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Literature Study Wild and Dangerous by Graham Vivian Lancaster Study Guide compiled by Cilla Martini

The Curse of the Cave Mountain â&#x20AC;&#x201C; Page 4 What makes a story exciting to read? Look at the diagram below. Tone Tone in writing is not really any different than the tone of your voice. Examples of words used to describe tone are: scared, anxious, excited, worried, foolish and depressing.

Mood A feeling created by the choice of setting, objects, details, images, and words that contribute towards creating a specific mood.

The plot is the sequence of events in the story. In the exposition or the introduction of the story, we are usually exposed to the setting (the time and where the story takes place), the characters, tone and other necessary facts in order to understand the story. The inciting incident (an event that stirs up emotions or an action) or conflict (problems faced by the characters), is an important element of a story, for without conflict, there is no interest to read further. The rising action consists of a series of conflicts that gradually lead to the climax of the story. This is the turning point of the story, when the plot changes for better or worse. It is the moment when the conflict or conflicts are resolved. The falling action and the resolution occur after the climax. This is when you learn what happens to the characters after the conflict or conflicts are resolved.

Activity - Comprehension Read pages 4 to 9 and then answer the following questions. 1. In the beginning of the story, we are introduced to the setting of the story. Where is the setting?

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2. Who are the main characters in this story?

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3. Who is Richard Caversham?

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4. Describe the tone of the text, on pages 4 and 6 and give two reasons why you have chosen this word.

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5. How had S‟bu‟s father earned his nickname „Buffalo‟?

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6. What had Darryl‟s grandfather prepared for the boys?

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7. „Suddenly a long dorsal fin broke the water, cutting through the sea towards them …‟ Why were the boys apprehensive (fearful)?

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8. The tone of the story changes on page 9. What event causes this change in tone? _____________________________________________________________________________ _____________________________________________________________________________ (1)

Activity - Poetry – The Cinquain The story is injected with descriptive pieces we call imagery. Imagery is „mind pictures‟ created by words. Just as an artist paints beautiful pictures using a paint brush and paint, so a writer uses a pen and words to create colourful „mind pictures‟. Read the description of the dolphins on page 7, then look at the list below. Strong verbs – broke, glistening, raced, somersaulting, belying (to show something is not true or real), surfed Adjectives (describing words) – wet and grey, sleek, silver, loud, piercing Interesting nouns – breakers (waves), gracefulness, bomb-burst, spray, lull (brief interval of calmness) Choosing words is an important part of writing. You are going to write a cinquain.

A cinquain does not rhyme. It has five lines. A line in poetry is the same as a sentence in prose. Below, is an example of one way to write a cinquain. Line 1: A noun Line 2: Two adjectives Line 3: Three -ing words (adjectives or gerunds) Line 4: A phrase Line 5: Another noun

Another option for writing a cinquain is: Line 1: Two syllables Line 2: Four syllables Line 3: Six syllables Line 4: Eight syllables Line 5: Two syllables A syllable is the sound of a vowel (a, e, i, o, u) that's created when pronouncing a word. For example, the word „water‟ is composed of two syllables: wa and ter. ...

Instructions

Write your own poem. You may use some of the words from the list or use your own. Use either option for your cinquain.

________________________ ________________________ ________________________ ________________________ ________________________

Criteria Choice of words Followed the chosen format Content and meaning Punctuation Neatness

4 – Very good 3 - Good 2 - Average 1 - Poor

Example of a Cinquain Dolphins, Sleek, silver, Glistening, racing, diving, In the sunlight, Bomb-burst.

What is prose? It is language that is not poetry. In other words, it is the normal language that you use, to write an essay. …………………………………. What is a gerund? It is a noun formed from a verb, describing an action. For example, to swim becomes swimming. You have added on „-ing‟. …………………………………..

Activity -The Writer’s Tools We call the writer‟s tools, Figures of Speech. Below are five common Figures of Speech that are used to create imagery. The Simile – This is a comparison between two objects. It uses the words, „like‟, „as‟ or „than‟. Examples: Dolphins are like torpedoes. Dolphins are as fast as torpedoes. Dolphins are faster than torpedoes. The Metaphor – This is also a comparison. However, it does NOT use the words „like‟, „as‟ or „than‟. It simply calls an object another name. Examples: Tangerine ball – (page 9). The sun is compared to the bright, orange colour and shape of a tangerine (a citrus fruit). „The crayfish sat on a ledge, watching him with its beady black eyes … (page 13).‟ The eyes of the crayfish, are compared to beads. Personification – Personification is when you give an inanimate object (something that is not in a physically live state), a human quality. For example, the sun and sugarcane are inanimate objects. Examples: ‘They rode home as the sun was setting over the Zululand bush, casting its golden glow over the sugarcane while the wind played gently across the rustling fronds (page 9).‟ The verbs in this sentence, personify the sun and the wind. A pronoun is also used in personification. E.g. She (the sun) glowed.

4 Alliteration – This is created, when words beginning with the same consonant (all the letters of the alphabet except for the vowels), are placed next to, or near each other in a line of poetry or in a sentence, in prose. Alliteration is a bit like rhyming, except that the repetition comes in front of the words, instead of at the end of the words. Examples: „The air was hot and humid as the Zululand sun burned down upon them (page 23).‟ ‘ In the dim flickering orange fire light … (page 35)‟ „After a while, she stopped chanting and mixed pinches of powders in a clay dish (page 36).‟ Onomatopoeia – Pronounced „ono-mat-o-pee-a‟, this word, refers to a word, which represents sounds. Examples: „Their loud braying carried across the valley as they suddenly called out rapidly together in their loud, staccato voice, „ka ka ka ka ka ka ka (page 18).‟ _ _ _____________________________________________________________________________________________________

Questions – Read pages 10 – 15, then answer the following questions. 1. „Just the thought of it made gooseflesh rise suddenly on his arms (page 10).‟ What Figure of Speech is the word gooseflesh. Explain what it means and give a reason for the comparison.

