Jantjies are
prejudiced against the Mukwevhos.
THEME:
Individuals and Communities
DEVELOPMENT:
Baba and Mma Mukwevho need to go to work to earn money. They must earn money, or
else their family will starve. This is their family’s individual needs. But if they fulfil these
CYCLE 3
needs, the community will not be happy. Everybody is supposed to join the strike (in
solidarity) so the employers will have to negotiate with the workers. A strike cannot work
if only some people are involved. We see that the Baba and Mma Mukwevho are put into a
very difficult position here.
1 Dialogue: There is lots of dialogue in these chapters. Dialogue (talking aloud between
characters) is a shortcut or quick way for the writer to get information to the reader. We
also get an idea of the characters’ personalities: by how they speak and what they say.
On pg. 28 Mma Mukwevho and Lufuno are talking to each other about Mrs Jantjies’s
prejudice. She has said to them: ‘‘’You people’ go to that funny church…” and “‘You
people’ cook that funny food and speak a funny language…’’ The direct quotes from Mrs
Jantjies’s speech tell us her low opinions and negative judgements about anyone different
to herself. Mrs Jantjies is prejudiced.
2 Adjectives: There are lots of descriptive words (adjectives). These words give the reader
extra details about the characters (characterisation). For example, on pg. 29, Baba ‘looks
grey from tiredness and there are dark rings under his eyes.’ These adjectives tell us
how weary and worn out Baba is after a long day working in the bread factory. We also
understand how tired he must be about the whole situation: trying to keep his family,
safe, fed, educated and together under one roof. We have sympathy for this character
because of the adjectives used by the writer.

2 Instruct learners to open their books to pg. 17.
Finders Keepers 39
40
28 ‘You people’ Theme: Mrs Jantjies repeats her ideas about What sort of person Mrs Jantjies is an awful character – completely
go to that Prejudice how different people are inferior (not as is Mrs Jantjies? Is unlikeable. She is nosy, deceitful, greedy,
funny versus good as other people). She shows her she likeable and selfish, a bullyand insensitive. She continually
church. Tolerance prejudice by repeating ‘you people’. She sympathetic? Why or threatens the Mukwevhos about not joining the
‘You people’ is not tolerant. The Mukwevho family is why not? strike. She gives people small presents (like the
Structural
cook that fairly tolerant of difference. They know potatoes) and then makes them feel as if they
element:
funny food that they live in a community that does owe her a great deal.
Repetition
and speak not speak Tshivenda, or look the same as
a funny they do. There are many different people
language…’ in their community.
28 ‘I met a Theme: Lufuno makes some new female friends, 1 Which is more 1 Open-ended. Learners must give a reason
girl called Different and has fun with them. She is thinking important: romantic for their answer. Friendship is probably
Noki, and kinds of Love less about Dudu. Strong, protective love or platonic love more important, although we feel more
her friend, friendship (friendly or platonic love) is a (friendship)? Why? passionately about our lovers. Friendship
Character(s):

Chantelle.’ theme in this novel. We need friends to 2 How do your tends to last much longer than a romantic
Lufuno
feel happy and secure in our lives. When friendships make relationship. Friends tend to understand us,
Lufuno makes friends, she begins to feel you feel happy and stand by us and support us.
more comfortable in her new community. secure? 2 Open-ended. Learners should connect the
friendships/need for friendship in the story
to their own lives.
29 ‘The song’s Themes: Tshilidzi, Lufuno’s little sister, comes Why do people try to 1 People try to conform for lots of different
kwaai, Different back from primary school and is using conform (be like other reasons:
Lufuno?’… kinds of Love slang she heard there. Lufuno tells her people)? • Maybe they are afraid of being teased or
‘She’s just mother that Tshilidzi is just trying to fit in bullied
AND Do you think everyone
trying to fit or conform to be like the other children • Maybe they are not confident in
should be the same (fit
in.’ Individuals at school. Their mother is worried, and themselves, so would rather be like the
in and conform)?
and Lufuno is trying to reassure her. other people around them
Communities • Maybe they are still trying to be liked by
Both Tshilidzi and Lufuno are trying to do
Character(s): other people
the same thing, so they don’t stick out.
2 No. Our differences are what make
Lufuno They know that the more different they
and the us special. We all want to be liked and
are, the more likely they are to be bullied.
Mukwevho respected, but we can still be individuals.
They want to fit in and be part of their
family Also, community groups thrive (do well) on
new community.
difference. Comparing our cultures, habits
and experiences and appreciating how
others are different from ourselves makes
us wiser and more able to understand the
world.
Finders Keepers
Lesson 5 Reading
41
CYCLE 3
a QUESTION 1: What is a hypocrite? Look up the word and write down the
definition.
b QUESTION 2: How is Mrs Jantjies a hypocrite?
• A hypocrite is someone who does the opposite of what they say – someone who
‘does not practice what they preach’. They have a double standard: one rule for
themselves, and a much stricter rule for others.
• Mrs Jantjies is a hypocrite because she is a deceitful and judgemental person. If
anyone in the community is inferior, it is she herself – because she cheats people.
• One example is Mrs Jantjies selling plants to Chantelle’s mother with no roots.
Another example of her being a hypocrit is that she hates foreigners or people
who look different, but she is happy to make money off them by renting out
her shack.
Journal questions
for homework.
1 Refer to “’Euphemism,’ I say.” to ‘…that he will give my bracelet back.’ on pg. 22:
1.1 In your own words, explain what a ‘euphemism’ is? (1)
1.2 What is Mandla saying about Sindi when he refers to her as ‘challenging’? (2)
1.3 What evidence is there in this extract that Mandla isn’t in love with Sindi? (1)
2 Refer to “’Mrs Jantjies says if ‘you people’…” on pg. 28 to ‘…overwhelms me and I
want to cry’ on pg. 29:
2.1 Discuss the two aspects of the theme ‘Prejudice versus Tolerance’ that are
prevalent in this extract. (6)
B: Answers
1.1 A euphemism is a nicer way to say something that isn’t nice/is unpleasant. (1)
1.2 He is saying that it is difficult to get along with her.(2)
1.3 He makes a joke about her with Lufuno. (1)

Lesson 5 Reading
2.1
• Mrs Janjties refers to the Mukwevho family as ‘you people’. This is divisive
(it divides us) because it puts some people in one group, and other people
in another group. She is being intolerant and prejudiced when she calls
them this. (1)
• This means it is meant to make a certain group of people feel like other – feel
different from what is ‘normal’. It is not kind to use the term ‘you people’, and
it is often said when an unfair and untrue generalisation is made. (1)
• This can cause conflict as people feel they need to identify with their group
and protect the identity of that group. (1)
• Tshilidzi is trying to fit in at her new school – she is trying to be the same so
that she is tolerated by her new school friends. (1)
• She doesn’t want to be ‘other’, she wants to be the same. (1)
• The sooner she becomes like them, the sooner no one can be prejudiced
towards her. (1)
CYCLE 3
Finders Keepers 43
Lesson 6 Reading
expression.
discuss a point.
your book.
CHAPTER 5:
1 Lufuno misses Dudu. She remembers (flashes back) to her old life: first in Venda with
her grandmother, and then in Johannesburg with Dudu.
2 Lufuno and Tshilidzi have a ‘movie night’, when Lufuno tells her little sister a made-up
(fantasy) love story, like a movie. The story usually has a happy ending. It helps Tshilidzi
to sleep better.
CHAPTER 6:
1 There is a change in point of view, and now we follow the story from Mandla’s
perspective (point of view). It is told in the third person – Mandla is not narrating
the chapter.
2 We find out that Mandla lives with his aunt, Andisiwe, who is the receptionist at On the
Rise Bakery. Mandla lives with his aunt so he can attend school in Cape Town.
3 Mandla’s father, Chief Nkosi, is visiting from the Eastern Cape. Everyone is very
respectful to the chief, except Mandla.
4 Mandla’s parents live together, but they are not happy. His mother has not come on the
trip. Something bad happened in the past that has made Mandla and his mother very
angry with the chief.

Lesson 6 Reading
THEME:
DEVELOPMENT:
While the other family members have been respectful around the chief, Mandla mainly
ignores him. We learn that ‘His aunt’s house has been full of relatives all day, coming and
going to greet his father – the chief, the leader, a wise man to be followed and respected. By
everyone, except Mandla.’ (pg. 37) Here we see that Mandla loves his father but he does not
respect him. We understand that they have had a terrible argument about something (we
don’t know what about yet). Here, we see that sometimes familial love is complicated – we
can love someone in our family while not liking them sometimes. We are left wondering
what has made Mandla so angry with his father.
CYCLE 3
THEME:
DEVELOPMENT:
We see how the roles in the community are very important. Because he is the chief,
Mandla’s father automatically gets respect from everyone around him. For example, on pg.
37, it says ‘Everyone is always rushing to serve him, laughing at his jokes, frowning when
he frowns.’ In other words, because of Chief Nkosi’s position in the community, people are
always eager to do things for him.
Chief Nkosi has a strong sense of duty and obligation. He feels his life is about his
community. Mandla is the opposite of his father. He wants to be an individual. He is
supposed to be the next chief, but he has no interest in leading his people. He wants to be
his own person.
CHAPTER 5:
1 Flashbacks: On pg. 32 Lufuno describes how homesick she is for her grandmother’s
village. Lufuno imagines the river, the crocodiles and the buck again. She wants to
escape the present, because it is a sad, anxious and difficult time for her now. She wants
to go back to the safety of her grandmother’s arms again, and be a little girl once more.
CHAPTER 6:
1 Third-person narration: In this chapter we see events from Mandla’s point of view,
in the third person. Chapters 6, 9, 12 and 15 are from his perspective (the way he sees
Finders Keepers 45
things). All of the other chapters in the novel are from Lufuno’s point of view. Lufuno’s
chapters are written in first- person narration.
Third-person narration is less detailed and less intimate and personal than first-person
narration. The advantage of the third person is that readers can see things a bit more
objectively. This makes us a little bit less biased (one-sided).


32 I want to Theme: The flashbacks and memories are part of Lufuno’s 1 Why do authors use 1 Authors use flashbacks
live in the Different connection with her family (her grandmother) – this is an flashbacks? to show something that
past. kinds of example of familial love. Lufuno describes how homesick 2 Why do you think happened in the past. A
Love she is for her grandmother’s village. Lufuno misses her Lufuno keeps flashback lets us see a past
grandmother. She also misses the feelings of safety and thinking about the event or some other part of a
AND
love she felt as a child in her grandmother’s village. She past? character’s history.
Structural wants to feel secure with her grandmother, and be taken 2 She is homesick. She wants to
elements: care of once more. escape the present, because
Flashbacks it is a sad, anxious and difficult
Lufuno’s memories are also linked with Dudu, who was
and Memory time for her. Moving to a new
her best friend. This is platonic love. The two girls were
place, the bullying at school
Character(s): very close and they also had fun together. Lufuno misses
and the strike at the bread
Lufuno having such a close friend who understands and loves
factory are making life difficult
her no matter what.
for Lufuno.
33 I can’t Themes: Lufuno misses Dudu. Their love for each other was Why does Lufuno Dudu and Lufuno started ‘movie
remember Different supportive and unconditional (they loved and cared for keep up the tradition nights’ together. She wants to
when kinds of each other no matter what). They had a platonic love for of ‘movie nights’ with feel close to Dudu, and try to
‘movie Love each other. Tshilidzi? remember how fun- loving,
nights’ energetic and full of joy her friend
Character(s): The romantic love is part of the storyline in the unrealistic
started,… was. Also, it helps Lufuno to take
Lufuno movie plots. There is always a handsome boy and a
her mind off her own problems
pretty girl in the stories. They always fall in love and
in the present. It is a kind of
overcome obstacles (things in their way) to be together.
escape for both the Mukwevho
The girls know these love stories are not real. Lufuno tells
daughters.
the stories to Tshilidzi. It is a tradition she used to have
with Dudu.
37 Mandla Structural This kind of narration tells the story from Mandla’s – –
reluctantly element: perspective, so we can understand what he is thinking
makes his Third- and feeling.
way to the person
(This is different from the first five chapters, which were
Finders Keepers
lounge. narration
written in first-person narration from Lufuno’s point of
Lesson 6 Reading
view.)
47
CYCLE 3
a QUESTION 1: Do you think Mandla is right to not respect his father? Why?
• What do you think happened between Mandla and his father?
• What kind of thing might happen to make a child feel disrespect towards
their parent?
b QUESTION 2: Should children automatically respect their parents/elders? Why
or why not?
• Do you think respect should just be given or it must be earned?
• Mandla has seemed like a reasonable character so far. Readers are probably
going to trust his judgement before they decide if he is being disrespectful or
not. Maybe his father has done something really terrible.
• No, he is in the wrong. A chief should always be respected, even when he is
wrong. A chief ’s dignity must be preserved.
• A chief is just a person – they do not deserve respect if they do something
terrible.
• Respect isn’t just given to someone. Respect must be earned. This is true for
people of any age. If Mandla’s father has done something bad, and he has not
earned Mandla’s respect, then Mandla has the right to not respect him.
• We can’t make a decision yet because we do not know why Mandla does not
show respect for his father.
• Most cultures accord (give) elders respect automatically. But this doesn’t mean
that adults or older people always deserve respect. They should behave in a way
that respects others too.
• I don’t think people automatically deserve respect. People earn respect. An elder
doesn’t deserve respect just because they are older, especially if they have done
something awful.
• Elders were respected traditionally, because they were wiser and more able to
make decisions that were healthy for the whole community. But nowadays many
communities are too large to make decisions together, or they are fragmented
(split) into lots of little groups. People should be respected if they show that they

Lesson 6 Reading
are worthy of respect. Of course, we should always be polite to people, generally,

and have good manners.
Journal questions
for homework.
1 Refer to ‘I automatically reach…’ on pg. 34 to ‘Where is he right now?’ on pg. 35:
1.1 What evidence is there in this extract to prove that the following
statement is true:
Lufuno trusts Dudu wholeheartedly. (3)
1.2 Why does Dudu hold the bracelet so carefully? (1)
2 Refer to ‘Lufuno. That is her name….between his fingers.’ on pg. 37:
2.1 Identify the figure of speech. (1)
CYCLE 3
2.2 Explain how the figure of speech in 1.1 adds to the description of
Lufuno’s name? (2)
B: Answers
1.1
• Lufuno told Dudu all about her lucky bracelet. (1)
• Lufuno let Dudu hold the bracelet. (1)
• She wants Dudu to meet Mandla so that she can give Lufuno her opinion
of him. (1)
1.2 Because she knows how special and important it is to Lufuno. (1)
2.1 Simile (1)
2.2 Mandla feels the smooth beads between his fingers and he feels that the name
‘Lufuno’ is sounds smooth too. The smoothness of the beads and the smoothness
of the sound of the word ‘Lufuno’ are being compared. (2)
Finders Keepers 49
Finders
Keepers
Reading
CYCLE 4
Cycle 4 Reading
Lesson 7 Reading
expression.
discuss a point.
your book.
CHAPTER 7:
1 Lufuno has a nightmare about losing Dudu in a forest.
2 Anthony Jantjies threatens Baba Mukwevho about going to work.
3 Noki and Chantelle’s parents are not going to work. They are on strike because they are
fearful that they will be attacked if they go. Baba and Mma Mukwevho still going to
work because they need the money.
4 Mandla is in a bad mood. He gets into a fight with Vusi in class.
5 Sindi embarrasses Lufuno by making her fall off a broken chair, and by calling her a spy.
CHAPTER 8:
1 Mandla takes Lufuno to a dusty park, and they get to know each other.
2 They talk about their families’ expectations: Lufuno’s family wants her to go to
university, and then marry someone they approve of.
3 Mandla asks if he can keep the bead bracelet for good luck in a soccer match. Lufuno
agrees, because she is attracted to him.
4 They see a fire, but it isn’t the bread factory – just the rubbish dump. Everyone is on
edge because of the strike.
5 Mandla walks Lufuno home, but it is already evening. Tshilidzi sees him kiss Lufuno on
the cheek, and she tells Lufuno that she knows.
6 Mma Mukwevho sees Mandla. She is enraged because she thinks Lufuno has disobeyed
her and lied to her about having a boyfriend. She forbids Lufuno from seeing
Mandla again.

Lesson 7 Reading
THEME:
DEVELOPMENT:
Lufuno and Mandla have their first date. They like each other romantically – physically (the
body) and emotionally (the feelings). This is romantic love. Lufuno teases him about being
chivalrous (being polite and a gentleman). This teasing is flirting – it is not meant to be
mean, but rather, to make the other person laugh.
Mandla compares their relationship to the relationship of Romeo and Juliet in the
Shakespearean tragedy of ‘Romeo and Juliet’, because their families disapprove of their
relationship. (In ‘Romeo and Juliet’, Romeo and Juliet are from families who are enemies to
each other. Their love is forbidden. The play ends with both Romeo and Juliet committing
suicide because they cannot be together.)
When Lufuno gets home, her mother is very angry because she has seen Lufuno with
Mandla. She won’t let Lufuno and Mandla see each other. Mma Mukwevho is trying to
protect Lufuno from getting serious with a boy and forgetting she has to study. She wants
Lufuno to focus on school and have a good education. She does not want Lufuno to get
pregnant. Mandla’s father just wants him to focus on preparing for being the next chief back
CYCLE 4
at their homestead in the Eastern Cape.
They are like Romeo and Juliet because their families do not want them to be together, even
though they like each other. This is an example of familial love, when parents think they
know better than their children, and try to control their choices.
1 Flashbacks: A flashback is when the writer describes an event that happened a long
time ago. It is not part of the present story, but it affects the characters’ thoughts and
feelings. Lufuno dreams about the past, and also has nightmares. On pg. 41 she dreams
that she has lost Dudu in a forest. The writer wants to show us that Lufuno’s bad
memories are interfering with her new life. Also, flashbacks affect the pace (speed of the
story). They slow the plot down, so that the reader has time to think about everything
that has already happened in the book.
2 Text (SMS)-speak: Mma Mukwevho sends an SMS to Lufuno when her daughter is
not home straight after school. Texts are not usually full sentences (although Mma
Mukwevho doesn’t ever use slang!) Lufuno texts back in return: ‘Back soon.’ Texts are
less formal – like the way we speak, not like the way we write.
3 Italics: On pg. 50, when Mandla says ‘Please’ in italics, he is emphasising how much he
wants to keep the bracelet. It has become important to him. Similarly, on pg. 53, when
Mma Mukwevho says, ‘But you aren’t all the girls,’ to Lufuno, she is saying the word
extra loudly, to make sure Lufuno gets the message that her mother is the boss. She is
Finders Keepers 53
emphasising that Lufuno is different and that her mother doesn’t care what everyone
else is doing.
4 Idiom: Dudu used to say that ‘There is always light at the end of the tunnel’ (pg. 41).
This is an idiom – a saying that has a literal as well as a figurative meaning. They are not
literally in a tunnel. It means that there is always something good or hopeful we can try
to look forward to, even when we feel sad and depressed, as if we are trapped in a dark
tunnel. This idiom is connected to the theme of love and friendship (platonic love).
Dudu was always encouraging, and Lufuno uses her dead friend’s advice to help her
think positively.


41 There is Theme: Different This is a saying that Dudu often used. Why is Lufuno telling She is trying to give herself hope and
always kinds of Love It means that even when things herself that there is a optimism. She is talking herself into feeling
light at seem hopeless, we can try to look for light at the end of the positive, instead of scared and worried. She
AND
the end something positive. It is an idiom – a tunnel? means that it seems difficult now, but that
of the Structural saying that has a literal as well as a things will be better eventually.
tunnel. elements: Idiom figurative meaning. Dudu’s advice is still
Character(s): important to Lufuno.
Lufuno
41 Last Themes: Different The writer stops the real action/events 1 What is a 1 Nightmares are bad dreams. We can’t
night I kinds of Love of the plot, and Lufuno has a nightmare. nightmare? Why do control them. Often they are stress-
dreamed This slows down the pace of the story, you think we have related: the more anxious we are in
AND
I was lost and lets the reader reflect on (think them? the day, the more nightmares we have
in the Structural about) what has happened so far. Lufuno 2 Why might the at night. Our brains are trying to make
forest… elements: is feeling stressed and anxious, so she author want to slow sense of all the input we get during the
there Dreaming, has nightmares. down the pace of day.
was no flashbacks, memory the novel? 2 The writer wants the readers to think
Also, memory and the past are important
answer… and pace (speed of about all the events that have already
ideas in the novel. Lufuno often wants to
the story) happened (like a breathing space or a
go back to Venda and her grandmother
Character(s): rest), and understand the plot so far.
(familial love), or back to Johannesburg
Lufuno and Dudu (friendly love). She often
dreams about them, because they are
important to her.
53 Italics: Themes: Different Mma Mukwevho is angry that Lufuno is 1 Why do many 1 Rules are often there to protect children.
kinds of Love dating a boy that the family doesn’t know. parents get so • Parents feel worried and protective
‘But you
She loves her daughter and wants her to upset when their over their children. They don’t want
aren’t all AND
be safe (familial love), so she is also very children disobey the anything bad to happen to them.
the girls.’
Individuals and worried when Lufuno doesn’t come home family rules? • Parents have lived through many of
Communities straight after school. the experiences that their children go
through.
Finders Keepers
Lesson 7 Reading
55
CYCLE 4
56
Character(s): Because of the strike, there are lots of 2 In your opinion, is • Parents want their children’s lives to
Lufuno and Mma troublemakers and bullies on the streets, Mma Mukwevho be better than their own. They do
Mukwevho which is why Lufuno’s mother is so being reasonable? not want children to make their same
worried. When Lufuno does get home, Support your mistakes that theymade.
her mother forbids her from seeing response. • Good parents want their children to
Mandla again. be educated so they can have many
opportunities in life.
Lufuno likes Mandla. Also, Lufuno wants
3 Open ended. Learners must give a
to fit in. She argues that all the other girls
reason for their response, e.g.
at school have boyfriends. Lufuno wants
to belong to the school and teenage • She is being a little bit unreasonable,
because Lufuno has proved herself
communities. She thinks her family’s
over the years to be a smart and
beliefs are old-fashioned. Lufuno wants to
trustworthy daughter.
conform to the way things are at school.
She doesn’t want to conform to her • But now Mma Mukwevho thinks
Lufuno has lied to them about having

parents’ wishes and beliefs.
a boyfriend (even though she hasn’t).
• She is understandably worried. She

doesn’t want Lufuno to focus on a
boy over school.
• She might be worried about Lufuno’s
feelings being hurt by a boy.
• She might also be worried about
Lufuno becoming sexually active and
getting pregnant.
• In addition, her mother is worried
that Lufuno has come home late.
She is worried because there are
dangerous, prejudiced people
roaming the streets during the strike.
Mma Mukwevho doesn’t want Lufuno
to be attacked because she looks like
a foreigner.
Lesson 7 Reading
a QUESTION 1: Can you relate to Lufuno’s life? How?
• What about Lufuno’s life reminds you of your own life?
• What about Lufuno’s life feels very different from your life?
• How do your parents feel about you dating someone?
• How would your parents feel if you came back home from school late?
• Have you ever lost someone very important to you? How did you feel
about that?
b QUESTION 2: Are strikes an effective way to make changes in a business? Why
or why not?
CYCLE 4
• Open-ended. Learners should identify events from the story and compare/
contrast these events with things that have happened in their own lives.
b QUESTIONS 2: Possible answers:
• Sometimes, when every other way has been tried already, a strike can be
effective. A strike usually happens once the verbal negotiations (formal
conversations about who wants what) have come to an end. Then the union
workers band together and refuse to go to work. The management has to pay
more to hire other people to do the work while the strike is on.
• A strike sometimes forces the business owners to realise that changes are
needed. Those changes are often better pay and fewer working hours, or more
safety and protection for the workers. But violence and brutality are never
acceptable. Once violence starts, it is very hard to prevent people carrying on
being violent.
Journal questions
for homework.
1 Refer to ‘The door opens just as Mandla…’ on pg. 52 to ‘”You are not going to mess
around with boys.”:
Finders Keepers 57
1.1 Explain why the following is false:

Lufuno doesn’t care if her mother sees Mandla kiss her. (1)
1.2 Considering this extract, discuss the theme of ‘Different kinds of Love’. (5)
1.3 Explain why Lufuno doesn’t want to do a ‘movie night’ for Tshilidzi. (1)
B: Answers
1.1 It’s false because we know she does care. We know she cars, because Lufuno
draws away quickly when Mandla kisses her – she is nervous of her mother
seeing her.
1.2 This extract contains two kinds of love: romantic love and familial love (1)
• Mandla kisses Lufuno for the first time. This shows us that he really likes her
and wants to be romantically involved with her. (1)
• We are able to see that he definitely want to be more than a platonic
friend. (1)
• Lufuno’s mother is very protective over her and doesn’t want her to have a
boyfriend. She was also worried that something had happened to Lufuno
because she was so late getting home. (1)
• This is an example of familial love: a parent wanting to protect their
child. (1)
1.3 Lufuno is angry with Tshilidzi for being so happy that Lufuno got into
trouble. (1)
OR
Lufuno is in a bad mood because her mother has said she can’t have a
boyfriend. (1)

Lesson 8 Reading
Lesson 8 Reading
expression.
discuss a point.
your book.
CHAPTER 9:
1 Chief Nkosi and Mandla have an argument about responsibility and education.
2 Chief Nkosi makes Mandla take a day off school so he can accompany his father to a
CYCLE 4
solar panel factory. Chief Nkosi is doing research to improve services for his villagers.
CHAPTER 10:
1 The strikers stone an On the Rise truck and set it on fire.
2 Anthony and Ricardo Jantjies have an argument about whether people should join the
strike or not. Anthony thinks everyone should show solidarity and not work.
3 Noki and Chantelle visit Lufuno at home. The girls send Tshilidzi to the spaza so they
can talk privately.
THEME:
DEVELOPMENT:
Mandla and his father disagree about rights and responsibilities. Mandla wants to think
about other things (have individual freedom), and not just the strike. The chief puts the
community first, saying, “‘Politics is in everything we do…You born-frees think everything
is about your own pleasure. If it wasn’t for the unions and ‘politics’, as you call it, there
would still be Apartheid.’” (pg. 56). He sees that the younger generation has a different
Finders Keepers 59
idea of community than what was acceptable when he was a child. He wants Mandla to be
more like him.
Anthony shouts ‘Piemper!’ at Ricardo (pg. 58). ‘Piemper’ means ‘traitor’. Anthony thinks
everyone (the community) should be striking, but Ricardo thinks each person (individual)
should make up their own mind.
CHAPTER 9:
1 Third-person narration: Chapter 9 is in third-person narration. We understand the
events from Mandla’s perspective. The reader gets a sense of his frustration and worries
about his family.
CHAPTER 10:
1 Rhetorical questions: These are questions which don’t really need answers. The speaker
is just making a point of getting their message across. Chief Nkosi asks Mandla if he
wants Apartheid back (pg. 56). This is a rhetorical question, because the chief already
knows the answer – of course not! If Apartheid was back, Mandla would not be at a
good school, or living in the city with his aunt. He would be forced to live in the rural
areas. He would face extreme oppression and discrimination every day. The chief asks
the rhetorical question to remind Mandla that he is young and naive. He is trying to
make Mandla feel silly and childish. The question is patronising too.


