GR 6 Term 3 2023 PSRIP EFAL Management Document

First Additional Language
Grade 6
Management Document
Term 3
Edition 5, 2023
TABLE OF CONTENTS
Alignment to RATP 2023 -2024 3

Curriculum Trackers 4
Programme of Assessment 15
2
Alignment to RATP 2023 – 2024
RATP CYCLE PSRIP ALIGNMENT CYCLE
T3 WEEKS 1-2 T3 WEEKS 1-2 (Mythical Characters)

L&S: Listens to and discusses a folklore L&S: Listens to and discusses a folklore
R: Reads a folklore R: Reads a folklore
W: Writes a character sketch W: Writes a character sketch
T3 WEEKS 3-4 T3 WEEKS 3-4 (Finding out more about Myths)
L&S: Listens to and participates in a short conversation L&S: Listens to and participates in a short conversation
on the CWP based on the selected genre on the CWP based on the selected genre
R: Read for information based on the genre selected R: Read for information based on the genre selected
W: Use different types of graphic organisers to collate W: Use different types of graphic organisers to collate
research findings of the CWP research findings of the CWP
T3 WEEKS 5-6 T3 WEEKS 5-6 (Writing about Myths)
L&S: Listening and Speaking strategies – Focus on the L&S: Listening and Speaking strategies – Focus on the
relevant literature genre relevant literature genre
R: Reading & Viewing Strategies: R: Reading & Viewing Strategies:
Guide learners to follow the writing process Guide learners to follow the writing process
W: Write / draw / create the written aspect of the W: Write / draw / create the written aspect of the
selected topic. selected topic.
T3 WEEKS 7-8 T3 WEEKS 7-8 (Family Communication)
L&S: Listens to and discusses drama L&S: Listens to and discusses drama
R: Reads reviews of play/drama R: Reads reviews of play/drama
W: Writes a dialogue / a short play script W: Writes a dialogue / a short play script
T3 WEEKS 9-10 T3 WEEKS 9-10
L&S: Listens to cartoon / comic strips Please use the DBE guidelines on teaching cartoons or
R: Reads a cartoon / comic strips comic strips to structure a relevant theme
W: Writes a cartoon / comic strips
Curriculum Tracker
Use the following tables to keep track of your curriculum coverage.
Complete the reflection at the end of every cycle as part of this process.
Thank you!
3
WEEK 1
Day CAPS content, concepts, skills Date completed
THEME: MYTHICAL CHARACTERS

Monday Activity 1: ORAL ACTIVITIES
• Activate background knowledge
• Start KWL chart
• Teach song/rhyme/poem
• Teach theme vocabulary
• Question of the day
• Use personal dictionaries
Monday Activity 2: LISTENING ACTIVITY
• Listening Text: Myths from around the world
• Three read
• Model comprehension skill: Making inferences
• Oral comprehension
Tuesday Activity 1: SPEAKING ACTIVITY
• Small group discussions to respond to text
Tuesday Activity 2: PHONICS REVIEW
• /fl/ /a-e/ /ing/
• Word find
Tuesday Activity 3: SHARED READING Pre-Read
• Learner Book: The Myth of Tãne
• Discuss and predict
• Read text aloud
Wednesday Activity 1: ORAL ACTIVITIES
Wednesday Activity 2: SHARED READING First Read
Thursday Activity 1: SHARED READING Second Read
• Formulate a question about the text
Thursday Activity 2: TEACH THE COMPREHENSION STRATEGY
• Teach comprehension strategy: Making inferences
Friday Activity 1: SHARED READING Post-Read
• Complete activity: Making a summary
Friday Activity 2: TEACH THE GENRE
• Character sketch
• Sample text: Anansi
Friday Activity 3: END OF WEEK CONSOLIDATION
• Update KWL chart
4
WEEK 2
THEME: MYTHICAL CHARACTERS

Monday Activity 1: WRITING Planning
• Genre: Character sketch
• Topic: Write a character sketch of a character from a
myth
• Planning Strategy: List
Monday Activity 2: GROUP GUIDED READING
• Whole class do paired reading: Learner Book Texts
• Work with 1-2 small groups
Tuesday Activity 1: ORAL ACTIVITIES
Tuesday Activity 2: GROUP GUIDED READING
Wednesday Activity 1: LSC & WRITING Drafting
• LSC: Adjectives that describe personality traits
• Use plan to draft
Wednesday Activity 2: GROUP GUIDED READING
Thursday Activity 1: ORAL ACTIVITIES
Thursday Activity 2: GROUP GUIDED READING
Friday Activity 1: WRITING Editing and Publishing
• Edit using checklist
• Publish and share writing
Friday Activity 2: GROUP GUIDED READING
Friday Activity 3: CONCLUSION
• Review word find
• Reflect on learning
5
THEME REFLECTION: MYTHICAL CHARACTERS
1. What went well this cycle?
2. What did not go well this

