/learn/s19/t15600 /learn/node/44055 The first lesson in this series explores how meaning is shaped by rhyme. In the lesson we also interview a poet. This lesson teaches the basic concepts of rhyme, rhyme scheme and syllables. At the end of the lesson, the rhyme scheme of “Mad Poem 16” by Mbongeni Khumalo is discussed. This example will help learners to see that the use of rhyming words helps the poet to build up rhythm and create meaning. Prior to showing this lesson, you may want to ask your learners what kind of person comes to mind when they visualise a poet. Jot down their suggestions on the blackboard. After you have watched the lesson, ask them how their stereotypes of a poet differed from the poet who was interviewed in the lesson. This will help them to realise that poets are not necessarily the type of people they imagined. /learn/node/44055 The first lesson in this series explores how meaning is shaped by rhyme. In the lesson we also interview a poet. This lesson teaches the basic concepts of rhyme, rhyme scheme and syllables. At the end of the lesson, the rhyme scheme of “Mad Poem 16” by Mbongeni Khumalo is discussed. This example will help learners to see that the use of rhyming words helps the poet to build up rhythm and create meaning. Prior to showing this lesson, you may want to ask your learners what kind of person comes to mind when they visualise a poet. Jot down their suggestions on the blackboard. After you have watched the lesson, ask them how their stereotypes of a poet differed from the poet who was interviewed in the lesson. This will help them to realise that poets are not necessarily the type of people they imagined. /learn/node/44056 In the second lesson, we look at how the meaning of a poem is shaped by rhythm. In this lesson we use drums and drumming to illustrate how rhythm works in poetry and we also discuss the importance of stressing the correct syllables to create a rhythm. As an extension to this lesson you may want to ask learners to present the poem they found for lesson one to the rest of the class. As part of their presentation they should emphasise the rhythm by clapping, clicking, stamping or drumming and afterwards they should be able to explain to the class the effect created by the rhythm. /learn/node/44056 In the second lesson, we look at how the meaning of a poem is shaped by rhythm. In this lesson we use drums and drumming to illustrate how rhythm works in poetry and we also discuss the importance of stressing the correct syllables to create a rhythm. As an extension to this lesson you may want to ask learners to present the poem they found for lesson one to the rest of the class. As part of their presentation they should emphasise the rhythm by clapping, clicking, stamping or drumming and afterwards they should be able to explain to the class the effect created by the rhythm. /learn/node/44154 This lesson looks at the review article in newspapers and goes into different ways of expressing a subjective opinion in a manner that is both fair and based on expertise and knowledge. Prior to showing learners this lesson, you may want to show learners a range of reviews taken from newspapers, and get them to list the characteristics of an effective review. Their criteria could then be compared to those given in the lesson. /learn/node/44154 This lesson looks at the review article in newspapers and goes into different ways of expressing a subjective opinion in a manner that is both fair and based on expertise and knowledge. Prior to showing learners this lesson, you may want to show learners a range of reviews taken from newspapers, and get them to list the characteristics of an effective review. Their criteria could then be compared to those given in the lesson. /learn/node/44268 In this lesson we learn who Shakespeare was and about the historical context he lived in, and what theatre was like in his time. This lesson helps to contextualise the themes of Shakespeare’s plays and the language that he used. Understanding what Elizabethan theatre was like will also help learners to visualise the action of a play. /learn/node/44268 In this lesson we learn who Shakespeare was and about the historical context he lived in, and what theatre was like in his time. This lesson helps to contextualise the themes of Shakespeare’s plays and the language that he used. Understanding what Elizabethan theatre was like will also help learners to visualise the action of a play. /learn/node/44271 This lesson raises awareness of how many expressions coined by Shakespeare have become part of everyday English. You can use this lesson as an opportunity to point out to learners that, even if they think Shakespearian language is dated and difficult to understand, they probably use many Shakespearian expressions in their own speaking and writing. /learn/node/44271 This lesson raises awareness of how many expressions coined by Shakespeare have become part of everyday English. You can use this lesson as an opportunity to point out to learners that, even if they think Shakespearian language is dated and difficult to understand, they probably use many Shakespearian expressions in their own speaking and writing. /learn/node/44272 Many learners have never had the opportunity to see a theatre performance. This lesson takes learners behind the scenes of a theatrical production so that they will have a better idea of what is involved in staging a production. They will then better be able to imagine a play being performed. If possible, arrange for learners to watch a suitable play (even if it is not a Shakespearian play) to enhance their understanding of how theatre works. /learn/node/44272 Many learners have never had the opportunity to see a theatre performance. This lesson takes learners behind the scenes of a theatrical production so that they will have a better idea of what is involved in staging a production. They will then better be able to imagine a play being performed. If possible, arrange for learners to watch a suitable play (even if it is not a Shakespearian play) to enhance their understanding of how theatre works. /learn/node/44276 In this lesson, we learn how the opening scene of a play gives many clues about how the drama will unfold. We use the opening scene from Macbeth as an example. After watching the lesson, you could examine the opening scene of the play you are studying in class to see it reveals about setting, character and plot. Watching learners dramatise the scene in this lesson may also encourage your learners to dramatise the opening scene of the play you are studying. /learn/node/44276 In this lesson, we learn how the opening scene of a play gives many clues about how the drama will unfold. We use the opening scene from Macbeth as an example. After watching the lesson, you could examine the opening scene of the play you are studying in class to see it reveals about setting, character and plot. Watching learners dramatise the scene in this lesson may also encourage your learners to dramatise the opening scene of the play you are studying. /learn/node/44283 In this lesson we aim to show that the themes that emerge in Shakespeare’s plays, such as love and jealousy, are still relevant today. We also provide background information about Elizabethan views on The Great Chain of Being, fate, and the elements to help learners understand these concepts when they encounter them in plays. To make the Elizabethan beliefs seem less intimidating, encourage learners to discuss the beliefs of their cultures and compare them to the beliefs held in Shakespeare’s time. /learn/node/44283 In this lesson we aim to show that the themes that emerge in Shakespeare’s plays, such as love and jealousy, are still relevant today. We also provide background information about Elizabethan views on The Great Chain of Being, fate, and the elements to help learners understand these concepts when they encounter them in plays. To make the Elizabethan beliefs seem less intimidating, encourage learners to discuss the beliefs of their cultures and compare them to the beliefs held in Shakespeare’s time. /learn/node/44287 In lessons 3 and 4 the aim is to understand how the events in the play fit together, where the climactic moments are, what circumstances influence the development of the plot, and the character motivations that lead to the unavoidable tragedy. The ability to determine cause and effect developed in these lessons can be applied to other forms of literature. Lessons 2 and 3 could also be watched together as both relate to analysing the plot of the play. /learn/node/44287 In lessons 3 and 4 the aim is to understand how the events in the play fit together, where the climactic moments are, what circumstances influence the development of the plot, and the character motivations that lead to the unavoidable tragedy. The ability to determine cause and effect developed in these lessons can be applied to other forms of literature. Lessons 2 and 3 could also be watched together as both relate to analysing the plot of the play. /learn/node/44289 In lessons 5 and 6, the concept of characterisation is explored, using the characters of Romeo and Juliet as examples. If you are constrained by time, it is necessary to show only one of these lessons. However, by showing both, learners will come to realise that the techniques we provide for analysing a character can be applied to any character. /learn/node/44289 In lessons 5 and 6, the concept of characterisation is explored, using the characters of Romeo and Juliet as examples. If you are constrained by time, it is necessary to show only one of these lessons. However, by showing both, learners will come to realise that the techniques we provide for analysing a character can be applied to any character. /learn/node/44290 In this lesson we explore two of the major themes in Romeo and Juliet – love and hate, and fate and fortune. Learners often find it difficult to identify and discuss themes in literature. By showing a step-by-step approach to determining and discussing themes, learners will be empowered to do this in the play being studied in class. You could choose to show only one lesson as both lessons follow a similar pattern, and then just use different examples. However, because theme is often such a problematic concept, it would be beneficial to show both videos. After seeing the approach we model, learners should feel more comfortable about finding and discussing theme themselves. /learn/node/44290 In this lesson we explore two of the major themes in Romeo and Juliet – love and hate, and fate and fortune. Learners often find it difficult to identify and discuss themes in literature. By showing a step-by-step approach to determining and discussing themes, learners will be empowered to do this in the play being studied in class. You could choose to show only one lesson as both lessons follow a similar pattern, and then just use different examples. However, because theme is often such a problematic concept, it would be beneficial to show both videos. After seeing the approach we model, learners should feel more comfortable about finding and discussing theme themselves. /learn/node/44291 In the final two lessons we explore two of the major themes in Romeo and Juliet – love and hate, and fate and fortune. Learners often find it difficult to identify and discuss themes in literature. By showing a step-by-step approach to determining and discussing themes, learners will be empowered to do this in the play being studied in class. You could choose to show only one lesson as both lessons follow a similar pattern, and then just use different examples. However, because theme is often such a problematic concept, it would be beneficial to show both videos. After seeing the approach we model, learners should feel more comfortable about finding and discussing theme themselves. /learn/node/44291 In the final two lessons we explore two of the major themes in Romeo and Juliet – love and hate, and fate and fortune. Learners often find it difficult to identify and discuss themes in literature. By showing a step-by-step approach to determining and discussing themes, learners will be empowered to do this in the play being studied in class. You could choose to show only one lesson as both lessons follow a similar pattern, and then just use different examples. However, because theme is often such a problematic concept, it would be beneficial to show both videos. After seeing the approach we model, learners should feel more comfortable about finding and discussing theme themselves. /learn/node/44292 In lessons 7 and 8 we focus on the language used in the play and discuss how the imagery, poetic descriptions and rich vocabulary help us to imagine the characters and create vivid mental images. Time constraints have allowed us to analyse the language used in only a few extracts from Romeo and Juliet. However, if you have been able to source a copy (or copies) of the text, you could encourage learners to practise analysing additional extracts. Alternately, the language in the play your class is studying could be analysed and even compared to the language in the extracts we examine in the lessons. /learn/node/44292 In lessons 7 and 8 we focus on the language used in the play and discuss how the imagery, poetic descriptions and rich vocabulary help us to imagine the characters and create vivid mental images. Time constraints have allowed us to analyse the language used in only a few extracts from Romeo and Juliet. However, if you have been able to source a copy (or copies) of the text, you could encourage learners to practise analysing additional extracts. Alternately, the language in the play your class is studying could be analysed and even compared to the language in the extracts we examine in the lessons. /learn/node/44293 In lessons 7 and 8 we focus on the language used in the play and discuss how the imagery, poetic descriptions and rich vocabulary help us to imagine the characters and create vivid mental images. Time constraints have allowed us to analyse the language used in only a few extracts from Romeo and Juliet. However, if you have been able to source a copy (or copies) of the text, you could encourage learners to practise analysing additional extracts. Alternately, the language in the play your class is studying could be analysed and even compared to the language in the extracts we examine in the lessons. /learn/node/44293 In lessons 7 and 8 we focus on the language used in the play and discuss how the imagery, poetic descriptions and rich vocabulary help us to imagine the characters and create vivid mental images. Time constraints have allowed us to analyse the language used in only a few extracts from Romeo and Juliet. However, if you have been able to source a copy (or copies) of the text, you could encourage learners to practise analysing additional extracts. Alternately, the language in the play your class is studying could be analysed and even compared to the language in the extracts we examine in the