55 For it means Themes: Different Mandla thinks that his father only cares 1 How do you think 1 • The chief loves his son, but
that no-one kinds of Love about the community, and not the the chief feels about he also wants to teach him
challenges individuals within his own close family. The Mandla? What in the the traditional values of their
AND
him, … He chief’s wife (Mandla’s mother) does not text tells you this? culture.
wants to rage Individuals and accompany the chief when he visits Cape 2 Do you think • Chief Nkosi doesn’t think that
at him. Communities Town. Mandla wishes his father would speak Mandla is right that he should have to explain
Character(s): to him like an adult. his father cares himself to Mandla.
Mandla and Chief more about the • He is intolerant when Mandla
Mandla doesn’t feel the same sense of blind
Nkosi community than his argues with him about
respect for the chief as other people do.
family? Why or why anything.
Mandla feels his father must earn respect,
not? • He expects obedience and
instead of expecting everyone to respect
respect from his son. We see
him and obey him just because he is the
this when he calls Mandla ‘silly’.
chief.
2 Open-ended. Learners must give
a reason for their response.
56 ‘If it wasn’t for Themes: Chief Nkosi wants Mandla to understand 1 Why does Mandla’s 1 The chief is using an extreme
the unions Individuals and that he is part of a community. Groups have father bring up example to show that when
and ‘politics’, Communities to work together if they want to change Apartheid? a community works together,
as you call political systems, such as Apartheid. 2 Would Mandla change can happen. He is trying
AND
it, there have more or less to shock Mandla into agreeing
Sometimes we have to put our individual
would still be Prejudice versus freedom under with him Apartheid was terrible.
wants aside, and do what is healthy for the
Apartheid.’ Tolerance Apartheid? Why? 2 He would have much less
whole group. Apartheid is an example of
Character(s): freedom. As a black person, he
extreme prejudice against black people.
Mandla and Chief would have been treated inferior
Laws were put in place in 1948 by the
Nkosi to (not as good as) white people,
National Party to favour white people. White
according to the law. As a chief’s
people got the best land, jobs, education
son he would probably have to
and services. During Apartheid, people
stay in the ‘homelands’.
resisted (fought against it) in many different
ways. In the end, it was many people
working together who helped to end it.
Finders Keepers
Lesson 8 Reading
61
CYCLE 4
62
56 ‘Would you Themes: Rhetorical questions don’t require answers. Why does Mandla’s Mandla’s father asks him this
want that?... Individuals and They are used to emphasise a point. The father ask him this rhetorical question to show his
Would you?’ Communities speaker makes the hearer admit that the rhetorical question? power. The question forces Mandla
speaker is right. The chief already knows the (What is the purpose of to admit his father is right. It forces
AND
answer to this question – of course not! The this question?) him to be obedient, even though he
Prejudice versus chief uses this rhetorical question to show still doesn’t want to talk about the
Tolerance Mandla that he still has power over him. strike or politics.
Structural element: Mandla must answer the question to show
Rhetorical his obedience. With this question, the chief
questions and forces Mandla to admit that he is right.
Irony Ironically (the opposite is true), the chief
Character(s): is showing how intolerant he is of views
Mandla and Chief different to his own.
Nkosi

Lesson 8 Reading
a QUESTION 1: Why was Apartheid such a terrible time for most black people? Why
does Mandla’s father ask such a strange question?
b QUESTION 2: What is the chief ’s long-term plan for Mandla?
• Why does he want Mandla to care about community?
• Apartheid made life physically and emotionally unbearable for black people.
The Apartheid government had a say in where you lived (The Group Areas
Act forced black and coloured people out of many areas, especially areas with
valuable land), who you could marry (no one of a different race); how well you
were educated (the inferior Bantu Education system for black peope); and what
work you could do (The Colour Bar Act). Apartheid made black people inferior
CYCLE 4
to white people by law. It also made South Africans suspicious of one another
(black versus white) because people did not usually mix socially.
• Chief Nkosi wants to shock Mandla into admitting that his father is right –
politics is part of everything we do. The chief is trying to persuade his son that
he is right. And if he is right now, then perhaps he is right about everything else
too. This is power play. The chief is showing Mandla that he is in charge. He is
trying to show Mandla that he is smarter and knows more than Mandla, and
knows what is best for Mandla.
• The chief wants Mandla to be an Eastern Cape chief when he gets too old
himself. A chief has to think about and be responsible for a community. The
chief is in charge of the village’s well-being, security and happiness.
• Mandla’s father wants Mandla to think about the community. He wants Mandla
to think beyond just his own wants and needs. He wants Mandla to be ready to
be the next chief.
• The chief wants Mandla to be just like him – he does not want Mandla to be
different. The chief wants Mandla to conform to what he expects.
Finders Keepers 63
Journal questions
for homework.
1 Refer to ‘Mandla sighs, a little too loudly.’ on pg. 56 to ‘…he goes to his room to
change’ on pg. 57:
1.1 Why does Mandla sigh? (1)
1.2 What tone does Chief Nkosi use throughout this extract? (1)
1.3 Give evidence from the text to support your answer in 1.2 (5)
1.4 Why does Chief Nkosi use this tone? (2)
B: Answers
1.1 Accept any of the following:
• He is irritated. (1)
• He is bored. (1)
• He is frustrated. (1)
1.2 Accept any of the following:
• Patronising (1)
• Scornful (1)
• Irritated (1)
1.3 Accept any 5 of the following:
• “‘You silly child.’”…(1)
• ‘…Mandla’s father’s voice is scornful.’ (1)
• “‘…and you come out with foolish words like that?’” (1)
• “‘Who are you to think…’” (1)
• ‘He wags his finger at Mandla.’ (1)
• ‘Mandla feels humiliated…’ (1)
• “‘Well then, it’s time you started acting like a man.’” (1)
• “‘Taking responsibility.’” (1)
• “‘Life isn’t just about pleasure and fun.’” (1)
• “‘Don’t forget that, boy.’” (1)
• “‘You know where you belong.’” (1)
1.4 Either of the following answers:
• He is the chief and he expects people to simply obey him. Mandla is
challenging him and he doesn’t like that. The chief wants to remind Mandla
that he is boss of him and he will make Mandla’s decisions for him. (2)
OR
• He is Mandla’s father, so he wants to teach Mandla a lesson about what is
right. He doesn’t want to listen to Mandla’s opinion and wants to remind that
he is the boss of Mandla. (2)

Finders
Keepers
Reading
CYCLE 5
Cycle 5 Reading
Lesson 9 Reading
expression.
discuss a point.
your book.
CHAPTER 11:
1 Chantelle, Noki and Lufuno plan to go to a big party on Saturday night at Zakes’s
Tavern. They will lie to their parents about where they are going to be.
2 They discuss the unnamed girl on Mandla’s phone’s screensaver and wonder if it is an
Eastern Cape girlfriend of his. They are trying to protect Lufuno from falling in love
with someone who might be a cheater. Lufuno is upset.
3 Tshilidzi hasn’t come back from the spaza. The girls go out and search for her
desperately. They come back to find her at home with Mma Mukwevho, who has got
back from work at the bakery.
CHAPTER 12:
1 Sindi and a group of classmates are mocking Lufuno’s Vhavenda heritage. Mandla tries
to make Lufuno feel better.
2 She sees the picture of Nandi on his cellphone, and she runs away to the toilets. Lufuno
thinks Nandi is Mandla’s girlfriend.
3 Mandla asks her to go to the park with him again. He explains that Nandi is his sister.
4 Lufuno and Mandla kiss for the first time.
5 A gang of strikers led by Sim (who first harassed Lufuno on her way to school) and
Dumi (who was fired from On the Rise by Mandla’s aunt) approaches. They threaten
Lufuno and tell her that she must pay for her father’s decision not to join the strike.
6 Dumi punches Mandla; Mandla pushes Sim.

Lesson 9 Reading
7 Mandla’s father, Chief Nkosi pulls up in his car and rescues them. He gives Lufuno a
lift home.
THEME:
DEVELOPMENT:
Sindi and her friends think Venda culture is backward. Sindi is prejudiced against anything
different from her own culture. On pg. 72, we see that she posts two insulting things on
her Facebook page, knowing that Lufuno’s feelings will be hurt when she sees them. Sindi
is deliberately trying to make Lufuno feel left out and unwanted. Sindi is aggressive in her
prejudice towards Lufuno. She wants to influence others (like the other learners in the
school) to be prejudiced too. This is another reason that prejudice is dangerous – people
who are prejudiced feel better when their prejudice is shared with others.
THEME:
DEVELOPMENT:
Mandla defends Lufuno, and tells her that Sindi is jealous of their relationship. This makes
Lufuno feel better. But then she sees the screensaver of Nandi’s face. Lufuno thinks Nandi
is Mandla’s girlfriend from the Eastern Cape. She tells Mandla to leave her alone, and runs
away from him (pg. 73). Realistic romantic love is hard! Sometimes we feel jealous when
we think that the person we like might have other boyfriends or girlfriends. We want to feel
CYCLE 5
special. We see here that Lufuno misunderstands something that she sees – she makes an
assumption which turns out to be wrong. We see that communication (rather than making
assumptions) is important to keeping a romantic relationship healthy.
THEME:
DEVELOPMENT:
Again there is tension between the people who want to strike (and punish everyone who is
not on strike) and the people who want to work. On pg. 78, a striker calls Baba Mukwevho
a ‘sell-out’ (traitor) because he goes to work. We see that the strike is causing a lot of
tension within the community. The tension is building. We feel like something bad might
be coming.
Finders Keepers 67
CHAPTER 12:
1 Third-person narration: Chapter 12 is from Mandla’s perspective again. The chapters
written in the third-person help us to imagine events from Mandla’s point of view.
Third-person narration helps to push the action along in the novel, and make the pace
faster. It is less reflective than the chapters written in the first-person (from Lufuno’s
perspective), and thus speeds up the pace (how fast the action goes) of the book.
2 Test (SMS)-speak: There is more SMS-speak/text language in this chapter, on pg. 74.
Mandla types ‘Let’s go 2 da park afta skl.’ The sender and receiver of the message will
understand what it says. Text language is a kind of slang (casual language) or jargon
(language used within a particular group) between people who know each other well,
and who are part of the same community or group.


72 She has Theme: Sindi and her friends think Venda 1 Why is Sindi so 1 • Sindi feels that Mandla has been
posted a Prejudice culture is backwards. Sindi is determined to bully ignoring her since Lufuno arrived at
picture of a versus prejudiced against anything different and hurt Lufuno? Victory High.
donkey, with Tolerance from her own culture. She is trying 2 Do you think Sindi is • She wants to be Mandla’s girlfriend,
the caption, to make the rest of the class gang up a bad person? Why herself.
Character(s):
‘The brand against Lufuno, and make her feel or why not? • She wants Lufuno out of the way.
Mandla
new car of the excluded. She wants Lufuno to feel 3 Do you think these • Sindi hopes that Lufuno and Mandla
Mukwevho like she isn’t as good as she is. types of posts would • will stop seeing each other.
family.’ The make Mandla like • Sindi’s own feelings have been hurt
Sindi wants revenge because Mandla
next picture Lufuno less? Why or because Mandla has rejected her.
likes Lufuno romantically. Sindi wants
is a pile why not? 2 Open-ended. Learners must give a reason
them to separate. She hopes that
of stones. for their response.
Lufuno’s feelings will be hurt when she
Underneath 3 No:
sees the pictures.
it says, • Mandla likes Lufuno in an authentic
‘The Venda Sindi also hopes that Mandla will think (real) way.
calculator.’ less of Lufuno if she seems ‘rural’, • He seems to like Lufuno because she
uncool and unsophisticated. Urban is different from the other learners at
teenagers sometimes look down on school.
villagers and think they are inferior. • He is not prejudiced in the same way as
This is a prejudiced attitude. Sindi.
• I think these posts would make him
think less of Sindi, because she is being
mean and prejudiced.
Finders Keepers
Lesson 9 Reading
69
CYCLE 5
70
74 ‘Let’s go 2 da Structural This type of language emphasises – –

park afta skl.’ element: the difference between the young
Text/SMS- and older characters in the novel.
speak Earlier in the novel, Lufuno says that
her mother never uses abbreviations
– shortened words – when she
texts. The younger characters text
each other using contractions and
abbreviations such as ‘skl’ for ‘school’.
Perhaps the text/SMS-speak in the
novel is a kind of symbol for the
difficulty younger and older people
have in communicating with and
understanding each other.

77 “‘Don’t speak Theme: There is real tension between people Does Dumi really care No, probably not:
about me like Individuals who want to strike (and punish that Lufuno’s father has • This is just an excuse for Dumi to bully
that,’ says and everyone who is not on strike) and broken the strike? Lufuno.
Lufuno. ‘I’m a Communities people who want to work. Dumi is • Some people attach themselves to strikes
What’s going on here?
person…’ also using this chance to bully and and demonstrations, just so they can loot
Character(s):
hurt Lufuno, though, because she houses and shops and go wild.
… Lufuno
has stood up to him and shouted • The real issue doesn’t matter to them.
‘Your father is back at him. Dumi expected her to be • Dumi wants to ‘save face’ (make himself
breaking the intimidated (scared of) by them, but look big and important) by hurting Lufuno
strike. You’re Lufuno is a strong person, and she because she dared to talk back to him.
going to pay.’ stands up for herself.
Lesson 9 Reading
a QUESTION 1: Was Mandla’s father right to come to his rescue? Why or why not?
• What might have happened if Mandla’s father had not come?
b QUESTION 2: What is the best way to deal with bullying? Why?
• Yes, Chief Nkosi has saved Mandla’s life, but he has also made his son feel like a
silly little boy again.
• No, Mandla was not able to prove himself in fight, and the chief has retained
(kept) his power as a man and an elder.
• Yes, because Mandla and Lufuno could have been hurt. Chief Nkosi was
protecting his son, like parents must protect their children.
b QUESTION 2: Possible answers.
• Bullying often happens because the bully herself feels excluded, victimised
or foolish.
• Bullying is not acceptable – especially if the bully is someone in a power of real
power, such as a teacher.
• It is really important to report bullying to an adult can trust Keeping it
secret because we feel ashamed, helps bullies to keep abusing people. Silence
CYCLE 5
protects bullies.
Journal questions
for homework.
1 Refer to ‘Tshilidzi splutters in indignation.’ to ‘…and I want it back.’ on pg. 70:
1.1 Choose the correct answer to complete the following sentence. Write only the
letter (A-D) next to the question number (1.1):
Tshilidzi doesn’t like the ending to the ‘movie night’ because:
A she thinks it’s too sad.
B she thinks it’s too funny.
C she thinks it’s unrealistic.
D she thinks the story is too short. (1)
1.2 Quote 3 consecutive works from the extract that made you conclude your
answer in question 1.1. (1)
Finders Keepers 71
1.3 Identify what Lufuno is feeling in the last paragraph of the extract. (2)
2 Refer to ‘The striker stands between…’ on pg. 78 to ‘…as Mandla’s father drives her
home.’ on pg. 79:
2.1 In your opinion, can Mandla be admired for insisting his father gives Lufuno a
lift home? Discuss your view. (2)
B: Answers
1.1 C (1)
1.2 ‘That’s too much.’
1.3 Any two of the following:
• In love
• Confused
• Desperate
• Incomplete
2.1 Open-ended. Accept a response which shows knowledge and understanding of
the following viewpoints, among others:
Yes:
• It is not safe for Lufuno to walk home and he wants to make sure she gets
home safely. (1)
• He has challenged his father who says Lufuno must walk home. His father is
a chief, so he is brave to stand up to him. (1)
OR
No:
• He should listen to his father as his father is his elder, so he needs to
respect him. (1)
• Lufuno is a strong, independent girl and can look after herself. (1)
NOTE: Do NOT award a mark for YES or NO only. Credit responses where a combination
is given. For full marks, the response must be well-substantiated. A learner can score 1 for
a response which is not well-substantiated. The learner’s interpretation must be grounded in
the novel.

Lesson 10 Reading
Lesson 10 Reading
expression.
discuss a point.
your book.
CHAPTER 13:
1 When the chief drops Lufuno at home, he and Baba Mukwevho have an argument
about the strike. The families do not agree.
2 Lufuno has another nightmare. She dreams Dudu is trapped in a burning truck.
3 The strike is in its third day, and getting worse as police and strikers clash. There are
burning tyres around On the Rise.
4 Lufuno forgets to fetch Tshilidzi from school. She is an hour late. Tshilidzi is fine,
but tearful.
5 Ricardo Jantjies helps Baba Mukwevho get home. His leg has been badly injured by
CYCLE 5
strikers. Ricardo takes him in his car to hospital.
CHAPTER 14:
1 Baba Mukwevho is recovering at home. He has a doctor’s note, so he stays off work.
2 Noki and Chantelle come over, and they plan how to get to the party that night.
CHAPTER 13: THEME:

DEVELOPMENT:
The strikers (the community) become violent when the police are involved. Baba
Mukwevho (the individual) gets hurt in the demonstration. Ricardo shows that he thinks
Finders Keepers 73
for himself (an individual) while the rest of his family (community) are against him helping
Baba Mukwevho.
CHAPTER 14: THEME:

DEVELOPMENT:
Lufuno explains to her two friends that the girl on the screensaver is Nandi, Mandla’s
sister – not a girlfriend from the Eastern Cape. Because Mandla and Lufuno have been
communicating openly (although he has still not told her that Nandi is dead), Lufuno feels
more at ease about Mandla. She is learning that she can trust him to be faithful to her (only
have one partner – herself). Their romantic love for each other is developing and maturing.
1 Adjectives: On pg. 83 the class has to do an adjective exercise in pairs for English. They
write down adjectives (descriptive words). Mandla writes down negative adjectives that
describe his father. Lufuno writes down adjectives for the chief that are positive. These
words help us to see that characters are not all good or all bad. The words that Mandla
wrotes about his father are stern and judgemental (negative), but Lufuno’s words make
the chief seem kind and dutiful (positive) as well.
2 Dialogue: There is lots of dialogue, especially on pg. 92. Dialogue is a quick way for the
writer to tell the reader information about the characters and the plot. Dialogue also
shows us something about who the characters are. Here, Rosamund Haden wants us to
understand how the girls are confused about whether to trust Mandla or not. We see
that Lufuno’s new friends care about her – they do not want her to get hurt by Mandla.

2 Instruct learners to open their books to page. 80.

86 ‘Just now Theme: Mrs Jantjies would rather side with the Who should Mrs Jantjies Either:
they’ll come Individuals and strikers (the community) than stand up to side with – her tenants, or • She should protect the people she
burning Communities protect her tenants, the Mukwevhos. She her community? Why? knows (the Mukwevhos), because
this house tells them not to come back to her house they have proven to be good
down. They’ll if they go to work. They have paid rent tenants. They are honest, decent,
think I am to stay there, but she still sides with the trustworthy and hardworking.
supporting community, rather than them. OR
the sell- • She needs to protect herself from
outs.’ the strikers. If she doesn’t, they
will damage her property and may
even hurt her.
86 ‘He’s Themes: Ricardo helps Baba Mukwevho when he 1 How does Mrs Jantjies 1 She argues with Ricardo and tries
injured, Ma. Individuals and sees that he is hurt. Ricardo is not afraid to react when she sees to stop him from getting involved.
I couldn’t Communities be an individual, to think for himself, and her son helping Baba She is afraid that the Jantjies
just leave to do what is right – even if his community Mukwevho? family will be targeted next by the
AND
him there will be upset that he is supporting Baba 2 How is Ricardo strikers.
to bleed to Different kinds Mukwevho (who is breaking the strike). This different from his 2 Ricardo thinks for himself. He is
death!’ of Love is an example of platonic (friendship) love. mother and brother? worried about everybody – not
just his own family. His mother is
Mrs Jantjies is not a good person, but she
selfish, and his brother is a bully,
does care about Ricardo, and she wants
but Ricardo is kind and caring.
to protect him. She shows him parental
(familial) love.
87 I have to Theme: Different Even when Lufuno herself is scared, she 1 How would you 1 Although Lufuno is annoyed by
make a kinds of Love tries to protect and calm her little sister describe Lufuno and Tshilidzi’s curiosity and noise, she
happy Tshilidzi. She tells her a story from a fantasy Tshilidzi’s relationship? also loves her little sister. Lufuno
Character(s):
ending for movie, the way she used to do when Dudu 2 Why does Lufuno resents (feels annoyed about)
Lufuno
tonight was around. This is an example of familial tell these stories to having to look after her sister, but
– just for love. Tshilidzi? she knows it is her duty.
Tshilidzi.
Finders Keepers
Lesson 10 Reading
75
CYCLE 5
a QUESTION 1: What’s more important – duty or love? Why?
• Why is love important?
• Why is duty important?
• Are they related to each other at all?
b QUESTION 2: What do you think Lufuno should do next?
• What would you do if you were Lufuno?
• If learners say something that you strongly disagree with, you might need to ask
the class: Do you think that is a good idea?
• Personal response. Accept sensible alternatives that are explained properly:
• Love is important because it makes us feel accepted and nurtured and safe. Duty
is important because other people depend on us.
• Love and duty are related. We have a duty to care for the people we love. They
come to expect things of us. We then have certain obligations (duties) to the
people we love and care about.
• Personal response. Accept sensible alternatives that are explained properly:
• Maybe Lufuno should run away with Mandla to another city, where they can be
together. (For this type of response, you can ask learners: Do you think this is a
good idea?)
• Maybe Lufuno should sit down and have a calm conversation with her mother
and father about why her relationship with Mandla is important to her.
Journal questions
for homework.
1 Refer to ‘I try to take a deep breath…’ on pg. 80 to ‘…as she tries to fall asleep.’
on pg. 81:
1.1 Do you think Lufuno and Mandla will be able to stay together as a couple?
Substantiate your answer. (3)
2 Refer to ‘Dudu is waiting…’ to ‘…a pile of ash and Dudu is gone.’ on pg. 81:

Lesson 10 Reading
2.1 Who is the narrator in this extract? (1)

2.2 Explain why the narrator has this nightmare. (3)
B: Answers
1.1 Open-ended. Accept a response which shows knowledge and understanding of
the following viewpoints, among others:
Yes:
• Mandla’s father will see that Lufuno makes him happy and he will agree that
they can date. (1)
• Lufuno’s parents will see that Mandla makes her happy and they will be fine
with her dating him. (1)
• Love conquers all! They will find a way to be together. (1)
OR
No:
• Mandla’s father is a stubborn man, so he will not change his mind. (1)
• Lufuno’s mother is very stubborn, and she wants Lufuno to focus on her
studies, so she will not change her mind. (1)
• They are young still, they will find other people who their parents
approve of. (1)
NOTE: Do NOT award a mark for YES or NO only. Credit responses where a
combination is given. For full marks, the response must be well-substantiated.
A learner can score 1 or 2 marks for a response which is not well-substantiated.
The learner’s interpretation must be grounded in the novel.
2.1 Lufuno (1)
2.2
• Lufuno is stressed/anxious/worried about the situation with Mandla (1)
• She feels helpless and doesn’t know what to do in real life. (1)
CYCLE 5
• In the nightmare she is also stressed and also can’t help Dudu escape. (1)
Finders Keepers 77
Finders
Keepers
Reading
CYCLE 6
Cycle 6 Reading
Lesson 11 Reading
expression.
discuss a point.
your book.
CHAPTER 15:
1 Mandla’s Aunt, Andisiwe, tells him to go to the party. Mandla is depressed about
his father being around. He still feels resentful that everyone obeys the chief
without arguing. Mandla goes to the tavern and drinks two beers. Everyone at the
tavern is drunk.
2 He stops an underage (too-young) girl from being harassed by a drunk man (Red Cap).
Mandla punches the man in his face and tries to make the girl go home. Lufuno sees
them together and thinks the young girl is Mandla’s girlfriend.
CHAPTER 16:
1 At the tavern party, Lufuno drinks a cider to make herself drunk. She is upset about
seeing Mandla with the other (underage) girl.
2 Lufuno runs away from the tavern, and gets lost. She is nearly run over by a taxi.
3 Mandla sees her on the pavement, and they make up (are friends again). She tells him
about how Dudu died in a taxi collision (crash) with a truck.
4 Mandla tells Lufuno about how Nandi died from asthma. The chief ignored her asthma
attack and went out. There was no cellphone reception, and no transport. Nandi died on
the way to hospital.

Lesson 11 Reading
CHAPTER 15: THEME:

DEVELOPMENT:
Mandla does not conform to (stick to) other people’s expectations. Everyone else in the
tavern (the community) ignores the man bullying the girl. But Mandla is different: he
stands up for what is right. He defends her and punches Red Cap (pg. 98). Mandla makes
the underage girl go home.
CHAPTER 16: THEME:

DEVELOPMENT:
At first, Lufuno is jealous when she sees Mandla with the underage girl from the tavern.
However, once Mandla explains the situation, Lufuno understands that the young girl is
not Mandla’s girlfriend. Lufuno gets over her jealousy (romantic love) of the underage girl,
and learns to trust Mandla (pg. 105). In this chapter, Mandla and Lufuno learn (again!) that
realistic romantic love only works when you communicate (talk) properly.
The two of them also swap stories about how people close to them died. On pg. 103, Lufuno
explains the platonic (friendship) love she had for Dudu. On pg. 104, Mandla explains that
Nandi was his dear sister who he loved very much(familial love). They both share deep
secrets. They both share difficult feelings of sadness, depression, loneliness, and anger.
Sharing these deep feelings are important for building a genuine (real and accepting)
relationship. This conversation helps them really know each other and feel intimate (close)
with each other. Through this conversation, we see Lufuno and Mandla build trust with
each other. They are building a type of friendship love, which strengthens romantic love.
CHAPTER 15:
CYCLE 6
1 Third-person narration: The story switches back to Mandla’s third-person perspective.

This is the final chapter that is told from his point of view. The rest of the novel is from
Lufuno’s perspective.
CHAPTER 16:
1 First-person narration: The same events – the party at the tavern, the underage girl, the
fight – are narrated, but this time the story is from Lufuno’s first-person point of view.
Finders Keepers 81
CHAPTER 15/16:
1 Comparative perspectives: These two chapters deal with the same events – the party
at the tavern, and Lufuno’s accident. We see how the characters see the same events
differently. The message from the writer is that it is easy to get the wrong information if
we don’t communicate (talk to one another) properly. We should try to understand one
another’s perspectives.