cycle? How can you
improve on this?
3. Did you cover all the work

for the cycle? If not, how
will you get back on track?
4. Do you need to extend

some learners? If so,
which learners, and how
do you plan to do this?
5. Do you need to further

support some learners? If
so, which learners, and
how do you plan to do
this?
SMT Comment
SMT name and signature Date
6
WEEK 3
THEME: FINDING OUT MORE ABOUT MYTHS

Creative Writing Research Project
Monday Activity 1: INTRODUCTION TO RESEARCH PROJECT
• Give overview
• Select pairs
• Complete pair agreement
Monday Activity 2: EXPLAIN RESEARCH TASKS 1-3
• Read through tasks in Learner Book
Tuesday Activity 1: DEVELOP TASK 4
• Process for learners to develop own driving question
Tuesday Activity 2: REVIEW ASSESSMENT GUIDELINES
• Explain the assessment guidelines for the project
Wednesday Activity 1: NOTE-MAKING USING KEY WORDS
• Explain note-making and key words
• I do, we do, you do
Wednesday Activity 2: USING A GRAPHIC ORGANISER
• Explain Mind Map
• Explain Venn Diagram
• Explain a Table
• Show examples in Learner Book
Thursday Activity 1: BIBLIOGRAPHY
• Explain bibliography for books and articles
• Explain bibliography for online sources
• Explain bibliography for interviews
• Show examples in Learner Book
Thursday Activity 2: TEACH VOCABULARY
• Use PATS to teach theme vocabulary
Friday Activity 1: TEACH LSC
• Adjectives related to five senses
Friday Activity 2: FIRST READ OF TEXTS
• Read theme texts aloud
• Give basic explanation of texts
WEEK 4
THEME: FINDING OUT MORE ABOUT MYTHS

Monday Activity 1: FIRST READ OF TEXTS
• Read theme texts aloud
• Give basic explanation of texts
Monday Activity 2: RESEARCH AND NOTE-TAKING
• Find answers for task 1
7
Tuesday Activity 1: RESEARCH AND NOTE-TAKING
• Make mind map for task 1
• Make Venn Diagram for task 1
• Make bibliography for task 1
Tuesday Activity 2: RESEARCH AND NOTE-TAKING
• Read texts for task 2
Wednesday Activity 1: RESEARCH AND NOTE-TAKING
• Make Venn Diagram for task 2
Wednesday Activity 2: RESEARCH AND NOTE-TAKING
• Fill in table for task 3
Thursday Activity 1: RESEARCH AND NOTE-TAKING
• Fill in table for task 3
Thursday Activity 2: RESEARCH AND NOTE-TAKING
Friday Activity 1: RESEARCH AND NOTE-TAKING
• Make Venn Diagram for task 4 (if required)
• Make table for task 4 (if required)
Friday Activity 2: FINAL DRAFT OF RESEARCH PRESENTATION
• Edit tasks 1-4
• Finalise presentation of tasks 1-4
Friday Activity 3: REFLECTION
• Reflect on the project process
8
THEME REFLECTION: FINDING OUT MORE ABOUT MYTHS

cycle? How can you
improve on this?



this?
SMT Comment
9
WEEK 5
THEME: WRITING ABOUT MYTHS

Monday Activity 1: INTRODUCTION TO WRITING PART OF PROJECT
• Give overview
• Work independently
Monday Activity 2: EXPLAIN WRITING TASKS 5-6
• Read through tasks in Learner Book
Tuesday Activity 1: REVIEW ASSESSMENT GUIDELINES
• Explain assessment guidelines for tasks 5 and 6
Tuesday Activity 2: TEACH LSC VOCABULARY
• Adjectives related to the five senses
Wednesday Activity 1: LOOKING AT AN INTERVIEW
• Structure and format
• Look at example in learner Book
Wednesday Activity 2: WRITING AN INTERVIEW
• Content of interview
Thursday Activity 1: PLANNING AN INTERVIEW
• Interview with god or goddess about where they live
• Use planning guidelines
Thursday Activity 2: PLAN INTERVIEW
• Complete planning of interview
Friday Activity 1: DRAFT INTERVIEW
• Use plan to draft interview
• Use drafting guidelines
Friday Activity 2: DRAFT INTERVIEW
• Use plan to draft interview
• Use drafting guidelines
WEEK 6
THEME: WRITING ABOUT MYTHS

