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ENGLISH FIRST ADDITIONAL LANGUAGE Literature Summary Grade 11 TERM 4 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 and to help the DBE reach the NDP goals. The NECT has successfully brought together groups of relevant people 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 embedding process. 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 vi Caps Compliance and Notional Time vi Resource Requirements for Teachers and Learners vii Novels 1 Novel Revision Guidelines 2 Dreaming of Light 7 Far from the Madding Crowd 27 Dramas 55 Drama Revision Guidelines 56 Sophiatown 61 Short Stories 89 Short Stories Revision Guidelines 90 Gemini 95 Raymond’s Run 105 Scared 115 Pink Bow Tie 125 Swimming partners 135 The Journey 148 The Love Potion 156 The Gift of the Magi 166 Poetry 175 Poetry Revision Guidelines 176 Shantytown 179 A Sleeping Black Boy 188 At a Snail’s Pace, Please 194 The Call 202 The Chimney Sweeper 211 I Sit and Look Out 219 Mirror 226 Biltong 233 Memory 241 [Composed Upon] Westminster Bridge, September 3, 1802 249 Writing Genres: Summaries 256 Introduction Introduction Welcome to the NECT Term 4 EFAL revision programme! This revision programme is aimed to support teachers by providing an approach to revising literature and writing in the FET phase. This is done by providing a set of guidelines that cover literature and writing revision in a systematic manner. The routines and structures of the lessons, and the methodologies used, are repeated over and over again. This provides scaffolding and support for teachers and learners. In order to implement the Term 4 FET EFAL Learning Programme effectively, the NECT has provided you with the following materials: 1 A Summary of each prescribed text, together with sample exam questions • One summary is provided for each prescribed text • All summaries are structured in the same way • The summaries include key information to help learners revise and prepare for exams • They also include sample exam questions and memoranda 2 A Genre Guideline for each of the writing genres • For each writing genre there is an example of a well-written text • There is also a list of important things for learners to study (such as correct the format, register, useful phrases, etc.) so they are prepared for the writing section of the exam 3 A Planner & Tracker to help plan lessons and monitor curriculum coverage (separate document) • The planner & tracker is useful for preparing all lessons not covered in the booklets • This document breaks down each approved textbook into CAPS-aligned lessons Caps Compliance and Notional Time • In term 4, you have limited teaching time that should also be used for exam preparation. • Please continue to consult your Trackers for Term 4 lesson content. • You will notice that for the Term 4 reading and writing lessons, it says: revision / exam preparation. • The schedule below offers guidance as to how this time could be used. • For the reading lessons, the text summaries and sample exam questions are provided in this booklet. • For the writing lessons, the genre guidelines are also provided in this booklet. vi Grade 11 English First Additional Language Introduction TERM 4: WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 Reading: Reading: Reading: Reading: Reading: Reading: 2 hours 2 hours 2 hours 2 hours 2 hours 2 hours Revise Text Revise Text Revise Text Revise Text Complete Complete 1 using 1 using 2 using 2 using sample exam sample exam summary summary summary summary questions for questions for provided provided provided provided Text 1 using Text 2 using questions questions provided provided Writing: Writing: Writing: Writing: Writing: Writing: 1.5 hours 1.5 hours 1.5 hours 1.5 hours 1.5 hours 1.5 hours Revise Revise Revise Revise Revise Revise Genre using Genre using Genre using Genre using Genre using Genre using guidelines guidelines guidelines guidelines guidelines guidelines provided provided provided provided provided provided Resource Requirements for Teachers and Learners Teachers must have: • Copies of whichever two texts they taught Learners must have: • Copies of whichever two texts they have covered in class • Their EFAL exercise book • A pen, pencil and ruler LITERATURE REVISION - TIMING: • You have 6 hours to revise each one of your two texts. • This includes 2 hours for exam preparation. Literature Summary vii Introduction viii Grade 11 English First Additional Language Novels Novel Revision Guidelines Novel Revision Guidelines NOTE: If you taught the short stories as one of your texts, please do the following: • Focus on 4 of the short stories that your class found particularly difficult – revise these stories in class. • Assign the revision of the remaining short stories that your class did for homework. • Make sure that you do the full set of revision activities below for each short story. CONCEPTUAL VOCABULARY: (NOVEL OR DRAMA: 35 MINUTES / SHORT STORY: 8 MINUTES) 1 Turn to the ‘Conceptual Vocabulary’ section in the Literature Summary. 2 Draw a table with two columns on the chalkboard. Label the first column ‘WORD’ and the second column ‘BASIC DEFINITION’. 3 Write up the words in the ‘WORD’ column on of the chalkboard. 4 Learners will use the ‘Turn and Talk’ method for this activity. 5 For each of the words on the board, learners will talk to their partner and try to remember the meaning of the word from when they studied the text. 6 Remind learners to give their partner a chance to speak. 7 After learners have discussed all the words with their partners, instruct the whole class to come back together. 8 Use the definitions in the ‘BASIC DEFINITION’ on the right hand side of the ‘Conceptual Vocabulary’ page to check learners’ understanding. SETTING (NOVEL OR DRAMA: 25 MINUTES / SHORT STORY: 5 MINUTES) 1 Turn to the ‘Setting’ section in the Literature Summary. 2 Read the ‘Setting’ section out to the class. 3 Ask learners: ‘WHERE does this story take place?’ ‘WHEN does this story take place?’ 4 Make sure learners have the correct understanding of where and when the story takes place. PLOT SUMMARY (NOVEL OR DRAMA: 45 MINUTES / SHORT STORY: 10 MINUTES) 1 Turn to the ‘Plot Summary’ section in the Literature summary. 2 Read the ‘Plot Summary’ out loud to the class. 3 After you have read the text, instruct each learner to write down five main points from the summary. (NOTE: For the novel and drama texts, learners can write up to eight points.) 4 Give learners a few minutes to write their points. 5 Split the learners into small groups with no more than 5 or 6 learners in each group. 6 Explain that each group must now make a list of the five most important points. 7 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. 8 Give the small groups time to work out their final list of five points. 2 Grade 11 English First Additional Language Novel Revision Guidelines 9 Instruct each group to decide on a speaker. 10 Call the class back together. 11 The speaker for each group shares the group’s final list. 12 If time permits, the class can then discuss the lists and decide on the five most important points for the class. BACKGROUND INFORMATION (NOVEL OR DRAMA: 15 MINUTES / SHORT STORY: 3 MINUTES) 1 Turn to the ‘Background Information’ in the Literature Summary. 2 Read the ‘Background Information’ section out to the class. 3 Ask learners: ‘What role does the background information play in the story?’ SUMMARY REVIEW ACTIVITY (NOVEL OR DRAMA: 15 MINUTES / SHORT STORY: 4 MINUTES) NOTE: Please write the summary review activity on the chalkboard BEFORE the lesson (or photocopy it if you have access to a photocopier), so that no time is wasted.

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