104 ‘And then I Theme: Lufuno tells Mandla how Dudu died in a taxi Why is it so important • She has accepted that her friend is
saw Dudu, Different accident. She is trying to explain to Mandla that Lufuno tells this dead.
lying on the kinds of Love why Dudu was so important to her. The two story out loud to • Now Lufuno can try to move forward
tar, and a girls were best friends. They loved each other someone else? with her life, and enjoy the present,
Character(s):
man in a platonically, and supported one another. The instead of trying to stay in the past.
Lufuno and
uniform loss of Dudu has been terrible for Lufuno • Talking about things that are difficult
Mandla
was because she feels so lonely. (rather than holding them inside) is
covering important for healing.
Sometimes, it can be difficult to share our
her with a • This is also a way that she builds
deepest secrets with someone else. We can
blanket. I intimacy with Mandla – by telling him an
worry that other people will judge us or like
knew what important secret of hers.
us less if they know too much. However,
it meant.’
sharing our deepest secrets and feelings
is how we build intimacy (closeness) with
someone. It is a big step for Lufuno to share
something so big and important with Mandla.
105 ‘Of course Themes: Mandla explains how his sister Nandi died 1 Why is Mandla angry 1 • Mandla is angry with his father for
he could Individuals after a bad asthma attack. His father thought with his father? Do not helping his sister.
have stayed and it was not serious, and went out to attend you think it is just • He blames his father for his sister’s
behind. But Communities a function. Although he loves his family, anger, or there are death.
he chose Chief Nkosi thought that his duties to the other things he is • It also seems like Mandla is hurt.
AND
duty over community were more important than his feeling? • It is painful for him to feel like his
loyalty to Different family. He chose the community over his own 2 What does Mandla father would choose other people
his family kinds of Love child. think would have over him (and his family).
and love Character(s): happened if they 2 Nandi would probably still be alive,
Mandla is bitter because he thinks the chief
for his Mandla and chief had stayed? because there would have been
should have chosen to stay with his own
daughter.’ Chief Nkosi the chief’s transport to take her to
family and helped his sister.
the hospital. She died on the way to
hospital because it was difficult to find
another car.
Finders Keepers
Lesson 11 Reading
83
CYCLE 6
84
105 ‘And you Theme: Mandla tells Lufuno that he was not with the Why does Mandla say He is trying to prove himself worthy of
need to Different underage girl in a romantic way. He wants that Lufuno should being her boyfriend/partner. He wants
learn to kinds of Love Lufuno to understand that she does not trust him? them to be together.
trust me.’ need to worry about him having another
Character(s):
girlfriend.
Mandla and
Lufuno

Lesson 11 Reading
a QUESTION 1: What do you think Chief Nkosi should have done – gone to the
function or stayed at home? Why?
b QUESTION 2: Do you think Mandla deserves Lufuno’s trust? Explain
your response.
• The chief should have stayed with his family. There will always be functions and
events to go to for business purposes, but relatives are irreplaceable.
• The chief ’s main duty is to his own family. He made a mistake by leaving – he
should have stayed at home to help his child.
• She should definitely trust Mandla. He is a good person, and tries to do the right
thing. He respects and likes her, as well as being attracted to her. He accepts her
completely for who she is.
• Every time Lufuno has mistrusted Mandla, we see that she is making a wrong
assumption. This shows us that she is worried for no reason – Mandla likes her
and wants to be with her. When she feels insecure (doesn’t trust him) he calmly
and gently corrects her – he doesn’t become mean or angry. He has proven that
he deserves her trust.
Journal questions
for homework.
1 Refer to ‘He quickly slips out…’ on pg. 96 to ‘…and the other guys are laughing.’
CYCLE 6
on pg. 97:
1.1 What could the literal reasons be for the girl to be ‘wobbling’? (2)
1.2 What is the figurative meaning that could be attached to the fact the girl is
‘wobbling’? (2)
letter (A-D) next to the question number (1.3). (1)
The young girl reminds Mandla of:
A Nandi
B Lufuno
C Dudu
Finders Keepers 85
D Sindi
2 Refer to ‘Mandla goes over.’ on pg. 97 to ‘Mandla’s friends drag him away.’ on pg. 98:
2.1 Identify the tone used by Red Cap. (1)
2.2 Why does he use this tone? (3)
B: Answers
1.1
• She is not used to wearing high heels. (1)
• She is drunk. (1)
1.2
• She is not coping. (1)
• She is not sure of herself. (1)
1.3 A (1)
2.1 Any one of the following:
• Scathing (1)
• Disrespectful (1)
• Patronising (1)
• Aggressive (1)
2.2 Any three of the following:
• He thinks he is better than Mandla. (1)
• He doesn’t care that Mandla’s father is a chief. (1)
• He’s not scared of Mandla. (1)
• He wants to make Mandla feel stupid. (1)
• He’s angry that Mandla is interfering in his business. (1)

Lesson 12 Reading
Lesson 12 Reading
• For this lesson, you will read Chapters 17 and 18, pages 107 -117.
expression.
discuss a point.
your book.
CHAPTER 17:
1 Baba Mukwevho’s leg injury is infected and he has to go to hospital. Tshilidzi must stay
with Mrs Jantjies.
2 Baba Mukwevho has to stay in hospital overnight. When Mma Mukwevho and Lufuno
get back from hospital, they see that their home is on fire. They are worried about
Tshilidzi, but she is at Mrs Jantijies’s house, crying hysterically.
3 Tshilidzi was in the house when it caught alight (even though she was supposed to be
next door with the Jantjies family). A man pulled her out of the burning house.
4 Mrs Jantjies blames the Mukwevhos for the fire and tells them to leave.
5 Noki’s family lets Mma, Lufuno and Tshilidzi stay for the night.
6 Mma Mukwevho tells Lufuno that she herself was hurt by a boy when she was young.
This is why Mma Mukwevho is so protective of her daughters.
7 Lufuno finally has a happy dream about Dudu. In the dream they are all in Venda, and
Mandla and Dudu meet.
CYCLE 6
CHAPTER 18:
1 This chapter flashes back to the Prologue, where the story started. We see how the fire
started and how Tshilidzi was rescued.
2 Lufuno is in Noki’s yard, confused about what to do next.
3 Mandla comes to her. Tshilidzi tells Lufuno that Mandla is the one who rescued her
from the burning house.
4 Mandla explains that the chief helped him by driving the car to the Mukwevhos. Chief
Nkosi had heard that Dumi and his mates were going to ‘burn the sell-outs’.
5 Mandla gives the bead bracelet back to Lufuno at last.
Finders Keepers 87
THEME:
DEVELOPMENT:
On pg. 113, Mma Mukwevho explains to Lufuno that she is trying to look after her by
not letting her date. She is protective because she doesn’t want Lufuno to go through the
same pain that she went through. Usually, parents protecting their children is a positive
thing. However, parents must remember that their children must make their own mistakes
and have their own experiences. If a parent is too protective, it can harm their child’s
freedom and individuality. Here we see a new honesty between Lufuno and her mother.
They are communicating in a new and open way; this can help them listen and understand
each other.
THEME:
DEVELOPMENT:
On pg. 110, Mrs Jantjies says she regrets letting the Mukwevhos stay. She still thinks her
own community has done nothing wrong – even though the house has been burned by
members of her community! She blames the Mukwevhos, even though they are the victims
of this terrible event. Noki’s family is the opposite. They do the right thing as individuals
and stand up to the rest of the community. Even though the Mukwevhos are strangers,
Noki’s father lets them have supper and stay for the night until they can find a new
place to stay.
CHAPTER 17:
1 Dreams: Lufuno has a good dream about Dudu, rather than her usual nightmares.
The dreams tell us what state of mind Lufuno is in. When she is stressed and unhappy,
she has terrible nightmares about losing Dudu. When Lufuno is happy, peaceful and
relaxed, she has a good dream.
CHAPTER 18:
1 Ending/Resolution: This chapter returns to the same action that is in the Prologue, at
the start of the book. In the Prologue, the reader wondered what was happening: all
we knew was that there was a fire, and that Lufuno was waiting for Mandla. Now, in
Chapter 18, the reader knows what has happened – the fire was started by the strikers,
and Mandla returns to Lufuno. The action is resolved.

Lesson 12 Reading

CYCLE 6
Finders Keepers 89
90
115 I sit outside Structural In the Prologue at the start of the novel, 1 Why does this 1 It serves as closure for the reader- a
in Noki’s element: Lufuno is sitting at Noki’s house, waiting chapter flash back to satisfying conclusion to the story. Now
yard…I can’t Repetition for Mandla and wondering what to do the Prologue? we know what has happened in between
see them. after the fire. 2 How is reading this the Prologue and Chapter 18 – that the
now different from strikers started the fire, Lufuno and her
reading it in the family have survived, and that Mandla is
Prologue? How are her boyfriend. This chapter ties up all the
our feelings different? threads of the story.
2 • In the Prologue, reading this made us
feel curious. We wanted to know why
there was a fire.
• Now, at the end, we understand
the events. It doesn’t make us feel
curious anymore. Rather, we feel like
the story and problems are resolved.

115 ‘My father Themes: Chief Nkosi heard the rumours that How does Mandla feel • Mandla is very pleased that his father
heard that Different arsonists (fire starters) were going to torch when the chief says he took this information seriously, and
Dumi and kinds of Love the Mukwevhos’ house. The chief decided was wrong? helped Mandla save Tshilidzi.
his crew to listen to the warning and do the right • The chief also admitted he was wrong
AND
were making thing. He drove Mandla to save Tshilidzi. about Nandi.
trouble… Individuals He has stood up to the community of • Mandla feels as if his father is at last
He said he and strikers, as well as shown his love for admitting the truth.
was wrong, Communities Mandla. • Now he can respect his father again, and
Lufuno.’ their relationship can be healed.
116 ‘I brought Theme: Mandla finally returns the beaded bracelet What is the figurative These two people have found each other.
you this…’ Different to Lufuno. He took it on the first day they meaning of ‘Finders Now they are in a romantic relationship
kinds of Love met, saying, ‘Finders keepers’ to Lufuno. keepers’ in Mandla and together, so they are able to ‘keep’ one
…
He kept it for good luck. Now, he is giving Lufuno’s relationship? another.
…the familiar it back to her, where it belongs. The
beads bracelet is a symbol of their connection.
nestling in Now they have found each other (real
my palm. love, not luck) instead.
Lesson 12 Reading
a QUESTION 1: Do you think it was difficult for the chief to admit he was
wrong? Explain.
b QUESTION 2: Contrast (say how they are different) Noki’s family with Mrs Jantjies
when it comes to dealing with the Mukwevhos.
Appropriate answers, but are not the only correct answers to these questions:
• It must have been difficult for the chief. He is used to being obeyed and
respected, and now he has to ask his young son’s forgiveness. He has to swallow
his pride.
• Maybe he did not want to admit he was wrong because he feels deeply sad
and guilty about what happened. Admitting it makes it real, which could be
hard for him.
• They are opposites. Mrs Jantjies is suspicious and closed-minded when she deals
with anyone different to herself. She tells them they cannot stay.
• Even though Noki’s family does not know the Mukwevhos personally, they are
prepared to help. Noki’s father and mother give the Mukwevhos supper and beds
for the night so that they can be safe. Then Noki’s uncle comes in a taxi to take
them to another, more secure place.
Journal questions
for homework.
1 Refer to the Epilogue on pg. 117:
CYCLE 6
letter (A-D) next to the question number (1.1). (1)
The point of view in the Epilogue is:
A first-person narration.
B second-person narration.
C third-person narration.
D omniscient narration.
1.2 Quote one word from the extract to explain your answer in 1.1 above. (1)
1.3 Explain how Lufuno’s father’s leg got hurt. (2)
2 Refer to ‘These are real movies, not fantasies.’ on pg. 117:
Finders Keepers 91
2.1 Explain the fantasies to which Lufuno is referring. (3)

2.2 Explain how, by the end of the novel, Lufuno’s life has changed from when she
used to tell Tshilidzi the ‘movie night’ stories. (5)
B: Answers
1.1 A (1)
1.2 ‘We’ or ‘I’ (1)
1.3 He was attacked and injured by the workers who were striking (1), because he
refused to strike and still came to work. (1)
2.1
• Lufuno used to tell Tshilidzi ‘movie night’ stories to help her go to sleep. (1)
• These stories were always far-fetched, like soap operas or movies. (1)
• They were make-belief and not real. (1)
2.2
• Lufuno used to live in this dream world. (1)
• This was because it helped her to feel close to Dudu. (1)
• Lufuno now wants to live in the present and to appreciate her life as it
is now. (1)
• She doesn’t want to live in the past or in a world of imaginary characters. (1)
• This is because she has real people to be involved with now. (1)

Finders
Keepers
Reading
CYCLE 7
Finders Keepers – Cycle 7 Post-reading – CYCLE 7
Cycle 7 Post-reading
Lesson 13 Reading
• To prepare for the post-reading discussion, you will revise the theme mind maps and
you will also need to read the Epilogue of the novel again.
• Remember that the main themes in the novel are: ‘Different kinds of Love’; ‘Individuals
and Communities’ and ‘Prejudice versus Tolerance’.
• Write the mind maps for the themes on the chalkboard. You should have copied the
mind maps that learners contributed to in Lesson 2 (pre-reading) into your notes. Re-
write the mind maps from Lesson 2 on the chalkboard.

2 Explain that today you will read the Epilogue. Explain that an epilogue is a conclusion
to a novel or a story.
3 Read the Epilogue on pg. 117 aloud to learners. Read slowly and clearly.
4 Explain that they will now, in groups, examine how the Epilogue wraps up or concludes
each main theme in the novel.
5 Divide the class into small groups. Each group should have no more than 6 learners.
6 Assign each group a different theme. There are only three major themes, but the
‘Different kinds of Love’ theme actually has three separate parts to it (romantic love,
familial love and friendship/platonic love). Assign each group who has been assigned to
work on ‘Different kinds of Love’ a different part of that theme: either romantic love OR
familial love OR friendly/platonic love).
7 NOTE: In bigger classes, more than one group may have the same theme. Just make
sure the groups with the same themes are sitting far apart, so they can’t hear each other’s
discussions.
8 Explain that learners must discuss and explain:
• What the theme means.
• How each character in the Epilogue illustrates (shows) the theme. The characters
mentioned in the Epilogue are:
Baba Mukwevho
Mma Mukwevho
Lufuno
Mandla
9 Give small groups fifteen minutes to discuss how the Epilogue deals with their theme.

Lesson 13 Reading
Post-Reading Report
1 Each group will choose one speaker to report back orally to the class.
2 After each group speaks, ask learners: What do we need to add to our mind map from
the before we read this novel? (What have we learned about this theme that must be
added to our mind maps?)
3 Discuss each theme and look at the corresponding mind map with learners. Update the
mind map based on the class discussion.
4 At the end of the lesson, instruct learners to take out their exercise books and to find
their mind maps from Lesson 2 (pre-reading).
5 Explain that learners should update their own mind maps. They can copy from the
chalkboard and also add their own ideas from the discussion.
6 Give learners time to update their own mind maps.
POSSIBLE ANSWERS
1 Here is one example of what the learners could have discussed. They might have
different answers. Accept the answers that make sense and that learners can support. (‘I
think… because…’).
2 As the learners speak, you must summarise their answers and add important
information to the mind maps on the chalkboard.
3 When all the groups have finished reporting back, you should have covered all
the themes.
SAMPLE THEME: PREJUDICE VERSUS TOLERANCE

• This theme is about assuming that a person or a group is bad before you really know
them. Prejudice can make us think it is alright to be mean or disrespectful to other
people and force them to accept our negative behaviour. It is not alright. Tolerance is
learning to respect other people who are different from us.
• Baba Mukwevho: In the Epilogue, Baba has recovered from his leg injury. The strike
is over, and he has gone back to work at On the Rise. He has overcome the prejudice in
his old community against people who refused to strike (‘sell-outs’): he went to work
because he needed the money, even though he knew it would make him a target, and
other strikers would be angry with him. (The Mukwevhos have, however, moved to a
new township because their house was burned down.)
• Mma Mukwevho has also accepted that Mandla and Lufuno are a couple in a romantic
relationship. Mandla can do no wrong – which means that not only does she like him,
she thinks he’s wonderful.
• Lufuno: Lufuno has overcome her parents’ prejudice against teenage romances and
CYCLE 7
dating ; and her classmates’ prejudice against people with darker skin. She and Mandla
are officially partners, and they no longer have to hide their love. She says in the
Epilogue that they see each other nearly every day. Lufuno is also practising her film-
making skills on Mandla. She films him playing soccer.
Finders Keepers 95
Chief Nkosi’s has also overcome his prejudice against Lufuno. The chief expected
Mandla to start to train to be the next chief in their village in the Eastern Cape – and
then choose a partner from the local girls there. In the Epilogue, Chief Nkosi was polite
and kind to Lufuno when she visited Mandla at his aunt’s place.
• Mandla: Mandla has overcome prejudice by boldly choosing an unpopular girl, Lufuno,
to be his romantic partner. He does not care that other people gossiped about Lufuno’s
heritage, skin colour and home province, Limpopo.
Mandla has also overcome his father’s prejudice against young people. Mandla showed
his father that he had courage when they rescued Tshilidzi together. The chief admitted
he was wrong not to listen to Mandla about taking Nandi to hospital when she had
asthma. Now the chief admits that the youth have important opinions too.
SAMPLE THEME: INDIVIDUALS AND COMMUNITIES

• This theme is about when we should stand up to people in our community when
we think they are wrong. Sometimes communities gang up against people from
different cultures, religions or sexual orientation. We must do what is morally right as
individuals, and allow people to follow their own cultures, beliefs and ideas (as long as
no one is injured or suffers because of those beliefs).
• Baba Mukwevho: Baba has gone back to work because the strike is over. He is part
of a community of workers at the factory, and is no longer targeted in the township
where he lives.
• Mma Mukwevho: She is still doing what she thinks is right, and, in the Epilogue, this
leads to humour. Although everyone else is swimming, Mma Mukwevho refuses to go
in the water! She remains an individual.
• Lufuno: Lufuno’s parents have overcome their belief that she can’t date (because it was
not part of their traditional, communal culture). Now she sees Mandla nearly every day.
She is allowed to be an individual.
• Mandla: The chief has blessed Mandla and Lufuno’s relationship. Now the two families
are friends, and socialise together when the chief is in Cape Town. Mandla has proved
to his father that he is an individual.
SAMPLE THEME: DIFFERENT KINDS OF LOVE

• This theme is about when terrible things happen, we can still overcome them through
love and understanding. Love can help us to heal ourselves and our communities.
• Baba Mukwevho and Mma Mukwevho: The Mukwevho parents are an example of
the healing power of parental love. Lufuno’s family finally realises that Mandla is a
responsible and caring young man, and that he is worthy of their love, when he bravely
rescues Tshilidzi from the fire. Lufuno’s mother thanks him for saving their family, and
in the Epilogue she thinks that Mandla is wonderful. The two families (the Mukwevhos
and the Nkosis) have come to understand that their young people are trustworthy, and
that they can be together.

Lesson 13 Reading
• Lufuno and Mandla : Lufuno and Mandla are an example of the healing power of
romantic love. Because they are honest about their fears and feelings, and take it slowly,
they end up happily together. They realise that even though their loved ones are gone,
they now have each other to care for. In the Epilogue, they plant two trees as a symbol
of their joint feelings about Dudu and Nandi. They realise that they must focus on
the present.
In the Epilogue, Lufuno remembers her friend, Dudu. Lufuno’s feelings towards Dudu
have, however, changed and she is no longer sad and distraught when she thinks
about her. She has accepted Dudu’s death, so now Lufuno can remember Dudu’s clear,
laughing voice and sayings in a happy way. This is an example of the power of friendly/
platonic love. At the end of the novel, Lufuno’s memory of Dudu is positive and healing.
CYCLE 7
Finders Keepers 97
Lesson 14 Reading
• Make sure you are familiar with the theme of ‘Prejudice versus Tolerance’ throughout
the novel.
• Remind learners that prejudice means thinking that a person or a group is inferior (not
as good as yourself) before you really know them. Sometimes, prejudice leads people to
bullying, violence and conflict. In extreme situations, this includes warfare and death. In
contradiction, tolerance is accepting and respecting people who are different. We must
always strive to be tolerant (and accepting) and to fight against prejudice.
• The main purpose of this activity is for learners to understand the themes and messages
around the theme of ‘Prejudice versus Tolerance’ in the novel. They should also be able
to understand the different kinds of prejudice they have to face in their own lives. The
questions are to help learners to empower themselves to stand up against prejudice in
all its forms.
• Prepare yourself to be calm and sensitive in this lesson. Some tough issues may come
up. If you see that someone is very upset by this lesson, you should follow up with them
privately afterwards!
• Write the following questions on the chalkboard:
Question 1: What different kinds of prejudice are there in ‘Finders Keepers’?
Question 2: What sort of prejudice do we face on a daily basis, in our own lives? Write
down as many examples of prejudice as you can.
Post-reading activity
2 Read the questions you have written on the chalkboard aloud to learners.
3 Explain that today you are going to examine the theme of ‘Prejudice versus Tolerance’
in the novel (as in Question 1). Then you are going to see how it applies to our lives
outside the text (as in Question 2).
5 Give learners ten minutes to write their responses to these questions.
6 Divide the learners into pairs.
7 Explain that now, learners must discuss their answers to these questions. They can
discuss how their answers were similar, and how they were different.
8 Make sure to say that learners must be sensitive to their partner’s answers to the second
question. They must not be mean or laugh at any of their partner’s answers.
9 Give learners 10 minutes to discuss their responses to the two questions.

Lesson 14 Reading
POSSIBLE ANSWERS:
QUESTION 1:
Prejudice: At the beginning of the novel, many of the children at Victory High (Lufuno’s
new school) are prejudiced towards her. Because Lufuno is Vhavenda, she looks different.
She has darker skin than most Capetonians. She also speaks Tshivenda, while everyone
around her speaks Isixhosa.
People such as Sindi mock her and make her feel unwelcome. They are jealous of her and
prejudiced against her without even knowing her.
Tolerance: Mandla stands up to his prejudiced classmates. He wants to be Lufuno’s friend
(and boyfriend). At the end of the novel they are a couple, even though they come from
very different backgrounds. They have faced the prejudice of other people, from both their
families and their friends. They help show others how to tolerate differences.
QUESTION 2:
This will be a personal response from each learner. Accept any relevant answer. It’s
important to point out:
There are many different kinds of prejudice, and learners may be targets because they are
black, female, gay, of a religion other than Christian, or not conforming to common ideas
about appearance – having acne/pimples, too fat, too thin, too tall, too short, and so on.
As a teacher, you must handle these ideas sensitively and not allow learners to make others
feel unwelcome or out of place. This is a kind of bullying, and it can have very serious
consequences – violence or suicide. We are always here to encourage the understanding and
tolerance of other groups of people and to show empathy to those who feel left out, different
or who are bullied.
REPORT BACK:
1 Discuss the answers to Question 1. For this question, you can call on specific learners to
respond, because the questions are quite general.
2 Make sure that all the different kinds of prejudice are listed, and that everyone is clear
about what prejudice and tolerance mean.
3 For Question 2, ask learners to volunteer answers. Some of the feedback may be quite
sensitive and personal, so learners might feel shy. Do not attack or judge any of the
answers, even if you disagree with them personally. Class discussions should be a safe
place for learners to voice their opinions. The main thing is that they must be able to
explain and support their ideas (‘I think…because...’ or ‘In my opinion…because…’).
4 When there is disagreement or conflict, remind learners that they may criticise
someone’s ideas, but not them personally.
CYCLE 7
5 Now ask learners: How did reading this novel help us to understand the problem of
prejudice and bullying? How has this novel helped you to think in different ways about
these issues?
Finders Keepers 99
SAMPLE ANSWER:
Prejudice is just bullying, if you think about it. I learned that bullying can take many forms
– it is not just among children at school. It happens among adults and in work situations as
well. The strike, for example, was quite shocking to me when I read about how the strikers
force everyone to stay away from work. They get violent, and Baba is injured badly. That
seems morally wrong.
I was learnt about the prejudice between black people over skin colour. Usually we just
think it’s about black people versus whites, but seeing how prejudiced Sindi is against
Lufuno, just because Lufuno comes from Limpopo and is darker-skinned, really made me
angry. Sindi is actually just jealous and spiteful because she likes Mandla, but she turns it
into a cultural prejudice.
In future, I’m going to stand up for the victim when I see someone being bullied.
Sometimes here at school, groups of boys get aggressive with the girls. That’s not right. The
next time I see that, I’m going to ask them to stop. If that doesn’t work, I’ll get the adults
involved and report it to the school board. Sexism and bullying must stop. It will only end if
we all get involved.

Structure of the novel lesson
plans:
WRITING AND PRESENTING
1 In every two week cycle, one or two writing tasks must be taught.
a The lessons that follow are designed to teach one process writing task.
b CAPS specifies 3 hours per two-week cycle for Writing & Presenting.
c If you plan to complete another writing task in a cycle, then teach the lesson
over 2 hours.
d If you plan to teach only one writing task in a cycle, then teach the lesson
over 3 hours.
2 According to CAPS, teachers should teach learners a range of writing genres
that include:
a Essays, for example: a discursive essay
b Long transactional texts, for example: a formal letter
c Short transactional texts, for example: an invitation
3 This Content Booklet includes lesson plans for:
a 3 × essays
b 3 × long transactional texts
c 1 × short transactional text
4 Every Writing & Presenting lesson follows the same structure:
a The topic is set. This includes teaching aspects of the genre, and sometimes, looking
at model texts. It also includes the teaching of useful vocabulary.
b Planning is done. A planning strategy is provided, and learners complete different
activities to help them plan in a meaningful way. A writing frame or template
is provided.
c The text is drafted. At this point, the teacher will give instructions for drafting, and
will share criteria for the task.
d The draft is edited. An editing checklist is provided, and learners will self-edit or
peer-edit their drafts.
e The text is published and presented. Publishing, or rewriting the edited text, is
usually done as homework. Different strategies are used to allow learners to present
or share their writing.
f A sample answer, a mark and written feedback is provided as a model for
the teacher. This is useful as it helps teachers to set an appropriate standard for
writing tasks.
NOTE: Every time a particular genre of writing is taught from Grade 10 to Grade 10, it is
taught in exactly the same way. This allows teachers and learners to experience the process
a number of times, and to consolidate their learning of that genre. This repetition provides
scaffolding and security, which ultimately builds learners’ confidence.

Finders
Keepers
Writing and
presenting
CYCLE 1
Finders Keepers – Writing and presenting – CYCLE 1
Writing and presenting

Descriptive essay
Topic:
MY NEIGHBOURHOOD
Write a descriptive essay about a place that is familiar to you. Think about how this place
makes you feel, and then try to describe a few clear details from that place, so the reader
understands your emotions (feelings) connected to it.
For help, you can use page 3 of ‘Finders Keepers’ as a mentor text (a model text). This page
is a beautiful description of the rural areas of Thohoyandou. It appeals to the reader’s senses.
You will use the same techniques in your descriptive essay. In your writing, you are going
to use as many of your senses (sight, smell, hearing, touch and taste) as you can. Also, try
to think of original images you can use to describe your person or place. You will also try
to choose strong adjectives (describing words) and verbs (action words) to help get your
message across. Descriptive writing helps us to understand and imagine characters and
setting when we read fiction.
Length of task
150–200 words
CAPS reference: pg. 40
Text type Purpose Text Structure Language Features
Descriptive To describe IDENTIFICATION: May be written in past or

essay something in gives a general orientation to the present tense
a vivid way subject, e.g. There was a huge beast
Creates a picture in words
DESCRIPTION:
Uses adjectives and adverbs
describes features or characteristics
of the subject, e.g. It had a huge Uses figurative language,
bulbous body with bloated pustules e.g. simile, metaphor,
dripping green slimy liquid onto the personification and
floor. alliteration
Introduction
Tell learners that today they are going to write a descriptive essay. The essay will be linked to
the novel, ‘Finders Keepers.’ In this essay, learners will describe the place where they live.