Monday Activity 1: EDIT INTERVIEW
• Use editing guidelines
Monday Activity 2: EDIT INTERVIEW
• Complete editing of interview
Tuesday Activity 1: PLAN DRAWING OF GOD OR GODDESSES’ HOME AND
SURROUNDS
• Use planning guidelines
Tuesday Activity 2: PLAN DRAWING OF GOD OR GODDESSES’ HOME AND
SURROUNDS
10
• Complete plan of drawing
Wednesday Activity 1: DRAFT DRAWING
• Using drafting guidelines
Wednesday Activity 2: DRAFT DRAWING
• Complete draft of drawing
Thursday Activity 1: EDIT DRAFT OF DRAWING
• Use editing guidelines
Thursday Activity 2: EDIT DRAFT OF DRAWING
• Complete edit of drawing
Friday Activity 1: PUBLISHING AND PRESENTATION
• Go through assessment rubric for interview
• Go through assessment rubric for drawing
Friday Activity 2: PUBLISHING AND PRESENTATION
• Finalise task 5 – interview with god or goddess about
their home and surrounds
• Finalise task 6 – labelled drawing of god or
goddesses’ home and surrounds
THEME REFLECTION: WRITING ABOUT MYTHS

cycle? How can you
improve on this?

this?
SMT Comment
11
WEEK 7
THEME: FAMILY COMMUNICATION

Monday Activity 1: ORAL ACTIVITIES
• Activate background knowledge
• Start KWL chart
Monday Activity 2: LISTENING ACTIVITY
• Listening Text: A tale of two sisters
• Three read
Tuesday Activity 1: SPEAKING ACTIVITY
• Small group discussions to respond to text
Tuesday Activity 2: PHONICS REVIEW
• /wh/ /u-e/ /oo/
• Word find
Tuesday Activity 3: SHARED READING Pre-Read
• DBE Workbook 2 page 60: The prodigal brothers
• Discuss and predict
• Read text aloud
Wednesday Activity 1: ORAL ACTIVITIES
Wednesday Activity 2: SHARED READING First Read
Model comprehension skill: Making inferences
Thursday Activity 1: SHARED READING Second Read
Model comprehension skill: Making inferences
• Formulate a question about the text
Thursday Activity 2: TEACH THE COMPREHENSION STRATEGY
• Teach comprehension strategy: Making inferences
Friday Activity 1: SHARED READING Post-Read
• Complete activity: Making a summary
Friday Activity 2: TEACH THE GENRE
• Dialogue
• Sample text: Baone and Bonolo
Friday Activity 3: END OF WEEK CONSOLIDATION
12
WEEK 8
THEME: FAMILY COMMUNICATION

Monday Activity 1: WRITING Planning
• Genre: Dialogue
• Topic: Communicating with siblings
• Planning Strategy: List
Monday Activity 2: GROUP GUIDED READING
Tuesday Activity 1: ORAL ACTIVITIES
Tuesday Activity 2: GROUP GUIDED READING
Wednesday Activity 1: LSC & WRITING Drafting
• LSC: Word families
• Use plan to draft
Wednesday Activity 2: GROUP GUIDED READING
Thursday Activity 1: ORAL ACTIVITIES
Thursday Activity 2: GROUP GUIDED READING
Friday Activity 1: WRITING Editing and Publishing
• Edit using checklist
• Publish and share writing
Friday Activity 2: GROUP GUIDED READING
Friday Activity 3: CONCLUSION
• Review word find
• Reflect on learning
13
THEME REFLECTION: FAMILY COMMUNICATION

cycle? How can you
improve on this?



this?
SMT Comment
14
Programme of Formal Assessment
1. There are 2 formal assessment tasks for Grade 6 Term 3 2023.

2. Please complete these tasks as detailed below.
TASK DESCRIPTION MARKS

CREATIVE WRITING PROJECT
Stage 1: Research (Learners do research on their project) 20 marks
FAT 6
Stage 2: Writing (Learners engage in the write-up of their project and a creative 30 marks
response)
CREATIVE WRITING PROJECT
Stage 3: Oral presentation (Learners do the Oral presentation of their project)
FAT 7 20 marks
Commence with the oral task in term 3 and conclude in term 4 when the mark
will be recorded.
All assessment tasks and tools may be changed in accordance with directives from the province or
district.
15
ASSESSMENT RUBRIC TASK 6 Stage 1: Research 20 marks
Research
Level Descriptors
Criteria
4 3 2 1
Driving Strong, clear driving Driving question/s with Driving question/s is