lessons. /learn/node/44302 In this lesson we learn about genre (type or kind) and the purposes of films. Being able to determine the genre of a film will enable learners to see how films often follow a formula and use stereotyped characters. They will also be able to work out the purpose of a film which will help them to analyse it more effectively. To reinforce and extend this lesson, play clips of various films and see if learners can determine the genre and possible purpose of the films. Then select one film to watch in full to see if their predictions were correct, and how a formula and stock characters were used. /learn/node/44302 In this lesson we learn about genre (type or kind) and the purposes of films. Being able to determine the genre of a film will enable learners to see how films often follow a formula and use stereotyped characters. They will also be able to work out the purpose of a film which will help them to analyse it more effectively. To reinforce and extend this lesson, play clips of various films and see if learners can determine the genre and possible purpose of the films. Then select one film to watch in full to see if their predictions were correct, and how a formula and stock characters were used. /learn/node/44303 In this lesson we show and analyse the introductory sequence of the short film Come See the Bioscope. This lesson encourages learners to look out for clues about the setting, characters and the time period of a film and to use this information to make predictions about the film. To build on this lesson, analyse the introductory sequence of your set film in the same way, or watch the opening sequence of another film. Encourage learners to make predictions, and then watch the whole film to see who was correct! /learn/node/44303 In this lesson we show and analyse the introductory sequence of the short film Come See the Bioscope. This lesson encourages learners to look out for clues about the setting, characters and the time period of a film and to use this information to make predictions about the film. To build on this lesson, analyse the introductory sequence of your set film in the same way, or watch the opening sequence of another film. Encourage learners to make predictions, and then watch the whole film to see who was correct! /learn/node/44304 In this series focus on analysing characters and how characters are portrayed in films. These lessons make learners aware of how we make predictions about people based on their appearance, body language, clothing and dialogue. After analysing the characters that appear in the film Come See the Bioscope, you can provide learners with additional practice by playing clips from other films or advertisements and getting them to analyse characters using the same criteria as we used in the video lessons. /learn/node/44304 In this series focus on analysing characters and how characters are portrayed in films. These lessons make learners aware of how we make predictions about people based on their appearance, body language, clothing and dialogue. After analysing the characters that appear in the film Come See the Bioscope, you can provide learners with additional practice by playing clips from other films or advertisements and getting them to analyse characters using the same criteria as we used in the video lessons. /learn/node/44305 In this lesson we focus on analysing characters and how characters are portrayed in films. These lessons make learners aware of how we make predictions about people based on their appearance, body language, clothing and dialogue. After analysing the characters that appear in the film Come See the Bioscope, you can provide learners with additional practice by playing clips from other films or advertisements and getting them to analyse characters using the same criteria as we used in the video lessons. /learn/node/44305 In this lesson we focus on analysing characters and how characters are portrayed in films. These lessons make learners aware of how we make predictions about people based on their appearance, body language, clothing and dialogue. After analysing the characters that appear in the film Come See the Bioscope, you can provide learners with additional practice by playing clips from other films or advertisements and getting them to analyse characters using the same criteria as we used in the video lessons. /learn/node/44306 This lesson helps to contextualise the theory behind filmmaking and shows learners how to apply this knowledge to a film. In this lesson we also introduce learners to a table, which is a useful tool for recording notes about any film you may be studying in class. /learn/node/44306 This lesson helps to contextualise the theory behind filmmaking and shows learners how to apply this knowledge to a film. In this lesson we also introduce learners to a table, which is a useful tool for recording notes about any film you may be studying in class. /learn/node/44307 In this lesson we discuss the camera and editing techniques used in Come See the Bioscope, and we discuss the effects these have created. These lessons help to contextualise the theory behind filmmaking and show learners how to apply this knowledge to a film. In these lessons we also introduce learners to a table, which is a useful tool for recording notes about any film you may be studying in class. /learn/node/44307 In this lesson we discuss the camera and editing techniques used in Come See the Bioscope, and we discuss the effects these have created. These lessons help to contextualise the theory behind filmmaking and show learners how to apply this knowledge to a film. In these lessons we also introduce learners to a table, which is a useful tool for recording notes about any film you may be studying in class. /learn/node/44308 In this lesson we practise film study techniques using extracts from the short film “Christmas with Granny” as our text. Learners often enjoy studying films in the English class, but find it difficult to analyse films and use the terminology correctly. In the final two lessons in this series, we introduce them to the kinds of film devices they may be asked to comment on in tests or exams, and the techniques they should focus on when viewing a film as a text. /learn/node/44308 In this lesson we practise film study techniques using extracts from the short film “Christmas with Granny” as our text. Learners often enjoy studying films in the English class, but find it difficult to analyse films and use the terminology correctly. In the final two lessons in this series, we introduce them to the kinds of film devices they may be asked to comment on in tests or exams, and the techniques they should focus on when viewing a film as a text. /learn/node/44310 In this lesson, we cover the process of making a film and we learn about the people involved in film making. Various professional film makers, including a director and script writer, are interviewed. This will expose learners to the range of occupations that are available in the film and television industry. To relate these lessons to the film you are studying, you may want learners to examine the credit roll to see how many people were involved in creating your set film, and what their roles were. /learn/node/44310 In this lesson, we cover the process of making a film and we learn about the people involved in film making. Various professional film makers, including a director and script writer, are interviewed. This will expose learners to the range of occupations that are available in the film and television industry. To relate these lessons to the film you are studying, you may want learners to examine the credit roll to see how many people were involved in creating your set film, and what their roles were. /learn/node/44311 In this lesson we discuss the different types of dialogue you get in a film and the various components of the soundtrack. To extend and reinforce this lesson, you may want to get learners to create their own radio advertisement that contains examples of sound effects, music, voiceovers and dialogue. /learn/node/44311 In this lesson we discuss the different types of dialogue you get in a film and the various components of the soundtrack. To extend and reinforce this lesson, you may want to get learners to create their own radio advertisement that contains examples of sound effects, music, voiceovers and dialogue. /learn/node/44312 In the first part of the lesson we learn about some basic camera shots that cinematographers use to make their films more interesting and to focus the viewers’ attention on different things. In this lesson we learn about some other camera shots that a cinematographer can use and the effects that these create. /learn/node/44312 In the first part of the lesson we learn about some basic camera shots that cinematographers use to make their films more interesting and to focus the viewers’ attention on different things. In this lesson we learn about some other camera shots that a cinematographer can use and the effects that these create. /learn/node/44313 In this lesson definitions and examples of different camera shots and angles are given, and we discuss the effects that these have created. The same shots and angles mentioned in these lessons are also used in photography. As an activity, encourage your learners to find examples of different types of shots and camera angles used in photographs in magazines, advertisements and the newspaper. These can be stuck on paper and displayed on your classroom walls as re-enforcement of the terminology. Learners can also explain to their peers why they think different shots and angles were used in each case. /learn/node/44313 In this lesson definitions and examples of different camera shots and angles are given, and we discuss the effects that these have created. The same shots and angles mentioned in these lessons are also used in photography. As an activity, encourage your learners to find examples of different types of shots and camera angles used in photographs in magazines, advertisements and the newspaper. These can be stuck on paper and displayed on your classroom walls as re-enforcement of the terminology. Learners can also explain to their peers why they think different shots and angles were used in each case. /learn/node/44314 In this lesson definitions and examples of different camera shots and angles are given, and we discuss the effects that these have created. The same shots and angles mentioned in these lessons are also used in photography. As an activity, encourage your learners to find examples of different types of shots and camera angles used in photographs in magazines, advertisements and the newspaper. These can be stuck on paper and displayed on your classroom walls as re-enforcement of the terminology. Learners can also explain to their peers why they think different shots and angles were used in each case. /learn/node/44314 In this lesson definitions and examples of different camera shots and angles are given, and we discuss the effects that these have created. The same shots and angles mentioned in these lessons are also used in photography. As an activity, encourage your learners to find examples of different types of shots and camera angles used in photographs in magazines, advertisements and the newspaper. These can be stuck on paper and displayed on your classroom walls as re-enforcement of the terminology. Learners can also explain to their peers why they think different shots and angles were used in each case. /learn/node/44315 In the lesson, the various filmmaking techniques are explained and some examples are given, however it would be useful for learners to see more examples and to practise commenting on how the effects that have been used help to create meaning. To provide opportunities to discuss film techniques, record extracts of films to show to learners. This will enable them to see how different lighting, for example, is used in thriller or horror films compared to comedies. /learn/node/44315 In the lesson, the various filmmaking techniques are explained and some examples are given, however it would be useful for learners to see more examples and to practise commenting on how the effects that have been used help to create meaning. To provide opportunities to discuss film techniques, record extracts of films to show to learners. This will enable them to see how different lighting, for example, is used in thriller or horror films compared to comedies. /learn/node/44317 In this lesson we discuss and show examples of editing techniques such as montages, cuts and dissolves. To reinforce this vocabulary you could ask learners to design a story board describing how they would shoot and edit a scene from a film. /learn/node/44317 In this lesson we discuss and show examples of editing techniques such as montages, cuts and dissolves. To reinforce this vocabulary you could ask learners to design a story board describing how they would shoot and edit a scene from a film. /learn/node/44318 This lesson will explain how poetry developed from music and song and will enable you to recognise the different elements of poetry. This lesson content is most appropriate for Gr. 10 learners. /learn/node/44318 This lesson will explain how poetry developed from music and song and will enable you to recognise the different elements of poetry. This lesson content is most appropriate for Gr. 10 learners. /learn/node/44320 This lesson will help you to identify structural elements of poems and use the correct terminology to refer to these elements. This lesson content is most appropriate for Gr. 10 learners. /learn/node/44320 This lesson will help you to identify structural elements of poems and use the correct terminology to refer to these elements. This lesson content is most appropriate for Gr. 10 learners. /learn/node/44321 In the lesson on the Structure of Poems and Rhyme Schemes we teach learners about different types of poems. The terminology that is taught in these lessons can be applied to any poem and learners will also see how different poems have different rhyme schemes. To reinforce the terminology that is covered in these lessons, you may want to get learners to look for examples of the different rhyme schemes and structures in the poems you are studying in class. This will also help them to become comfortable using the terminology to talk about poems. /learn/node/44321 In the lesson on the Structure of Poems and Rhyme Schemes we teach learners about different types of poems. The terminology that is taught in these lessons can be applied to any poem and learners will also see how different poems have different rhyme schemes. To reinforce the terminology that is covered in these lessons, you may want to get learners to look for examples of the different rhyme schemes and structures in the poems you are studying in class. This will also help them to become comfortable using the terminology to talk about poems. /learn/node/44322 This lesson concentrates on learning the various types of poems. We