Descriptive essay
Teach the genre
CYCLE 1
PURPOSE:
Descriptive writing is writing that uses words to create vivid images in the reader’s
imagination. It helps the reader to picture what the writer is writing about.
HOW TO:
Description creates a mood or atmosphere. We choose words carefully both for what they
mean (their denotation) and for the feeling they create (their connotations). Learners must
select language that can:
• describe someone/something to allow the reader to experience the topic vividly
• create a picture in words
• use images of sight, sound, hearing, taste and touch
• use figures of speech.
It is important to teach learners how to do the following things:
1 Use as many senses as possible.
2 Use interesting adjectives and strong verbs.
Ideas for teaching these two things are in the next section below.
Teach selected text structures and language features
Activity 1: Use interesting adjectives and strong verbs

INTRODUCTION:
1 Ask learners: What is an adjective?
2 Remind learners that an adjective is a word that describes a noun (a person, place or
thing), such as: ‘narrow’, ‘noisy’, ‘crowded’.
3 Ask learners: What is a verb?
4 Remind learners that a verb is an action word, such as: ‘walk’, ‘see’, ‘crumble’.
5 Ask learners: What is a synonym?
6 Remind learners that a synonyms are words with similar meanings.
7 Ask learners: What are some synonyms (that mean the same as) for ‘street’?
8 Brainstorm some ideas quickly with learners, such as: ‘road’, ‘lane’, ‘alley’, ‘trail’, ‘route’,
‘track’, ‘pavement’, etc.
9 Explain that descriptive writing requires learners to use interesting adjectives and verbs.
In order to do this, they need to work hard to find relevant (fitting) synonyms to the
adjectives and verbs that they usually use.
GROUP WORK ON VERBS PART 1: FINDING SYNONYMS
1 Divide learners into about seven groups.
2 Explain that you will give each group a word. Each group must find as many synonyms
for their word as possible.
Finders Keepers 105

3 Instruct learners to take out their exercise books. Explain that each learner in the group
must write their group’s synonym in their notebook.
4 Give each group a small piece of paper with ONE of the following verbs on it: ‘laugh’
‘drink’, ‘shop’, ‘talk’, ‘sleep’, run’, ‘drive’, ‘write’, ‘punch’, and ‘eat.
5 Instruct learners to think of and write down as many synonyms as possible for the one
word their group received.
Allow learners to use dictionaries (or www.dictionary.com or www.thesaurus.com
for help).
Example: If a group has the verb ‘talk,’ they could come up with the following synonyms:
‘chat’, ‘speak’, ‘converse’, ‘discuss’, ‘lecture’, ‘recite’, ‘say’, et.
6 Give groups 5–10 minutes to make a list of synonyms.
7 Call learners back together.
8 Call on each group to share their list of synonyms. Write the list of synonyms for each of
the original verbs on the chalkboard.
9 Ask learners if there are any synonyms they would like to add to the lists on the board.
10 Explain any new words that learners may not know.
11 Correct any mistakes.
GROUP WORK ON VERBS PART 2: WRITING ABOUT PEOPLE IN PLACES (SETTING)

1 Instruct learners to go back into their small groups.
2 The group must choose a character from the novel, ‘Finders Keepers’.
3 The group must look at each one of the seven original verbs and work out which
synonym would be the best one to use when writing about their character.
4 For example, if the group has chosen Sindi from ‘Finders Keepers’, then they can select
‘snigger’ as the synonym for ‘laugh’. ‘Snigger’ is a nasty kind of laugh.
If they have chosen to write about Lufuno, for example , they could choose ‘giggle’
as a synonym for ‘laugh’ (Like from the time Noki and Chantelle are visiting her at
her house).
5 As a group, they must write a paragraph about their character. They must use all seven
of the synonyms that they have selected.
6 Give learners time to select their verbs and write. As learners work, go around to each
group and check on their progress. Answer any questions the group has.
7 Then, call learners back together.
8 Ask one representative from each group to share their descriptive paragraph with
the class.
GROUP WORK ON ADJECTIVES
1 Explain that we try to avoid clichés (over-used expressions) in our descriptive writing.
Using interesting adjectives helps our writing to sound fresh and original.
2 The activity on verbs and synonyms can be repeated using common adjectives like:
‘pretty’, ‘ugly’, ‘big’, ‘small’, ‘difficult’, ‘nice’, ‘bad’ and ‘good’.
3 For example, for the word ‘pretty’, learners could come up with the following adjectives:
‘beautiful’, ‘lovely’, ‘fine’, ‘stunning’, ‘attractive’, ‘fair’, ‘gorgeous’, ‘magnificent’ and ‘good-

Descriptive essay
looking’. The word ‘big’ could be replaced with the following adjectives: ‘large’, ‘outsized’,
‘enormous’, ‘generous’, ‘gigantic’.
CYCLE 1
4 Learners can either use these ‘adjective synonyms’ to describe their original characters
from the previous activity, or put learners in new groups and instruct them to use a
different character from the novel.
CONCLUSION
Remind learners that when they write their descriptive essays, it is important that they
choose their adjectives and verbs carefully, so that they keep the reader interested.
Useful genre-related vocabulary
vivid something that produces a clear image or picture in your mind

specific clearly defined or explained
five senses our ability to see, hear, see, smell and taste
detail small parts or extra information
elaborate give more detail, or say more about
1. Setting the task

SET THE TASK
1 In this lesson, learners will write a descriptive essay.
2 They will use page 3 of ‘Finders Keepers’ as a mentor text (a model text that can
teach them how to do it). This page is a beautiful description of the rural areas of
Thohoyandou, using many senses.
3 Learners will analyse this writing to see how good descriptive writing is produced. They
will then write a descriptive piece about their own home or family members, using the
same techniques.
2. Planning
PLANNING STRATEGY (3 PARTS)
a Re-read page 3 of ‘Finders Keepers’.
b Visualisation activity.
c Planning table.
INSTRUCTIONS FOR PLANNING

A. USE PAGE 3 OF ‘FINDERS KEEPERS’ AS A MENTOR TEXT:
1 Settle learners so you have their attention.
2 Instruct learners to take out their copies of ‘Finders Keepers’.
Finders Keepers 107

4 Explain to learners that you will be using this page as a mentor text. This means that
we can learn how to create good descriptive writing from the way that Rosamund
Haden has written.
5 Tell learners that you will read the page out loud and they must listen carefully. As
you read the page, they must underline in pencil all the interesting verbs, adjectives
and figures of speech that Haden uses.
6 Explain that they must mark the page using the following abbreviations:
V = verb
A = adjective S = simile
M = metaphor
7 (NOTE: Look at the sample of page 3 below for an example of what this might
look like)

Descriptive essay
8 Read the page out loud to learners.

9 Ask for volunteers to read out some of the most vivid verbs, adjectives and figures of
CYCLE 1
speech that they underlined.
10 Define and point out other adjectives and verbs.
11 Choose one example of each type (verb, adjective, simile and metaphor). Discuss
what makes these words and images effective.
12 For example, this description tells us in an imaginative way that Lufuno is slender:
“My granny said I was as pretty as a pumpkin flower and that I would be as beautiful
as my mother one day, even if I did have my father’s thin arms and legs like a cricket.
‘How can someone as thin as a twig carry that,’ she would joke when my father lifted
anything heavy”.
• ‘as pretty as a pumpkin flower’ and ‘as thin as a twig’ are similes. Similes are
figures of speech that use adjectives and compare a thing/a person to something
else. Lufuno’s granny says she is as pretty as the flower and as skinny thing as a
cricket insect. She also thinks Lufuno’s father is as skinny as a twig (a small, thin
stick). The images of the flower, cricket and twig help us to picture exactly what
the characters look like.
• ‘beautiful’ is an adjective that explains that Lufuno is pretty or good-looking. It
repeats or reinforces the idea, so we remember that she is attractive.
• ‘joke’ is a verb that tells us that Lufuno’s granny has a sense of humour.
Haden could have just written ‘said’, but ‘joke’ is a stronger verb, and gives
us information about the affection in the family, as well as Lufuno’s granny’s
personality.
13 Make a list on the chalkboard of adjectives and verbs. Learners can use these
adjectives and verbs as they plan. Learners can identify words from the text, or list
new words.
14 Help make sure learners know the meaning to these words.
15 Learners will have lots more. Some examples might be:
Verbs
launch, pitch, heave, toss
whisper, crow, shriek, murmur
amble, skip, lope, strut
Adjectives
radiant, cloudless, luminous, summery
dozy, drowsy, listless, hypnotic
slim, lean, slender, narrow
B. VISUALISATION ACTIVITY: USING FIVE SENSES

INTRODUCTION
1 Explain that it is important to describe things using as many of the five senses
as possible.
2 While it’s often not possible to use the sense of taste if you’re not describing food,
it’s always possible to use the other four senses: sight, sound, smell and touch. In
Finders Keepers 109

a descriptive essay, learners must describe whatever they’re writing about using as
many of these senses as they can.
VISUALISATION ACTIVITY
1 Instruct learners to close their eyes.
2 Instruct learners to picture the place where they grew up, or the place where
they live.
3 Give them a minute to think about it, and then direct learners’ imagination using
the following questions. (Ensure that their eyes remain closed and they stay quiet
throughout this process. These questions are to help learners think – they are not
discussion questions.)
4 What does it look like? What do the buildings look like? What do the ground and
the sky look like? What colours do you see? What shapes do you see? What textures
do you see? Are there people around? What are they wearing?
5 What does it sound like? What do you hear? Is it noisy or silent? Do you hear people
or nature or cars or machines?
6 What does it smell like? Can you smell flowers? Plants? Rubbish? Smoke? Perfume?
Animals? Car fumes? Dust? Food? Chemicals? The sea?
7 What does it feel like? Is it hot or cold? Is it rainy or dry? Is it night or day? Is it
windy or still? What does the ground feel like beneath your feet? What do you
touch? What do those things feel like?
PAIR WORK
1 Instruct learners to open their eyes and share their descriptions with a partner.
2 After a few minutes, ask for a few volunteers to share their descriptions with
the class.
3 Ask learners to listen out to see whether the people who share their descriptions
have included the four senses of sight, sound, smell and touch.
4 If they leave any out, ask the class to help them add in the missing descriptions.
C. USING A PLANNING TABLE

1 Instruct learners to open their eyes.
2 Explain that now learners will write about the place they pictured when their eyes
were closed.
3 Remind learners that they can use interesting adjectives and verbs from the list that
has been made on the chalkboard.
4 Draw the following template on the chalkboard:
Sight Sound
Smell Touch
5 Explain that learners will fill in each of these sections by writing down as many
words/phrases/sentences as they can in each one describing the place they pictured

Descriptive essay
when their eyes were closed. (Please refer to the example table we have included
in the ‘Sample for the Teacher’ section below, to see what this looks like when it’s
CYCLE 1
filled in.)
7 Instruct learners to divide a page in their notebook into four sections and write the
following headings at the top of each one: Sight, Sound, Smell and Touch.
8 Give learners time to write.
9 Remind learners that they must try to write full sentences. However, if they don’t
know the words in English, they can write things down in their home language, and
then use dictionaries to translate them into English afterwards or for homework.
SAMPLE FOR TEACHER

PLANNING TABLE
Sight Sound
Sun goes down fast. Fish Hoek gets graveyard-quiet.
Sky streaked with lines. No peace in my house. My mother is
Waves rush up and clear the sand. muttering.
Looking into other people’s homes.

Mother is rigid at the stove. Sweat on
her forehead.
Smell Touch
Sharp-smelling curry on the stove. Heart expands in my chest.
Road is warm on my bare feet and
make them tingle.
3. Drafting
INTRODUCE CRITERIA
Tell learners that as they draft, they must consider the following criteria:
• Essay must be 150–200 words long.
• Describe the place where they grew up or the place where they live.
• Use as many of their senses as possible.
• Use interesting verbs and adjectives.
• Use figurative language where appropriate.
INSTRUCTIONS
Structuring your work
Finders Keepers 111

INTRODUCTION
2 Explain that today, learners will draft their plans into a full essay.
3 Explain to learners that – just like a house or building – every essay needs a structure.
4 Remind learners that each paragraph will contain a different idea. The structure is the
order of the paragraphs.
5 Explain that the structure is sometimes difficult to work out for a descriptive essay,
because there is no plot: there are no events or actions. Instead, they must choose which
order to describe things in.
6 Explain that for this essay, each paragraph of the essay will describe a different part of
the place they are describing.
For example, if they grew up in a village, they can have four paragraphs describing:
a their home
b the river they used to swim in
c the field where their family grew crops
d the church they went to.
OR
If they are describing the township or neighbourhood where they live, they can have
three paragraphs describing:
a their road
b their home
c their room/bed.
CREATING A LIST
1 Explain that next, learners will decide how many paragraphs they will need for
their essay.
2 Explain that learners must look at their planning tables to help them decide how many
paragraphs they will need for their essay.
3 Explain that learners must create a list for the different parts of the place they are
describing. Each of these will then be a paragraph.
4 Explain that learners must only have three or four parts on their list.
5 Instruct learners to take out the exercise books and find their completed
planning tables.
6 Give learners 5 minutes to create their lists.
7 As learners write, walk around the room to assist learners who are struggling with the
language or struggling to stay on task.
9 Ask for a few volunteers to share their lists so that you know they have created
useable lists.

Descriptive essay
WORKING OUT THE ORDER

1 Once learners know what each paragraph will be about, they must put their ideas into
CYCLE 1
an order that makes sense.
2 Explain that the order in which they describe these different parts is important.
3 There are different ways to order the paragraphs.
For example:
a they could start outside (e.g. the street)
b move inside (e.g. the house)
c and then further inside (e.g. their room).
Or they could do it the other way around:
a they could start in their room
b move out into the house
c and then further outwards to the street.
Or they could order the paragraphs in order of preference:
a they could start with the part they like most (e.g. the park near their house)
b move to a part they don’t feel strongly about (e.g. their kitchen)
c and end with the worst part (e.g. the haunted house on their street).
4 Give learners 5 minutes to order the places on their lists, so they know what order they
will write their paragraphs in.
5 As learners write, walk around the room to assist struggling learners.
6 Ask a few learners to share their order with the class.
WRITING THE TOPIC SENTENCE FOR EACH PARAGRAPH

1 Explain to the learners that every paragraph has a main sentence, called a topic
sentence. This topic sentence is a like a summary of the whole paragraph. It could be
anywhere in the paragraph, but it is usually the first or second sentence. If you read
the topic sentence, you will know what the whole paragraph will be about. The other
sentences in the paragraph are details, explanations and further information about the
topic sentence.
2 For example, a paragraph about a forest might have the topic sentence: ‘There is a forest
on the hill,’ or a paragraph about a road might have the topic sentence: ‘There is a road
that runs behind the factory.’
3 Instruct learners to come up with the topic sentence for each one of their paragraph
topics from their lists. This should be one sentence that describes, in a clear and simple
way, the part of the place that that paragraph will deal with.
4 Give learners ten minutes to write their three or four topic sentences. Walk around the
room to assist struggling learners.
5 Ask a few learners to share their topic sentences with the class.
HOMEWORK: WRITING THE REST OF THE ESSAY

1 Instruct them to take these topic sentences home, along with their planning tables, and
use all of that information to finish each paragraph for homework.
Finders Keepers 113

2 Explain that they must finish each paragraph by adding a number of supporting or
detailed sentences to each topic sentence.
3 These sentences must describe the same part of the place as the topic sentence in
the same paragraph. These sentences must elaborate on (add details about) the
topic sentence. In other words, they must go into more detail, using as many senses
as possible.

Criteria Exceptional Skilful Moderate Elementary Inadequate
CONTENT & 28–30 22–24 16–18 10–12 4–6

PLANNING
• Outstanding/Striking • Very well-crafted • Satisfactory • Inconsistently • Totally irrelevant
(Response and
response beyond response response coherent response response
ideas)
normal expectations • Fully relevant and • Ideas are • Unclear ideas and • Confused and
Organisation
• Intelligent, thought- interesting ideas with reasonably unoriginal unfocused ideas
of ideas for
provoking and mature evidence of maturity coherent and • Little evidence of • Vague and repetitive
planning;
ideas • Very well organised convincing organisation and • Unorganised and
Awareness
• Exceptionally well and coherent • Reasonably coherence incoherent
Upper level
of purpose,
organised and coherent (connected), including organised and
audience and
(connected), including introduction, body coherent, including
context
introduction, body and and conclusion/ introduction, body
30 MARKS
conclusion/ending ending and conclusion/
ending
25–27 19–21 13–15 7–9 0–3
• Excellent response but • Well-crafted response • Satisfactory • Largely irrelevant • No attempt to

lacks the exceptionally • Relevant and response but some response respond to the topic
striking qualities of the interesting ideas lapses in clarity • Ideas tend to be • Completely
outstanding essay • Well organised • Ideas are fairly disconnected and irrelevant and
• Mature and intelligent and coherent coherent and confusing inappropriate
ideas (connected), including convincing • Hardly any evidence • Unfocused and
• Skilfully organised and introduction, body • Some degree of organisation and muddled
Lower level
coherent (connected), and conclusion of organisation coherence
including introduction, and coherence,
body and conclusion/ including
ending introduction, body
and conclusion
Finders Keepers
Descriptive essay
115
CYCLE 1
116
LANGUAGE, 14–15 11–12 8–9 5–6 0–3

STYLE &
• Tone, register, style • Tone, register, style • Tone, register, style • Tone, register, style • Language
EDITING
and vocabulary highly and vocabulary and vocabulary and vocabulary incomprehensible
Tone, appropriate to purpose, very appropriate to appropriate to less appropriate to • Tone, register, style
register, style, audience and context purpose, audience purpose, audience purpose, audience and vocabulary
vocabulary • Language confident, and context and context and context not appropriate to
appropriate to exceptionally impressive • Language is effective • Appropriate use of • Very basic use of purpose, audience
purpose/effect • Compelling and and a consistently language to convey language and context
Upper level
and context; rhetorically effective in appropriate tone is meaning • Tone and diction • Vocabulary
tone used • Tone is appropriate are inappropriate limitations so
Word choice;
• Virtually error-free in • Largely error-free in • Rhetorical devices • Very limited extreme as to make
Language grammar and spelling grammar and spelling used to enhance vocabulary comprehension
use and • Very skilfully crafted • Very well crafted content impossible
conventions,
13 10 7 4
punctuation,

grammar, • Language excellent and • Language engaging • Adequate use • Inadequate use of
spelling rhetorically effective in and generally of language language
15 MARKS tone effective with some • Little or no variety
Virtually error-free in Appropriate and inconsistencies in sentence
• •
grammar and spelling effective tone • Tone generally • Exceptionally
Lower level
• Skilfully crafted • Few errors in appropriate and limited vocabulary
grammar and spelling limited use of
• Well crafted rhetorical devices
STRUCTURE 5 4 3 2 0–1
Features of text; • Excellent development • Logical development • Relevant details • Some valid points • Necessary points
of topic of details developed • Sentences and lacking
Paragraph
• Exceptional detail • Coherent • Sentences, paragraphs faulty • Sentences and
development
• Sentences, paragraphs • Sentences, paragraphs well- • Essay still makes paragraphs faulty
and sentence
exceptionally well- paragraphs logical, constructed some sense • Essay lacks sense
construction
constructed varied • Essay still makes
5 MARKS sense
Descriptive essay
4. Editing
CYCLE 1
STRATEGY
Peer-edit and self-edit
INSTRUCTIONS FOR EDITING

INTRODUCTION
1 Explain to the learners that today, they will use peer-editing. They will help each other
to improve their descriptive writing.
3 Instruct learners to work with a partner next to them.
4 Instruct learners to swap books with their partner.
EDITING THE STRUCTURE

1 Instruct the partners to read their partner’s work at the same time in silence.
2 The first time each person reads their partner’s work, instruct them to see if the
information has been grouped correctly into paragraphs. All the sentences in one
paragraph must be related by describing the same part of the place that their essay is
about. They must also check that the paragraphs have been written in an order that
makes sense.
3 Wherever they find sentences that they think should be moved, they must make a note
of it in pencil on the page. Both partners do this silently at the same time.
4 Taking turns, they must share their ideas with their partners about how to improve the
structure of their writing, i.e. which sentences should be in which paragraphs. All pairs
do this at the same time.
5 As learners work, walk around the room to help pairs that need your attention.
EDITING THE USE OF THE FIVE SENSES

1 Instruct learners to read their partner’s work again.
2 This time, they must look to see that the writer has described the place using as many
senses as possible.
3 They must identify which senses have been used in pencil on the page. Both partners do
this silently at the same time.
4 Taking turns, they must explain to their partners where they think another sense could
be used. They can help their partners come up with descriptions using those sentences.
5 As they work, walk around the room to help pairs that are struggling.
USING THE CHECKLIST

1 While they are working, write the checklist (which appears in the next section below)
on the board, or hand out copies if you have access to a photocopy machine.
2 Instruct learners to copy it down and go through the checklist at home.
Finders Keepers 117

3 If they find that they cannot answer ‘yes’ to any of the questions on the list, then they
can edit their work to improve it.
EDITING CHECKLIST
Write the following checklist on the chalkboard for learners to use:
1 Does each paragraph describe one part or aspect of the place?
2 Do the paragraphs appear in an order that makes sense?
3 Have you described this place using as many senses as possible?
4 Have you used interesting adjectives and verbs?
5 Do all your sentences start with capital letters and end with full stops?
6 Have you checked that your spelling is correct?
7 Have you checked that every sentence has at least a subject and a verb?
8 Have you been creative and used your imagination?
9 Have you used words to paint a vivid picture of the place, so that the reader can imagine
it exactly as you remember it?
5. Presenting
PUBLISHING REQUIREMENTS
1 Learners must write out their essays neatly on lined paper.
2 At the top of the page, they must include their name, the date, the words ‘Descriptive
Essay’ and the title of the essay.
3 They must write neatly, leaving an empty line between paragraphs.
4 At the bottom of their essay they must write the words ‘Word count’ followed by the
number of words in their essay.
5 If they want to illustrate their essay by drawing a picture of the place they have
described they can, but it is not a requirement.
6 Publishing can be assigned as homework.
PRESENTING STRATEGY
Turn and talk
PRESENTING INSTRUCTIONS
1 Put learners into new pairs. They must not have the same partners that peer-edited
their work.
2 Tell them either to read their essay to their partner, or let their partner read it silently.
3 Instruct the partner to come up with one compliment: they must tell the writer
something they liked about the writing.
4 Ask for a few volunteers to read their essays to the class.
5 Applaud each learner after they have read their work.
6 Praise the class on the process of writing, and remind them that they can write well if
they follow a thorough planning, drafting and editing process.

Descriptive essay
COMPLETED EXAMPLE
DESCRIPTIVE ESSAY
CYCLE 1
NIGHTFALL
Fish Hoek gets graveyard-quiet at around seven o’clock in the evening, when
rush hour ends and most people are sitting safe as stones in their houses.
The sun sinks faster than your eye can follow, and the sky is streaked with
bands like ribbons over the sea. When I sprawl on the beach, the waves rush
up cleanly and sweep over the sand, erasing all the footprints: the busy marks
of birds, dogs, humans are all forgotten and the beach belongs just to me. My
heart expands in my chest like a balloon, and I relax at last.
The road to my house is still warm as toast at that hour: my bare feet burn
and tingle as I make my way home again. As I walk I peer into the windows of
all the houses, imagining the lives of the people who’ve chosen to live there,
and wondering if they’re happy.
But inside my house there is no peace. My mother is standing rigid at the
stove, muttering at the sharp curry, pearls of sweat like cheap jewellery on
her forehead. When my father gets home she’ll want to bite his head off, like a
spider. So we wait for him, the mood thick as thunderclouds gathering before
a storm.
Word count: 197
Mark: 40/50
TEACHER FEEDBACK
Well done on a lovely piece of descriptive writing. The structure works well, as you go from
the outside neighbourhood to the inside of the house, as if the reader is moving with you. I
really enjoyed the way you used the senses of sight (especially the sunset), smell (the sharp
curry) and touch (the hot pavement tar on your feet).
In all three paragraphs, you did a good job of choosing effective adjectives and verbs.
There’s a real sense of how fast the sea moves. The contrast between the empty beach and
the warm streets is also good. You are especially skilled at using exciting similes (safe as
stones; bands like ribbons) and metaphors (graveyard-quiet; sharp curry).
Finders Keepers 119

Finders
Keepers
Writing and
presenting
CYCLE 2

Narrative essay
Topic:
Chief Nkosi has decided to attend an evening meeting in his village. His wife, Mandla and
Nandi’s mother, does not want Chief Nkosi to go. She is worried because Nandi is having
another asthma attack, and this time it looks serious. Mandla is upset and angry that this
father is choosing his job over his own family.
Write a narrative essay in which the family has an argument, and the chief leaves. Then
Nandi’s asthma attack gets worse, and she cannot get to the hospital in time because there is
no cellphone reception, and no one else can help them. Nandi eventually dies on the way to
hospital. Include some dialogue in your story.
Length of task
150–200 words
Narrative To entertain Orientation that introduces Written in the first or third

Essay characters and setting, e.g. Once person
upon a time there was an old
Written in the past tense
woman who lived with her son
called Jack. They were very poor. Events described
sequentially
Events leading to a complication.
eg. Jack spent all the money his Connectives that signal time,
mother gave him on some magic e.g. Early that morning, later
beans. His mother was angry. on, once
Resolution and ending: e.g. Jack Makes use of dialogue

came back with the Giant’s treasure Language used to create an
and they lived happily ever after. impact on the reader e.g.
adverbs, adjectives, images
Introduction
Tell learners that today they are going to write a narrative essay. The essay will be linked to
the novel, ‘Finders Keepers’.

Narrative essay
Teach the genre

PURPOSE:
A narrative essay is a story written to entertain the reader. Direct speech is used to show
dialogue (a conversation between two people).
HOW TO WRITE A NARRATIVE ESSAY:

1 Learners must know how to create dialogue using the correct punctuation for
CYCLE 2
direct speech.
2 Learners also need to know a variety of ways to indicate how a person is saying
something (to shout, to whisper) and to use these verbs appropriately.
3 Learners need the skills to plan the structure of their essay. This includes learning how
to use paragraphs, and choosing the correct style and register for the audience.
It is important to teach learners the following skills:
1 Correct dialogue punctuation
2 Alternative words for ‘said’
3 The structures and features of a narrative essay
Ideas for teaching these skills are in the sections below.
Activity 1: Using direct speech

MODELLING:
2 Tell the class that they will revise how to use punctuation in direct speech.
3 Remind learners that direct speech quotes the words of the speaker directly.
4 Emphasise that direct speech has two parts:
a the speech tag contains the name of the speaker, and a verb
b the spoken words are enclosed by inverted commas (speech marks or
quotation marks).
5 Write the following sentence on the board: Lufuno said, ‘I don’t want to look after my
little sister again today.’
6 As you point out the following, underline or circle the item:
a The sentence starts with a capital letter.
b The speech tag is at the beginning of the sentence and contains the speaker’s name
(Lufuno) and the introductory verb (said).
c A comma introduces the spoken words.
d The first word inside the inverted commas is capitalised.
e The spoken words are enclosed (surrounded) by inverted commas.
f The full stop at the end of the sentence is inside the second inverted comma.
Finders Keepers 123

7 Skip a line and write the following sentence on the board:

‘Do you think you are special?’ said her mother.
8 As you point out the following, underline or circle the item:
a The spoken words are enclosed (surrounded) by inverted commas.
b The sentence starts with a capital letter and comes after the opening
inverted commas.
c The question mark at the end of her mother’s sentence comes before the closing
inverted commas.
d The speech tag is at the end of the spoken words.
e The whole sentence (not the direct speech) ends with a full stop.
9 Tell learners that each time a different character speaks, they must skip a line and then
write what the next character says, just as you have done on the board.
10 Instruct learners to take out their exercise books and copy the two examples above.
They must carefully highlight the items in the list above by using coloured pens or
underlining or circling, like:
[Lufuno said], ‘I am not going to look after my little sister again today.’
[speech tag]
(leave a line open)
‘Do you think you are special?’ said her mother.