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2. What had attracted people to Cave Mountain?

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3. The miners fled for their lives. The Zulus were afraid of working on the farm. How did the Caversham‟s resolve this problem?

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4. „The sun wasn‟t showing itself over the horizon yet, but the grey eastern sky was starting to glow with the pinkness of dawn (page 12). „ Write down a verb and a pronoun that personify the sun in this sentence.

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5. What type of noun is the word „pinkness’?

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„He swam down to the rocks below and looked underneath for the tell-tale long, rust-coloured feelers of the hiding crayfish (page 13).‟ Write down an example of alliteration from this sentence.

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6. Look up the meaning of the following words and use them in a sentence of your own. a) unhindered (pages 14 and 15) b) preposterous (page 15)

a) ______________________________________________________________ b) ______________________________________________________________ (2)

7. What conflict do the boys face in the second last paragraph on page 15?

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5 8. Match up the onomatopoeic words in a) – d) to the nouns. a) click b) cackle c) hiss d) gibber e) whine Nouns: mosquito, goose, snake, dolphin, monkey

a) b) c) d) e)

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Activity –Direct and Reported (Indirect) Speech Read page 16 to the end of the first paragraph on page 22. Direct speech repeats, or quotes, the exact words spoken. “Hi guys! Where are you off to?” Reported speech is usually used to talk about the past, so we normally change the tense of the words spoken. They told him they were going to see if the crowned eagles were still nesting up in the mountains.

Direct Speech Below are some punctuation patterns for direct speech.

Verbs of saying, e.g. He said.

Spoken words



Take note of where the punctuation marks are. In the last example, if there was a full stop after the verb of saying, you would begin the second direct speech with a capital letter. However, if there is a comma, it means that there is a continuation of what the person is saying, so the second direct speech begins in lower case. Examples: See if you can recognise some of the patterns in the following examples. “Why would they do that, Mr Mkhize?” Darryl feigned ignorance.

6 “Cave Mountain has much magic attached to it, Darryl. A curse. No one walks on Cave Mountain,” he smiled at the boys. “But you know about superstitions, that is why you don‟t go there either.” “If we don‟t find another path, I think we should go up there and have a look,” Darryl said. “There are so many crayfish there now, Mr Caversham,” S‟bu said, “we‟ll have plenty for the whole holiday.” “Yo, that is one huge brute! I bet nothing goes near him!” You will also notice, that each speaker goes onto a new line. The reason for this, is so, that you can identify who is speaking, especially if there is no verb of saying after the spoken words. (See the last example, where there is no verb of saying.)

Now it‟s your turn. Turn to page 19. Read about the boys encounter with the baboons. Write a dialogue between S‟bu and Darryl, discussing the antics of the baboons. Instead of repeatedly using the word „said‟, choose any verbs of saying from the word box below, from the book or use your own. Make sure you look up words in the dictionary of which, you are unsure, so that you use them correctly. added announced answered babbled barked beamed blurted boomed cautioned commented croaked declared exclaimed gulped insisted hollered interrupted jeered joked laughed murmured questioned repeated retorted speculated trilled uttered 20

Reported or Indirect Speech Direct Speech

Tense of Verb “There is gold in the cave,” said Darryl. “The boys went to the mountain,” said Mr Mkhize. “A leopard will kill a baby baboon,‟ said S‟bu. Auxiliary Verbs will can must shall may

An auxiliary or modal verb is a verb that helps the main verb to form present or past tense.

Adverbs of Time and Place now here today yesterday tomorrow Pronouns I you this my

Indirect Speech

moves one step into the past if the introductory verb is in the past tense. Darryl said that there was gold in the cave. Mr Mkhize said that the boys had gone to the mountain”. S‟bu said that a leopard would kill a baby baboon. change would could had to should might Using Shall and Will Traditionally, shall is used with I and we and will is used with the pronouns and you, he, she, it and they.

change then there that day the day before the following (or next) day change she/he she/he/they that his/her

7 Change the direct speech into indirect or reported speech. 1. “What is it?” Darryl asked.

________________________________________________________________ 2. “We went to look at the crowned eagles,” said Darryl.

_____________________________________________________________________ ___________________________________________________________ 3. “We are going to look at the eagles tomorrow,” said S‟bu.

_____________________________________________________________________ _____________________________________________________________________ 4. “You boys caught some big crays today,” remarked Grandad.

_____________________________________________________________________ 5. “I can see a track leading past the old water channel up to the spring,” said Darryl.

_____________________________________________________________________ _____________________________________________________________________ Quoting from Text To quote, means to extract the exact words you need to illustrate an answer. There are three punctuation marks used. They are: The single inverted commas („ „), the ellipsis (…) and the colon (:). The ellipsis (plural – ellipses) is the three dots. The ellipsis used in quoting, shows that you have left some words out of the text. Look at the extract in question 1. If you were asked to quote the words that are used to illustrate the auditory (sound) image from the extract, you would quote it as follows: The auditory image from this extract is: „…trumpet ears alert…‟ You have left out words at the beginning of the sentence and at the end, so you use the ellipsis. You only use an ellipsis where you have left words out. A colon introduces a quote. If you rewrote the whole sentence, you would not show that you know the answer.

Activity –Comprehension – Quoting from Text Read pages 22 to the end of this story, on page 37, then answer the questions which follow. Before you answer the questions, read the text box entitled, Quoting from Text. 1. Read the following extract (page 22). A lone kudu bull stood proudly among the bushes, head up and great spiral horns held high, its trumpet ears alert and forward while the big brown eyes looked to what had caught his attention. S’bu followed his line of sight, searching. a) What had caught the kudu bull‟s attention?