will look at poetic forms including features of ballads, odes, elegies and haiku. This lesson content is most appropriate for Gr. 10 learners. /learn/node/44322 This lesson concentrates on learning the various types of poems. We will look at poetic forms including features of ballads, odes, elegies and haiku. This lesson content is most appropriate for Gr. 10 learners. /learn/node/44323 In this lesson we go into more detail about the form and structure of sonnets. To ensure that your learners are able to differentiate between a Shakespearian sonnet and an Elizabethan sonnet, show them other examples of sonnets and get them to notate the rhyme schemes. You may also want to give learners sonnets to analyse in groups and then ask them to “teach” their sonnet to the class. This will give learners practice in analysing sonnets and completing this task in groups will make the task seem less intimidating. /learn/node/44323 In this lesson we go into more detail about the form and structure of sonnets. To ensure that your learners are able to differentiate between a Shakespearian sonnet and an Elizabethan sonnet, show them other examples of sonnets and get them to notate the rhyme schemes. You may also want to give learners sonnets to analyse in groups and then ask them to “teach” their sonnet to the class. This will give learners practice in analysing sonnets and completing this task in groups will make the task seem less intimidating. /learn/node/44324 In our final lesson we learn how to have a poetry slam. A poetry slam is an enjoyable way of sharing poetry with friends and creating new poems while having fun in class. It is also a non-threatening way of encouraging your learners to be creative. /learn/node/44324 In our final lesson we learn how to have a poetry slam. A poetry slam is an enjoyable way of sharing poetry with friends and creating new poems while having fun in class. It is also a non-threatening way of encouraging your learners to be creative. /learn/node/44325 This lesson introduces the concept of plot and explains some of the terminology that describes different points in a plot. After watching the lesson, you could use the same activity of rearranging the events of the play that was used in the lesson by using events taken from the Shakespearian play that you are studying in class. This will reinforce concepts such as climax and exposition and will also help learners to revise the key events in the play you are studying. /learn/node/44325 This lesson introduces the concept of plot and explains some of the terminology that describes different points in a plot. After watching the lesson, you could use the same activity of rearranging the events of the play that was used in the lesson by using events taken from the Shakespearian play that you are studying in class. This will reinforce concepts such as climax and exposition and will also help learners to revise the key events in the play you are studying. /learn/node/44326 This lesson focuses on the features of sonnets, and uses Shakespeare’s sonnet, “Shall I compare thee to a summer’s day?” as an example. As only one sonnet is discussed in detail, it would be useful to get learners to complete the task for this lesson. /learn/node/44326 This lesson focuses on the features of sonnets, and uses Shakespeare’s sonnet, “Shall I compare thee to a summer’s day?” as an example. As only one sonnet is discussed in detail, it would be useful to get learners to complete the task for this lesson. /learn/node/44327 In this lesson, we look at how we can determine a poet’s intention and message in a poem, and we consider the comparisons that poets use. To extend this lesson, ask learners to find other examples of similes and metaphors that are used in poems, and get them to explain how these help the poet to communicate a message. This activity would work well in groups. /learn/node/44327 In this lesson, we look at how we can determine a poet’s intention and message in a poem, and we consider the comparisons that poets use. To extend this lesson, ask learners to find other examples of similes and metaphors that are used in poems, and get them to explain how these help the poet to communicate a message. This activity would work well in groups. /learn/node/44328 In South Africa’s history, poets played a major part in bringing about change through making people aware of the circumstances under which different people lived. In this lesson we examine one example of protest poetry closely, however your learners may enjoy applying the techniques we use to studying other examples of protest poetry. /learn/node/44328 In South Africa’s history, poets played a major part in bringing about change through making people aware of the circumstances under which different people lived. In this lesson we examine one example of protest poetry closely, however your learners may enjoy applying the techniques we use to studying other examples of protest poetry. /learn/node/44329 In this lesson we look at love poetry and how poets express their emotions in poems. We discuss one poem in depth, but many of the features we refer to can be found in other poems for additional practice. /learn/node/44329 In this lesson we look at love poetry and how poets express their emotions in poems. We discuss one poem in depth, but many of the features we refer to can be found in other poems for additional practice. /learn/node/44330 In this lesson we put the various poetic techniques that we have learnt about into practice as we analyse a South African poem. As you watch this lesson with your learners, encourage them to note how the analysis has been worded and emphasise that this is how they should word their answers in poetry tests and exams. /learn/node/44330 In this lesson we put the various poetic techniques that we have learnt about into practice as we analyse a South African poem. As you watch this lesson with your learners, encourage them to note how the analysis has been worded and emphasise that this is how they should word their answers in poetry tests and exams. /learn/node/44331 In this lesson we discuss how to answer poetry questions in tests and exams. This is an important skill for learners to master as it will help to boost their performance in answering any literature questions. /learn/node/44331 In this lesson we discuss how to answer poetry questions in tests and exams. This is an important skill for learners to master as it will help to boost their performance in answering any literature questions. /learn/node/44332 In this lesson we define style, tone and atmosphere and discuss how these are conveyed in poetry. Learners are often intimidated by these concepts and find it difficult to identify and discuss them. In these lessons, we examine the style, tone and atmosphere in a few poems, and give suggestions for how learners can look for and comment on these devices in other poems. /learn/node/44332 In this lesson we define style, tone and atmosphere and discuss how these are conveyed in poetry. Learners are often intimidated by these concepts and find it difficult to identify and discuss them. In these lessons, we examine the style, tone and atmosphere in a few poems, and give suggestions for how learners can look for and comment on these devices in other poems. /learn/node/44333 In Lesson 7, we learn how to determine a poem’s subject, tone and intention through playing detective and carefully considering clues that are given in a poem. Just like in the other lessons in this series, the concepts that are taught in this lesson should be revised by analysing other examples. The lesson notes deal with difficult concepts, and the learners should be taken through each one of them in detail in order to be sure that they understand them well. Using a range of examples to illustrate each concept will assist learners in understanding these concepts. You may want to get learners to divide into groups to consider the tone and intention of a range of poems. They could then report their findings back to the class. This would expose learners to a wide range of poems, and doing this activity in groups would make examining unfamiliar poems less intimidating. /learn/node/44333 In Lesson 7, we learn how to determine a poem’s subject, tone and intention through playing detective and carefully considering clues that are given in a poem. Just like in the other lessons in this series, the concepts that are taught in this lesson should be revised by analysing other examples. The lesson notes deal with difficult concepts, and the learners should be taken through each one of them in detail in order to be sure that they understand them well. Using a range of examples to illustrate each concept will assist learners in understanding these concepts. You may want to get learners to divide into groups to consider the tone and intention of a range of poems. They could then report their findings back to the class. This would expose learners to a wide range of poems, and doing this activity in groups would make examining unfamiliar poems less intimidating. /learn/node/44351 In this lesson learners become aware of the importance of becoming active readers. Learners are exposed to specific texts and are shown how to get the most out of them in terms of comprehension and understanding. After you have viewed this lesson with your learners, encourage them to apply the techniques given in the lesson to a text you are studying in class. This should be done on a regular basis to ensure that these reading skills become almost automatic when learners are faced with a text. /learn/node/44351 In this lesson learners become aware of the importance of becoming active readers. Learners are exposed to specific texts and are shown how to get the most out of them in terms of comprehension and understanding. After you have viewed this lesson with your learners, encourage them to apply the techniques given in the lesson to a text you are studying in class. This should be done on a regular basis to ensure that these reading skills become almost automatic when learners are faced with a text. /learn/node/44352 This is a very valuable lesson as it provides learners with the tools they need to learn as they read. In this lesson, learners are provided with certain steps to follow in order to work out the meanings of words that are unfamiliar, and not simply skip over them. Have a list of sentences and their sources ready, so that after you have shown this lesson to your learners, they can practise working out the meanings of unfamiliar words using the approach that was taught in this lesson. /learn/node/44352 This is a very valuable lesson as it provides learners with the tools they need to learn as they read. In this lesson, learners are provided with certain steps to follow in order to work out the meanings of words that are unfamiliar, and not simply skip over them. Have a list of sentences and their sources ready, so that after you have shown this lesson to your learners, they can practise working out the meanings of unfamiliar words using the approach that was taught in this lesson. /learn/node/44354 In this lesson, learners are taught the skill of using a dictionary efficiently and effectively. They are exposed to a specific dictionary entry and learn that the definition of a word is simply one aspect of the dictionary entry. After you have shown learners this lesson, you might want to find another word in the dictionary for learners to practise identifying the different components, such as the headword, etymology and pronunciation. /learn/node/44354 In this lesson, learners are taught the skill of using a dictionary efficiently and effectively. They are exposed to a specific dictionary entry and learn that the definition of a word is simply one aspect of the dictionary entry. After you have shown learners this lesson, you might want to find another word in the dictionary for learners to practise identifying the different components, such as the headword, etymology and pronunciation. /learn/node/44355 In this lesson, learners are taught that there are various types of dictionaries, and that these dictionaries serve a variety of purposes. This is because dictionaries are not only dependent on the user’s occupation, but on geographical location and the constantly evolving English language as well. Learners are also shown how to ascertain the type of dictionary that will best suit their needs. After you have shown this lesson, look at the dictionaries that are available in your class and assess how appropriate they are for the needs of your learners. /learn/node/44355 In this lesson, learners are taught that there are various types of dictionaries, and that these dictionaries serve a variety of purposes. This is because dictionaries are not only dependent on the user’s occupation, but on geographical location and the constantly evolving English language as well. Learners are also shown how to ascertain the type of dictionary that will best suit their needs. After you have shown this lesson, look at the dictionaries that are available in your class and assess how appropriate they are for the needs of your learners. /learn/node/44356 In this lesson, learners are taught the skill of answering comprehension questions to the best of their ability. Learners are taught how to approach a text before answering the questions, as well as how to approach the questions and how to handle answering them. /learn/node/44356 In this lesson, learners are taught the skill of answering comprehension questions to the best of their ability. Learners are taught how to approach a text before answering the questions, as well as how to approach the questions and how to handle answering them. /learn/node/44357 In this lesson, learners are taught that there are various types of questions. By being made aware of this fact, learners are then better equipped to handle and approach questions in examination conditions. After you have shown this lesson, you could ask learners to look at a comprehension exercise that they have recently completed in class and to identify what types of questions were asked. /learn/node/44357 In this lesson, learners are taught that there are various types of questions. By being made aware of this fact, learners are then better equipped to handle and approach questions in examination conditions. After you have shown this lesson, you could ask learners to look at a comprehension exercise that they have recently completed in class and to identify what types of questions were asked. /learn/node/44429 In this lesson we learn how to read between the lines of texts in order to determine and comment on the attitude that has been adopted and the style which has been used. We explain that style is created by the register, tone and diction that are used. These terms will be used throughout the series and it would help your learners if you could discuss them beforehand. You could get the learners to work out their own definition for the terms before you give them your definition