[speech tag]
(This is for reference, i.e. they can go back to the written example to see how the
punctuation works.)
11 Explain to learners that these examples are the templates (examples to follow) for when
they write any dialogue. They must make sure that they follow the format exactly.
Activity 2: Provide learners with synonyms for ‘said’

MODELLING:
1 Explain that always using the verb ‘said’ in the speech tag is boring. Using a variety of
verbs will give the reader a better idea of how the speaker is saying something.
2 Ask the class what the difference is between these two sentences:
Mandla said, ‘You’re always criticising me!’ Mandla shouted, ‘You’re always
criticising me!’
3 Discuss this with learners.
4 Emphasise that the verb ‘shouted’ tells us HOW Mandla said ‘You’re always criticising
me!’ Now we know that he said the words loudly, and with anger.
Ask the class what the difference is between these two sentences:
‘I want to go home,’ said Tshilidzi.
‘I want to go home,’ whispered Tshilidzi.

Narrative essay
5 Listen to the learners’ responses.

6 Emphasise that the verb ‘whispered’ give us a better idea HOW the speaker brought
across her message – softly, to show that she was feeling scared.
PAIR WORK:
1 Explain that learners will brainstorm (think about) synonyms for the verb ‘said’.
2 Write the word SAID in the middle of the board.
3 Split learners into pairs.
CYCLE 2
5 Instruct pairs to make a list of alternatives for the word: ‘said’.
6 Let the learners use a thesaurus to find even more alternatives.
DISCUSSION:
1 After 5–10 minutes, call learners back together.
2 Ask for volunteers to share a synonym they have found. Ask each learner who
shares to demonstrate the verbs they have found, e.g. if the word is ‘shout’ they must
shout the word.
3 Write the suggestions on the chalkboard. Some useful examples are:
shouted, whispered, hissed, screamed, yelled, shrieked, promised, protested, laughed,
muttered, announced, stated, mentioned, commented, noted, added, replied, asked,
claimed, declared, answered, responded, told, exclaimed, stammered, snarled, stuttered,
murmured, cried.
4 Instruct learners to copy the brainstorming activity into their exercise books. Explain
that learners will need to use at least three synonyms for ‘said’ in their narrative essays.
narrative an entertaining story

dialogue a conversation between two people
character a person in a story
first person written from the point of view of a character in the story (‘I’, ‘we’)
third person written from the point of view of someone not in the story (‘he’, ‘she’, ‘they’).
sometimes called omniscient (all-knowing) narration.
setting where and when the action takes place
plot what happens in the story
1. Setting the task

SET THE TASK
1 Remind learners that in this lesson, learners will write a narrative essay.
2 Learners will revise the structural elements of a narrative essay.
3 Lastly, they will write their own narrative essay, including dialogue.
Finders Keepers 125

2. Planning
PLANNING STRATEGY
a Remind learners of the topic.
b Teach learners to plan a narrative essay, using a planning table.

A. REMIND LEARNERS OF THE TOPIC
Topic: Chief Nkosi has decided to attend an evening meeting in his village. His wife,
Mandla and Nandi’s mother, does not want Chief Nkosi to go. She is worried because
Nandi is having another asthma attack, and this time it looks serious. Mandla is upset
and angry that this father is choosing his job over his own family.
Write a narrative essay in which the family has an argument, and the chief leaves. Then
Nandi’s asthma attack gets worse, and she cannot get to the hospital in time because
there is no cellphone reception, and no one else can help them. Nandi eventually dies on
the way to hospital. Include some dialogue in your story.
B. TEACH LEARNERS HOW TO PLAN A NARRATIVE ESSAY

GETTING READY:
1 Before class begins, write the essay topic on the board
2 Before class begins, draw the following planning table template on the board:
PLANNING TABLE TEMPLATE
TITLE
CHARACTERS
Who?
SETTING
Where and when?
PLOT INTRODUCTION (BEGINNING)
What? How? COMPLICATION (BODY)
Why?
CONCLUSION/RESOLUTION (END)
DIALOGUE
NARRATOR
1st or 3rd person?
INTRODUCTION:
2 Remind learners that we are preparing to write a narrative essay.
3 Explain that a narrative essay is like a story. We write narrative essays in order to
entertain others.

Narrative essay
4 In stories, writers use dialogue to make the characters feel real, so that the reader
cares about what happens to the characters. Our narrative essays must include
characters speaking to each other (dialogue).
5 Stories can be written in the first person (e.g. ‘I went to the shop.’) or the third
person (e.g. ‘He went to the shop.’)
6 Narrative essays are written in the past tense.
7 Go through the blank planning table. Give learners guidelines as to what kind of
information they must include in their table. Fill in the empty planning table in the
CYCLE 2
following way as you explain:
PLANNING TABLE:
TITLE Choose your own appropriate title.

CHARACTERS Chief Nkosi, Mma Nkosi, Mandla
SETTING The chief’s house in his village in the Eastern Cape. The
time is evening.
PLOT INTRODUCTION:
Who? Where? When?
BODY:
Why are the Nkosis arguing?
How do the characters feel about each other? What does
the chief decide to do?
What happens because of his decision?
CONCLUSION/RESOLUTION:
How does the story end?
How does Mandla feel about his father now?
DIALOGUE Who will speak? What will they say to each other?
NARRATOR The writer can be one of the characters in the story and
write in the first person as Mandla, for example, OR,
learners can choose to write in the third person from an
outsider’s perspective (point of view). When the narrator is
NOT in the story, this is called omniscient narration.
INDEPENDENT WORK:
1 Instruct learners to close their eyes and imagine the family in their house, near
the front door. Once their eyes are closed, ask learners to imagine: Where are the
characters? How do they feel when they see each other? What do they talk about?
2 Instruct learners to take out their exercise books and turn to a clean double page.
(This way the planning table and the paragraph table – which is used in the drafting
section – will be next to each other.)
3 Instruct learners to copy the topic and the empty planning table (above) into their
exercise books, leaving at least four lines for each line on the table.
Finders Keepers 127

4 Remind learners that when they fill in their own planning table:
• This is a plan so there is no need for full sentences yet.
• The development of the story is up to them.
• Ideas can be changed as they think and plan.
5 Now give learners time to fill in their own planning table quietly. As learners write,
walk around the classroom to assist anyone who is struggling.
6 This task can be completed for homework. Learners must have a completed
planning table before the drafting activity.
SAMPLE FOR TEACHER

SAMPLE COMPLETED PLANNING TABLE
(The following is a sample planning table. Each learner’s table should look different. This is
just an example.)
TITLE Sister, sister

CHARACTERS Chief Nkosi, Mma Nkosi, Mandla
SETTING One night in the Nkosi family home (lounge, near the front
door); warm light inside and cold darkness outside
PLOT INTRODUCTION:
Mma Nkosi is trying to convince the chief to stay home
because she is worried that their daughter, Nandi, is having a
serious asthma attack. There is no cell phone reception, and
she doesn’t want to be left alone.
BODY:
Mma Nkosi accuses chief of valuing his villagers over family
Chief says Nandi often has attacks
Mandla gets angry: dad not listening again Chief leaves
Nandi gets worse
No cellphone or transport
Mma rushes from house to house; at last an ambulance
comes Too late: Nandi dies on way to hospital
CONCLUSION:
Mma distraught Mandla hates father
DIALOGUE Mma, Chief and Mandla all argue with one another Mma begs
chief to stay
Chief refuses
Mandla gets angry with father
NARRATOR Third person, omniscient

Narrative essay
3. Drafting
INTRODUCE CRITERIA
Tell learners that now they will use their planning table to write a draft of their essay in the
form of paragraphs. They must consider the following criteria:
1 Write 150–200 words.
2 Write in the past tense.
3 Use logical and coherent (understandable) paragraphs.
CYCLE 2
4 Include the information from the planning table.
5 Use some dialogue among the characters. Include correct punctuation and speech tags.
6 Skip a line after each speaker.
7 Use at least three appropriate synonyms for ‘said’ in your dialogue.
8 The dialogue can be informal but the diction (word choice) must be appropriate. The
spelling must be accurate.
INSTRUCTIONS
GETTING READY:
Before class begins, copy the following paragraph table onto the board:
PARAGRAPH TABLE:
ORIENTATION (BEGINNING)
Paragraph
One: Who?
Where?
When?
COMPLICATION (BODY)
Paragraph
Two: What?
How?
Why?
Paragraph
Three, etc.
What? How?
Why?
CONCLUSION/RESOLUTION (END)
Last
Paragraph:
How does the
story end?
Finders Keepers 129

PARAGRAPH PLANNING
2 Explain that now learners will use the information from their planning table to help
them create a story.
3 Explain that the next step is to order the storyline into paragraphs. Remind learners
that in a narrative essay, the paragraphs follow a chronological (time) order. This means
that they go in order of what happened. A narrative essay has a beginning (orientation),
middle (body) and end (conclusion).
4 Instruct learners to copy the paragraph table into their workbooks, on the page next to
the planning table.
5 Explain that in order to fill in the paragraph table, learners must now think of the order
of events in their stories.
6 Tell them they should think about how the argument develops naturally: Chief Nkosi is
probably at the front door, and his wife wants to know where and why he is going, and
so on. Remind learners that this is a draft. They are allowed to change their minds and
cross out sentences.
7 Tell learners that they should write at least four paragraphs.
8 Allow learners 30 minutes to complete the paragraph table.
9 While learners are organising their thoughts in their paragraph tables, walk around the
classroom to answer any questions they may have, and give encouragement.
HOMEWORK
1 Explain that learners now have everything they need to develop a complete, organised
narrative essay.
2 Instruct learners to develop (expand by adding detail) the information from the table
into written paragraphs.
3 Learners must come to class with a draft in paragraphs (not in a table format). This is
the draft they will use for editing.

CONTENT & 28–30 22–24 16–18 10–12 4–6

PLANNING
(Response and
ideas)
Organisation
of ideas for
planning;
Awareness
Upper level
of purpose,
audience and
context
30 MARKS
ending
25–27 19–21 13–15 7–9 0–3

Lower level
and conclusion
Finders Keepers
Narrative essay
131
CYCLE 2
132
LANGUAGE, 14–15 11–12 8–9 5–6 0–3

STYLE &
EDITING
Upper level
Word choice;
conventions,
13 10 7 4
punctuation,

• Virtually error-free in • Appropriate and inconsistencies in sentence
Lower level
Paragraph
development
and sentence
construction
5 MARKS sense
Narrative essay
4. Editing
STRATEGY
Peer-editing

1 Before the lesson begins, copy the checklist below onto the board (or make copies if you
have access to a photocopy machine).
CYCLE 2
2 Settle the class so that you have their attention.
3 Explain to the learners that they will use peer-editing to improve their writing.
4 Instruct learners to take out their written drafts.
5 Instruct learners to copy the peer-editing checklist (below) into their exercise books on
the next page.
6 Give learners 5 minutes to copy the peer-editing checklist.
7 Then, instruct learners to swap their exercise book with a neighbour.
8 Instruct learners to read the draft in front of them in silence.
9 Instruct learners to read their partner’s essay and to check the following:
• Has the writer used correct punctuation – especially for the direct speech?
• Has the writer used at least three synonyms for ‘said’?
10 Instruct learners to read the essay a second time, this time checking the following:
• Does the story have a beginning (introduction), middle (complication) and end
(conclusion/ resolution)?
• Has the writer used at least four paragraphs?
11 Instruct learners to fill in the peer-editing checklist in their partner’s book by ticking
each item if it is included and has been done correctly. Explain that learners must try to
think of how they can help their partner make their writing better.
12 When the learners are finished, they must hand back the draft to its writer.
13 Give learners 2–3 minutes for learners to read the notes their partner has given them.
14 Allow 5–10 minutes for learners to explain the suggested corrections to their partner.
15 Remind learners to make notes about the changes they must make. They can write new
sentences, cross out words or sentences they have written, move paragraphs around
with arrows and correct their language mistakes on the page. Remind them that it is fine
if this draft starts to look very messy, as they will need to rewrite it for the final version.
EDITING CHECKLIST
HAS MY PARTNER:
1 Included a title?
2 Written the story in the past tense?
3 Used a beginning, middle and end?
4 Used at least four paragraphs?
5 Used direct speech correctly?
6 Left an empty line each time a different character speaks?
Finders Keepers 133

7 Used at least three synonyms in place of ‘said’?

8 Started all sentences with capital letters and ended them with full stops?
9 Used correct spelling?
10 Written down the correct number of words?
COMPLETE THESE STATEMENTS TO HELP YOUR PARTNER IMPROVE

THEIR WORK:
1 One thing I like about this story is…
2 I am still wondering …
5. Presenting
2 At the top of the page, they must include their name, the date, and the heading
‘Narrative Essay.’
3 They must write in paragraph (not table) form.
6 Publishing can be given as homework.
PRESENTING STRATEGY
Turn and talk
1 Explain that next, they will Turn and talk with a partner about their own essays.
2 Split learners into pairs. They must not have the same partners who peer-edited
their work.
3 Instruct learners to take turns reading their essay out loud to their partner.
4 Instruct the learner who is listening to come up with one compliment, i.e. they must tell
their partner something they liked about the writing.
5 If time permits: Call learners back together.
7 Applaud each learner after they have read their work. Give each volunteer a compliment
about their essay.
8 Praise the class on the process of writing, and remind them that the only way to write
well is to follow a thorough planning, drafting and editing process.

Narrative essay
COMPLETED EXAMPLE
NARRATIVE ESSAY
SISTER, SISTER
The chief stood where he always did, one foot already out the door, pulling on
his coat against the evening chill. Mandla’s mother pleaded as Nandi struggled
to breathe in her room.
‘Please don’t go,’ she begged. ‘Her asthma is terrible. You know there is no
CYCLE 2
reception here. She needs to go to hospital!’
The chief frowned, and Mandla felt his own temper start to rise.
‘Don’t bother me with this now. That girl is always playing the drama queen,’ he
muttered into his collar.
‘Dad, why don’t you just listen?’ Mandla interrupted.
The chief swung on him and roared, ‘Don’t interfere! You know nothing!’
He stomped out into the evening, where the only vehicle waited, purring. Then
it was quiet except for his mother’s sobbing and Nandi’s gasping whoops as
her chest closed.
‘We have to go, Mandla’ urged his mother. ‘Find a car!’
They ran over the rough ground in the night, knocking on doors. At last they
found a working telephone. The ambulance took ages. The paramedics
bundled Nandi into the back, her face grey.
The news came later that she had died on the way to the hospital. This was his
father’s fault. He would never forgive him.
Word count: 203
Mark: 40/50
TEACHER FEEDBACK
This essay is a good effort. You have stuck to the topic, and really made us feel Mandla’s
frustration and his pain. No wonder he resents his father! It is also quite realistic, and you
have an ear for dialogue – which means that you made the characters sound as if they really
speak this way.
You could have started some of your direct speech with the speech tag instead of having all
the dialogue in exactly the same format. However, you have used many different words as
synonyms for ‘said’, and that is fantastic.
Finders Keepers 135

Finders
Keepers
Writing and
presenting
CYCLE 3

Argumentative essay
Topic:
One of the issues that causes conflict for the Mukwevho family in ‘Finders Keepers’ is
whether Lufuno is old enough to date. Lufuno is fifteen years old. Her mother, Mma
Mukwevho, is firmly against her daughter dating anyone while she is still in high school.
Mma Mukwevho thinks that Lufuno should finish school before she thinks about getting
a partner.
Lufuno, on the other hand, has the opposite view. She is for teenagers being allowed to
date. Lufuno is in love with Mandla, and she thinks that her mother is being unreasonable.
Lufuno thinks that she is old enough to date, and to make her own decisions.
You are going to write an argumentative. The topic statement is ‘Teenagers should not be
allowed to date until they are sixteen years old.’ You are going to decide if you are for (i.e.
you don’t think young teenagers should date) or against (i.e. you think young teenagers
should be allowed to date) the topic statement. Say whether or not you agree with Lufuno,
but use evidence from your own experience as well as the novel.
You will choose only one side of the argument. Using the structure of an argumentative
essay, you must write five paragraphs (statement, argument and reinforcement) to support
your opinion.
Length of task
150–200 words
Persuasion/ To argue a Statement of position, e.g. Shops Simple present tense, e.g.
Argumentative case for a should be closed on Sunday I play tennis every week./
essay point of view Snakes are reptiles.
Series of arguments – often in the
To attempt form of a point plus elaboration, Focus mainly on generic
to convince e.g. Everyone needs a day of rest. This participants, e.g. shops,
the reader people
is especially important for people who
work in shops because … Reason, cause/effect,
concessive conjunctions/
Reinforcement – summary and
logical connectors, e.g. this
restatement of the opening
shows, however, because,
position, e.g. We have seen that …
therefore
so…

Argumentative essay
Introduction
Tell learners that today they are going to write an argumentative essay. The essay will be
linked to the novel, ‘Finders Keepers’. In this essay, learners will decide whether they think it
is right for young teenagers to date or not.
Teach the genre

PURPOSE:
Argumentative writing is writing that argues or persuades a case for one point of view. It
tries to convince the reader that the writer’s point of view is correct.
(NOTE: In a discursive essay, the writer may discuss different points of view. In an
argument, the writer must choose one point of view and stick to it.)
CYCLE 3
HOW TO WRITE AN ARGUMENTATIVE ESSAY:
An argument requires the writer to remain unemotional and to use sensible arguments
to support the point of view. As far as possible the words should be objective and not
subjective (biased or one-sided). The writer doesn’t have believe strongly in their chosen
point of view. However, a convincing argument needs solid explanations based on good,
strong evidence (examples or proof).
It is important to teach learners how to do the following things:
1 Take a stance (have a point of view) on a topic.
2 Use two or three explanations to back up that stance.
3 Provide logical, sensible, relevant evidence as support.
4 Be able to use logical connectors to craft a good argument (e.g. this shows, in addition,
because, therefore).
5 Write good introductory and concluding paragraphs.
Ideas for teaching selected features are suggested below.

DEVELOPING ARGUMENTS
Activity 1: Choose a stance

1 Explain that for learners to make a good argument, they must be clear on what their
point of view is on an issue that not everyone agrees about. They must take a stance.
2 Write this statement on the board: ‘The legal age for adulthood (driving, drinking and
voting) should be fifteen.’
3 Ask learners to decide if they agree or disagree with this point of view. It is an opinion,
not a fact!
Finders Keepers 139

4 Ask for a show of hands for each stance: for the statement (agreeing) or against the
statement (disagreeing). Each learner can vote only once.
5 Remind them that, by voting, they have taken a stance or position on a subject that not
everyone agrees on. To make other people agree with their own point of view, they must
persuade them with reasons and evidence.
Activity 2: Explain your stance

1 Instruct learners to take out their exercise books and write down their stance: either ‘I
agree that the legal age for adulthood should be fifteen’ OR ‘I do not agree that the legal
age for adulthood should be fifteen’.
2 Instruct learners to write down two different reasons for their opinion. Explain that
these are their explanations for their opinion.
3 Give learners some time to think and write. As learners write, walk around the room
and help learners who are struggling. Draw the following table on the board:
THE LEGAL AGE FOR ADULTHOOD (DRIVING, DRINKING AND VOTING)
SHOULD BE FIFTEEN.
Explanation Support/Evidence

5 Ask learners: Who is for the statement and who is against? Provide one reason for
your opinion.
6 Call on a few learners to share their opinions and their explanations. Write a few of
these into the table, for example:
FOR: Fifteen-year-olds are mentally
ready to make adult decisions.
FOR: Political activity and maturity
are
not linked.
AGAINST: Fifteen-year-olds are not
emotionally prepared to be parents.
AGAINST: Fifteen-year-olds are not
fully
grown adults yet.

Argumentative essay
Activity 3: Support your stance

1 Once you have filled in a few explanations onto the table, explain that we still need
evidence and support for these explanations. Support and evidence show why our
explanations our true and important.
2 Instruct learners to look at the explanation they have written. They must give one or two
reasons why they think this is true and important.
3 Give learners a few minutes to write. Walk around the room and help
struggling learners.
5 Ask learners to share their support/evidence.
FOR: Fifteen-year-olds are I.Q tests for fifteen-year-olds and adults of all
mentally ready to make ages have similar results, which means that
CYCLE 3
adult decisions. adults are not necessarily more intelligent or
mature. We see that fifteen-year-olds are just
as capable as adults of making good decisions.
FOR: Political activity and Young people are capable of being politically
maturity are active. For example, Malala Yousafzai, the
not linked. Pakistani education activist, won the Nobel
Prize in 2014 when she was 17.
In addition, we have seen how influential
schoolchildren can be in South African
politics too. For example, in 1976 the Soweto
demonstrations against education in Afrikaans
(and apartheid) were led by schoolchildren –
some even younger than fifteen. Therefore,
teenagers should be allowed to vote.
AGAINST: Fifteen-year- Statistically, fifteen-year-olds are most likely
olds are not emotionally to need help parenting their own children. As
prepared to be parents. it is, clinics and hospitals are over-burdened
with young people who suffer depression.
In addition, post-partum (after giving birth)
depression is especially difficult to manage,
and can make teenage girls feel suicidal.
AGAINST: Fifteen-year- Boys and girls only reach their full adult
olds are not fully grown weight and height at around twenty-five years
adults yet. old. Alcohol can retard growth. Similarly,
consuming alcohol can interfere with the
body’s natural processes and damage the liver.
This causes disease in later life.
Finders Keepers 141

CONCLUSION:
1 Once you have filled in both columns, ask learners: Which argument do you think is
more convincing, based on the evidence?
2 Ask for a show of hands for each stance: Who is for the statement (agrees)? Who is
against the statement (disagrees)? Each learner can vote only once.
3 Remind the learners that good argumentative writing depends on a good explanation
and convincing support.
Activity 4: Using conjunctions and logical connectors

GETTING READY:
1 Before the lesson begins write the following on the board:
Lufuno wants to date Mandla. Mandla wants to date Lufuno. Mandla and
Lufuno like each other a lot. They treat each other kindly. They do not only
care about each other’s looks. Mandla sticks up for Lufuno when she is
being bullied. Their parents do not want them to date. Both Mandla and
Lufuno argue with their parents about dating.
Connectors:
• Firstly...
• Secondly…
• Additionally…
• Finally…
• However…
• Unfortunately….
• Therefore…
• Similarly…
• Consequently…
• On the other hand…
• Based on the fact that…
• As a result…
• Although…
• Further…
• Moreover…
INTRODUCTION:
1 Explain to learners that in essays, it is very important that our ideas flow logically. This
means, we move from one idea to the next in a way that makes sense.
2 Explain that connectors tell readers where we are going in the argument.
3 Read the sentences written on the board to learners. Read the connectors.
4 Explain that today, learners will work with a partner to connect the sentences into a
logical paragraph using the connectors that have been listed. Explain that there are lots
of different options – there is not only one right answer.

Argumentative essay
5 Explain that learners must use each connector only once.

MODELLING:
Model how to do the first one for learners, like: Lufuno wants to date Mandla. Similarly,
Mandla wants to date Lufuno.
JOINT WORK:
Call a learner to connect the next two sentences, like: Similarly, Mandla wants to date
Lufuno. We can agree that Mandla and Lufuno like each other a lot.
PAIR WORK:
Instruct learners to turn to a partner and connect as many of the other sentences as possible
using connectors.
DISCUSSION:
CYCLE 3
2 Go through the sentences with learners. Ask learners to suggest connectors that work.
Write down the connectors, and underline them, that learners suggest as you go, like:
Lufuno wants to date Mandla. Similarly, Mandla wants to date Lufuno. We

can agree that Mandla and Lufuno like each other a lot. Firstly, they treat
each other kindly. Additionally, they do not only care about each other’s
looks. Finally, Mandla sticks up for Lufuno when she is being bullied.
Unfortunately, their parents do not want them to date. As a result, both
Mandla and Lufuno argue with their parents about dating.
3 Remember that there are many possibilities! This is just one example.
CONCLUSION:
1 Instruct learners to take out their exercise books and copy the list of connectors into
their books.
2 Explain that learners will be required to use at least three different connectors in their
argumentative essays.
connectives/ phrases at the beginning of each paragraph that show how that paragraph is
connectors connect to the one before it, e.g. furthermore, however, on the other hand,
nevertheless
persuasion using arguments to convince the reader that a particular point of view is
correct
proof/evidence supporting ideas to back up a point of view
stance a point of view
Finders Keepers 143

1. Setting the task

SET THE TASK
1 Remind learners that they are now going to write an argumentative essay linked to
‘Finders Keepers.’
2 Learners will now develop arguments, and provide evidence for these arguments, to
write an effective argumentative essay about the topic: ‘Teenagers should not be allowed
to date until they are sixteen years old.’
2. Planning
PLANNING STRATEGY
b Take a stance (for or against topic).
c Build a series of arguments (body) in a table.

Topic: One of the issues that causes conflict for the Mukwevho family in ‘Finders
Keepers’ is whether Lufuno is old enough to date. Lufuno is fifteen years old. Her
mother, Mma Mukwevho, is firmly against her daughter dating anyone while she is still
in high school. Mma Mukwevho thinks that Lufuno should finish school before she
thinks about getting a partner.
Lufuno, on the other hand, has the opposite view. She is for teenagers being allowed
to date. Lufuno is in love with Mandla, and she thinks that her mother is being
unreasonable. Lufuno thinks that she is old enough to date, and to make her own
decisions.
You are going to write an argumentative. The topic statement is ‘Teenagers should not
be allowed to date until they are sixteen years old.’ You are going to decide if you are
for (i.e. you don’t think young teenagers should date) or against (i.e. you think young
teenagers should be allowed to date) the topic statement. Say whether or not you agree
with Lufuno, but use evidence from your own experience as well as the novel.
You will choose only one side of the argument. Using the structure of an argumentative
essay, you must write five paragraphs (statement, argument and reinforcement) to
support your opinion.

