LADLANA.docx - UNISA LADLANA ASSIGNMENT ONE Table of...

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UNISALADLANAASSIGNMENT ONETable of Contents:Page1.Question One3-5Poem for Question One 3Combrink’s Model 4Explanation52.Question Two 6-8Passage6Test6Memorandum72.272.381
3.References9Poem for English Grade Eight Level:A dog is A Dog. :Now dogs pretend they like to fight; They often bark, more seldom bite; But yet a Dog is, on the whole, What you would call a simple soul. Of course I'm not including Pekes, And such fantastic canine freaks. The usual Dog about the Town Is much inclined to play the clown And far from showing too much pride Is frequently undignified. He's very easily taken in- Just chuck him underneath the chinOr slap his back or shake his paw, And he will gambol and guffaw. He's such an easy-going lout, Words to Know: Pretend: act Seldom: very rarely Pekes: Pekinese dogs (a very small dog with long and soft hair, short legs and flat nose) Undignified: looking sillyGambol: to run about in a lively wayGuffaw: to laugh noisilyLout: one who behaves rudely
He'll answer any hail or shout. Again I must remind you that A Dog's a Dog - A CAT'S A CAT.By Thomas Stearns EliotCombrink’s Eight Phases for Teaching Poetry:1.Before Revealing the TextThis is the stage for teaching poetry which is completed before the learners see the poem. It is a wayof introduction to the poem without reading through it yet. Firstly, difficult or unknown “vocabulary isexplained” and secondly, the educator will try and relate the poem to any “prior knowledge” thelearners have (Nieman, et al. 2004: 143). 2.First Reading of the PoemAfter going through some of the important aspects of the poem, without reading it, the educator willthen read through the poem with the learners as this will help them familiarise themselves with thetext. This is due to the fact that poems depend on their sound and therefore what it sounds like to thelearner will enhance their understanding of the meaning of the poem (Nieman, et al. 2004: 143). Oneshould reread the poem and allow time for the learners to discuss what they believe the poem to beabout. This will bring to life the figures of speech, rhyme and structure. 3.Allow Learners to Respond Individually to the Poem This is where each learner gets the opportunity to put their thoughts and feelings down onto paperabout the poem. Therefore they should decide what they think it was about, how it made them feeland if they understood it or not (Nieman, et al. 2004: 144). 4.Group Discussion about their ResponsesThis allows the learners to compare their responses with one another and the class. This lets theeducator decipher if they understood the poem and how to steer them in the correct direction interms of the most fitting meaning. 5.Developing and Structuring ResponsesThis is where the educator uses media to make the poem visual and more appealing to the learners.

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