and, perhaps, illustrate with some examples, so that they don’t miss the key part of the lesson, which is how the features are used differently in different texts. /learn/node/44429 In this lesson we learn how to read between the lines of texts in order to determine and comment on the attitude that has been adopted and the style which has been used. We explain that style is created by the register, tone and diction that are used. These terms will be used throughout the series and it would help your learners if you could discuss them beforehand. You could get the learners to work out their own definition for the terms before you give them your definition and, perhaps, illustrate with some examples, so that they don’t miss the key part of the lesson, which is how the features are used differently in different texts. /learn/node/44431 In this lesson we analyse a range of texts according to their purpose/intention, attitude and style. The new concept in this lesson is intention. Point out that purpose and intention mean the same thing. Get your learners to draw up a list of as many different types of writing as they can think of and then match these to their purpose. For example, an advertisement will persuade, and so on. /learn/node/44431 In this lesson we analyse a range of texts according to their purpose/intention, attitude and style. The new concept in this lesson is intention. Point out that purpose and intention mean the same thing. Get your learners to draw up a list of as many different types of writing as they can think of and then match these to their purpose. For example, an advertisement will persuade, and so on. /learn/node/44433 The focus of this lesson is to determine the target audience, genre, intention and format of a text. These are all new terms and you can go over them with your class by using any print advert. Get them to suggest how they would change the advert in order to reach a different target audience. /learn/node/44433 The focus of this lesson is to determine the target audience, genre, intention and format of a text. These are all new terms and you can go over them with your class by using any print advert. Get them to suggest how they would change the advert in order to reach a different target audience. /learn/node/44435 This lesson differentiates between factual and emotive texts on the subject of child support grants. If learners in your class are recipients of child support grants or know other children who are, ensure that learners discuss this topic with sensitivity. Before the lesson, get your learners to write a few neutral sentences so that you can check that understand what a neutral sentence is. They could than add an emotive word to each sentence and discuss how doing this alters the meaning in each case. /learn/node/44435 This lesson differentiates between factual and emotive texts on the subject of child support grants. If learners in your class are recipients of child support grants or know other children who are, ensure that learners discuss this topic with sensitivity. Before the lesson, get your learners to write a few neutral sentences so that you can check that understand what a neutral sentence is. They could than add an emotive word to each sentence and discuss how doing this alters the meaning in each case. /learn/node/44493 In this lesson we explore the effects created by figurative language, especially the metaphor and we discuss how metaphors affect style in everyday texts. /learn/node/44494 In this lesson we define and examine examples of wit and wordplay and discuss how writers use these techniques to make their style witty. /learn/node/44495 Puns are often employed in jokes and humour. In this lesson we discuss how puns contribute to humour and wit. /learn/node/44498 In this lesson we learn what caricatures are by considering a range of examples and discussing how they are effective. /learn/node/44499 In this lesson we learn more about these figures of speech and discuss their effectiveness in various situations. /learn/node/44500 In this lesson we learn about different forms of contrast, including antithesis and oxymoron. We also discuss the effectiveness of some examples of contrast. /learn/node/44657 The first lesson introduces learners to the concept of humour. We look at some of the roles that humour plays in society – such as helping to people relax and conveying information in a memorable way. We also consider some of the factors that determine whether or not people will find a joke funny – such as their personal taste, where they are from and whether they understand the references that are used. After you have shown this lesson to the class, ask learners to tell jokes in small groups. The groups should then discuss what was funny about the joke, what references people would need to be familiar with to understand the joke and whether the joke would be likely to offend anyone. /learn/node/44657 The first lesson introduces learners to the concept of humour. We look at some of the roles that humour plays in society – such as helping to people relax and conveying information in a memorable way. We also consider some of the factors that determine whether or not people will find a joke funny – such as their personal taste, where they are from and whether they understand the references that are used. After you have shown this lesson to the class, ask learners to tell jokes in small groups. The groups should then discuss what was funny about the joke, what references people would need to be familiar with to understand the joke and whether the joke would be likely to offend anyone. /learn/node/44658 Lesson two looks at devices, genres and conventions of humour. In this lesson, we interview Marc Lottering and the creators of the “Madam and Eve” cartoons about the techniques they use to create humour. These interviews will help learners to see how some humorous devices are used in the genres of stand-up comedy and cartoons. As an extension to this lesson you may want to find some current “Madam and Eve” cartoons for your learners to analyse. These cartoons appear in many newspapers and collections of cartoons are also available. /learn/node/44658 Lesson two looks at devices, genres and conventions of humour. In this lesson, we interview Marc Lottering and the creators of the “Madam and Eve” cartoons about the techniques they use to create humour. These interviews will help learners to see how some humorous devices are used in the genres of stand-up comedy and cartoons. As an extension to this lesson you may want to find some current “Madam and Eve” cartoons for your learners to analyse. These cartoons appear in many newspapers and collections of cartoons are also available. /learn/node/44659 In the third lesson, we examine stereotypes, hyperbole and exaggeration. We learn that exaggeration of the characteristics of certain groups of people is one way in which stereotypes are created. Care should be taken when discussing stereotypes to reinforce the idea that whilst this device can be used to create humour, it can very easily be used insensitively and in an offensive way. After you have shown this lesson to your learners you may want to ask them to reflect on which groups they belong to and how these groups are stereotyped. Learners could also then consider ways in which their groups are stereotyped that they find amusing, and stereotypes about their groups which they find offensive. /learn/node/44659 In the third lesson, we examine stereotypes, hyperbole and exaggeration. We learn that exaggeration of the characteristics of certain groups of people is one way in which stereotypes are created. Care should be taken when discussing stereotypes to reinforce the idea that whilst this device can be used to create humour, it can very easily be used insensitively and in an offensive way. After you have shown this lesson to your learners you may want to ask them to reflect on which groups they belong to and how these groups are stereotyped. Learners could also then consider ways in which their groups are stereotyped that they find amusing, and stereotypes about their groups which they find offensive. /learn/node/44660 Lesson four considers satire and caricature. In this lesson, we interview the creators of “Madam and Eve” and look at one of their cartoons as an example of satire and caricature. Prior to showing this lesson to your learners you may want to show them examples of political/editorial cartoons and some satirical “Madam and Eve” comic strips. From these examples, see if your learners can work out what is involved in caricaturing or satirising something. /learn/node/44660 Lesson four considers satire and caricature. In this lesson, we interview the creators of “Madam and Eve” and look at one of their cartoons as an example of satire and caricature. Prior to showing this lesson to your learners you may want to show them examples of political/editorial cartoons and some satirical “Madam and Eve” comic strips. From these examples, see if your learners can work out what is involved in caricaturing or satirising something. /learn/node/44661 In the fifth lesson, we look at parody and the different meanings a text can have. Learners may think that parody is a difficult concept to grasp if it is explained using parodies of literary texts as examples. This is because in order to find a parody humorous, you need to have some understanding of the original text on which the parody is based. Therefore, to supplement this lesson you may want to find additional examples of parody in familiar songs, fairytales or accessible literary examples. /learn/node/44661 In the fifth lesson, we look at parody and the different meanings a text can have. Learners may think that parody is a difficult concept to grasp if it is explained using parodies of literary texts as examples. This is because in order to find a parody humorous, you need to have some understanding of the original text on which the parody is based. Therefore, to supplement this lesson you may want to find additional examples of parody in familiar songs, fairytales or accessible literary examples. /learn/node/44662 Lesson six of this series explores puns and spoonerisms. Learners should be quite familiar with puns, as these are encountered quite frequently in advertising and jokes. They should also find it quite easy to find other examples and explain the two meanings in the pun. Spoonerisms are a less common language device; however; learners may enjoy seeing the humour that is sometimes created by words being turned around. As an extension to this lesson you may want to challenge learners to find as many puns as possible in a single magazine or edition of a newspaper. This activity could be completed in groups. /learn/node/44662 Lesson six of this series explores puns and spoonerisms. Learners should be quite familiar with puns, as these are encountered quite frequently in advertising and jokes. They should also find it quite easy to find other examples and explain the two meanings in the pun. Spoonerisms are a less common language device; however; learners may enjoy seeing the humour that is sometimes created by words being turned around. As an extension to this lesson you may want to challenge learners to find as many puns as possible in a single magazine or edition of a newspaper. This activity could be completed in groups. /learn/node/44663 In this lesson we practise recognising humorous devices. This lesson aims to develop some of the skills which learners will need to be able to work out what is humorous in a text and to explain how the humour is created. These skills are often required in English exams and comprehension exercises. Although no one can be expected to know all the possible references that can be used, stress the fact that if your learners read extensively to build up their general knowledge they will be more likely to understand the references that are used in humour. /learn/node/44663 In this lesson we practise recognising humorous devices. This lesson aims to develop some of the skills which learners will need to be able to work out what is humorous in a text and to explain how the humour is created. These skills are often required in English exams and comprehension exercises. Although no one can be expected to know all the possible references that can be used, stress the fact that if your learners read extensively to build up their general knowledge they will be more likely to understand the references that are used in humour. /learn/node/44664 The final lesson of this series considers the value of humour in the real world. This lesson discusses the positive aspects of humour, as well as some instances in which it is inappropriate to use humour. The following questions are raised and discussed in the lesson: • Do you think a society that can laugh at itself is a healthy society? • How can humour help us cope with life’s problems? • Are there some subjects that shouldn’t be joked about? • Do South Africans have a healthy sense of humour? Prior to showing this lesson you may want to have a class discussion about humour based on these questions. /learn/node/44664 The final lesson of this series considers the value of humour in the real world. This lesson discusses the positive aspects of humour, as well as some instances in which it is inappropriate to use humour. The following questions are raised and discussed in the lesson: • Do you think a society that can laugh at itself is a healthy society? • How can humour help us cope with life’s problems? • Are there some subjects that shouldn’t be joked about? • Do South Africans have a healthy sense of humour? Prior to showing this lesson you may want to have a class discussion about humour based on these questions. /learn/node/44674 In this lesson, learners are taught that each magazine has a specific intention. Secondly, learners are exposed to the value and importance of identifying a magazine’s target audience. Being aware of one’s target audience is vital in determining what to include in the magazine. Prior to showing this lesson you could ask learners to name their favourite magazines and you could list these on the board. After viewing the lesson learners could think about what the target audience and intention of each of the listed magazines is likely to be. The teacher could also have some examples of popular magazines to hand out to the class for discussion. These could be used for several of the lessons. /learn/node/44674 In this lesson, learners are taught that each magazine has a specific intention. Secondly, learners are exposed to the value and importance of identifying a magazine’s target audience. Being aware of one’s target audience is vital in determining what to include in the magazine. Prior to showing this lesson you could ask learners to name their favourite magazines and you could list these on the board. After viewing the lesson learners could think about what the target audience and intention of each of the listed magazines is likely to be. The teacher could also