Argumentative essay
B. TAKE A STANCE
1 Explain that learners must decide whether they agree or disagree with the statement:
‘Teenagers should not be allowed to date until they are sixteen years old.’ They must
decide if they agree with Lufuno or if they agree with Lufuno’s mother.
2 Give learners a moment to decide if they agree or disagree with the statement.
3 Explain: If you agree with the topic, you will argue ‘for’ the topic (i.e. you are not
in favour of young teenagers dating, and you are on the side of Mma Mukwevho).
If you disagree with the statement, you will argue ‘against’ it (i.e. You agree with
Lufuno and you think teenagers should be allowed to date before they are sixteen).
4 Instruct learners to write down a quick sentence stating their stance on this issue,
and which character they agree with, for example: I agree with Mma Mukwevho.
Teenagers should not be allowed to date until they are sixteen years old.
C. BUILD A SERIES OF ARGUMENTS
CYCLE 3
MODELLING:
1 Explain that now, learners must think about the reasons for their stance. They must
think of three pieces of evidence that support their position.
2 Explain that learners can use experience from their own experience and they can
use evidence from ‘Finders Keepers’ to support their stance.
3 Draw the following table on the board and include the statement heading you
have chosen.
It should look like this:
I AGREE WITH LUFUNO. TEENAGERS SHOULD BE ALLOWED TO DATE
BEFORE THEY ARE SIXTEEN YEARS OLD.
In the novel …
It is clear …
In my experience …
4 Show learners how to fill in the table. Fill in one example and explain your thoughts.
5 Explain that on the left side, you will write a statement like:
In the novel Lufuno is mature for a
fifteen-year-old.
Finders Keepers 145

6 Explain that then, learners must support the statement with evidence, like:
In the novel Lufuno is mature for a Lufuno demonstrates that she is
fifteen-year-old. emotionally mature. Even though
she sometimes doesn’t do her
duties at home (for example,
looking after Tshilidzi), Lufuno isn’t
silly. She and Mandla have a strong,
mature bond. So her age does not
make Lufuno behave in a childish
way (like Sindi behaves when she
bullies Lufuno, for example).
INDEPENDENT WORK:
1 Instruct learners to copy the table into their exercise books. Instruct learners to copy
the logical connectors you have provided for them. (Explain that learners should
NOT copy the example you have written in the table.)
2 Instruct learners to fill in the table. They must have three different explanations.
Explain that later, each explanation will become one paragraph.
3 Instruct learners to provide evidence and support for each explanation. Remind
learners that this proof can be from ‘Finders Keepers’ or from their own lives.
4 Walk around as learners fill in their tables, and help those who are struggling.
HOMEWORK:
1 Learners may finish this activity as homework. Learners will need three explanations
and support/evidence for each explanation to draft their essays.

Argumentative essay
SAMPLE FOR TEACHER

SAMPLE PLANNING TABLE
1 The learner must choose if they agree with the statement (they are ‘for’ it) or disagree
with the statement (they are ‘against’ it).
2 Each learner must fill in their own content.
3 The content will differ, but the table might look like this:
TEENAGERS SHOULD BE ALLOWED TO DATE BEFORE THEY ARE SIXTEEN.
In the novel, Lufuno Lufuno demonstrates that she is emotionally
is mature for a fifteen- mature. Even though she sometimes doesn’t do
year-old. her duties at home (for example, looking after
Tshilidzi), Lufuno isn’t silly. She and Mandla have
a strong, mature bond. So her age does not
CYCLE 3
make Lufuno behave in a childish way (like Sindi
behaves when she bullies Lufuno, for example).
It is clear Lufuno and Their relationship is based on proper love, not
Mandla have a deep infatuation. They both respect each other and
bond of friendship. communicate well. Although there is a sexual
element (they are obviously physically attracted
to one another), they are also good friends.
Therefore, their age should not stop them being
together.
In my experience, Age does not mean that people are more
relationships do not have informed. People my age are quite capable of
to disrupt education. making good decisions about their relationships.
For example, I know that I am not going to drop
out of school to have a baby or get married
because I plan to finish school and study further
– but I also love my boyfriend. We have been
together for a year, and I trust and love him.
3. Drafting
INTRODUCE CRITERIA
1 Essay must be between 150–200 words long.
2 They may choose only one stance/position in the argument (either for or against).
3 They will need five paragraphs, including the introduction and the conclusion.
4 All explanations must have supporting evidence or proof.
5 They must use logical connectors in their paragraphs.
6 They should keep their language as objective (unbiased) as they can.
Finders Keepers 147

7 They must write in the present simple tense.
INSTRUCTIONS
INTRODUCTION:
2 Explain that today, learners will draft their plans into a full essay of 150–200 words.
3 Explain to learners: Just like a house or building, every essay needs a structure.
4 Remind learners: Each paragraph contains a different idea. The paragraphs follow
each other in a particular structure, so they make sense to the reader. Your table is the
structure for the body (series of arguments) of your essay.
5 Explain: For this draft, you will take away the lines of the table, and re-order the
information into paragraphs.
6 Give them a few minutes to look back over their tables.
A. WRITE AN INTRODUCTION
1 Explain that an argumentative essay must begin with an introduction.
2 Explain: An introduction tells the reader briefly:
• what you think (your position or stance)
• why you think that (a justification)
• what you are going to discuss in your essay
3 Instruct learners to begin their introduction with the starter: ‘In my opinion…’
4 Instruct learners to take out their exercise books. They must write their own opinion
on the topic, why they think that overall and explain briefly what they will discuss in
the essay.
5 Give learners time to write an introduction.
B. ORGANISING THE BODY

1 Explain that in the body, learner must have three paragraphs that each discusses a
different explanation for their opinion.
2 Explain that each of the explanations (from the left column of their planning tables)
they have written can become the topic sentences. The rest of the paragraph will be
the evidence from the right hand side of the table.
3 Instruct learners to look at their planning tables, and to write the topic sentences for
each of their sentences, like:
a In the novel, Lufuno is mature for a fifteen-year-old.
b It is clear Lufuno and Mandla have a deep bond of friendship.
c In my experience, a good relationship will not disrupt education.
4 Give learners time to use their topic sentences and planning tables to complete the
body of their essays.
C. WRITE A CONCLUSION
1 Explain that an argumentative essay must end with a conclusion.
2 Explain that in a conclusion, you must:

Argumentative essay
a restate your stance

b summarise your explanations
c conclude your response
3 Instruct learners to begin their conclusions with the starter: ‘In conclusion…’
4 Give learners time to write their conclusions.
HOMEWORK: COMPLETE THE ESSAY

Instruct learners to take all their work home to complete a draft of their essay. They must
bring it to class for the next lesson.
CYCLE 3
Finders Keepers 149

150
CONTENT & 28–30 22–24 16–18 10–12 4–6

PLANNING
(Response and
ideas)
Organisation
of ideas for
planning;
Awareness
Upper level
of purpose,
audience and
context
30 MARKS
ending
25–27 19–21 13–15 7–9 0–3


Lower level
and conclusion
LANGUAGE, 14–15 11–12 8–9 5–6 0–3

STYLE &
EDITING
Upper level
Word choice;
conventions,
13 10 7 4
punctuation,
• Virtually error-free in • Appropriate and inconsistencies in sentence
Lower level
Paragraph
development
and sentence
construction
Finders Keepers
5 MARKS
Argumentative essay
sense
151
CYCLE 3
4. Editing
STRATEGY
Peer-edit

(NOTE: If you do not have time to do this activity in class, give learners the checklist and
instruct them to self-edit for homework instead.)
2 Explain that for this writing task, learners will edit a peer’s work.
3 Remind learners that all writers edit. It is a very important part of the writing process.
4 Instruct learners to take out their exercise books and find their drafts.
5 Instruct learners to copy the editing checklist (below).
6 Instruct learners to read each question, and then to read their partner’s essay to see if
they have done what the question in the checklist asks. If they find that their partner has
not done something required by the checklist, they must make a note of it.
7 Give learners time to edits their partner’s work. Wherever they find writing that they
think could be improved, they must underline it, circle it or make a note of it in pencil
on the page. Both partners do this silently at the same time.
8 As learners work, walk around the room to help pairs that are struggling.
9 Then, taking turns, learners they must share their ideas with their partners about how to
improve the writing.
EDITING CHECKLIST
Write the following checklist on the chalkboard for learners to use:
1 Does my partner’s introduction state the stance and point of view clearly?
2 Do paragraphs 2, 3, and 4 contain a clear explanation (one per paragraph) and provide
two pieces of supporting evidence or proof for each one?
3 Does the conclusion restate the stance and summarise the explanations?
4 What is one argument that is convincing?
5 What is one argument that could be improved?
6 Do the paragraphs appear in an order that makes sense?
7 Do all the sentences start with capital letters and end with an appropriate
punctuation mark?
8 Has your partner checked that their spelling is correct?
9 Has your partner tried to remain unemotional and objective?
10 Has your partner used at least two connectors?

Argumentative essay
5. Presenting
2 Learners must read through the edits their partner has made. They must read through
the editing checklist. Learners must consider the feedback from their partner as they
write their final draft.
3 At the top of the page, they must include their name, the date, the words ‘Argumentative
Essay’ and the title of the essay.
CYCLE 3
PRESENTING STRATEGY
Turn and talk, and Wall Display
1 Put learners into new pairs. They must not have the same partners that peer-edited
their work.
2 Tell them either to read their essay to their partner, or let their partner read it silently.
3 Instruct them to come up with one compliment, i.e. they must tell their partner
something they liked about the writing.
7 After you have completed marking the essays, choose the best examples for display
on the wall.
Finders Keepers 153

COMPLETED EXAMPLE
ARGUMENTATIVE ESSAY
TEENAGERS SHOULD BE ALLOWED TO DATE BEFORE

THEY ARE SIXTEEN YEARS OLD.
I believe strongly that adolescents should be able to date before they turn
sixteen. Lufuno and Mandla are both mature enough to date and this shows
in their relationship. In addition, I am not yet sixteen, and I know I am mature
enough to have a boyfriend.
Firstly, Lufuno is mature for a fifteen-year-old. Lufuno doesn’t behave in a
childish way (like Sindi behaves when she bullies Lufuno, for example).
Secondly, it is clear Lufuno and Mandla have a deep friendship. They both
respect each other and communicate well.
Lastly, relationships do not have to disrupt education. I am not going to drop
out of school to have a baby or get married because I plan to finish school and
study further – but I also love my boyfriend. We have been together for a year,
and I trust and love him.
In conclusion, young teenagers are capable of behaving responsibly in
romantic relationships. We have seen that in ‘Finders Keepers’, Lufuno does
not behave childishly or neglect her education. Rather, she and Mandla focus
on their deep, honest friendship as the basis for their romance. Similarly, I
have found that it depends on the emotional maturity of the people involved,
rather than their physical age.
Word count: 205
Mark: 39/50
TEACHER FEEDBACK
This was a most pleasing argument to read. Your paragraphs are well ordered and contain
good points, and you have clearly thought hard about the topic.
Your introduction is strong and convincing, and the concluding paragraph works very well,
especially the last sentence. It ends on a high note!
You have presented some good evidence for your explanations. It may be useful to get a
thesaurus so that you do not repeat the same words too often. For example, some synonyms
for ‘mature’ would be handy. All in all, this is great effort, and you’ve managed to apply the
ideas in ‘Finders Keepers’ to your own situation.

Finders
Keepers
Writing and
presenting
CYCLE 4

Personal recount
Topic:
Imagine that you are Baba Mukwevho. The management of On the Rise Bakery has asked
its employees to write down their experience of the strike. You are concerned that you will
forget some of the information and you want to help the bakery. They gave you a job and
helped you settle in Cape Town, so you feel a loyalty to the management.
You decide to write down a personal recount of your experiences during the strike. This
way, you can keep all the events straight, in chronological order (the order in which they
happened). Start your recount at the beginning of your employment at On the Rise and stop
at your injury. Include only the events that are related to the strike.
Length of task
120–150 words
Personal To tell the Orientation: scene setting or Usually written in the

Recount, also reader about establishing context. past tense
called Informal a personal
e.g. During the school holidays… Told in the first or third
Report experience
person
An account of the events that took
place, often in chronological order. Time connectives are
used, e.g. First, then,
e.g. I went to Tumelo’s place ... Then
next, afterwards, just
...
before that, at last,
Some additional detail about each meanwhile
event e.g. He was surprised to see
Can be in an informal
me.
style
Reorientation: a closing statement
that may include elaboration.
e.g. I hope I can spend more time
with Tumelo.
We had fun.

Personal recount
Introduction
Tell learners that today they are going to write a personal recount. This recount will be
linked to the novel, ‘Finders Keepers’. Learners will pretend to be Baba Mukwevho, and will
write a recount of the strike that took place at On the Rise Bakery.
Teach the genre

PURPOSE:
Explain to learners that a personal recount is a piece of writing that records a personal
experience.
HOW TO WRITE A PERSONAL RECOUNT:

Explain to learners that it is clear, simple and informative. It should have the following
structure:
1 Orientation: Set the scene or establish the context (where and when).
2 Narration of events: Explain what happened in chronological order.
3 Reorientation: Make a closing statement.
CYCLE 4
Activity 1: Work with a sample personal recount
INTRODUCTION:
1 Hand out the following short personal recount (from page 103 of ‘Finders Keepers’) or
write it on the board before class.
2 Read the text aloud, or get a learner to read it aloud.
‘I was meant to be with Dudu. But I was late. We were supposed to be going to
choir practice. She thought I wasn’t coming, so she took the taxi without me…’ I
stop, but Mandla waits patiently and in his arms I feel strong enough to go on.
‘Then I took another taxi. Next, I heard the crash before I saw it. There were
bodies on the road, and screaming, and then sirens. The taxi had hit a truck
head-on, and rolled. The metal was crumpled. And then I saw Dudu, lying on
the tar, and a man in a uniform was covering her with a blanket. I knew what it
meant.’
There, it is all out now…But now I have told Mandla, I know it is finally time to
go, to stop pretending that Dudu is alive somewhere, waiting for me.
a When does the writer give the setting (time and place)?
b What verb tense has been used?
c What is the narrative voice? (Is the narrator talking about herself or someone else?)
Finders Keepers 157

d What time connectives have been used? (These are words that show the order in
which things happened.)
e What register has been used (formal or informal)?
f How does the piece of writing end?
PAIR WORK:
1 Instruct learners to work in pairs.
2 Give learners 10 minutes to work out the answers to questions (a) – (f) that appear
below the text.
3 As learners work in pairs, walk around the class and help learners who are struggling to
answer or struggling to stay on task.
DISCUSSION:
1 Call learners back together. Ask for volunteers (or cold-call learners) to answer
each question.
2 From your discussion of their answers, ensure that the class understands:
a The writer gives the setting (‘late’ and ‘choir practice’) near the beginning of the
personal recount. This is called the ‘orientation’. An orientation tells people where
the event took place. It is important that it is at the beginning so that the readers
have a context for the events.
b The writer has used past tense verbs (e.g. ‘took’, ‘heard’, ‘rolled’, ‘knew’). Most
personal recounts are written in the past tense.
c The writer has used a first person narrative voice, i.e. ‘I’ and ‘We’. This is because
she is writing about something that happened to her. Most personal recounts use a
first person narrative voice, because they are usually records of what happened to
the writer.
d The following time connectives have been used: ‘so’, ‘then’, ‘next’ and ‘finally’. It is
very important to use time connectives in a personal recount. These show the order
in which the events happened and explain how each event is connected to the one
before it. Most personal recounts are written in chronological order. This means that
the events are written in the order in which they happened. Learners must learn a
wider variety of time connectives to use. Other connectives learners can use: ‘in the
beginning’, ‘once’, ‘first’, ‘then’, ‘after that’ and ‘by the time’.
e The register is quite informal. However, the language and spelling are still perfect,
and there is no slang.
f The final sentence sums up something about the events. This is called the
‘reorientation.’ In this case, the last two sentences tell us what the writer concluded
and how she feels about it. In other texts, it could tell us what the writer learned
from the experiences or what their plans are for the future.

Personal recount
personal from your own perspective

recount to tell someone what happened
informal not formal; casual; ordinary language
first-person narration telling your own story from your own perspective
chronological order in the order in which things happened
connectives linking words; words that link one paragraph to the next
1. Setting the task

SET THE TASK
1 Remind learners that they are now going to write a personal recount/informal report
(they must know both names) based on ‘Finders Keepers.’
2 They will use a writing frame to write their draft for their personal recount.
2. Planning
PLANNING STRATEGY
CYCLE 4
b Use a writing frame.

Topic: Imagine that you are Baba Mukwevho. The management of On the Rise Bakery
has asked its employees to write down their experience of the strike. You are concerned
that you will forget some of the information and you want to help the bakery. They gave
you a job and helped you settle in Cape Town, so you feel a loyalty to the management.
You decide to write down a personal recount of your experiences during the strike. This
way, you can keep all the events straight, in chronological order (the order in which they
happened). Start your recount at the beginning of your employment at On the Rise and
stop at your injury. Include only the events that are related to the strike.
B. WRITING FRAME
GETTING READY:
1 Before the lesson begins, draw a blank writing frame on the chalkboard. Make sure
that you make it big enough on it for the learners at the back of the room to see it!
(NOTE: You can copy the first template that appears in the ‘Sample for the Teacher’
section below this.)
Finders Keepers 159

MODELLING:
1 Explain that a writing frame is a template that learners can fill in to help them build
their text in the correct structure.
2 Explain that you will show learners how to fill out a writing frame to help them
prepare to write a personal recount.
3 Read the topic to learners. Remind them that they must imagine that they are Baba
Mukwevho. They must write about their experience of the strike.
4 Read the prompt in the ‘orientation’ box and fill in the rest of the first sentence on
the board, for example: ‘I came to Cape Town this year because I got a good job at
On the Rise Bakery.’
JOINT ACTIVITY
1 Ask for a volunteer to come up to the board to help you fill in the second sentence.
2 For example: ‘I did this because work at the bakery was pleasant. The hours were
alright, and the pay was decent.’
3 Let the learner make the decisions, but step in to guide them if they are go wrong.
INDEPENDENT WORK:
2 They must use page 86 to gather the information they need to fill in the remaining
boxes in the writing frame.
3 Give them time to fill in their frames.
4 Walk around the room and assist learners who are struggling to stay on task.
5 Instruct learners to complete the writing frame for homework.
SAMPLE FOR TEACHER

Below are two samples:
1 A blank template for the learners’ topic: Baba Mukwevho’s recount of the strike at On
the Rise Bakery.
2 A completed writing frame for the learners’ topic: Baba Mukwevho’s recount of the
strike at On the Rise Bakery.

Personal recount
BLANK TEMPLATE FOR LEARNERS
TOPIC
Imagine that you are Baba Mukwevho. The management of On the Rise Bakery
is investigating the actions of the strikers. You decide to write down a personal
recount of your experiences. This way, you can keep all the events straight, in
chronological order. Start your recount at the beginning of your job at On the
Rise and stop when you are helped home by Ricardo Jantjies. Include only the
relevant events. The word count is 120–150 words. Include a word count in
brackets at the end of your recount.
Name ________________________________________ Date _______________________
ORIENTATION: I came to Cape Town this year because...
To begin with,
Next,
CYCLE 4
After that,
Then,
Meanwhile,
Afterwards,
Finally,
REORIENTATION: Now we live in...
Finders Keepers 161

SAMPLE COMPLETED PLANNING TABLE
TOPIC
Imagine that you are Baba Mukwevho. The management of On the Rise Bakery
is investigating the actions of the strikers. You decide to write down a personal
recount of your experiences. This way, you can keep all the events straight, in
chronological order. Start your recount at the beginning of your job at On the
Rise and stop when you are helped home by Ricardo Jantjies. Include only the
relevant events. The word count is 120–150 words. Include a word count in
brackets at the end of your recount.
Name ________________________________________ Date _______________________
ORIENTATION: I came to Cape Town this year because I got a good job
at On the Rise Bakery.
To begin with, work at the bakery was pleasant. The hours were alright,
and the pay was decent.
Next, the shop steward told me I had to join the union. I didn’t want to
cause any trouble with management.
After that, there was a strike for better working conditions, but I thought
that it was better to earn a salary to keep my family clothed and fed.
Then the strike got worse. A truck was torched. Conditions grew dangerous,
but I kept going to work in secret.
Meanwhile, feelings in the neighbourhood were running high, and I was

threatened by the other workers at the factory.
Afterwards, I was caught in a demonstration by the taxi rank. Someone

stabbed me in the leg.
Finally, Ricardo Jantjies helped me get into his car.
REORIENTATION: Now we live in another township. I’m still happy at the

bakery.

Personal recount
3. Drafting
INTRODUCE CRITERIA
Explain that learners will now use their writing frames to help them draft their final pieces
of writing.
Explain that they must remember the following criteria when drafting their writing:
• This is a longer transactional piece, so it must be 120–150 words. The word count must
appear at the bottom of the piece.
• It should be written in a first person narrative voice (‘I’).
• All verbs must be in the past tense.
• The register can be fairly informal, but language and spelling must be perfect, and there
must be no slang.
• The writing must be structured in paragraphs.
INSTRUCTIONS
1 Instruct learners to open their notebooks to a clean page. On the top of the page, they
must write the date and the heading ‘Personal Recount’.
2 Instruct learners to copy the full writing topic from their frame onto the page under the
heading. (This is important so that they can refer back to it while writing, to make sure
they are following instructions.)
CYCLE 4
3 Explain to learners that in this lesson, they are going to copy the information from their
writing frames into their notebooks, but instead of writing the information in boxes,
they will now structure the writing in paragraphs.
4 They must keep the following in mind:
• Each paragraph must be about one part of Baba Mukwevho’s experience.
• They can join two boxes together to form one paragraph, as long as the content is
related, and the whole recount remains in chronological order.
• They must still use the time connectives from the prompts (phrases like ‘After that’
etc.) to help create a chronological flow in the piece of writing.
• They must not copy down the words ‘Orientation’ and ‘Reorientation’. Those
appeared on the frames to remind them what they were supposed to do.
• They can add in details that did not appear on their writing frames. The information
on the frame is simply a start.
• The criteria for a personal recount (see above).
5 Give learners time to write. Walk around the room to assist struggling learners.
6 Learners may finish drafting their writing as homework if needed.
Finders Keepers 163

164
CONTENT, 15–18 11–14 8–10 5–7 0–4

PLANNING &
• Outstanding response • Very good response • Adequate response • Basic response • Response reveals
FORMAT
beyond normal demonstrating demonstrating demonstrating some no knowledge of
Response and expectations good knowledge of knowledge of knowledge of features features of the
ideas; • Intelligent and mature features of the type features of the type of the type of text type of text
ideas of text of text • Some focus but • Meaning obscure
Organisation of
• Extensive knowledge of • Maintains focus – no • Not completely writing digresses with major
ideas for planning;
features of the type of digressions focused – some • Not always coherent digressions
Purpose, audience, text • Coherent in content digressions in content and ideas • Not coherent in
features/ • Writing maintains focus and ideas, very well • Reasonably coherent • Few details support content and ideas
conventions and • Coherence in content elaborated and in content and ideas the topic • Very few details
context and ideas details support topic • Some details support • Necessary rules support the topic
18 MARKS • Highly elaborated and all • Appropriate the topic of format vaguely • Necessary rules of
details support the topic format with minor • Generally appropriate applied format not applied
Appropriate and inaccuracies format but with some Some critical

• •
accurate format inaccuracies oversights
LANGUAGE, 10–12 8–9 6–7 4–5 0–3
STYLE & EDITING
• Tone, register, style • Tone, register, style • Tone, register, style • Tone, register, style • Tone, register,
Tone, register, and vocabulary highly and vocabulary and vocabulary and vocabulary style and
style, purpose/ appropriate to purpose, very appropriate to appropriate to less appropriate to vocabulary do not
effect, audience audience and context purpose, audience purpose, audience purpose, audience correspond to
and context; • Grammatically accurate and context and context and context purpose, audience
and well-constructed • Generally • Some grammatical • Inaccurate grammar and context
Language use and
• Virtually error-free grammatically errors with numerous errors • Error-ridden and
conventions;
accurate and well- • Adequate vocabulary • Limited vocabulary confused
Word choice; constructed • Errors do not impede • Meaning obscured • Vocabulary not
Punctuation and • Very good meaning suitable for
spelling vocabulary purpose
• Mostly free of errors • Meaning seriously
12 MARKS impaired
MARK RANGE 25–30 19–23 14–17 9–12 0–7
Personal recount
4. Editing
STRATEGY
Self-edit

2 Explain that for this writing task, learners will edit their own work.
5 Instruct learners to copy the editing checklist on the next page.
6 Instruct learners to read each question, and then to re-read their own writing to see if
they have done what the question in the checklist asks. If they find that they have not
done something required by the checklist, they must change their writing accordingly.
sentences, cross out words or sentences they have written, move paragraphs around
with arrows and correct their language mistakes on the page. Remind them that it is fine
if this draft starts to look very messy, as they will need to rewrite it for the final version.
8 Give learners time to edit their work. Walk around the room to assist learners who are
CYCLE 4
struggling.
EDITING CHECKLIST
1 Does the recount start with orientation (i.e. does it give the context)?
2 Do the paragraphs appear in chronological order?
3 Have you included all the events in Baba Mukwevho’s recount of the strike at On the
Rise Bakery?
4 Have you left out all the events not related to his recount?
5 Have you used a first person narrative voice (i.e. have you written as Mukwevho)?
6 Have you used past tense verbs?
7 Does the recount end with a reorientation (i.e. a sentence that sums up what you
learned, what you know or how you feel)?
8 Do all your sentences start with capital letters and end with appropriate
punctuation marks?
9 Have you checked that your spelling is correct?
10 Have you checked that every sentence has at least a subject and a verb?
11 Is your piece minimum 120 and maximum 150 words?
Finders Keepers 165

5. Presenting
Remind learners that their final versions must:
1 Have the heading ‘Personal Recount’.
2 Have a word count of 120–150 words written at the bottom.
3 Be written clearly and neatly.
PRESENTING STRATEGY
Turn and talk
1 Instruct learners to turn to the person next to them and read their writing out loud to
their partner. Both partners must have a chance to read.
2 Instruct learners to find at least one specific thing they like about their partner’s writing,
and to share this feedback with their partner.
3 Ask for three volunteers to read their writing to the class.
4 Praise each one for one specific thing they did well.

Personal recount
COMPLETED EXAMPLE
PERSONAL RECOUNT
I came to Cape Town this year because I got a good job at On the Rise Bakery.
To begin with, work at the bakery was pleasant. The hours were alright, and
the pay was decent.
Next, the shop steward told me I had to join the union. I didn’t want to cause
any trouble with management. After that, there was a strike for better working
conditions, but I thought that it was better to earn a salary to look after my
family.
Then the strike got worse. Conditions grew dangerous, but I kept going to
work in secret. Meanwhile, feelings in the neighbourhood were bad, and I was
threatened by the other workers at the factory.
Afterwards, I was caught in a demonstration by the taxi rank. Someone
stabbed me in the leg. Finally, Ricardo Jantjies helped me get into his car.
Now we live in another township. I’m still happy at the bakery.
Word count: 155
Mark: 26/30
CYCLE 4
TEACHER FEEDBACK
This is a good personal recount. You used all the text features correctly, and you used a first
personal narrative voice and past tense verbs. The events were reported in chronological
order. You used the time connectives from the writing frame, so the piece flows nicely from
one event to another. You have a clear orientation at the start and reorientation at the end.
Your word count is problematic, though. It is supposed to be maximum 150 words, but
your piece is 158 words. Nevertheless, I can tell that you worked put a lot of effort into your
planning, drafting and editing, which is an important part of process writing.
Finders Keepers 167

Finders
Keepers
Writing and
presenting
CYCLE 5

A Dialogue
Topic:
Lufuno and her mother are arguing about dating. Mma Mukwevho thinks Lufuno is too
young to have a boyfriend. Lufuno disagrees. You will need to write an imaginary exchange
(five responses for each character) in direct speech between Lufuno and her mother. You
will write their argument as if it were a play. These will be performed at the end of the cycle.
Length of task
This is a collaborative (team) writing task. Learners will work in pairs. The text should be
between 120 and 150 words long.
Dialogue It is a record of • When writing a dialogue: • When the dialogue involves

(Long) the exchanges • Write the names of the family or close friends
as they occur, characters on the left side of the “casual style” is used.
directly from the page; Well- known formulae
the speaker’s • Use a colon after the name for requests, questions,
point of view. of the character who is orders, suggestions and
speaking; acknowledgement are used.
• Use a new line to indicate • When the conversation
each new speaker; involves strangers the
• Advice to characters (or consultative style is used.
readers) on how to speak or More elaborate politeness
present the action must be procedures are added to
given in brackets before the the well-known formulae
words are spoken; for requests, questions,
• Sketch a scenario before you orders, suggestions and
start writing. acknowledgement.
Introduction
Tell learners that today they are going to write a dialogue. The dialogue will be linked to the
novel, ‘Finders Keepers’. The dialogue will be between Lufuno and her mother.