question/s with a good some idea of where to find connected to the research.
question/s sense of where to find the the answer/s. The question Not clear where to find the
answer/s. The question is is connected to the answers.
relevant for the whole research.
research project.
Organisational The research is well- The research is organised. The research is generally The research is
organised. Graphic Graphic organisers correctly organised. Graphic disorganised. Graphic
skills and organisers set out set out. The information is organisers include some organisers incorrectly set
correctly, with clear easy to access and looks errors causing confusion. out. Missing information.
graphic headings. All information appealing. Some information left out. Hard to read and not
displayed accurately, Not much effort with the visually appealing.
organisers
accessibly and in a visually presentation.
appealing way.
Relevance All information is Most information is Only some or little

completely relevant and relevant. Most questions information is relevant, but
answer the research answered. much is off the topic. Not all
questions precisely. questions answered.
Note-making Effective use of key words Mostly key words used. No clear use of key words.
to highlight main points. Mostly necessary details The texts have been copied/
Only necessary details and and examples. Notes show or important information
examples included. Notes a partial understanding of has been left out. Notes
show a thorough texts and information. show a lack of
understanding of texts and understanding.
information.
Bibliography Set out correctly, all Not set out correctly or

necessary details included. arranged alphabetically.
Arranged alphabetically. Only one source used.
More than one source used.
Editing and The research is clearly The research has some The research has lots of
presented with no mistakes. An attempt has errors. No effort has gone
presentation mistakes. It has a cover been made for a cover into the cover page or there
page and everything is page. Most of the research is no cover page. The
correctly labelled. The is clear and well set out, but research is incomplete.
project is visually appealing more effort could have Needs much more effort.
and easy to read. been put in.
Independent The learner worked very The learner did not work
well in the pair. The signed well in class. Conflict was
work agreement was kept: not handled well; time was
conflict was handled well; wasted in class; the learner
responsibilities were disrupted others and did
shared; time was well used not share the
in class and the learner did responsibilities of the tasks.
not disrupt others.
16
ASSESSMENT RUBRIC TASK 6 Stage 2: Writing 30 marks
Writing Level Descriptors

Criteria
5 4 3 2 1
Follow Thorough planning, Good evidence of Evidence of process. Limited evidence of Little or no evidence
drafting, editing and process. All stages are Some attempt at using process. Little of the process.
process:
presenting. All stages shown. Learner has using the stages of attempt to use
show thoughtful used process to planning, drafting and planning, drafting and
Interview changes and progress. better improve their editing to improve editing to improve the
and drawing work. writing. final product.
Interview: Learner has Learner has mostly Attempted to use the Attempted to use the Learner has not used
understood and used used the correct correct format and correct format and the correct format
format and
the correct format format and structure structure of the structure of the and structure of the
structure and structure of the of the interview. interview, but there interview, but there interview. The
interview. There are Interview is mostly are some errors. The are many errors. The interview is difficult to
colons after each easy to read. interview can be read interview is hard to read and understand.
speaker’s name. All and understood. read.
the spoken lines are
aligned. Interview is
easy to read.
Interview: The interview is The interview is Learner has some Learner has not used Learner has not put
original and creative. original and creative. original ideas. There is original or creative effort into making this
content
There is an opening There is an opening an attempt at ideas. The interview interview sound like a
and a closing greeting. and a closing greeting. greetings. Some does not start or end real interview. No
The god or goddess Learner has tried to thought has gone into with greetings. Not effort in creating a
sounds like a real make the god or making the sound like much thought has god or goddess or any
person. Much thought goddess sound like a a real person. Some gone into making the details about their life
has gone into creating real person. Thought effort has gone into god or goddess sound or their home or land.
this person and all the has gone into creating creating this person like real person or
details of their life. this person and all the and some details of thinking about the
Their home or land is details of their life. their life. Their home details of their life or
excellently described. Their home or land is or land is well home or land.
well described. described.
Labelled Excellent visual Good visual Average visual The visual attempts to No connection
representation of the representation of the representation of the represent the god or between the drawing
drawing
paragraph. The god or goddess's god or goddess's goddess's home. The of the god or
cover’s images and home. The visuals home. The visuals visuals illustrate the goddess's home and
layout illustrate the illustrate the illustrate the description of the the description in the
character and the description of the description of the home in the interview interview.
story excellently. home in the interview home in the interview adequately. The
excellently. The labels well. The labels labels included have
included are correctly included are mostly some errors and do
written and add correct and add good not contribute much
important detail. detail. detail.
LSC: Excellent creative Good adjectives help Some adjectives help A few adjectives help One or two adjectives
adjectives have been to describe the life to describe the life to describe the life used. Adjectives don’t
adjectives in
used in both the and home/land of the and home/land of the and home/land of the appeal to the senses.
the interview and the god or goddess. god or goddess. god or goddess. 1 of
interview drawing. Adjectives Adjectives appeal to Adjectives appeal to 2 the senses.
and the appeal to at least 4 some of the senses. of the senses.
senses.
drawing
Editing and Ample proof of Ample proof of Some proof of editing. Little proof of editing. No proof of editing.
editing. Excellent editing. Good edits Average edits made. Not all edits lead to
proof of
edits made. made. improvements.
editing
17
ASSESSMENT RUBRIC TASK 7 Stage 3: Oral Presentation 20 marks
Speaking Level Descriptors