have some examples of popular magazines to hand out to the class for discussion. These could be used for several of the lessons. /learn/node/44675 In this lesson we consider the numerous components of a magazine cover. Learners are exposed to various examples of magazine covers and shown how each of these covers is designed to appeal specifically to the magazine’s determined target audience. In preparation for this lesson it would be worth bringing or asking learners to bring a range of magazines to class. This would make a wide range of different magazine covers available for analysis. In groups learners could examine two or three magazine covers and compare the magazines’ target audiences and intentions and how these covers illustrate these. /learn/node/44675 In this lesson we consider the numerous components of a magazine cover. Learners are exposed to various examples of magazine covers and shown how each of these covers is designed to appeal specifically to the magazine’s determined target audience. In preparation for this lesson it would be worth bringing or asking learners to bring a range of magazines to class. This would make a wide range of different magazine covers available for analysis. In groups learners could examine two or three magazine covers and compare the magazines’ target audiences and intentions and how these covers illustrate these. /learn/node/44676 In this lesson, learners are taught that it is not only the words of a magazine that are important, but the pictures as well - the design. Learners are shown that even though magazines may actually be quite different in terms of content and intention, their structure may be rather similar. You could use the magazines that you have in class to emphasise the points that are made in the lesson. Hand them out and let the students discuss their features in groups, and possibly make a presentation to the class. /learn/node/44676 In this lesson, learners are taught that it is not only the words of a magazine that are important, but the pictures as well - the design. Learners are shown that even though magazines may actually be quite different in terms of content and intention, their structure may be rather similar. You could use the magazines that you have in class to emphasise the points that are made in the lesson. Hand them out and let the students discuss their features in groups, and possibly make a presentation to the class. /learn/node/44677 In this lesson, learners are exposed to the feature article: what its purpose is and how feature articles are put together. Feature articles need to be informative and entertaining to attract readers to the magazine and are very often featured on the front cover. Learners are also shown that feature articles include a number of devices such as a headline, blurb and contact list. You may want to use a feature article taken from a magazine as the text for a comprehension exercise. This would ensure that learners read a complete article and engage with the various components of it. /learn/node/44677 In this lesson, learners are exposed to the feature article: what its purpose is and how feature articles are put together. Feature articles need to be informative and entertaining to attract readers to the magazine and are very often featured on the front cover. Learners are also shown that feature articles include a number of devices such as a headline, blurb and contact list. You may want to use a feature article taken from a magazine as the text for a comprehension exercise. This would ensure that learners read a complete article and engage with the various components of it. /learn/node/44678 This lesson links quite closely to the previous lesson, but focuses primarily on various writing styles and content of feature articles. It is important for the learners to realise that magazines need to include articles that readers enjoy or find interesting to read. However, deciding on content is only part of the challenge: writers also need to choose a writing style that will appeal to the audience. Learners are exposed to various styles of writing and are also shown how the style is often determined by content and target audience. /learn/node/44678 This lesson links quite closely to the previous lesson, but focuses primarily on various writing styles and content of feature articles. It is important for the learners to realise that magazines need to include articles that readers enjoy or find interesting to read. However, deciding on content is only part of the challenge: writers also need to choose a writing style that will appeal to the audience. Learners are exposed to various styles of writing and are also shown how the style is often determined by content and target audience. /learn/node/44679 In this lesson, we focus on advertising. Learners are exposed to various advertisements and shown how, depending on a magazine’s target audience; they come to be placed in different types of magazines. The advertisements that are placed in magazines will advertise either content primarily aimed at the magazine’s target audience or will be designed in such a way as to appeal to that magazine’s audience. Learners are furthermore exposed to a number of techniques employed by advertisers to ensure an advertisement’s success. To emphasise these points, you may want to refer to the range of magazines that you have available. Ask learners to cut out three adverts from a magazine and to then explain why these adverts may have featured in the magazine they were sourced from. Be sure that the learners consider the points made in the lesson i.e. the effectiveness of the photo, the logo and the slogan, and the AIDA principal. /learn/node/44679 In this lesson, we focus on advertising. Learners are exposed to various advertisements and shown how, depending on a magazine’s target audience; they come to be placed in different types of magazines. The advertisements that are placed in magazines will advertise either content primarily aimed at the magazine’s target audience or will be designed in such a way as to appeal to that magazine’s audience. Learners are furthermore exposed to a number of techniques employed by advertisers to ensure an advertisement’s success. To emphasise these points, you may want to refer to the range of magazines that you have available. Ask learners to cut out three adverts from a magazine and to then explain why these adverts may have featured in the magazine they were sourced from. Be sure that the learners consider the points made in the lesson i.e. the effectiveness of the photo, the logo and the slogan, and the AIDA principal. /learn/node/44680 In this lesson learners are shown the difference between feature articles and regular features. They are exposed to various types of regular features and how they come to be incorporated into the magazine. Learners are shown as an example a horoscope page from two magazines with different intentions and audiences. They are also shown two different ways in which a reviews page can be presented. To extend this lesson ask learners to find an example of a regular feature in a magazine that they read. They could then discuss the reasons why this feature is included in the magazine it it taken from. /learn/node/44680 In this lesson learners are shown the difference between feature articles and regular features. They are exposed to various types of regular features and how they come to be incorporated into the magazine. Learners are shown as an example a horoscope page from two magazines with different intentions and audiences. They are also shown two different ways in which a reviews page can be presented. To extend this lesson ask learners to find an example of a regular feature in a magazine that they read. They could then discuss the reasons why this feature is included in the magazine it it taken from. /learn/node/44681 This lesson continues from the previous lesson as learners are exposed to what it means to determine the design of these regular features, depending on both intention and target audience. As fashion is an important subject for the readers of most magazines, we take a look at how fashion pages are set out in different magazines. Prior to showing this lesson you may want to ask learners to compare the fashion spreads taken from two different magazines and to comment on them in terms of the types of clothes that are presented, the layout of the spread and the target audience and intention of the article. Learners can then compare their findings to those made in the lesson. In this lesson we also look at quizzes and puzzles. You may want to photocopy some examples from magazines for learners to complete as well as to demonstrate what formats these puzzles and quizzes take. /learn/node/44681 This lesson continues from the previous lesson as learners are exposed to what it means to determine the design of these regular features, depending on both intention and target audience. As fashion is an important subject for the readers of most magazines, we take a look at how fashion pages are set out in different magazines. Prior to showing this lesson you may want to ask learners to compare the fashion spreads taken from two different magazines and to comment on them in terms of the types of clothes that are presented, the layout of the spread and the target audience and intention of the article. Learners can then compare their findings to those made in the lesson. In this lesson we also look at quizzes and puzzles. You may want to photocopy some examples from magazines for learners to complete as well as to demonstrate what formats these puzzles and quizzes take. /learn/node/44682 This lesson introduces learners to a magazine’s tail piece. They are taught not only what a tail piece is, but are also shown its purpose and intention. As this is the final lesson in the series, learners are exposed one last time to the more important issues and concerns that have been raised over the last nine lessons such as target audience and intention. Tail pieces are short and often humorous. You may want to use a tail piece taken from a magazine as a comprehension exercise. /learn/node/44682 This lesson introduces learners to a magazine’s tail piece. They are taught not only what a tail piece is, but are also shown its purpose and intention. As this is the final lesson in the series, learners are exposed one last time to the more important issues and concerns that have been raised over the last nine lessons such as target audience and intention. Tail pieces are short and often humorous. You may want to use a tail piece taken from a magazine as a comprehension exercise. /learn/node/45872 In this lesson, the terms “plot” and “timeline” are defined. We provide a synopsis of the play “The Suitcase” and discuss why the plot was arranged in a certain way. /learn/node/45872 In this lesson, the terms “plot” and “timeline” are defined. We provide a synopsis of the play “The Suitcase” and discuss why the plot was arranged in a certain way. /learn/node/45874 We learn how to identify clues about a character and then to use this information to make deductions about that character. We use examples from “The Suitcase” to explain how changes in a character are shown on stage. /learn/node/45874 We learn how to identify clues about a character and then to use this information to make deductions about that character. We use examples from “The Suitcase” to explain how changes in a character are shown on stage. /learn/node/48080 In this lesson we discuss the punctuation in an extract from the poem “Mountain Lion” by DH Lawrence in order to explain the role that punctuation plays in conveying meaning. Prior to showing your learners this lesson you may want to give groups of learners a copy of this poem without punctuation for them to see where they think the punctuation should go. After watching the video they can then work out how similar their punctuation was to the original and what differences in meaning were created where they had imagined that the punctuation was different. You could also ask learners to read this poem with and without punctuation to illustrate the way that punctuation assists us in creating meaning through our voices. /learn/node/48080 In this lesson we discuss the punctuation in an extract from the poem “Mountain Lion” by DH Lawrence in order to explain the role that punctuation plays in conveying meaning. Prior to showing your learners this lesson you may want to give groups of learners a copy of this poem without punctuation for them to see where they think the punctuation should go. After watching the video they can then work out how similar their punctuation was to the original and what differences in meaning were created where they had imagined that the punctuation was different. You could also ask learners to read this poem with and without punctuation to illustrate the way that punctuation assists us in creating meaning through our voices. /learn/node/48081 Lesson four considers different verse forms and how these contribute to the meaning of poems. In this lesson, we don’t look at modern poetry; instead we look at a sonnet. Our reason for doing this is that sonnets have a very strict and formal structure, and different parts of the poet’s argument are given in different parts of the sonnet. Being able to look for the different parts of a sonnet and to work out how the argument is built up, will help learners approach new sonnets with greater confidence. /learn/node/48081 Lesson four considers different verse forms and how these contribute to the meaning of poems. In this lesson, we don’t look at modern poetry; instead we look at a sonnet. Our reason for doing this is that sonnets have a very strict and formal structure, and different parts of the poet’s argument are given in different parts of the sonnet. Being able to look for the different parts of a sonnet and to work out how the argument is built up, will help learners approach new sonnets with greater confidence. /learn/node/48082 In this lesson we look at poems that have different shapes and discuss how these shapes add to the meaning of the poem. Not all poems are written in a specific shape, but those that are, are not only interesting to read, but also fun to look at. As each poem is shown in the lesson, you may want to pause the tape to enable learners to discuss what they think the shape is doing before continuing with the lesson. This will encourage them to think about the shape and its meaning for themselves. /learn/node/48082 In this lesson we look at poems that have different shapes and discuss how these shapes add to the meaning of the poem. Not all poems are written in a specific shape, but those that are, are not only interesting to read, but also fun to look at. As each poem is shown in the lesson, you may want to pause the tape to enable learners to discuss what they think the shape is doing before continuing with the lesson. This will encourage them to think about the shape and its meaning for themselves. /learn/node/48083 In