not understand this immediately, but the more you
discuss and demonstrate it with different texts, the
more it will start to make sense.
Informal assessment
Use this discussion to assess how well learners are
grasping the concepts of setting, plot and theme.
Read
(30 minutes)
Give learners time to answer the next set of
questions 2.(a–d) and 3.(a–c) on their own. Briefly
go through the definition of a prefix.
Suggested answers
2. a) W
hy did the king believe
Because everyone who looked at her turned to stone (1). It was
that Perseus will not be able impossible to kill her without looking at her. (1) So Perseus could
to kill Medusa?
not succeed and would die (1).
b) W
hat gift did Hermes, Zeus
and Athena each give
Perseus?
Hermes – winged sandals; Zeus – sword; Athena – bright shield
3
c)
Any answer is acceptable if the learner can argue to support their
choice.
2
Any sentences demonstrating the meaning of words are
acceptable.
4
hich of these gifts do you
W
think was most useful?
Why?
d) W
rite down the underlined
words in the passage...
(scanning)
3.
3
Rewrite
the sentences below.
a)
Underline the active verb and its b)
subject.
c)
Athena gave Perseus a golden shield.
The king wanted Perseus to be killed.
A beautiful winged horse sprang from the earth.
3
[15]
Formal assessment
Write (Formal Assessment task)
Use this opportunity to assess learners’ reading
ability, in particular ability to scan, relate to
previous knowledge, and look for contextual clues.
This will also demonstrate their grasp of prefixes
and identifying active verbs and subjects.
Collect and mark learners’ responses. Record
mark as part of term mark.
LB page 45
Core reader: Hercules (page 9)
Learners read in groups. Learners discuss the
similarities and differences between Perseus and
Hercules in groups.
Language practice
LB page 44
Suggested answers
1. a)Look for something with little chance of
finding it.
b) Do something thoroughly and well.
c) People who like the same things stick
together.
d) Annoy or anger someone.
e) Destroy a source of income through greed.
46
Term 1
MML Platinum English Gr5 TG.indb 46
Before you write
(30 minutes)
Model blocking out a story with the learners. You
can use the story that is started on page 45 about
Thabiso turning into an eagle. Brainstorm ideas for
the story with the learners. Discuss the questions,
and ask other questions. For example, would it be
just an eagle she can turn into, or different animals?
What could be the limits to the power? Write the
points on the board.
Encourage the learners to really think through
the problems having this power could cause as well
as the advantages it might have. Use your points to
summarise the main features of the story under the
headings: setting, plot, theme and characters.
Write
(30 minutes)
Give learners time to block out and write a draft
of their own stories (140 to 160 words). Remind
them to use interesting adjectives and adverbs,
and figurative descriptions using metaphors and
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23/07/2012 13:51