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b) Quote two examples of alliteration from the extract and write them down.

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2. Quote the sentence from the text that changes the mood or tone of the story on page 23. (Note: You will not have an ellipsis, or ellipses in this quote, because you are not leaving words out. Begin your answer as such. The sentence, which indicates a change in mood is: ‘ . ‘)

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3. What did the boys think „the faint indentation‟ was on page 25 and why?

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4. Turn to page 27. a) What is worse than facing a dangerous lion?

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Name two observations that would have indicated that a lion was in the area.

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What excuse did Darryl give his grandfather for the need, for more buckshot?

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5. Tension (suspense) in the story, starts mounting in the last paragraph, on page 29. Quote two phrases from this paragraph to illustrate how the author‟s choice of words or description of actions, has achieved this. (Begin your quote as follows. The two phrases are: ‘ ‘ and ‘ ‘. Use the ellipsis if you have left out words from the sentence. )

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6. Discuss one crisis in the story that leads up to the climax of this story. Mention how this crisis adds to the tension in the plot. _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ (3)

7. In your opinion, what is the climax of the story?

8. In the resolution of a story, we are exposed to the truth. Discuss what the boys discovered.

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9. What promises did the sangoma request that the boys keep?

10. In the last pages, you will find a host of words that add to the rising action of the story. Look at some of the words and phrases used in the box below. exploded burst breathed deeply(adverb) thumping hammering (adjective) gloominess (abstract noun) quivering (adjective) throttled stillness (abstract noun) dark (adjective) menace (abstract noun) monstrous (adjective)beast erupted clawed rumbled clambered swirled choked glinting blackly (adverb)

The words used, have a sinister tone. Also note, the use of harsh sounding words to emphasise the tone. For example, the consonants „b‟ and „d‟ usually have „hard‟ sounds. If you were describing a peaceful scene, you would choose „soft‟ sounds. The underlined words are all verbs. Choose five verbs from the Word Box, use only three suitable adjectives and write a paragraph/s, describing any scene you wish. Include as many Figures of Speech as you can. 25 TOTAL: 50

Activity –Working out Meanings from Sentences - Language By reading a sentence or paragraph carefully, we can often work out the meaning of a word. There are many Zulu words in this story. Match up the Zulu word or words, to the English translation. Zulu muti (page 15) impepo (page 17) khumba (page 17) bula (page 17) myeko (page 34) shobo (page 34) konga (page 34) „Woza.‟ (page 36) „Hamba ghahle.‟ (page 37) „Sala kahle.‟ (page 37)

English A wildebeest tail. A headdress. „Come.‟ A type of plant used for its healing oils. „Goodbye. Go well.‟ The name given to traditional medicine. A type of sarong or skirt. „Goodbye. Stay well.‟ A clay beer pot. Bones. (10)

Choose the correct meaning of the words in italics. Underline the words you have chosen. 1. They sketched the area in the finest detail (page 22). a) They drew a rough picture b) They gave a short performance c) They made an observation 2. Before dawn the next day, the boys set off slowly, squinting through the darkness at the road with the headlight turned off (page 28). a) Partly close your eyes b) Eyes that are not aligned in parallel c) Glance sideways 3. S‟bu bumped into him and switched off the light as they shrank silently to the floor (page 31). a) To become smaller b) To reduce in size c) To draw away from something 4. S‟bu bumped into him and he whipped around in fright (page 32). a) To lash out at someone b) To move rapidly c) To severely criticise someone 5. A wizened old woman sat beside the fire on a reed mat, with a huge black mamba coiled on the mat beside her (page 34). a) Wrinkled b) Wise c) Knowledgeable 6. Darryl‟s voice quivered, but he wasn‟t leaving without an answer (page 35). a) Shuddered b) Trembled c) Vibrated 7. It exploded, flaring brightly in red and green and orange hissing flames as she chanted, rocking slowly backwards and forth (page 36). a) To sing or speak rhythmically with repetition b) To shout loudly c) To dance frantically 8. In so doing, they incurred the wrath of the sangoma who had been here at that time (page 36). a) Avoided b) Experienced c) Invited 9. Darryl and S‟bu shivered at her uncanny knowledge of them, nodding quickly in agreement (page 37). a) Learned b) Informed c) Mysterious 10. The man motioned for them to follow. a) Beckoned b) Suggested c) Proposed (10) 20

Activity –Presenting an Oral The success of an oral is based mostly on the response of your audience. A bored audience will shuffle around and be distracted. An interested audience will listen to every word you say. An oral is not story-telling. It is a speech about a topic of interest. Tips for a Good Oral  Lure your audience in, by beginning with an interesting, first sentence.  Make sure you have audience contact. This means looking at your audience. You don‟t have to look directly at the people, but look slightly over their heads, so that it appears that you are talking to them. A trick, is to divide your speech into paragraphs and then divide your audience into three segments. AUDIENCE CONTACT

1, 2.

Begin by looking at the centre of your audience. Say your first paragraph or introduction.

Turn your head slightly to the left and say your second paragraph. Do not move your whole body. Move only your head. If you have more than five paragraphs, repeat the procedure.

  

Go back to the centre -third paragraph.

3. Go back to the .

4. Then turn your head slightly to the right of the audience - fourth paragraph.

centre. If there is an adjudicator, address your conclusion to him/her.

Stand still and be comfortable. Plant your feet firmly on the ground and slightly apart. Make sure that gestures you use are natural and not part of a drama presentation. Voice intonation means that you vary the pitch and tone of your voice. Choose the content of your speech based on what you would like to hear. If you are interested in what you are saying, it will come across to the audience.