this lesson we learn about word choice in poetry and how this contributes to the meaning of a poem. The lesson consists of a detailed discussion of the words used in Sipho Sepamla’s “Adriaanspoort”. Prior to showing this lesson to your class, you may want to complete the following activity: Divide learners into groups. Give each group one stanza of the poem “Adriaanspoort”. Get each group to choose a few words from their extract and to explain to the rest of the class why they think these words were used. Learners can then compare their ideas to those that are discussed in the lesson. /learn/node/48083 In this lesson we learn about word choice in poetry and how this contributes to the meaning of a poem. The lesson consists of a detailed discussion of the words used in Sipho Sepamla’s “Adriaanspoort”. Prior to showing this lesson to your class, you may want to complete the following activity: Divide learners into groups. Give each group one stanza of the poem “Adriaanspoort”. Get each group to choose a few words from their extract and to explain to the rest of the class why they think these words were used. Learners can then compare their ideas to those that are discussed in the lesson. /learn/node/48084 In this lesson, the imagery used in a range of South African poems is discussed. You may want to pause the tape after the text of some of the poems is given to allow learners to think about the imagery for themselves and discuss it as a class. This will help them to develop the ability to picture what the poet is describing without waiting to be given the presenter’s explanation. In preparation for this lesson you may want to devise some questions to guide the learners’ thoughts. /learn/node/48084 In this lesson, the imagery used in a range of South African poems is discussed. You may want to pause the tape after the text of some of the poems is given to allow learners to think about the imagery for themselves and discuss it as a class. This will help them to develop the ability to picture what the poet is describing without waiting to be given the presenter’s explanation. In preparation for this lesson you may want to devise some questions to guide the learners’ thoughts. /learn/node/48118 In our Introduction to Reading Newspapers we differentiate between objective and subjective writing and we discuss different sections of the newspaper. We place an emphasis on the importance of active reading and evaluation. /learn/node/48118 In our Introduction to Reading Newspapers we differentiate between objective and subjective writing and we discuss different sections of the newspaper. We place an emphasis on the importance of active reading and evaluation. /learn/node/48119 In this lesson learners are made aware of different texts in newspapers in terms of the intention of the writer. We also discuss the different approaches one may take to reading different styles of articles. Learners are exposed to the criteria that editors use in selecting news articles by means of interviews with journalists and editors from the Sunday Times. The interviews will give learners an interesting insight into how newspapers are created, and will help them to understand that newspapers are texts that involve choices. You could use the criteria that journalists and editors claim they use to assess whether articles in the Sunday Times fulfil the criteria. /learn/node/48119 In this lesson learners are made aware of different texts in newspapers in terms of the intention of the writer. We also discuss the different approaches one may take to reading different styles of articles. Learners are exposed to the criteria that editors use in selecting news articles by means of interviews with journalists and editors from the Sunday Times. The interviews will give learners an interesting insight into how newspapers are created, and will help them to understand that newspapers are texts that involve choices. You could use the criteria that journalists and editors claim they use to assess whether articles in the Sunday Times fulfil the criteria. /learn/node/48120 Lesson three focuses on the feature article and the characteristics that make it different from other types of articles found in newspapers. The journalists and editors interviewed in this lesson emphasise that feature articles, while still based on fact, are longer and more expressive. The journalists also indicate how this has an impact on the style of the articles and the kind of subject matter that is suitable. This reiterates for the learners that the newspaper is made up of a variety of texts written with different intentions and different readers in mind. After viewing this lesson, you may want to get learners to read a range of feature articles and write a feature article on a topic of their own choice. This could be used as a writing task for the learner’s portfolio. /learn/node/48120 Lesson three focuses on the feature article and the characteristics that make it different from other types of articles found in newspapers. The journalists and editors interviewed in this lesson emphasise that feature articles, while still based on fact, are longer and more expressive. The journalists also indicate how this has an impact on the style of the articles and the kind of subject matter that is suitable. This reiterates for the learners that the newspaper is made up of a variety of texts written with different intentions and different readers in mind. After viewing this lesson, you may want to get learners to read a range of feature articles and write a feature article on a topic of their own choice. This could be used as a writing task for the learner’s portfolio. /learn/node/48121 This lesson develops the idea of objective and subjective writing even further and puts it into a more serious context – that of the political and social sphere. In the course of the lesson learners are introduced to different types of expressions of opinion and are given advice on how to express an opinion in a way that is constructive. The lesson makes a point of discussing the right to express an opinion as well as the responsibility to respect the opinions and choices of others. The lesson also deals with the role of the press in a free society. Many of the issues dealt with in this lesson centre around the rights and responsibilities of free speech. As an introduction to this lesson, or after viewing it, you may want to ask your learners to debate some of the following topics: Should newspapers publish viewpoints which others may find offensive? Should the government have the right to censor the press? Is it ever acceptable to publish articles that are racist or sexist? /learn/node/48121 This lesson develops the idea of objective and subjective writing even further and puts it into a more serious context – that of the political and social sphere. In the course of the lesson learners are introduced to different types of expressions of opinion and are given advice on how to express an opinion in a way that is constructive. The lesson makes a point of discussing the right to express an opinion as well as the responsibility to respect the opinions and choices of others. The lesson also deals with the role of the press in a free society. Many of the issues dealt with in this lesson centre around the rights and responsibilities of free speech. As an introduction to this lesson, or after viewing it, you may want to ask your learners to debate some of the following topics: Should newspapers publish viewpoints which others may find offensive? Should the government have the right to censor the press? Is it ever acceptable to publish articles that are racist or sexist? /learn/node/48122 This lesson is devoted to reading visual messages and developing the skills needed to analyse photographs and cartoons as forms of communication. An interview with the Sunday Times picture editor introduces learners to the visual elements of the newspaper and explains how these images are created, selected and used in the publication. A portion of the lesson is spent on cartoons as another form of conveying ideas visually. We also talk about how cartoons express opinions and the role of satire and humour in communicating ideas. Learners are introduced to the idea that the humour is dependent on recognising characters, references and contexts. After you have shown this lesson, it would be worth having a few copies of a newspaper such as the Sunday Times available. This would enable learners to find examples of the visual elements of newspapers discussed in this lesson, to see them in context, and to practise analysing them. /learn/node/48122 This lesson is devoted to reading visual messages and developing the skills needed to analyse photographs and cartoons as forms of communication. An interview with the Sunday Times picture editor introduces learners to the visual elements of the newspaper and explains how these images are created, selected and used in the publication. A portion of the lesson is spent on cartoons as another form of conveying ideas visually. We also talk about how cartoons express opinions and the role of satire and humour in communicating ideas. Learners are introduced to the idea that the humour is dependent on recognising characters, references and contexts. After you have shown this lesson, it would be worth having a few copies of a newspaper such as the Sunday Times available. This would enable learners to find examples of the visual elements of newspapers discussed in this lesson, to see them in context, and to practise analysing them. /learn/node/48123 In the final lesson of this series, learners are given an introduction to the skills, characteristics and attitudes that are important for a career in journalism. Our interviews with newspaper professionals convey the sense of excitement and passion which can be obtained from a career in this industry. The lesson also recaps the key points from the series. You may chose to show this lesson to learners in Matric who are considering a range of career possibilities. /learn/node/48123 In the final lesson of this series, learners are given an introduction to the skills, characteristics and attitudes that are important for a career in journalism. Our interviews with newspaper professionals convey the sense of excitement and passion which can be obtained from a career in this industry. The lesson also recaps the key points from the series. You may chose to show this lesson to learners in Matric who are considering a range of career possibilities. /learn/node/48138 In this lesson we describe the structure of complex sentences and explain how the structure of these sentences affects meaning and style. /learn/node/48164 In this lesson we consider the characteristics of the different types of plays that Shakespeare wrote. Encouraging learners to identify the genre of a play will help them to recognise the conventions, plot structure and characters of any other play that they study. You may want to build on the discussion of the type of play you are studying and encourage learners to talk about how it illustrates the features of the genre. /learn/node/48164 In this lesson we consider the characteristics of the different types of plays that Shakespeare wrote. Encouraging learners to identify the genre of a play will help them to recognise the conventions, plot structure and characters of any other play that they study. You may want to build on the discussion of the type of play you are studying and encourage learners to talk about how it illustrates the features of the genre. /learn/node/48165 In this lesson techniques are given to help learners “decode” Shakespearian language. Developing these skills requires extensive practice and you may want to choose passages from the play you are studying for learners to simplify or rewrite in modern English. /learn/node/48165 In this lesson techniques are given to help learners “decode” Shakespearian language. Developing these skills requires extensive practice and you may want to choose passages from the play you are studying for learners to simplify or rewrite in modern English. /learn/node/48166 This lesson fulfils two functions: it familiarises learners with the stage directions used by Shakespeare, and it helps learners to imagine how the play they are reading may look on stage. If you are unable to visit the theatre, showing learners a film version of the play you are studying will help them to imagine what it may look like when performed on the stage. /learn/node/48166 This lesson fulfils two functions: it familiarises learners with the stage directions used by Shakespeare, and it helps learners to imagine how the play they are reading may look on stage. If you are unable to visit the theatre, showing learners a film version of the play you are studying will help them to imagine what it may look like when performed on the stage. /learn/node/48167 In this lesson, we provide techniques for reading a play and studying a scene effectively. Encourage your learners to follow the step-by-step approach that we give when they read the text you have set for the class. /learn/node/48167 In this lesson, we provide techniques for reading a play and studying a scene effectively. Encourage your learners to follow the step-by-step approach that we give when they read the text you have set for the class. /learn/node/48168 This lesson introduces the concept of plot and explains some of the terminology that describes different points in a plot. After watching the lesson, you could use the same activity of rearranging the events of the play that was used in the lesson by using events taken from the Shakespearian play that you are studying in class. This will reinforce concepts such as climax and exposition and will also help learners to revise the key events in the play you are studying. /learn/node/48168 This lesson introduces the concept of plot and explains some of the terminology that describes different points in a plot. After watching the lesson, you could use the same activity of rearranging the events of the play that was used in the lesson by using events taken from the Shakespearian play that you are studying in class. This will reinforce concepts such as climax and exposition and will also help learners to revise the key events in the play you are studying. /learn/node/48169 Interviews with people pretending to be characters from a Shakespearian play is an exciting way of testing knowledge of character and characterisation and getting learners to understand why characters act in the way that they do. In this lesson we conduct interviews with Lady Macbeth, but as a class exercise, you could ask learners to set up interviews using characters from the play you are studying. /learn/node/48169 Interviews with people pretending to be characters from a Shakespearian play is an exciting way of testing knowledge of character and characterisation and getting learners to understand why characters act in the way that they do. In this lesson we conduct interviews with Lady Macbeth, but