A Dialogue
Teach the genre

PURPOSE:
A written record of a conversation between characters taking turns to speak.
HOW TO WRITE DIALOGUE:

1 Set the scene in brackets at the top of the page. In a couple of sentences, explain where
the characters are and what they are doing.
2 Write the characters’ names on the left side of the page.
3 Use a colon after the name of the character who is speaking.
4 Use a new line to indicate each new speaker.
5 Use stage directions to show how characters speak and act. These are phrases in brackets
about what they are doing as they speak.
6 If the characters are friends or family, they speak to each other in a casual, colloquial
style. They can even interrupt each other. If they are strangers, they will be more polite,
ask more questions, and wait for the other person to finish speaking.
Activity 1: Direct speech vs dialogue

INTRODUCTION:
2 Explain that we will learn how to write about something that someone else says.
3 Call two volunteers up to the front of the classroom. Quietly tell the volunteers what
they will need to say:
CYCLE 5
Volunteer 1: I am furious with my mother.
Volunteer 2: My mother always makes me feel angry.
DIRECT SPEECH:
1 First, we will think about how to write these sentences using direct speech.
2 Ask learners: How do we write what they said in direct speech?
3 Discuss this with learners. Then, write the sentences on the chalkboard in direct speech:
‘I am furious with my mother,’ said Neo.
‘My mother always makes me feel angry,’ Mpho responded.
4 Read the sentences out loud.
5 Explain that these sentences now tell us exactly what the learners said.
Finders Keepers 171

DIALOGUE:
1 Explain that in a play or drama, all the words are meant to be read as a conversation. We
need to know how to write dialogue like this for the longer transactional writing section
of the creative writing exam (Paper 3).
2 Ask learners: What do we know about a dialogue in a play or drama?
3 Remind learners that in a play or drama, all the words are meant to be read as a
conversation. We must write the name of the person who is supposed to say the
line, followed by a colon. Then, we must put any instructions for them in italics and
(brackets). We do not need to use any quotation marks.
4 Instruct the volunteers to say their sentences out loud again.
5 Ask learners: how do we write this as a dialogue in a play?
6 Discuss this with learners. Then, write the sentences on the chalkboard like a dialogue
in a play or drama:
Neo: I am furious with my mother.
Mpho: My mother always makes me feel angry.
7 Explain as you write that the words the characters say must be lined up. (Even if the
characters’ names are different lengths, the words they are supposed to say must be
lined up).
Activity 2: Setting the scene and stage directions
SETTING THE SCENE:

1 Explain that next you will need to set the scene. This means that you must explain
where the characters are and what they are doing.
2 Ask learners: Where are these characters? What are they doing?
3 Add in a line setting the scene:
(Neo and Mpho are standing in the classroom, complaining about their mothers). Neo:
I am furious with my mother.
Mpho: My mother always makes me feel angry.
STAGE DIRECTIONS:
1 Ask learners: How do you think these lines should be said aloud? (Should they be
whispered or yelled? Should they be said in a happy way or a sad way?)
2 Add in the stage directions:
Neo: (shouting) I am furious with my mother.
Mpho: (looking very sad) My mother always makes me feel angry.
3 Read these lines out loud, acting out the emotions that are in brackets.
CONCLUSION:
1 Explain that now we know exactly what each character said and how they said it.

A Dialogue
2 Explain that in the next activity, we will write a dialogue like one that is written
in a play.
3 Explain that this dialogue will help us imagine exactly what Lufuno and Mma
Mukwevho say to each other in their fight.
character characters are people in a poem, song, novel or play.

colon a colon is a punctuation mark (:) that goes between the character’s name and
what they are saying.
direct speech direct speech is the actual, quoted words of the conversation.
stage directions stage directions are instructions in brackets and italics that tell the reader what
the character is doing, e.g. ‘(she sits with her head in her hands)’
tense tense is the form a verb takes to show the time it happened (past, present, or
future), e.g.:
Lufuno! Do you think you can just ignore me? [present tense, in direct
speech]
Her mother asked if Lufuno thought she could just ignore her. [past tense, in
reported speech]
1. Setting the task

SET THE TASK
1 In pairs, learners will write a dialogue (five turns for each character) in direct speech
between Lufuno and her mother.
2. Planning
CYCLE 5
PLANNING STRATEGY
b Brainstorm key words and write sentences.

Topic: Lufuno and her mother are arguing about dating. Mma Mukwevho thinks
Lufuno is too young to have a boyfriend. Lufuno disagrees. You will need to write
an imaginary exchange (five responses for each character) in direct speech between
Lufuno and her mother. You will write their argument as if it were a play. These will be
performed at the end of the cycle.
Finders Keepers 173

B. BRAINSTORM KEY WORDS AND WRITE SENTENCES

INTRODUCTION:
2 Explain that today, learners will plan a dialogue for a play in pairs.
3 Explain that learners will imagine a conversation between Lufuno and her mother.
4 Remind learners that the two characters are arguing about the right age to date.
5 Lufuno thinks she is old enough to have a boyfriend.
6 Her mother disagrees, and wants Lufuno to wait until she finishes high school.
7 Ask learners: How do you think Lufuno feels in this conversation?
8 Listen to learner responses.
9 Emphasise that Lufuno must feel upset/angry/as though her mother is being unfair.
10 Ask learners: How do you think Lufuno’s mother feels in this conversation?
12 Emphasise that Lufuno’s mother must feel angry/protective/worried.
13 Ask learners: How do you think these two characters are speaking to each other?
15 Emphasise that they are probably speaking in an informal way. They are angry and
upset so they might even be interrupting each other. They are not speaking politely
or formally to each other.
17 Instruct learners to write down key words/phrases for how the characters are feeling
and what they might be doing during this conversation:
Examples for Lufuno: frustrated; angry; feels like her mother is treating her like a
child; shouts, stomps her foot
Examples for Mma Mukwevho: protective, upset; strict; crossing arms; raised voice;
in control
18 Give learners 2–3 minutes to come up with their key words/phrases.
PAIR WORK:
1 Arrange learners in pairs. Explain that this person will be their partner for the entire
writing activity during this cycle.
2 Instruct partners to compare their key words. Explain that they can change the key
words/ phrases or add different ones. Learners must agree which words/phrases
they should include for each character. Go round and check each pair to see if the
key words/phrases are useful and appropriate.
4 Ask for volunteers to share some of the words/phrases they have agreed on.
5 Explain that next, partners will turn the key words into sentences of direct speech
(dialogue). They must use the play-form dialogue format, with no quotation marks,
and no tags.
6 Explain that next, learners must plan out their dialogue. First learners will discuss
the dialogue. Then learners will write down at least ten lines of the dialogue. Finally,
if they have time, they must agree on which lines go where (the order).

A Dialogue
7 Explain that BOTH partners write down BOTH characters’ lines into a believable
dialogue. Both learners in the pair will have the same neat draft of the dialogue at
the end of the lesson.
8 Remind learners that each character must have at least five turns to talk. Learners
must not worry about stage directions yet. Learners will add stage directions later.
9 Give learners 25 minutes to plan their dialogue and turn their key words into
sentences.
10 As learners work, walk around and help learners who are struggling.
11 If learners finish early, explain that they may add more details or more exchanges to
their dialogues.
SAMPLE FOR TEACHER

SAMPLE DIALOGUE (NOT YET IN CHRONOLOGICAL ORDER)
Lufuno: This is so frustrating! All of my friends are dating!

Lufuno: I’m not a child anymore!
Lufuno: You’re so unfair!
Lufuno: Just out.
Lufuno: You never listen to me.
Mma Mukwevho: It’s my duty to protect you!
Mma Mukwevho: Don’t you forget your culture. Our family does not behave
this way!
Mma Mukwevho: All of them? I pity those parents.
Mma Mukwevho: And where do you think you are going, my girl?
CYCLE 5
Mma Mukwevho: Out? At this time of night? Are you going to see that boy?
Didn’t I tell you that I forbid it? Forget it! You’re staying
home to look after your sister.
3. Drafting
INTRODUCE CRITERIA
1 Write on the topic of Lufuno and Mma Mukwevho’s argument.
2 Set the scene in brackets at the top of the page.
3 Line up the characters’ names on the left.
4 Use a colon after each name.
5 Make sure that what each character says also lines up.
6 Write 120–150 words (excluding the characters’ names, but including the scene setting
and the stage directions).
Finders Keepers 175

7 The language must sound like real speech.

8 Describe body language and movement in bracketed stage directions.
INSTRUCTIONS
GETTING READY:
9 Before the lesson begins, write several sentences on the chalkboard that are NOT in the
correct order, like:
Lufuno: I’m not a child anymore!
Lufuno: Just out.
Mma Mukwevho: Out? At this time of night? Are you going to see that boy? Didn’t
I tell you that I forbid it? Forget it! You’re staying home to look
after your sister.
MODELLING:
1 Settle the learners so that you have their attention.
2 Explain that today, learners will turn their sentences from the planning activity into a
full dialogue.
3 Explain that when we read or tell a story, we put the facts in the correct order. This helps
readers follow the action.
4 Read the sentences you have written on the chalkboard to learners.
5 Ask learners: Which sentence do you think should come first?
6 Listen to learner responses. Remind them that in a dialogue, speakers take turns to talk.
7 Decide on a first sentence, like: Mma Mukwevho: And where do you think you are
going, my girl?
8 Ask learners: What sentence must come next?
9 Write the next logical sentence: Lufuno: Just out.
10 Ask learners: How would Mma Mukwevho respond to that?
11 Write the next response in order: Mma Mukwevho: Out? At this time of night? Are you
going to see that boy? Didn’t I tell you that I forbid it? Forget it! You’re staying home to
look after your sister.
12 Write the last sentence: Lufuno: I’m not a child anymore!
13 Ask learners: Does the dialogue make sense?
14 Next, explain that learners must set the scene. They must write a sentence, in brackets
about where the characters are and what they are doing.
For example: (Mma Muvwhevo is standing in the kitchen. She sees Lufuno about to
open the front door to leave the house).
15 Finally, learners must add stage directions.
16 Remind learners that these are actions in brackets that tell us what the character is
doing – facial expressions, body language and hand gestures.

A Dialogue
17 Ask learners: What do you think happens to make Mma Mukwevho ask ‘And where do
you think you are going, my girl?’
18 Go through each line and ask learners: What do you think the character is doing here?
19 Add extra information as stage directions, for example:
Mma Mukwevho: (Crosses her arms) And where do you think you are
going, my girl?
Lufuno: Just out.
Mma Mukwevho: Out? At this time of night? Are you going to see that boy? Didn’t
I tell you that I forbid it? Forget it! You’re staying home to look
after your sister.
Lufuno:
(Shouts) I’m not a child anymore! (Lufuno runs into the other
room, crying.)
PAIR WORK:
1 Instruct learners to find their same partner.
2 Instruct learners to take out their exercise books find their lines of dialogue from the
planning activity.
3 Explain that now, learners will put their dialogue into chronological order, set the scene
and add stage directions.
4 Give learners time to put their dialogue in order and to add stage directions. Remind
learners that each learner must do this (each learner must have a copy of the dialogue).
5 Explain that learners can read the dialogue out loud with their partner to make sure it
makes sense.
6 As learners write, go around the room and help learners.
7 Explain that if learners have extra time, they can add more lines to their dialogues.
CYCLE 5
Finders Keepers 177

178
CONTENT, 15–18 11–14 8–10 5–7 0–4

PLANNING &
FORMAT
Organisation of
ideas for planning;
Appropriate and inaccuracies format but with some Some critical

• •
LANGUAGE, 10–12 8–9 6–7 4–5 0–3
STYLE & EDITING
Language use and
conventions;
12 MARKS impaired
MARK RANGE 25–30 19–23 14–17 9–12 0–7
A Dialogue
4. Editing
STRATEGY
Peer-editing

1 Explain that today, we will peer-edit each other’s work.
2 Read through the editing criteria checklist on the chalkboard.
3 Remind learners that when we peer-edit, we read and correct a classmate’s work.
4 Remind learners that we never make fun of or laugh at someone else’s work.
5 Instruct learners to take out their exercise books and to find their draft dialogues.
6 Instruct learners to copy the editing checklist into their books.
7 Give learners five minutes to copy the checklist from the chalkboard.
8 Instruct learners to swap books with another pair of their classmates.
9 Each set of partners will work together to edit another pair’s dialogue.
10 Give learners 2–3 minutes to read the notes their partners have given them.
11 Allow 5–10 minutes for learners to explain the suggested corrections to their partners.
sentences, cross out words or sentences they have written, move words around with
arrows and correct their language mistakes on the page. Remind them that it is fine if
this draft starts to look very messy, as they will need to rewrite it for the final version.
EDITING CHECKLIST
Checklist for writing a dialogue
1 Is the dialogue on topic?
2 Do the lines make sense in the order they are in? Are they in chronological order?
CYCLE 5
3 Does each character speak at least five times?
4 Does the language sound like it is what these two people would really say?
5 Is there a line setting the scene at the beginning of the dialogue?
6 Do the stage directions describe characters’ feelings and actions?
7 Are the stage directions in brackets?
8 Are the characters’ names against the left-hand margin with a colon between the names
and the spoken words?
9 Are the words that the characters must say lined up?
10 What is something you like about this dialogue?
11 What is something that could be improved?
5. Presenting
1 Each learner must write out their dialogues neatly on lined paper.
Finders Keepers 179

2 At the top of the page, they must write their name, the date and the heading ‘Dialogue’.
3 At the bottom of their dialogue entry they must write ‘Word count’, followed by the
number of words (content only).
4 Instruct learners to take out their exercise books and find their draft and peer-editing
checklist.
5 Instruct learners to re-read the feedback they have received and make any necessary
changes to their final drafts.
6 Give learners time to think, rewrite and check their final drafts.
PRESENTING STRATEGY
In pairs, learners will present their dialogues to the whole class in oral form. Each pair will
read their own lines, like a play, as a prepared oral. They must also do the actions in the
stage directions.
2 Instruct learners to take out their exercise books and instruct learners to open to their
published dialogue.
3 Explain that today, learners will read their dialogues like a play – with each learner
reading for a separate character. They must also do the actions in the stage directions.
Explain that they must read their dialogue aloud, with expression.
4 Give learners a few minutes to decide which person will read for which character, and
to prepare.
5 Call learners back together. Ask for volunteers to come to the front of the classroom and
read their dialogue.
6 Afterwards, for each dialogue, take a minute or two to ask the class whether they
thought it was relevant (on topic) and appropriate (suited the situation).
7 Collect the dialogues and assess them formally. Use the rubric for longer transactional
writing above.

A Dialogue
COMPLETED EXAMPLE
DIALOGUE
(Mma Mukwevho is standing in the kitchen. She sees Lufuno about to open
the front door to leave the house.)
Lufuno: (Keeps her back to her mother) Just out.
Mma Mukwevho: Out? At this time of night? Are you going to see that boy?
Didn’t I tell you that I forbid it? Forget it! You’re staying
home to look after your sister.
Lufuno: You’re so unfair!
Mma Mukwevho: (Stands with her hands on her hips). It’s my duty to
protect you!
Lufuno: (Shouts) I’m not a child anymore!
Mma Mukwevho: Don’t you forget your culture. Our family does not
behave this way!
Lufuno: This is so frustrating! All of my friends are dating!
Mma Mukwevho: All of them? I pity those parents.
Lufuno: You never listen to me.
Word count: 105
Mark: 27/30
TEACHER FEEDBACK
CYCLE 5
This dialogue meets all the criteria for content, planning and format. It is accurate and
relevant, with two characters speaking ten lines of dialogue. The dialogue is also almost
error-free in language, style and editing. It uses dialogue conventions. It aligns the
characters’ names on the left-hand margin, and uses colons to separate their names and
their spoken words.
To achieve full marks, there could have been more stage directions. In addition, you have
written your word count as 120. However, you must remember that the names of the
characters are not counted. Therefore, your word count here is only 105. Make sure you do
not count the character names next time! This is overall an excellent effort.
Finders Keepers 181

Finders
Keepers
Writing and
presenting
CYCLE 6

Book review
(NOTE: This lesson must only be taught once you have read Chapter 13, otherwise you
will ruin the story)
Topic:
Write a review for the novel, ‘Finders Keepers’. You must summarise the story (up to
the point you have read), write your opinion of the story, and give a reason you might
recommend this novel to others.
Length of task
120–150 words (content only)
Review (e.g. To summarise, Context: background information such Written in the present/
book or film analyse and as author, illustrator, type of work past tense
review) respond to
Text description: describes elements Use of appreciation
literary texts or
(Long) of the text or production such as main vocabulary to evaluate
performances
characters, key incidents and stylistic text, e.g. enjoyable,
features heart-warming, funny,
exciting, amusing,
Judgement: evaluation of the work by
important, informative,
expressing an opinion or judgement
outstanding
Introduction
Tell learners that today they are going to write a review. The review will be about the novel,
‘Finders Keepers’.
Teach the genre

PURPOSE:
A book review is writing about a book you have liked. The purpose of writing a review, is to
tell someone else what you liked about the book so that they will want to read the book too.
The key is not to give too much information, or the ending of the book will be spoiled!

Book review
HOW TO WRITE A BOOK REVIEW:

First you must think about what parts of the book you liked best. You must think about why
you liked those parts of the book. Then, think of how you can ‘advertise’ the book to others.
You must think about the parts of this book that might make other people want to read it.
Help learners understand how to write a book review:
1 Instruct learners to turn to the person next to them.
2 Ask the pairs to discuss a movie or TV show they have seen recently.
3 Would they recommend it (tell someone else to go and see it)? Why or why not?
5 Discuss their answers briefly as a class. The answers should be like these, but accept
different answers that learners can support:
• I thought the movie was a thrill, because there was a lot of action, and the car chases
were really exciting.
• I’d recommend this movie because it has Idris Elba in it. He is one of the best actors
of his generation.
• Fantasy and science fiction are my favourite types of movies. I always watch
anything in those genres.

Remember that reviews use these features:
• We use adjectives to evaluate texts.
• We write in the present tense.
Activity 1: How to use adjectives to evaluate texts getting ready

1 Write the following paragraph on the chalkboard. (Some words have been left out.)
2 Write the list of adjectives underneath the paragraph, as below:
Paragraph:
‘Finders Keepers’ is [1] because it feels truthful, and I can relate to the story. Of
all the characters, Tshilidzi is my favourite. She is [2] when she tells Lufuno that
CYCLE 6
she sees her kissing Mandla.

The plot is also [3] : I didn’t know much about Venda culture before I read the
book, but now I think about how prejudiced we are about anyone different
from ourselves. It is a very tense, [4] moment when the fire is raging near the
end of the book. I think Rosamund Haden is an [5] writer. She really knows
how it feels to be fifteen. I recommend this book to anyone in high school in
South Africa.
Appreciation Adjectives:
outstanding; enjoyable, funny, exciting, informative
Finders Keepers 185

INTRODUCTION:
1 Explain that today, we will think about appreciation adjectives.
2 Ask learners: What does the word appreciation mean?
3 Explain that appreciation means that we see and talk about the good qualities of
someone or something. When we appreciate, we enjoy, like, and want to praise (say
good things about) something.
4 Ask learners: What is an adjective?
5 Remind learners that an adjective is a word used to describe a noun (a person, place
or thing).
6 Now ask learners to put the two words together: What is an appreciation adjective?
7 Explain that an appreciation adjective is any word that we can use to describe the good
qualities of someone or something. An appreciation adjective helps us explain why we
enjoy or like something.
8 Explain that today we will think about five different appreciation adjectives and how
they can be used in a sample book review.
PAIR WORK:
2 Instruct learners to take out their exercise books (or hand out scrap pieces of paper).
3 Instruct learners to write numbers 1–5 in their books/on their piece of paper. The pair
must work out which adjective corresponds to each number.
4 Walk around the classroom and check that all the pairs are working. Help learners who
are struggling.
5 When the pairs have finished deciding which adjectives go where in the paragraph,
write the correct answers on the board.
ANSWERS:
‘Finders Keepers’ is enjoyable because it feels truthful, and I can relate to the
story. Of all the characters, Tshilidzi is my favourite. She is funny when she
tells Lufuno that she sees her kissing Mandla. The plot is also informative: I
didn’t know much about Venda culture before I read the book, but now I think
about how prejudiced we are about anyone different from ourselves. It is a
very tense, exciting moment when the fire is raging near the end of the book. I
think Rosamund Haden is an outstanding writer. She really knows how it feels
to be fifteen. I recommend this book to anyone in high school in South Africa.
1 Ask learners: What does the adjective do in each sentence?

2 Emphasise that adjectives add detail and meaning. Here they help us understand how
much the reader likes and appreciates ‘Finders Keepers’.
3 Explain that learners will use their own appreciation adjectives when they write their
book reviews.

Book review
Activity 2: Writing in the present tense

1 Ask learners: What does a verb do?
2 Remind learners that a verb tells us what action the characters are performing (a
‘doing’ word).
3 Explain to learners that they must now work to find all the verbs in the paragraph.
4 Instruct learners to work with their same partner.
5 Give partners time to make a list of the verbs in the paragraph.
7 Ask learners: Which verbs did you find?
8 As you discuss the answers with learners, circle the verbs (they are in bold below)
they identify:
ANSWERS:
‘Finders Keepers’ is enjoyable because it feels truthful, and I can relate to the
story. Of all the characters, Tshilidzi is my favourite. She is funny when she tells
Lufuno that she sees her kissing Mandla. The plot is also informative: I didn’t
know much about Venda culture before I read the book, but now I think
about how prejudiced we are about anyone different from ourselves. It is very
tense and exciting when the fire is raging near the end of the book. I think
Rosamund Haden is an outstanding writer. She really knows how it feels to be
fifteen. I recommend this book to anyone in high school in South Africa.
1 Ask learners: What tense are the verbs in this paragraph?

2 Explain that all of the verbs are in the present tense.
3 Explain that learners will use verbs in the present tense in their own review of
Activity 3: Fact versus opinion

GETTING READY:
1 Write the following questions on the chalkboard:
a What is an opinion?
b How is a fact different to an opinion?
CYCLE 6
c Where in our review do we use facts?

d Why is your opinion useful in a book review?
e Look at the paragraph. Find three different sentences with an opinion in them.
PAIR WORK:
1 Explain that next, we will need to write a paragraph that has our opinion.
2 Read the questions out loud to learners.
3 Instruct learners to turn to a partner next to them and discuss the questions written on
the chalkboard.
4 Give partners 5 minutes to discuss these questions. As learners discuss, walk around the
room and help learners who are struggling.
Finders Keepers 187

DISCUSSION:
2 Discuss the answers with learners. Expect them to argue: most people want to think that
their opinion is based on fact.
3 Answers:
a An opinion is someone’s idea. There is no proof that the idea is true. An opinion is
subjective (can change depending on the person). For example: Transformers is the
best movie in the universe.
b A fact is something that can be proven with logic or science. A fact stays true no
matter what.
For example: Heat rises.
c We use facts about the book when we write our summary. Therefore, we must write
about things that actually happen in the book.
d An opinion is useful in a review because if you like the same things as the reviewer,
you will probably enjoy their advice. We know that a review is the reviewer’s
opinion, so we do not expect it to be factual.
e All of the sentences in the sample paragraph contain an opinion – they are all about
different things the writer likes. Accept any answer.
4 Check that the learners understand the difference between a fact and an opinion.
5 Explain to learners: We need to know the difference between a fact and opinion to help
us know what information is subjective (one-sided) and what is objective (always true).
This is a skill we use in every part of our lives, both in the classroom and outside. It
helps us to think critically about what we are told, and to make healthy decisions for
ourselves.
adjectives adjectives are describing words.

appreciate appreciate means enjoy.
opinion an opinion is your personal like or dislike of something.
paragraphs one written idea, organised into a topic sentence and followed by supporting
evidence.
recommend when you recommend a book, you tell other people to read it too
1. Setting the task

SET THE TASK
1 Learners will use a frame to help learn the structure of review.

Book review
2. Planning
PLANNING STRATEGY
b Use a writing frame.

Topic: Write a review for the novel, ‘Finders Keepers’. You must summarise the story
(up to the point you have read), write your opinion of the story, and give a reason you
might recommend this novel to others.
B. USE A WRITING FRAME

GETTING READY:
1 Before the lesson begins, draw the writing frame (below in the ‘Sample for Teacher’
section) on the chalkboard.
INTRODUCTION
2 Explain to learners that they will write a book review for ‘Finders Keepers’.
3 Emphasise that it must not be the same paragraph as in the earlier section about
appreciation adjectives. Learners must write their own, original paragraphs.
4 Ask learners: What is a review?
5 Emphasise that a review is when you tell someone else to read the book, because
they will enjoy it. A review is like an advertisement for the book.
6 Emphasise that a review is positive.
7 Explain that they will outline (plan) their review, using a writing frame.
8 Show the learners the writing frame you have written on the chalkboard.
9 Explain that the review has a special structure:
• introduction
• body (can be more than one paragraph)
• conclusion
10 Instruct learners to take out their exercise books and copy the writing frame into
CYCLE 6
their books. Make sure learners leave at least six lines for each box.
PART 1: PREPARING THE INTRODUCTION
1 Remind learners that we will be writing a review for our setwork text:
2 Ask learners: What should come first?
3 Emphasise that we begin with an introduction. The introduction for a review must
have the title, writer and genre (type) of the book.
4 Ask learners: What is the title of the book?
5 Ask learners: Who wrote the book?
Finders Keepers 189

6 Ask learners: What is the genre of this book?

7 Write the answers inside the box labelled ‘Introduction’:
• Title: ‘Finders Keepers’
• Writer: Rosamund Haden
• Genre: Love story; Drama
8 Instruct learners to copy this into the first box (Introduction) on their writing
frame. Explain that these facts will be the same for everyone.
PART 2: PREPARING THE SUMMARY PARAGRAPH
1 Ask learners: What comes next, according to your writing frame?
2 Emphasise that next, we must summarise the plot (just a quick summary of the
story) and major characters.
3 Ask learners: What is a summary?
4 Remind learners that a summary is when we tell the most important points,
WITHOUT giving away how the story ends. We must think about the most
important and interesting parts of the story up until now.
5 Explain that to prepare for our summaries, learners must think about the story up
until now (when the two families forbid Lufuno and Mandla to see each other).
Learners must think of the 3–4 most important things about the plot and the
characters to include in their stories.
6 Model writing one point inside the box labeled ‘Body 1’.
7 For example, write: 1. Lufuno moves to a new place. She is different.
8 Ask one learners for another important fact about the plot or characters in the story,
like: 2. Lufuno begins school at Victory High School.
9 Remind learners they must try to think of the 5–8 most important things that have
happened in the story so far. They will write about this in the box labelled ‘Body 2’.
10 Remind learners that these do not need to be in order or full sentences yet – learners
must get their ideas down on paper!
11 Instruct learners to make their lists. Give learners 5–10 minutes to do this
independently.
PART 3: PREPARING THE OPINION PARAGRAPH MODELLING:
2 Remind learners that we are writing a review for ‘Finders Keepers’. This means
we want to encourage someone else to read the book. Therefore, we need to write
something positive about the book.
3 Explain that learners will write 3–5 things they like about the book.
4 Remind learners that these things are our opinions – they will be different for
everyone because we all like different things.
5 Model writing: Write one thing you like about the book inside the box
labeled ‘Body 2’.
6 For example, write: I like that ‘Finders Keepers’ is a love story.
7 Ask learners: What are some reasons we like parts of a book?
8 Brainstorm with learners.