Criteria
5 4 3 2 1
Excellent structure; Good structure; good Tried to structure the Weak structure – not Weak or no
proper introduction introduction and presentation; tried to all components done; structure; greetings
Structure:
and concluding concluding greetings; do have appropriate weak introduction not done; limited or
introduction greeting; good good research done; introduction and and concluding no research done; no
of topic, research done; good connection concluding greetings; greetings; some connection between
research, choices well between the average research research done but the interview and
explained; well interview and done; average not convincing; weak labelled drawing.
poem/song
thought-through links labelled drawing; connection between or no connection
and between interview solid understanding the interview and between the
conclusion and labelled drawing; of the genre. labelled drawing. interview and
thorough Some understanding labelled drawing.
understanding of the of the genre.
genre.
Excellent Good pronunciation, Fair pronunciation, Some issues with Many issues with
pronunciation, articulation and voice articulation, voice pronunciation, pronunciation,
Delivery:
articulation, voice projection and projection and articulation, voice articulation, voice
pronunciation, projection and volume. Good volume. Fair projection and projection and
articulation, volume. Excellent expression in voice. expression in voice. volume. An attempt volume. No attempt
and expression in voice. to use expression in to use expression in
voice. voice.
expression
Excellent use of body Good use of body Good use of body Some issues with use Body language
Appropriate
language, gestures language, gestures language, gestures of body language, inappropriate for the
body and facial AND facial OR facial expressions. gestures and facial presentation. Limited
language: expressions. expressions. expressions. or no use of facial
eye contact expressions.
with audience,
posture,
gestures and
facial
expression
Use of Very good use of

Unsatisfactory use of
Limited to no use of
Good use of poster Average use of resources – poster or
resources, poster and props to resources – no effort
and props to add to resources to help props used but did
visual cues create excellent
presentation. presentation. not add value to
to use poster or
presentation. props.
and props presentation.
18

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First Additional Language

Alignment to RATP 2023 -2024 3

RATP CYCLE PSRIP ALIGNMENT CYCLE

T3 WEEKS 1-2 T3 WEEKS 1-2 (Mythical Characters)

Day CAPS content, concepts, skills Date completed

THEME: MYTHICAL CHARACTERS

Day CAPS content, concepts, skills Date completed

THEME: MYTHICAL CHARACTERS

1. What went well this cycle?

2. What did not go well this

3. Did you cover all the work

4. Do you need to extend

5. Do you need to further

SMT name and signature Date

Day CAPS content, concepts, skills Date completed

THEME: FINDING OUT MORE ABOUT MYTHS

Day CAPS content, concepts, skills Date completed

THEME: FINDING OUT MORE ABOUT MYTHS

1. What went well this cycle?

2. What did not go well this

3. Did you cover all the work

4. Do you need to extend

5. Do you need to further

SMT name and signature Date

Day CAPS content, concepts, skills Date completed

THEME: WRITING ABOUT MYTHS

Day CAPS content, concepts, skills Date completed

THEME: WRITING ABOUT MYTHS

THEME REFLECTION: WRITING ABOUT MYTHS

1. What went well this cycle?

2. What did not go well this

4. Do you need to extend

SMT name and signature Date

Day CAPS content, concepts, skills Date completed

THEME: FAMILY COMMUNICATION

Day CAPS content, concepts, skills Date completed

THEME: FAMILY COMMUNICATION

1. What went well this cycle?

2. What did not go well this

3. Did you cover all the work

4. Do you need to extend

5. Do you need to further

SMT name and signature Date

1. There are 2 formal assessment tasks for Grade 6 Term 3 2023.

TASK DESCRIPTION MARKS

Driving Strong, clear driving Driving question/s with Driving question/s is

Relevance All information is Most information is Only some or little

Bibliography Set out correctly, all Not set out correctly or

Writing Level Descriptors

Speaking Level Descriptors

Use of Very good use of

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