as a class exercise, you could ask learners to set up interviews using characters from the play you are studying. /learn/node/48170 Interviews with people pretending to be characters from a Shakespearian play is an exciting way of testing knowledge of character and characterisation and getting learners to understand why characters act in the way that they do. In this lesson we conduct interviews with Othello, but as a class exercise, you could ask learners to set up interviews using characters from the play you are studying. /learn/node/48170 Interviews with people pretending to be characters from a Shakespearian play is an exciting way of testing knowledge of character and characterisation and getting learners to understand why characters act in the way that they do. In this lesson we conduct interviews with Othello, but as a class exercise, you could ask learners to set up interviews using characters from the play you are studying. /learn/node/48171 In the lesson on “My kingdom for a stage” learners are introduced to stage directions. After viewing the lesson, find a scene in the play your class is studying that includes many directions and set learners the task of acting it out according to the directions. /learn/node/48171 In the lesson on “My kingdom for a stage” learners are introduced to stage directions. After viewing the lesson, find a scene in the play your class is studying that includes many directions and set learners the task of acting it out according to the directions. /learn/node/48172 In this lesson, lines from the play The Tempest are analysed closely to explain how language is used to construct a character. It is not necessary for learners to be familiar with the play, The Tempest, as the character Caliban is discussed extensively and the lesson is also supported with extensive visual images. /learn/node/48172 In this lesson, lines from the play The Tempest are analysed closely to explain how language is used to construct a character. It is not necessary for learners to be familiar with the play, The Tempest, as the character Caliban is discussed extensively and the lesson is also supported with extensive visual images. /learn/node/48173 In this lesson, a similar process is used to extract and examine the scenes from two Shakespearian plays. This process models an approach that learners could use to determine and discuss the themes in any play they are studying. The lessons also model effective ways of discussing themes by referring to them in universal terms and supporting them with examples. /learn/node/48173 In this lesson, a similar process is used to extract and examine the scenes from two Shakespearian plays. This process models an approach that learners could use to determine and discuss the themes in any play they are studying. The lessons also model effective ways of discussing themes by referring to them in universal terms and supporting them with examples. /learn/node/48174 In this lesson, a similar process is used to extract and examine the scenes from two Shakespearian plays. This process models an approach that learners could use to determine and discuss the themes in any play they are studying. The lesson also model effective ways of discussing themes by referring to them in universal terms and supporting them with examples. /learn/node/48174 In this lesson, a similar process is used to extract and examine the scenes from two Shakespearian plays. This process models an approach that learners could use to determine and discuss the themes in any play they are studying. The lesson also model effective ways of discussing themes by referring to them in universal terms and supporting them with examples. /learn/node/48175 If your learners are not familiar with the play Romeo and Juliet, it would be useful to show the first two lessons as an introduction to this series of lessons. Even if your learners are familiar with the plot of the play, they may never have watched Romeo and Juliet being performed. Showing these lessons will help them to imagine what watching a play in the theatre is like. These two lessons could be shown together as each one covers the plot of approximately half the play. If your learners have not grasped the basic plot of the play after watching lessons 1 and 2, you may want to supplement the videos by reading and discussing the synopsis of the play that appears at the beginning of the lesson notes. If possible, you may also want to show one of the film versions of this play to further enhance your learners’ understanding of the play. /learn/node/48175 If your learners are not familiar with the play Romeo and Juliet, it would be useful to show the first two lessons as an introduction to this series of lessons. Even if your learners are familiar with the plot of the play, they may never have watched Romeo and Juliet being performed. Showing these lessons will help them to imagine what watching a play in the theatre is like. These two lessons could be shown together as each one covers the plot of approximately half the play. If your learners have not grasped the basic plot of the play after watching lessons 1 and 2, you may want to supplement the videos by reading and discussing the synopsis of the play that appears at the beginning of the lesson notes. If possible, you may also want to show one of the film versions of this play to further enhance your learners’ understanding of the play. /learn/node/48176 In this lesson learners become aware of the importance of becoming active readers. Learners are exposed to specific texts and are shown how to get the most out of them in terms of comprehension and understanding. After you have viewed this lesson with your learners, encourage them to apply the techniques given in the lesson to a text you are studying in class. This should be done on a regular basis to ensure that these reading skills become almost automatic when learners are faced with a text. /learn/node/48176 In this lesson learners become aware of the importance of becoming active readers. Learners are exposed to specific texts and are shown how to get the most out of them in terms of comprehension and understanding. After you have viewed this lesson with your learners, encourage them to apply the techniques given in the lesson to a text you are studying in class. This should be done on a regular basis to ensure that these reading skills become almost automatic when learners are faced with a text. /learn/node/48177 In lessons 3 and 4 the aim is to understand how the events in the play fit together, where the climactic moments are, what circumstances influence the development of the plot, and the character motivations that lead to the unavoidable tragedy. The ability to determine cause and effect developed in these lessons can be applied to other forms of literature. Lessons 2 and 3 could also be watched together as both relate to analysing the plot of the play. /learn/node/48177 In lessons 3 and 4 the aim is to understand how the events in the play fit together, where the climactic moments are, what circumstances influence the development of the plot, and the character motivations that lead to the unavoidable tragedy. The ability to determine cause and effect developed in these lessons can be applied to other forms of literature. Lessons 2 and 3 could also be watched together as both relate to analysing the plot of the play. /learn/node/48178 In lessons 5 and 6, the concept of characterisation is explored, using the characters of Romeo and Juliet as examples. If you are constrained by time, it is necessary to show only one of these lessons. However, by showing both, learners will come to realise that the techniques we provide for analysing a character can be applied to any character. /learn/node/48178 In lessons 5 and 6, the concept of characterisation is explored, using the characters of Romeo and Juliet as examples. If you are constrained by time, it is necessary to show only one of these lessons. However, by showing both, learners will come to realise that the techniques we provide for analysing a character can be applied to any character. /learn/node/48186 In the final two lessons in this series we practise film study techniques using extracts from the short film “Christmas with Granny” as our text. Learners often enjoy studying films in the English class, but find it difficult to analyse films and use the terminology correctly. In the final two lessons in this series, we introduce them to the kinds of film devices they may be asked to comment on in tests or exams, and the techniques they should focus on when viewing a film as a text. /learn/node/48186 In the final two lessons in this series we practise film study techniques using extracts from the short film “Christmas with Granny” as our text. Learners often enjoy studying films in the English class, but find it difficult to analyse films and use the terminology correctly. In the final two lessons in this series, we introduce them to the kinds of film devices they may be asked to comment on in tests or exams, and the techniques they should focus on when viewing a film as a text. /learn/node/48187 Using different types of lighting and focus can help to create different effects in films. These types of lighting and focus and the effects that they create form the focus of this lesson. /learn/node/48187 Using different types of lighting and focus can help to create different effects in films. These types of lighting and focus and the effects that they create form the focus of this lesson. /learn/node/48188 In this lesson we give tips and techniques for writing poems and we distinguish between poetry and prose. To encourage learners to analyse a text to see if it is an example of poetry or prose, take song lyrics and advertisement jingles, and get learners to see which of the characteristics of poetry they exhibit. /learn/node/48188 In this lesson we give tips and techniques for writing poems and we distinguish between poetry and prose. To encourage learners to analyse a text to see if it is an example of poetry or prose, take song lyrics and advertisement jingles, and get learners to see which of the characteristics of poetry they exhibit. /learn/node/48197 This lesson looks at the importance of pre-reading, in other words, the ability to survey a text by looking for certain clues before delving into the actual task of reading. By doing this, learners become aware of the value of visual clues to aid their interpretation and understanding of the written text. Learners are also exposed to the fact that there are various types of texts, and that the type of text they are presented with often determines how it should be read. /learn/node/48197 This lesson looks at the importance of pre-reading, in other words, the ability to survey a text by looking for certain clues before delving into the actual task of reading. By doing this, learners become aware of the value of visual clues to aid their interpretation and understanding of the written text. Learners are also exposed to the fact that there are various types of texts, and that the type of text they are presented with often determines how it should be read. /learn/node/48198 In this lesson, learners are taught to look out for words that act as ‘signposts’, that is, words that show the writer’s train of thought. By being able to identify these types of words, learners will more easily be able to follow the logical processes found in various written texts. /learn/node/48198 In this lesson, learners are taught to look out for words that act as ‘signposts’, that is, words that show the writer’s train of thought. By being able to identify these types of words, learners will more easily be able to follow the logical processes found in various written texts. /learn/node/48264 In this lesson we describe the structures of the simple and compound sentences and explain how the structure of these sentences affects meaning and style. /learn/node/48265 In this lesson we learn what chiasmus and zeugma are and how to find and discuss the use of these figures of speech in various situations. /learn/node/48817 In this lesson we learn about some of the key events in the history of South African theatre and discuss some political and cultural influences on South African theatre. /learn/node/48817 In this lesson we learn about some of the key events in the history of South African theatre and discuss some political and cultural influences on South African theatre. /learn/node/48818 In this lesson we meet a range of people who helped to create the play “The Suitcase”. We also find out some of the job functions of key theatre practitioners. /learn/node/48818 In this lesson we meet a range of people who helped to create the play “The Suitcase”. We also find out some of the job functions of key theatre practitioners. /learn/node/48819 In this lesson we discuss the social and political context of the play “The Suitcase”. We learn about where this play was set and we find out how the context of a play is related to the way the story unfolds. /learn/node/48819 In this lesson we discuss the social and political context of the play “The Suitcase”. We learn about where this play was set and we find out how the context of a play is related to the way the story unfolds. /learn/node/48820 This lesson describes how set and costume design relate to mood, theme, character and context. Using examples from “The Suitcase”, we explain the effect of lighting and sound on the mood and atmosphere in a play. /learn/node/48820 This lesson describes how set and costume design relate to mood, theme, character and context. Using examples from “The Suitcase”, we explain the effect of lighting and sound on the mood and atmosphere in a play. /learn/node/48821 In this lesson we define dramatic structure and use the play “The Suitcase” to explain how dramatic structure works in terms of introduction, development, climax and denouement. /learn/node/48821 In this lesson we define dramatic structure and use the play “The Suitcase” to explain how dramatic structure works in terms of introduction, development, climax and denouement. /learn/node/48822 In this lesson we interview actors from the play “The Suitcase” to learn how an actor develops a character and how actors use characterisation techniques make the character seem real to the audience. /learn/node/48822 In this lesson we interview actors from the play “The Suitcase” to learn how an actor develops a character and how actors use characterisation techniques make the character seem real to the audience. /learn/node/48823 We explain how to identify themes in a play and we discuss how a theme develops as the play unfolds. As an example we look at the way in which the theme of love despite obstacles is developed in “The Suitcase”. /learn/node/48823 We explain how to identify themes in a play and we discuss how a theme develops as the play unfolds. As an example we look at the way in which the theme of love despite obstacles is developed in “The Suitcase”. /learn/node/48824 In this lesson we