Book review
9 Write their ideas on the chalkboard, like: funny, romantic, interesting, exciting,
surprising, happy, intriguing, emotional, scary, suspenseful, etc.
10 Remind learners that these types of words are appreciation adjectives.
11 Explain that learners must choose one appreciation adjective that they will use for
each item on their list.
12 Model adding an appreciation adjective to the item on your list, like: I like that
‘Finders Keepers’ is a love story. Intriguing.
INDEPENDENT WORK:
1 Instruct learners to list 3–5 things they like about the book.
2 Instruct learners to think of one appreciation adjective they will use to describe each
item on their lists.
3 Remind learners that these do not need to be in order or full sentences yet – learners
must get their ideas down on paper!
4 Instruct learners to make their lists. Give learners 5–10 minutes to do this
independently.
PART 4: PREPARING THE CONCLUSION
2 Ask learners: What should come last, according to your writing frame?
3 Emphasise that lastly, we must write the conclusion (summing up). Explain that in a
positive review, our conclusion must have a recommendation in it.
4 Instruct learners to think of one reason they think someone should read ‘Finders
Keepers’. They can think of something that someone can learn by reading this
book or they can think of one of the themes of the book that might be interesting
to people.
5 Instruct learners to write their reason in the box labelled ‘Conclusion’.
6 Explain that now, learners have all the ideas and information they need to draft
their review.
SAMPLE FOR TEACHER

Remember that there are headings in the body of the review for planning purposes and
rough work. The final, neat, draft will not have headings inside the text – just the title one
heading at the top.
CYCLE 6
Finders Keepers 191

SAMPLE WRITING FRAME BLANK TEMPLATE
Introduction: Title, writer, genre (type of book)
Body 1: Plot (just a quick summary of the story but not the ending)
Body 2: Learner’s opinion of the book (positive, because this is a review)
Conclusion: Last comment and recommendation
SAMPLE COMPLETED WRITING FRAME

Title: ‘Finders Keepers’
Writer: Rosamund Haden
Genre: Love story; Drama
Body 1: Plot (just a quick summary of the story but not the ending)
1 Lufuno gets bullied.
2 Boys threaten Lufuno because her parents don’t join the strike at work.
3 Sindi badmouths kind, gentle Lufuno, because Mandla likes her.
4 Their parents forbid the relationship.
Body 2: Learner’s opinion of the book (positive, because this is a

review)
1 I like it because of Lufuno and Mandla’s love story. Intriguing.
2 I love that they said ‘Finders, keepers’ to each other twice. They are secure
and mature. Admirable.
3 I like all the thrilling action that kept me involved. Dangerous, exciting.
Conclusion: Last comment and recommendation

You will learn about different kinds of love. You will also learn about how bad
bullying can be!

Book review
3. Drafting
INTRODUCE CRITERIA
1 Learners must write between 120 and 150 words.
2 They must summarise and provide an opinion on the novel, ‘Finders Keepers’.
3 They must write in the present tense.
4 They must use appreciation vocabulary.
INSTRUCTIONS
GETTING READY:
1 Copy your first box onto the chalkboard:
Title: ‘Finders Keepers’
Writer: Rosamund Haden
Genre: Love story; Drama
MODELLING:
2 Explain that they are going to turn the framed information from their plan into
paragraphs.
3 Explain that you will show learners how to turn your first box into a paragraph.
4 Explain that first, you will write a sentence, summarising all of the information. Then,
you will add a sentence that makes people want to read more:
‘Finders Keepers’, by Rosamund Haden, is a thrilling love story. Lufuno and Mandla fall
in love – but there is also a dangerous strike and terrible township fire.
5 Explain that for their drafts, learners must write the information out in full sentences,
with no frames (and no headings).
6 Explain that in their drafts, each box will become a separate paragraph.
CYCLE 6
INDEPENDENT WORK:
1 Instruct learners to take out their exercise books and refer to their first frame from their
planning: the introduction.
2 Learners must turn the notes in this frame into full sentences, in one paragraph.
3 Remind learners to include: title, author and genre in this introductory paragraph.
4 Walk around the classroom and make sure that everyone knows what should go in the
introduction. Make sure they are using full sentences, and no frames.
5 Give learners 5–7 minutes to draft their introduction. As learners write, walk around
the room and help learners who are struggling.
Finders Keepers 193

7 Call on 1 or 2 learners to read their introductions out loud.

8 Make sure the learners are on the right track. Correct any mistakes.
9 Depending on how much time you have, you may either repeat the activity above with
each paragraph: model writing and then give learners time to write each paragraph. Or
you may assign the rest of the drafting as homework.
IF YOU ASSIGN HOMEWORK:

1 Instruct learners to take their writing frames home and turn each box into a full
paragraph.
2 Explain that learners must turn their lists and ideas into full sentences. The draft they
bring into school must have four full paragraphs with full, interesting sentences.

CONTENT, 15–18 11–14 8–10 5–7 0–4

PLANNING &
FORMAT
Organisation of
ideas for planning;
• Appropriate and inaccuracies format but with some • Some critical
LANGUAGE, 10–12 8–9 6–7 4–5 0–3
STYLE & EDITING
Language use and
conventions;
Finders Keepers
12 MARKS impaired
Book review
195
MARK RANGE 25–30 19–23 14–17 9–12 0–7
CYCLE 6
4. Editing
STRATEGY
Self-edit

(NOTE: If you do not have time to do this activity in class, give learners the checklist and
instruct them to do it for homework.)
2 Explain that for this writing task, learners will edit their own work.
5 Instruct learners to copy the editing checklist (below).
6 Instruct learners to read each question, and then to re-read their own writing to see if
they have done what the question in the checklist asks. If they find that they have not
done something required by the checklist, they must change their writing accordingly.
They can write new sentences, cross out words or sentences they have written, move
paragraphs around with arrows and correct their language mistakes on the page.
Remind them that it is fine if this draft starts to look very messy, as they will need to
rewrite it for the final version.
7 Give learners time to edit their work. Walk around the room to assist learners who are
struggling.
8 By the end of the edit, each learner should have a fully edited draft.
EDITING CHECKLIST
1 Am I writing in the present tense?
2 Did I include the title, writer, and genre of the book?
3 Do I have a summary of the book so far?
4 Did I give my opinion?
5 Am I using appropriate appreciation adjectives to talk about the book?
6 Is my review in four or five paragraphs?
7 Is my word count between 120 and 150 words?
5. Presenting
1 Learners must write out their reviews neatly on lined paper.
2 Learners must read through their edits. They must make the appropriate changes in
their published draft.

Book review
3 At the top of the page, they must include their name, the date, the words ‘Book Review’,
and the title and author of the novel.
4 Remember: Learners must not have frames in this draft. They just write their review in
ordinary paragraphs. They must write neatly, leaving an empty line between paragraphs.
5 At the bottom of their review, they must write the words ‘Word count’ followed by the
number of words in their review.
PRESENTING STRATEGY
Turn and talk
1 Tell learners that they will use the editing criteria from the last activity to assess a
partner’s review. They must decide if their partner has written an effective review. Does
the review make them want to read the book?
3 Instruct learners to give their review to their partner. Their partner must read it quietly.
4 Instruct learners to discuss the review with their partners. They must tell their partner
one thing that was good (and effective) about their review.
6 Ask learners: What were some good things you read in your partner’s review?
7 Discuss this with learners.
CYCLE 6
Finders Keepers 197

COMPLETED EXAMPLE
BOOK REVIEW
‘FINDERS KEEPERS’, BY ROSAMUND HADEN

‘Finders Keepers’, by Rosamund Haden, is a thrilling love story. Lufuno and
Mandla fall in love, against all odds, against a backdrop of violent strikes and
township drama.
It’s never easy being the ‘new kid on the block’, but on top of being new,
Lufuno gets bullied because of her different appearance when she starts at
Victory Park High. Boys threaten Lufuno because her parents don’t join the
strike at work. Jealous Sindi badmouths kind, gentle Lufuno, because she
wants Mandla for herself. Then their parents forbid the relationship…
Lufuno and Mandla’s love story was intriguing. They feel secure and mature
about their relationship despite their age. I love how cleverly the author used
the words, ‘Finders keepers’. There was also lots of dangerous action that kept
me involved.
I highly recommend ‘Finders Keepers’ for anyone curious about bullying, love,
industrial strikes and the complexity of family dynamics.
Word count: 148
Mark: 26/30
TEACHER FEEDBACK
Well done on an almost perfect book review. This review makes me want to re-read the
novel. You have included all the relevant information, and it is separated into the correct
paragraphs. I’m really glad you remembered not to give the ending of the story away!
Well done!

Finders
Keepers
Writing and
presenting
CYCLE 7

A diary entry
Topic:
Imagine that you are Mandla from ‘Finders Keepers’. You spend a lot of time by yourself and
do not often share your feelings out loud with others. You have just got home from school.
Today was Lufuno’s first day at Victory High. Write a diary entry to describe your thoughts
and feelings after being interacting with her for the first time. Remember to write from
Mandla’s point of view and use language to show how he feels. You can include ideas about:
• How you felt when you first saw Lufuno.
• The things you noticed about Lufuno.
• How you would like to try to pursue Lufuno (ask her out on a date).
Length of task
80–100 words
Diary/journal To record Usually written in a special book (a Usually written in past

(Short and reflect diary or a journal) tense Informal in style
transactional) on personal
Entries written regularly (e.g. daily or Uses first-person
experience
weekly) narrative voice (‘I’)
Entries dated The writer is writing for
him or herself.
May use personal recount text type
(For more information, see the
personal recount lesson in this guide.)
Introduction
Tell learners that today they are going to write a diary entry. The diary entry will be linked
to the novel, ‘Finders Keepers’. Learners will pretend to be Mandla and will write the diary
entry from his point of view.

A diary entry
Teach the genre

PURPOSE:
Explain that people write diary entries to express their personal thoughts and feelings. They
don’t generally intend to show this writing to anyone else.
HOW TO WRITE A DIARY ENTRY:

• Describe things so the reader experiences the topic vividly.
• Help the reader empathise with or imagine the writer’s feelings.
• Remember that a diary in real life is only supposed to be read by the writer. It is a
private notebook.
FEATURES:
• Records someone’s personal experiences and how they feel about them.
• Written in a special book (a diary or a journal).
• The entries are written regularly (e.g. daily or weekly).
• The entries are dated (e.g. 21 June 2018).
• A diary uses the personal recount/first-person point of view.
• Entries are written in the past tense.
Ideas for teaching these things are in the next section below.
Activity 1: Read and analyse the sample diary entry

GETTING READY:
Make copies of the following diary entry for each learner. If you don’t have access to a
photocopy machine, write the diary entry and questions on the board before class begins:
24 November 2017
I'm so humiliated, I wish the ground would open up and swallow me!
My father saw me chatting to Sifiso at the community sports day. You
won't believe what he did. He came up to us, acting super friendly
and introduced himself. Then he proceeded to tell Sifiso stories about
how tough he is. He told Sifiso about when he was in the army, about
how he used to stay up training all night and then do target practice
- and was still a perfect shot. He spoke about learning how to kill a
CYCLE 7
man with his bare hands. My father? Please, he couldn't kill a spider
with his bare hands. He calls my mom to do it. You should have seen
Sifiso's face, though! Like he'd seen a ghost. He'll never ask me out
now! I've been cursed with the world's most embarrassing father.
Finders Keepers 201

a Who wrote the entry? (Without knowing her name, what can you work out?)
b When was this entry written?
c What happened in this entry? (What is the person writing about?)
d Why did this person write this? How are they feeling?
e How do we know this person is feeling this way?
f Who does it sound like she is speaking to? How do you know that?
g Why do you think she may have written a diary entry like this?
h Have you ever kept a diary? Why or why not?
INTRODUCTION:
1 Explain that we will read and analyse a sample diary entry.
2 Read the diary entry out loud to learners.
PAIR WORK:
2 Instruct them to discuss the answers to the following questions. (Hand them out or
write them on the board.)
3 Walk around and help struggling pairs.
DISCUSSION:
2 Discuss the answers to the questions.
3 Make sure your learners understand the following:
a A teenage girl
b 24 November 2017
c Her father embarrassed her while she was chatting to a boy.
d She is embarrassed and upset or angry with her father; sad that her chances are
ruined with Sifiso.
e She says she’s ‘humiliated’ and then uses hyperbole (exaggeration) to emphasise this:
she says she wishes the ground would swallow her. She uses exclamation marks and
statements like ‘You won’t believe what he did’ to show how shocked she is.
f It sounds like she is speaking to a good friend or family member. She uses informal
language (e.g. rhetorical questions and contractions.) She also talks about feelings
that are very personal to her.
g A diary is a place to write our thoughts or ideas. It is a place where we can express
our joy, sorrow or humiliation. A diary can help us sort out and deal with our
feelings, just like speaking to a best friend.
h Discuss learners’ experiences of diary writing.
Activity 2: Expressing feelings with words

INTRODUCTION:
1 Explain that when we can express our feelings using adjectives (e.g. angry, sad,
frustrated, disappointed or excited) or we can choose our words to show a feeling.

A diary entry
2 For example, the girl who wrote the diary entry above is disappointed when she writes:
‘He’ll never ask me out now!’ The italics in never and the exclamation mark emphasise
how badly she wants Sifiso to ask her out.
3 Explain that today, we will practise choosing words to show our feelings.
MODELLING:
1 Write the following on the chalkboard:
He won’t ask me out now.
a Disappointed: He’ll never ask me out now!
b Relieved:
c Sad:
2 Explain that we could write this sentence in other ways, e.g. relieved or sad.
3 Show learners how to write the sentence to show a different emotion. Next to ‘Relieved’
write: Shu! Thank goodness he won’t be able to ask me out now.
JOINT ACTIVITY:
1 Ask for a volunteer to help you write the sentence in a sad way, and fill it in next to ‘Sad’.
For example, you could write something like: I can’t believe he won’t ask me out now. Or
I wish he’d ask me out anyway.
PAIR WORK:
1 Write the following sentence on the chalkboard:
It’s raining outside.
Angry:
Happy:
Sad:
2 Explain that learners must make the sentence show anger, happiness and sadness.
3 Split learners into pairs and give them 5–10 minutes to write their sentences.
DISCUSSION:
2 Call on learners to share examples for each of the different feelings.
3 Write good examples on the chalkboard, like:
It’s raining outside.
Angry: It’s so unfair that it’s raining and now I’ll have to miss the match.
Happy: Finally, some rain to fill the dams – yay!
Sad: I wish I could go play outside but it’s raining.
CYCLE 7
4 Explain that when learners write their own diary entries, they must write their sentences
in a way that shows their feelings.
5 Explain that this creates a tone for their diary entry.
Finders Keepers 203

empathy feeling/imagining the same emotions that another person feels

entry a short piece of writing for each day in a diary
first-person when a story is told from the perspective of the person to whom it happened, or
who performed the action (‘i’)
personal something private that we do not want shared with a lot of people
1. Setting the task

SET THE TASK
Remind learners that in this lesson, they will write a diary entry from the point of view of
Mandla from ‘Finders Keepers’.
2. Planning
PLANNING STRATEGY (2 PARTS)
b Use a planning table.

Topic: Imagine that you are Mandla from ‘Finders Keepers’. You spend a lot of time by
yourself and do not often share your feelings out loud with others. You have just got
home from school. Today was Lufuno’s first day at Victory High. Write a diary entry to
describe your thoughts and feelings after being interacting with her for the first time.
Remember to write from Mandla’s point of view and use language to show how he feels.
You can include ideas about:
• How you felt when you first saw Lufuno.
• The things you noticed about Lufuno.
• How you would like to try to pursue Lufuno (ask her out on a date).
B. USE A PLANNING TABLE

GETTING READY
Draw a blank planning table on the board (NOTE: Please refer to the example table we
have included in the ‘Sample for the Teacher’ section below)
INTRODUCTION:
Explain that today, learners will plan for their own diary entry, which they will write as
if they are Mandla
1 Instruct learners to copy down the topic and the empty planning table (which you
have copied onto the board), leaving at least five lines for each item in the table.

A diary entry
2 Remind learners that the important thing about a diary entry is that it uses language
to express the writer’s thoughts and feelings about their experiences.
3 Remind them that for this topic, they are writing as if they are Mandla, so they must
try to express his thoughts and feelings about his experiences in the novel.
INDIVIDUAL WORK:
1 Instruct learners to take out their exercise books and to copy the topic and the
empty planning table into their exercise books, leaving at least five lines for each
item in the table.
2 Give learners time to think about the incident they will write bout and to fill in their
planning tables.
3 As learners write, walk around the room and help learners who are struggling.
RESEARCH:
1 Instruct learners to reread the following pages, to find evidence about how Mandla
feels about meeting Lufuno: Read from ‘I am about to pick…’ on pg. 15, to ‘...
showing off his new tricks.’ on pg. 24.
2 This can be done in pairs or groups, or it can be assigned for homework.
3 After reading the pages, learners can make brief notes in their notebooks about what
they have learned about how Mandla feels:
SAMPLE FOR TEACHER

SAMPLE BLANK PLANNING TABLE:
What happened?
How did you feel?
Why did you feel that

way?
What are some words

you can use to show
your feelings?
What is the tone of
your diary entry?
CYCLE 7
Finders Keepers 205

SAMPLE COMPLETED PLANNING TABLE:
What happened? I met a new girl today called Lufuno.

How did you feel? Speechless, excited and intrigued.
Why did you feel that Because she’s so beautiful and she seems really
way? interesting.
I really want to get to know her better.
What are some words/ I couldn’t take my eyes off her, babbling on about
phrases you can use to who knows what, we had an instant connection,
show your feelings?
What is the tone of Excited and hopeful.
your diary entry?
3. Drafting
REINFORCE CRITERIA
Tell learners that as they draft, they must consider the following criteria again:
1 The entry should be about 80–100 words long. Include a word count in brackets
at the end.
2 There should be a date at the top of the page.
3 The entry should be addressed to Dear Diary (the salutation).
4 It should be written in the first-person (‘I’).
5 The entry should use the past tense.
6 They entry should use words that show the feelings of the writer.
7 The content should be about an encounter with someone familiar to the learner.
INSTRUCTIONS
INTRODUCTION:
1 Remind learners that we have already discussed some of the features of the diary entry
in the planning section.
2 Ask learners: What is important about the layout and features of a diary entry?
3 Make sure that learners know:
• There is a date at the top of the page.
• The entry is addressed to Dear Diary (the salutation).
• It’s in the past tense.
• It’s written in the first-person (‘I’)
• The language is informal – as though talking to a friend.
• A diary entry will use many verbs and adjectives to show feelings and express a tone.
5 Instruct learners to use their planning table to write their own diary entries.
6 Learners can finish writing their diary entries for homework. They must bring them to
class for the next lesson.

CONTENT, 10–12 8–9 6–7 4–5 0–3

PLANNING &
• Outstanding response • Very good response • Adequate response, • Basic response, • Response reveals
FORMAT
Response and ideas; expectations good knowledge of knowledge of knowledge of features features of the
• Intelligent and mature features of the type features of the type of the type of text type of text
Organisation of ideas;
Features/conventions • Extensive knowledge of • Maintains focus – • Not completely writing digresses with major
and context features of the type of no digressions focused –some • Not always coherent digressions
12 MARKS text • Coherent in digressions in content and ideas • Not coherent in
• Writing maintains focus content and ideas, • Reasonably coherent • Few details support content and ideas
• Coherence in content very well elaborated in content and ideas the topic • Very few details
and ideas and details support • Some details • Necessary rules support the topic
• Highly elaborated and all topic support the topic of format vaguely • Necessary rules of
details support the topic • Appropriate • Generally appropriate applied format not applied
• Appropriate and format with minor format but with some • Some critical
accurate format inaccuracies inaccuracies oversights
LANGUAGE, STYLE 7–8 5–6 4 3 0–2
& EDITING
style, vocabulary appropriate to purpose, very appropriate to appropriate to less appropriate to vocabulary do not
appropriate to audience and context purpose, audience purpose, audience purpose, audience correspond to
purpose and context; • Grammatically accurate and context and context and context purpose, audience
Language use and
conventions;
accurate and well- • Adequate • Limited vocabulary confused
Word choice; constructed vocabulary • Meaning obscured • Vocabulary not
Punctuation and • Very good • Errors do not suitable for
spelling vocabulary impede meaning purpose
• Mostly free of • Meaning seriously
Finders Keepers
8 MARKS errors impaired
A diary entry
207
MARK RANGE 17–20 13–15 10–11 7–8 0–5
CYCLE 7
4. Editing
STRATEGY
Peer-edit

1 Settle the class so that you have their attention.
2 Explain to the learners that they will use peer-editing to improve their writing.
3 Instruct learners to take out their written drafts.
4 Instruct learners to copy the peer-editing checklist into their exercise books on the
next page.
5 Give learners 5 minutes to copy the peer-editing checklist.
6 Then, instruct learners to swap their exercise book with a neighbour.
7 Tell the learners that they must read the draft in front of them in silence.
8 Instruct learners to take out a pencil and correct any grammatical, spelling or
punctuation errors that they find.
9 Instruct learners to read the draft again and to think about the tone. The learner must
think about the words in the draft that show the tone of the diary entry.
10 Instruct learners to fill in the peer-editing checklist in their partner’s books by ticking
each item if it is included and has been done correctly. Explain that learners must try to
think of how they can help their partner make their writing better.
11 When the learners are finished, they must hand back the draft to its writer.
12 Give learners 2–3 minutes for learners to read the notes their partner has given them.
13 Allow 5–10 minutes for learners to explain the suggested corrections to their partner.
sentences, cross out words or sentences they have written, move words around with
arrows and correct their language mistakes on the page. Remind them that it is fine if
this draft starts to look very messy, as they will need to rewrite it for the final version.
EDITING CHECKLIST
1 Is the entry between 80–100 words or fewer? Is there a word count in brackets
at the end?
2 Is there a date at the top of the page?
3 Is the entry should be addressed to Dear Diary (the salutation)?
4 Is it written in the first-person (‘I’)?
5 Does the entry use the past tense?
6 What is the tone/feeling of this diary entry? What words are used to show this?
7 Is it on topic (about an experience with someone familiar to the learner)?
8 What is one thing you like about this diary entry?
9 What is one thing you think can be improved?

A diary entry
5. Presenting
1 Learners must write out their diary entries neatly on lined paper.
2 At the top of the page, they must include their name, the date and the words
‘Diary Entry’.
3 They must write neatly, leaving an empty line between the date, the salutation (‘Dear
Diary’) and the body of the entry.
4 At the bottom of their diary entry they must write ‘Word count’, followed by the number
of words (content only).
PRESENTING STRATEGY
Turn and talk
1 Split learners into new pairs. They must not have the same partners who peer-edited
their work.
2 Instruct learners to take turns reading their diary entry out loud to their partners.
3 Instruct learners to come up with one compliment, i.e. they must tell their partner
something liked about the writing.
4 If time permits, call the learners back together.
5 Ask for a few volunteers to read their entries to the class.
CYCLE 7
Finders Keepers 209

COMPLETED EXAMPLE
DIARY ENTRY
10 January 2018
Dear Diary
I met the most beautiful girl today. Her name is Lufuno ... and she's
new from Jozi. When I first saw her, I couldn't take my eyes off her!
Sindi was babbling on about who knows what while I tried talk to her.
She seems kind of shy but maybe she's just nervous because she's new.
She dropped her books and a beautiful bracelet - which I cleverly kept
to give me another opportunity to talk to her! We had such a great
time in English laughing - we had an instant connection. I've invited
her to come to the game on Saturday ... man, I hope she comes!
Word count: 103
Mark: 18/20
TEACHER FEEDBACK
You’ve worked hard on this diary entry and I can see that. The entry has the correct layout,
and it’s almost error-free. In terms of content, I get a real feeling of Mandla’s excitement and
intrigue. You should be proud of this work. Well done!

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ENGLISH

WHAT ARE THE LEARNING PROGRAMMES?

Caps compliance and notional time 2

Lesson Plan Components 5

An Approach to Teaching Literature Through Discussion 6

Resource requirements for teachers and learners 14

Module: Finders Keepers 15

Structure of the drama lesson plans: Reading and viewing 16

Structure of the novel/drama lesson plans: Writing and presenting 102

Cycle 1: Writing and presenting 103

Cycle 2: Writing and presenting 121

Cycle 3: Writing and presenting 137

Cycle 4: Writing and presenting 155

Cycle 5: Writing and presenting 169

Cycle 6: Writing and presenting 183

Cycle 7: Writing And Presenting 199

GENRE TITLE AUTHOR / EDITOR

Novel Finders Keepers Rosamund Haden

Caps Compliance and

APPROACH 1: CONSECUTIVE IMPLEMENTATION OF GENRES

WEEKS TERM 1 TERM 2 TERM 3 TERM 4

4 GENRE 1 GENRE 2 GENRE 2

BENEFITS OF CONSECUTIVE IMPLEMENTATION

2 Grade 10 English First Additional Language

APPROACH 2: SIMULTANEOUS IMPLEMENTATION OF GENRES

WEEKS TERM 1 TERM 2 TERM 3 TERM 4

1 GENRE 1 GENRE 2 GENRE 2 GENRE 1

3 GENRE 2 GENRE 1 GENRE 1

BENEFITS OF SIMULTANEOUS IMPLEMENTATION

A routine for each two-week cycle

FIRST WEEK IN A CYCLE

Lesson 1 Text Book Listening & Speaking One hour

SECOND WEEK IN A CYCLE

Lesson 1 Text Book Writing & Presenting One hour

4 Grade 10 English First Additional Language

Lesson Plan Components

Reading and Viewing: Literature

Writing and Presenting: Process Writing

1. Asking good questions

1.1 CHECKING FOR UNDERSTANDING

6 Grade 10 English First Additional Language

1.2 DEEPER THINKING / OPEN-ENDED QUESTIONS

1.3 MAKING CONNECTIONS

How is this different from / similar to…?

1.4 FORMING OPINIONS

2.2 DIRECTING AND DISTRIBUTING

8 Grade 10 English First Additional Language

2.3 PROMPTING AND PROBING

3.1 TURN AND TALK

• Did you and your partner agree or disagree? Why?

3.2 EVERYONE WRITES

3.3 PASS THE PAPER

3.4 CONCENTRIC CIRCLES

10 Grade 10 English First Additional Language

3.5 FIVE MAIN POINTS

3.6 FOUR CORNERS

3.7 MINI DEBATES

3.7.3 Give learners a few minutes to quietly think and write.