Select one of these topics. Superstition or Sangomas or The Zulu Culture

Your speech must be a minimum of one minute or a maximum of three minutes.

The introduction, as mentioned before, is very important. Avoid beginning with sentences such as: ‘My topic under discussion today is – Superstition.’ ‘Hi, my name is Jane and I am going to talk about superstitions.’ ‘I have chosen the topic, superstition.’ For example, rather begin with, ‘I walked under a ladder the other day and a pot of bright, yellow paint fell on my head.’ You can then continue, ‘Is this superstition real? (Rhetorical question in which, no answer is expected.) A superstition is defined as … The body of your speech will contain more information on superstitions. The conclusion ties up your speech and lets the audience know that you have finished speaking. A safe way to end a speech is to say, „So in conclusion …‟ However, be original and find other ways to conclude your speech.

. Rhino

Words Describing Character and Behaviour

Raiders – Page 38

Characterisation Characterisation is where you study the nature and personality of the characters. Direct Characterisation is where the author tells you about the character. Example: The boys were brave and loyal, keeping the secret of Cave Mountain to themselves. (This sentence, although it is not in the book, tells us that the boys were „brave‟ and „loyal‟.) Indirect Characterisation shows things that reveal the personality of a character. Speaking This is how the character speaks and what he/she says. Thoughts This is the feelings and private thoughts of the character. Actions This is how the character reacts, physically to situations. Looks This is the physical appearance of the character and how they are dressed etc. Effect the character This is how other characters respond to has on others the character.

Activity - Characterisation Read pages 38 to 43. Then answer the questions, which follow. (Use appropriate words from the list.) 1. “Your grandfather will ground us for the rest of the holidays if he finds us there, Darryl. Poachers are extremely dangerous.” “Hmm,” Darryl grunted, “watch them.” He slipped away into the night while S‟bu peered around the doorway again (pages 40 -41). What do we learn about Darryl‟s character from what he says and what he does (action)?

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2. What do we learn about S‟bu‟s character from this extract?

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3. Look on page 42. Quote the words S‟bu says to support the answer you have given for question 2.

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active - always doing something. aggressive - being angry or threatening. ambitious - wanting to succeed. arrogant - thinking you are better than anyone else. assertive - being confident, so people can't force you to do things you don't want to do. conformist - one who prefers to follow the rules. curious - wanting to know things. deceitful - trying to make people think something, so that you get what you want. easy–going – having a tolerant attitude and not too strict . determined - will do what it takes to get your own way. enthusiastic - having a lot of interest in something. extroverted - outgoing and lively. fickle - changing your mind and being unpredictable . good-natured - kind and thoughtful. humorous - funny. impulsive - doing things without thinking first. interfering - meddlesome. introverted - opposite of extroverted. inventive - able to think up new ideas. loyal - someone who is faithful and stands by you. manic - behaving in a slightly crazy way. manipulative - trying to get people to do what you want, by influencing or deceiving them. opinionated - having strong opinions. passive - not assertive – doing what other people want you to do without arguing . protective – taking great care of someone. quick-tempered - getting angry quickly . reserved -keeping your ideas and thoughts to yourself spiteful - trying to hurt other people because you didn't get what you wanted. volatile - quickly changing moods. witty - being able to make other people laugh by what you say.

12 4. “You worry far too much. If that happens I‟ll speak to my Gran. She‟ll be angry for a day, but when she sees my very best hurt look she‟ll just melt and fall over herself to give us cake and lemonade… (page 42).” How can we describe Darryl‟s behaviour in this extract? Why?

5. Darryl always tends to make S‟bu laugh. Which word best describes this side to Darryl‟s character?

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6. From what you have read about the grandfather, how would you describe his character? Give a reason for your answer.

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7. How would you describe the grandmother?

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Complete the Crossword. (The words you need are on page 11 and the clues on page 13.) 1

3 4

5 6 7

8 9

11 12

15 16

13 ACROSS 1. Being angry or ready to attack. 5. A person who is the opposite of an extrovert. 7. Having strong opinions. 9. Showing revenge or petty behaviour. 10. A description of one who keeps ideas and thoughts to themselves. 12. Acting confidently, so people can't force you to do things. 14. Showing that you will do anything to achieve your goal. 15. Showing self-importance and disregard for others. 16. A word describing crazy behaviour. 17. Describes someone who changes their mind easily.

DOWN 1. Having a strong desire for success. 2. A person who is lively and outgoing. 3. Able to think of clever ideas. 4. Quick to change moods. 5. Doing things without thinking first. 6. Doing what other people want you to do without arguing. 8. A word describing the ability to make people laugh. 11. Intentionally misleading - to get something you want. 13. A characteristic in which, someone stands by you.

Activity – Group Work – Drama In this activity, you are going to write a script. Before you begin, complete reading the whole chapter in your group. Select a scene from this story or any story in the book to dramatise. You might choose to combine scenes. Once you have done this, work out the characters in your cast. (For example: 3 Narrators, Darryl and S‟bu.) You may use the exact spoken words for your dialogue or you may adapt the words to a dialogue of your own. A dialogue is set out as follows: Narrator 1: The event on the mountain had left the boys with a feeling of elation. Narrator 2: They had conquered their fear. Their secret was to be contained forever. During the days to follow, they went fishing and riding. Narrator 3: S‟bu woke up with a start early one morning. S‟bu: Are you awake? (Whispering) Darryl: Yes. What is it? Note: A colon is used to introduce dialogue. An ellipsis is used to show an interruption in dialogue. It can also represent a dramatic pause. For example - S’bu: I don’t think we should … Darryl: Hmm … Watch them! In the above example, Darryl has interrupted S‟bu and not allowed him to continue. After grunting, Darryl thought for a while and then continued speaking.