learn how to identify messages in a play and explain we discuss how a message is conveyed. As an example we consider some of the questions that the play “The Suitcase” raises. /learn/node/48824 In this lesson we learn how to identify messages in a play and explain we discuss how a message is conveyed. As an example we consider some of the questions that the play “The Suitcase” raises. /learn/node/49902 Lesson six continues the themes started in lesson five, this time extending the right to express oneself to the public. Through an interview with the letters editor, learners are informed about the subject matter of letters that are published. Learners are also given advice on how they can express personal opinions on matters that are important to them in a way that is non-offensive and constructive. Once again, the role of the press as a forum for debate and discussion is emphasised. After you have shown this letter to the class, you may want to ask learners to write a letter to the editor about something that they feel strongly about. You could then mail these letters to a newspaper for possible publication. This activity will provide learners with an opportunity to ensure that their letters fulfil the criteria given in the lesson, they will also be given a chance to express their views with a genuine purpose, and an opportunity to produce a piece of writing that can be included in their writing portfolios. /learn/node/49902 Lesson six continues the themes started in lesson five, this time extending the right to express oneself to the public. Through an interview with the letters editor, learners are informed about the subject matter of letters that are published. Learners are also given advice on how they can express personal opinions on matters that are important to them in a way that is non-offensive and constructive. Once again, the role of the press as a forum for debate and discussion is emphasised. After you have shown this letter to the class, you may want to ask learners to write a letter to the editor about something that they feel strongly about. You could then mail these letters to a newspaper for possible publication. This activity will provide learners with an opportunity to ensure that their letters fulfil the criteria given in the lesson, they will also be given a chance to express their views with a genuine purpose, and an opportunity to produce a piece of writing that can be included in their writing portfolios. /learn/node/50353 In this lesson, we explain how comprehension skills can be used for reading and viewing and we learn about the benefits of having a purpose when we view something. /learn/node/50353 In this lesson, we explain how comprehension skills can be used for reading and viewing and we learn about the benefits of having a purpose when we view something. /learn/node/50354 In this lesson we explain how skimming and scanning skills can be used when viewing and we practise using these skills by going on a taxi trip and observing the world through the window. /learn/node/50354 In this lesson we explain how skimming and scanning skills can be used when viewing and we practise using these skills by going on a taxi trip and observing the world through the window. /learn/node/50355 In this lesson, we explain why it is valuable to ask questions to make predictions and we practise making predications that are likely given the evidence provided. /learn/node/50355 In this lesson, we explain why it is valuable to ask questions to make predictions and we practise making predications that are likely given the evidence provided. /learn/node/50356 In this lesson we learn about reading according to a purpose or task. We practise skimming headlines to find a text, scanning texts for supporting details and summarising the main and supporting ideas in sentences. /learn/node/50356 In this lesson we learn about reading according to a purpose or task. We practise skimming headlines to find a text, scanning texts for supporting details and summarising the main and supporting ideas in sentences. /learn/node/50357 In this lesson we explain how inferring meaning or concluding something based on evidence can help you to understand a text. We practise the skill of “reading between the lines”. /learn/node/50357 In this lesson we explain how inferring meaning or concluding something based on evidence can help you to understand a text. We practise the skill of “reading between the lines”. /learn/node/50358 In this lesson we learn about how we use our senses to help us read our world. We learn how colour, design and placement affect meaning and we read texts with these features. /learn/node/50358 In this lesson we learn about how we use our senses to help us read our world. We learn how colour, design and placement affect meaning and we read texts with these features. /learn/node/50359 In this lesson, we learn how to reread, review and revise to promote understanding. We practise these skills by examining some billboards that were part of the LoveLife campaign. /learn/node/50359 In this lesson, we learn how to reread, review and revise to promote understanding. We practise these skills by examining some billboards that were part of the LoveLife campaign. /learn/node/50360 In this lesson we practise the skills we have learnt about in this series, including asking questions, inferring meaning, reviewing and revising and summarising. /learn/node/50360 In this lesson we practise the skills we have learnt about in this series, including asking questions, inferring meaning, reviewing and revising and summarising. /learn/node/50369 This is a very important lesson as the background provided is vital to the understanding of all of the lessons in this series. We discuss how knowing about the background and setting of a story a story aids our understanding. Learners will be shown what Sofiatown looks like, in the past and now. We also give some background information about Can Themba. In this lesson we also tell the story of ‘The Suit’ and illustrate it using a series of photographs. The original text of the story includes some difficult language; so learners will find the text of the story easier to follow if they are already familiar with the basic plot of the story. The photographs also make the story easier to remember when learners are required to reflect on events in the story in subsequent lessons. /learn/node/50369 This is a very important lesson as the background provided is vital to the understanding of all of the lessons in this series. We discuss how knowing about the background and setting of a story a story aids our understanding. Learners will be shown what Sofiatown looks like, in the past and now. We also give some background information about Can Themba. In this lesson we also tell the story of ‘The Suit’ and illustrate it using a series of photographs. The original text of the story includes some difficult language; so learners will find the text of the story easier to follow if they are already familiar with the basic plot of the story. The photographs also make the story easier to remember when learners are required to reflect on events in the story in subsequent lessons. /learn/node/50370 In this lesson we consider the plot and timeline of a short story. Learners are introduced to the terms: “build up”, “climax”, “dénouement” and “resolution” and these are then illustrated by describing how these terms can be applied to ‘The Suit’. As an extension of this lesson, look at other examples of short stories that you have studied in class and ask learners to identify how the different components of plot play out in these stories. This activity will make learners more comfortable using the vocabulary discussed in this lesson and will also demonstrate how most stories follow this structure. /learn/node/50370 In this lesson we consider the plot and timeline of a short story. Learners are introduced to the terms: “build up”, “climax”, “dénouement” and “resolution” and these are then illustrated by describing how these terms can be applied to ‘The Suit’. As an extension of this lesson, look at other examples of short stories that you have studied in class and ask learners to identify how the different components of plot play out in these stories. This activity will make learners more comfortable using the vocabulary discussed in this lesson and will also demonstrate how most stories follow this structure. /learn/node/50371 In this lesson we look at how characters are presented in short stories. When studying any form of literature, learners are often required to write a character sketch. In this lesson we show how to look for clues which an author gives us about a character and how to use these to describe that character. To illustrate how to do this, we compile a character sketch of Philemon from ‘The Suit’, however the advice and techniques that are given can be applied to write about any character from any piece of literature. /learn/node/50371 In this lesson we look at how characters are presented in short stories. When studying any form of literature, learners are often required to write a character sketch. In this lesson we show how to look for clues which an author gives us about a character and how to use these to describe that character. To illustrate how to do this, we compile a character sketch of Philemon from ‘The Suit’, however the advice and techniques that are given can be applied to write about any character from any piece of literature. /learn/node/50372 This lesson focuses on the different forms that conflict can take in stories. Each form of conflict – conflict between characters, within characters and between characters and their circumstances – is illustrated with examples taken from ‘The Suit’. By now, learners should be familiar with the plot and the characters of this short story, so you may want to challenge them to see if they are able to think of an example of each form of conflict in this story prior to showing them this lesson. /learn/node/50372 This lesson focuses on the different forms that conflict can take in stories. Each form of conflict – conflict between characters, within characters and between characters and their circumstances – is illustrated with examples taken from ‘The Suit’. By now, learners should be familiar with the plot and the characters of this short story, so you may want to challenge them to see if they are able to think of an example of each form of conflict in this story prior to showing them this lesson. /learn/node/50373 In this lesson we discuss language, speech and dialogue and how these can be analysed. ‘The Suit’ does not actually include a lot of direct speech, but in this case it would be interesting to ask learners why this is so – because Matilda is afraid to speak or because the marriage has broken down to a point where neither party enjoys communicating. To extend this lesson, look for a short story that includes lots of direct speech and ask learners to discuss the effects which this language and dialogue creates. /learn/node/50373 In this lesson we discuss language, speech and dialogue and how these can be analysed. ‘The Suit’ does not actually include a lot of direct speech, but in this case it would be interesting to ask learners why this is so – because Matilda is afraid to speak or because the marriage has broken down to a point where neither party enjoys communicating. To extend this lesson, look for a short story that includes lots of direct speech and ask learners to discuss the effects which this language and dialogue creates. /learn/node/50374 In this lesson we learn about mood and atmosphere and how these are created in stories. To describe the effects that are created by mood and atmosphere we use different types of music and how they make us feel. Prior to showing this lesson, you might want to play snippets of different types of music (some happy, some sad, some slow, some fast) and ask learners to write down a few words to describe how the music makes them feel. This will start to get them used to describing mood and atmosphere and will also provide them with adjectives suitable for describing mood. /learn/node/50374 In this lesson we learn about mood and atmosphere and how these are created in stories. To describe the effects that are created by mood and atmosphere we use different types of music and how they make us feel. Prior to showing this lesson, you might want to play snippets of different types of music (some happy, some sad, some slow, some fast) and ask learners to write down a few words to describe how the music makes them feel. This will start to get them used to describing mood and atmosphere and will also provide them with adjectives suitable for describing mood. /learn/node/50375 This lesson covers the different forms of narrative voice. Only one form of narrative voice was used in ‘The Suit’, so an example of first person narration is taken from another story. The key skills that this lesson develops are enabling learners to identify the form of narrative voice that has been used and to comment on the effect that it has created. After you have shown this lesson ask learners to identify the form of narrative voice that has been used in the novel you are studying in class. Then ask them to discuss the reasons why the author may have chosen this form of narrative and the effects which it has created. /learn/node/50375 This lesson covers the different forms of narrative voice. Only one form of narrative voice was used in ‘The Suit’, so an example of first person narration is taken from another story. The key skills that this lesson develops are enabling learners to identify the form of narrative voice that has been used and to comment on the effect that it has created. After you have shown this lesson ask learners to identify the form of narrative voice that has been used in the novel you are studying in class. Then ask them to discuss the reasons why the author may have chosen this form of narrative and the effects which it has created. /learn/node/50376 In the final lesson in the series we learn about themes and messages and how these are conveyed in stories. Learners are often intimidated by the “theme” of a piece of literature – believing it to be something that is obscure or something that is difficult to articulate. As theme is a common component of all forms of literature, providing your learners with opportunities to find and discuss themes in short stories will equip them with skills that can be applied to other forms of literature. /learn/node/50376 In the final lesson in the series we learn about themes and messages and how these are conveyed in stories. Learners are often intimidated by the “theme” of a piece of literature – believing it to be something that is obscure or something that is difficult to articulate. As theme is a common component of all forms of literature, providing your learners with opportunities to find and discuss themes in short stories will equip them with skills that can be applied to other forms of literature.