Some words used in a drama production. Aside – a brief comment by an actor who addresses the audience, but is assumed not to be heard by the other characters on the stage. Dialogue – the lines spoken by the characters. Props - short for „properties‟-- the pictures, furnishings and costumes that provide the stage's background and visual impact. Monologue – a long speech by one actor. Stage Directions – the words in italics, which define the actor‟s actions, movements, attitudes and so forth, throughout the play. 30

Activity â&#x20AC;&#x201C; Poetry Read the descriptions on pages 44, 46 and 47 about the animals, so that you can gather interesting words. Write them down. Choose any animal you wish.

Animal Poem about an Emotion Line 1: Name an emotion Line 2: Is a/an _________ (adjective) __________ animal name, Line 3: Write an action-filled phrase describing how the animal moves, Line 4: Write a phrase describing where the animal lives. 5: Write a phrase describing why the animal acts this way.

Here are some words, describing acting emotions. These words are all Abstract Nouns. admiration adoration amazement ambition anger anticipation anxiety awe bewilderment boredom compassion contempt curiosity desire despair desperation

determination disappointment disbelief disgust disillusionment eagerness embarrassment enthusiasm envy exaltation exhilaration expectation fascination fear frustration greed

grief guilt hatred hope hopelessness horror humiliation impatience indifference infatuation jealousy joy loneliness mischief panic pity

pride rage relief remorse resentment respect revenge serenity shame shock sorrow suspicion sympathy terror thoughtless tolerance

Examples: Exhilaration, Is a swooping, crowned eagle, Flight feathers hissing, In the stillness of the hot Zululand air, Searching for its prey. Exaltation, Is a young baboon, Leaping from tree to tree, Sunning itself on the craggy mountain. Life for him, is full of joy.

_________________ (Title of your Poem) ____________________________________ ____________________________________ ____________________________________ ____________________________________ ______________________________________

Activity – Word Search on Abstract Nouns Complete the word search below. The words go forwards and backwards, up and down and across.

N U L Q B N O I T A R I M D A W C N R Y

M K N E B N O I T A U T A F N I Q E E I

U T N O I T A N I M R E T E O I T A P I C I T N A W Q W S B T P Y T I O V N Q C X N N T N E M E Z A M A N O E V D O I M E F E A R Q V I T T U G A O Z R Q T A N R Z T K P P A N E M B S D W T R I S B N W I E C E R D E S I R E J P S R A O A C B E Q K S A W E F P E N O I T I B M A Y D J E A L O U S Y M E R C I L I E V Y C

F P Z S N O I T P T N E M T N I

A R T O P P

D E C N E R E F F I D N I Q G J

O I T A T C E P X E D E S P A I R S U R A S I

N Z Z U I N D I G N A T I O N R J F D

ADMIRATION DESIRE RELIEF DESPAIR EXPECTATION INDIFFERENCE AMAZEMENT DESPERATION FASCINATION INDIGNATION RESENTMENT AMBITION DETERMINATION FEAR INFATUATION DISAPPOINTMENT FRUSTRATION JEALOUSY ANTICIPATION Use your dictionary to find the meanings of the following words. Write down the meanings and use them in a sentence to show that you know how to use these abstract nouns. 1. Indifference

2. Indignation 3. Resentment 4. Infatuation 5. Anticipation 10

Sentence Analysis – Parts of Speech Throughout this unit, reference has been made to nouns, adjectives and verbs. Read the summary below, on the different Parts of Speech. The Noun A noun is a naming word, A COMMON noun is an ordinary thing. Such as a lion, A PROPER noun has a capital letter. The male lion is called Themba. A pride of lions is a COLLECTIVE noun, While things you can‟t touch or physically see, Words such as FEAR, HATRED or GLEE, Are called the ABSTRACT noun. The Pronoun The pronoun serves to replace the noun (The word ‘pro’ means in favour of – in favour of the noun.) The reason for this is to avoid repetition. For example, „S‟bu said that S‟bu was afraid that S‟bu and Darryl would be grounded. S‟bu was worried. S‟bu advised Darryl that S‟bu and Darryl should not go with the men.‟ It is much easier to say, „S‟bu said that he was afraid they would be grounded. He was worried. He advised Darryl that they should not go with the men.‟ The Adjective The adjective tells us more about the noun or the pronoun. Articles fall under the heading of adjectives. These are the words a, an (indefinite articles) or the (definite article). Some words can be confused with a pronoun, such as „my‟. When it is used with a noun, it is a possessive adjective. For example, „my book‟, „those books.‟ The Verb The verb is the action part of the sentence. It forms past, present and future tenses. In order for a main verb to form these tenses, it often needs help. The words that help them are called auxiliary verbs (see page 5 on Indirect Speech.) The Adverb The adverb tells us more about the verb or modifies the verb. It can tell us how the action was performed (we call this an Adverb of Manner.) Most adverbs of manner have an –ly on the end of the word. It can tell us when the action took place (an Adverb of Time). It can also tell us where the action will take place (an Adverb of Place.) The Preposition This word shows us the relationship between nouns and or pronouns. The lion is UNDER the tree. Avoid ending a sentence with a preposition. The Conjunction This part of speech joins sentences. Examples: since, because, and, but. The Interjection The interjection is an exclamation expressing an emotion. „Oh dear!‟ Look at this sentence.

dawn

The

stole slowly across the

Common Noun

Definite article

Adverb of Manner

Verb

Preposition

land.

Definite article

Common Noun

Each word has been identified according to the role it plays in the sentence. A proper sentence contains a noun or pronoun and a verb. In this example, the nouns are circled and the verb is underlined. In this way, you can work out the function of the other words.

There are no adjectives in this sentence because there are no words that tell us about the nouns. However, the word „slowly‟ tells us how the dawn stole (verb) across the land. It is therefore, an adverb. The word, „across‟ links up the two nouns „dawn‟ and „land‟ and tells us how they are related. „Dawn‟across - „land‟. It is therefore, a preposition. Let‟s look at a compound sentence.

The glistening

dew

from the cloudless

night

evaporated in the

sunlight

Adjective Preposition Definite article

and

the

Noun

ambient

Adjective

Preposition Noun

Definite article

temperature

Verb

Definite article

Noun

dropped.

Definite Article Noun Conjunction

Verb

Adjective

The word „glistening‟ is an adjective because it tells us more about the „dew‟, which is a noun. The word „from‟ is a preposition because it relates the word „dew‟ to the word „night‟. The word „in‟ is a preposition because it connects the words „night‟ and „sunlight‟. The word „cloudless‟ describes the „night‟ and is an adjective. The word „ambient‟ describes the noun „temperature‟ and is also an adjective. The word „and‟ is a conjunction. This sentence could have been split into two sentences. The glistening dew from the cloudless night evaporated in the sunlight. The ambient temperature dropped.

Activity – Sentence Analysis – Working in Pairs With a partner, rewrite the sentences at the back of the book and work out the components of the following sentences. Circle the nouns and underline the verbs first, in order to work out what role the words play in the sentence. (Below is a Word Box containing some common prepositions to help, you.) Some Common 1. A troop of baboons warmed themselves in the scorching sun. Prepositions 2. A francolin drew itself proudly on top of an old ant heap. about above across after against along among 3. Today was going to be a scorcher. around at before 4. Joseph Sithole heard the raucous baboons and looked up behind below beneath briefly. beside between by 5. His attention was drawn to some movement about three down during except for kilometres away. from in in front of inside instead of into like near of off on onto on top of out of outside over past since through to toward under underneath until up upon 50 with within without

Activity – Working with Nouns Collective nouns describe a group of people, animals or things. Take a look at some of the collective nouns, which describe a group of animals, on the left. Write your answers at the back of the book. Animal Group baboons butterflies cheetahs crabs dolphins doves eagles elephants giraffes hippopotami hyenas owls porcupines vultures zebras

Collective noun/s troop, flange flight, flutter coalition cast pod dule, bevy, cote, dole, paddling convocation, aerie herd, memory tower bloat cackle parliament, stare prickle kettle dazzle, herd

There is no „hard and fast rule‟, with regard to collective nouns. A collective noun, is a suitable word, used to describe a group of things. Use your imagination to create collective nouns for the following. A group of … 1. Rhinoceroses 2. Francolin 3. Poachers 4. Grandfathers 5. Storms 6. Motorbikes 7. Teenage boys 8. Teenage girls 9. Leopards 10. Velskoene 10

„Diminutive‟ is the name, given to objects that are smaller than usual. Below are the diminutives of some animals. Animal eagle baboon crocodile dolphin giraffe hyena owl pigeon swan rabbit

Find out the diminutives of these animals.

Young of the Animal eaglet infant hatchling calf, pup calf, giraffeling cub, pup, whelp owlet squab cygnet, flapper kitten, nestling, bunny

1. Kangaroo 2. Goat 3. Oyster 4. Ostrich 5. Mouse 6. Otter 7. Mosquito 8. Seal 9. Wasp 10. Zebra 11. Meerkat 12. Goose 13. Fly 14. Eland 15. Hawk

Gender refers to female and male. Animal ant antelope bush baby dolphin goose porcupine rabbit hippopotamus jellyfish leopard

Female queen, worker doe queen cow goose sow doe, jill cow sow leopardess

Male drone buck king, drake bull gander bull buck, jack bull boar leopard

Find out the names for the gender (female and male) of the following animals. 1. Lion 2. Donkey 3. Elephant 4. Hyena 5. Mole 6. Horse 7. Sheep 8. Whale 9. Zebra 10. Swan

Activity – Comprehension The questions asked in the following, are based on the entire story of Rhino Raiders. 1. What had alerted S‟bu and made him wake with a start (page 38)?

________________________________________________________________ ________________________________________________________________ (1)

2. What „weapons‟ did the boys take with them when they were going to investigate the source of the noise (page 40)?

________________________________________________________________ ________________________________________________________________ (2)

3. Darryl and S‟bu, arrived at the garage and saw their fathers having a conversation. “They came in at the bottom end of the farm, Devin (page 40).” To whom or what was Nyati referring?

________________________________________________________________ ________________________________________________________________ (1)

4. Who is the „little devil‟ of which Grandfather speaks?

________________________________________________________________ ________________________________________________________________ (2)

5. Explain why the poachers would not hunt with a spotlight at night.

________________________________________________________________ ________________________________________________________________ (1)

6. What makes it difficult for the spotter plane to normally detect poachers?

________________________________________________________________ ________________________________________________________________ (2)

7. What „new‟ method did these poachers use?

________________________________________________________________ ________________________________________________________________ (2)

8. For what purpose were the poachers going to hunt the rhino?

________________________________________________________________ ________________________________________________________________ (2)

9. Find an example of alliteration on page 44 and write it down.

________________________________________________________________ ________________________________________________________________ (1)

10. Quote an example from the text, which explains how cold it was.

________________________________________________________________ ________________________________________________________________ (1)

11. To what spoor on page 47, was Joseph referring?

________________________________________________________________ ________________________________________________________________ (1)

20 12. Explain what Joseph Sitholeâ&#x20AC;&#x;s job was.

________________________________________________________________ ________________________________________________________________ (2)

13. What reason did Joseph give, for not wanting Grandfather harmed?

________________________________________________________________ ________________________________________________________________ (1)

14. Explain what causes a crisis on page 48?

________________________________________________________________ ________________________________________________________________ (1)

15. What conflict arises between the American and Joseph Sithole on page 51?

________________________________________________________________ ________________________________________________________________ (2)

16. Why did Sâ&#x20AC;&#x;bu speed off on the motorbike?

________________________________________________________________ ________________________________________________________________ (1)

17. Who had fired the first two shots?

________________________________________________________________ ________________________________________________________________ (1)

18. Why had this person done so?

________________________________________________________________ ________________________________________________________________ (2)

19. Who had been shot in the scuffle?

________________________________________________________________ ________________________________________________________________ (3)

20. What is the climax of this story?

________________________________________________________________ ________________________________________________________________ ________________________________________________________________ (1)

21. What happens in the resolution of the story?

________________________________________________________________ ________________________________________________________________ ________________________________________________________________ (2)

22. What is the meaning of the following words? a) sarcastically (page 48) ___________________________________________________________ b) ricocheted (page 55) _____________________________________________ (2)

23. What is an ambush?

________________________________________________________________ ________________________________________________________________ (1)

21 24. „He killed the motor as the Yamaha dropped into the grass (page 56).’ Figurative language doesn't mean exactly what it says. Literal language on the other hand does. The literal meaning of, „He killed the motor…‟ is that he murdered the engine. What is the figurative meaning?

________________________________________________________________ ________________________________________________________________ (1)

25. Here are five more examples of figurative language. Write down the literal or figurative meanings of each one. Expression Figurative Meaning Literal Meaning a) Grandfather is as sharp as a tack. Grandfather is pointed and sharp like a tack.

b) Grandfather would snap my head off if he knew I was here.

Grandfather would scold me if he knew I was here.

c) When I was scolded, I felt down in the dumps.

d) I had cold feet when I had to fire the rifle.

I sank into a mud dump when I was scolded.

I lacked in confidence to fire the rifle.

(4)

Fire Bombers – Page 60

Activity – Writing a Short Story In this activity, you are going to write a five-paragraphed essay. Once you have mastered the technique, you can then increase the length of stories that you write. Read the story called Fire Bombers and collect interesting words as you read. 1. Introduction Begin with a good opening sentence. Describe the setting.

2. Paragraph Two Introduce a character into your setting. What is your character doing? (See page 9.)

A paragraph contains one idea. Words such as suddenly and then, indicate that something new is going to happen. If a new character enters, or your character moves to another location, a new paragraph is required.

3. Paragraph Three Create a crisis or crises in your story. Use suitable words to create tension.

5. Conclusion Explain what happens after the climax (the resolution).

4. Paragraph Four Work towards a climax in the story.

Planning is an important part of writing. Often writing just happens, but you do need to know where you are going with your story. Use the mind map on the next page to help you with your planning. Jot down key words about the events in the story.

You can choose from these themes: A Storm at Sea or A Fire

5.Conclusion (The Resolution)

Paragraph 2 (Character and why he/she is here)

1.Introduction (Setting)

Paragraph 3 (What happens? â&#x20AC;&#x201C; introduce aspects of tension)

Paragraph 4 (Aiming for the Climax)

Now that you have an idea of what your story is about, you need to find words that will be appropriate. Inject your work with interesting Figures of Speech, strong verbs and adjectives. Here are some ideas to help you. You may use these examples, or come up with creative words of your own.

Ideas Metaphors

Words and Phrases for a Fire

Fire â&#x20AC;&#x201C; fiery fingers (the flames are compared to fingers), the fire blanketed the earth (the fire covers the earth like a blanket), hungry flames (the flames are compared to an entity that is ravenous), white plume (the shape of the smoke is compared to a white feather), the monstrous dragon (the fire is compared to a fire-breathing dragon), the blackened scar (a patch of burnt grass is compared to a scar), a tower of smoke (the height of the smoke is compared to a tower), a kiln of flames (the land is compared to an oven), a spout of flames (the flames compared to a shoot of water).

Personification Leaping orange flames, the fire devoured every living thing, the flames tore at

Onomatopoeia Alliteration Strong verbs

branches, the fire moved swiftly, the fire spread its gloom over the land. Crackling, hissing, roaring, snapped, Tree tottered, fiery frenzy. Billowed, crazed, twisted, rasped.

Ideas Metaphors

Words and Phrases for a Storm at Sea Sea – steely blue waves (waves compared to the colour of steel), the frenzied, dancing sea (the movement of the sea compared to a frenzied dancer), sugar white shore (the shore compared to the colour of sugar), a battle field of waves (the waves compared to a battle or war), foaming seas (the waves compared to foam), great fans of water (the explosion of water resembles the shape of a fan). Storm – the snorting clouds (clouds almost compared to an angry bull), thunder detonated (the sound of thunder is compared to explosives), hostile sky (the sky is likened to an enemy), rooster tail of sand (the shape of the sand is compared to a rooster‟s tail). Personification Trees shielded them, waves licked the edge, rain curved down, waves rushed up the beach. Onomatopoeia Roared, cacophony (loud, horrible sound), thunder. Alliteration Furious frenzy, ghostly gust of wind, dark deep clouds. Strong verbs Rip, rock, buffet, shoot, threaten, pelt. Point of View – Who is telling the story? When you tell a story through a viewpoint character using I or we, you are using first person point of view. Telling a story using you is called second person point of view. Third person point of view is by far the most common choice. It uses the third person pronouns he, she and they to tell the story. Write your essay. Don‟t forget to stick to the same tense. For example, don‟t begin in the past tense and then switch to the present tense. Your concluding paragraph should be original. Forget about the „dream endings‟, they are boring. That is, „I woke up and it was all a dream.‟ Something original could be, „Then I saw it – the hand that was to save me.‟ Criteria

Score

Correct format using paragraphs An example of Figures of Speech in each paragraph Good opening sentence Surprise ending – original No more than two spelling mistakes Neat work Content and vocabulary usage TOTAL

Your Score 1 5 1 1 1 1 10 20

Activity – Working with Words Complete the following activities. The Rebus A REBUS is a picture representation of a name, work, or phrase. Each "rebus" puzzle box portrays a common word or phrase. For example: Answer: Since the word HEAD is over the word HEELS, the answer to the puzzle would be HEAD „OVER‟ HEELS. Can you work out these puzzles?

4. (4)

Identifying Words Place the words in bold into the correct categories. Explain why you have chosen this category. metaphor

personification

onomatopoeia

alliteration collective noun

1. The storm was closing in too fast.

___________________________________________________________________ 2. The wind was strong, pushing rolling gusts of sand ahead.

___________________________________________________________________ 3. The storm followed but the worst of the rain was falling over the sea.

___________________________________________________________________ 4. A flurry of drongos flew through the smoke, turning suddenly and diving for insects.

___________________________________________________________________ 5. The fire roared as wind-fanned sheets of flame exploded high into the sky.

___________________________________________________________________ 6. Billowing clouds of dense smoke darkened the sun.

_______________________________________________ _______________________________________________ 7. The clouds blanketed the earth.

______________________________________________ ______________________________________________ 8. Suddenly shrill blasts of a whistle pierced the air.

___________________________________________________________________ 9. Foam burst from the belly of the bomber.

___________________________________________________________________ 10.The fire face had moved far into the forest.

__________________________________________________________________ (10) Spoonerisms Spoonerisms are words or phrases, in which, letters or syllables get swapped. This often happens accidentally in slips of the tongue (or tips of the slung) as Spoonerisms are often affectionately called. The word spoonerism comes from William Archibald Spooner who was famous for making these verbal slips. Example: Tease my ears (Ease my tears) Work out these spoonerisms. 1. a blushing crow

_____________________________________ 2. ready as a sock

_____________________________________ 3. itâ&#x20AC;&#x;s roaring with pain

_____________________________________ 4. fighting a liar

_____________________________________

5. a well-boiled icicle

__________________________________________ 6. drain bamage

__________________________________________ (6) 20 Do you know what a Malapropism is? Malapropisms The word malapropism comes from the fictitious character of Mrs. Malaprop. In the play, called The Rivals, Richard Sheredon, introduced his character, Mrs Malaprop. She was always substituting a similar-sounding word for the word that she actually intended. Here are some examples: "I am sorry to say, Sir Anthony, that my affluence over my niece is very small." [influence] "He is the very pine-apple of politeness!" [pinnacle] "I have since laid Sir Anthony's preposition before her;" [proposition]

Activity – Comprehension This comprehension is based on the last story, Fire Bombers. 1. “Go S‟bu!” He shouted in his ear (page 60). For what reason, was Darryl panicking?

2. What other problem did they encounter on page 63?

3. „…the thought of Gran‟s anger focused his attention…‟ What would have made her angry?

___________________________________________________________________ ___________________________________________________________________ (1)

4. How did the fire begin?

___________________________________________________________________ ___________________________________________________________________ (2)

5. What was the immediate danger of this fire?

___________________________________________________________________ ___________________________________________________________________ (2)

6. On page 65, there is another conflict or crisis. What is it?

___________________________________________________________________ ___________________________________________________________________ (1)

7. What type of protective clothing did the boys put on?

___________________________________________________________________ ___________________________________________________________________ (3)

26 8. What problem faced Granddad, if the mill could not process the sugarcane quickly, if it was burnt?

___________________________________________________________________ ___________________________________________________________________ (2)

9. Name two other drawbacks of this fire, if it had become uncontrollable?

___________________________________________________________________ ___________________________________________________________________ (2)

10. Who was Matthew Gardiner?

___________________________________________________________________ ___________________________________________________________________ (1)

11. What is meant by „G Force‟?

___________________________________________________________________ ___________________________________________________________________ (1)

12. What was used by the spotter aircraft to extinguish the flames?

___________________________________________________________________ ___________________________________________________________________ (1)

13. What humorous incident takes place on pages 74 – 75?

___________________________________________________________________ ___________________________________________________________________ (2)

14. Mention three types of fire-fighting methods used in this story.

___________________________________________________________________ ___________________________________________________________________ (3)

15. Briefly describe what happens on page 76.

16. In your opinion, when does this story reach its climax?

17. Quote the words, on the last page, that tells us that Grandfather abets the boys in their escapades?

___________________________________________________________________ ___________________________________________________________________ (1)

Activity – Assessment Without looking back at the notes, see if you can answer these questions. 1. What is the meaning of the following elements of a story? a) Plot ____________________________________________________________ b) Exposition _________________________________________________________ c) Setting __________________________________________________________ d) Conflict __________________________________________________________ e) Resolution _________________________________________________________ (5)

2. How many lines does a cinquain have?

__________________________________________________________________ (1)

3. Write down your own examples for the following. a) A simile __________________________________________________________ b) A metaphor ________________________________________________________ c) Personification ______________________________________________________ d) Alliteration ________________________________________________________ e) Onomatopoeia ______________________________________________________ (5)

4. Convert the following direct speech into indirect or reported speech. “I‟m a first-aider,” one of them said.

___________________________________________________________________ ___________________________________________________________________ (4)

5. Convert reported speech into direct speech. Grandfather told Darryl that he would take over.

___________________________________________________________________ ___________________________________________________________________ (5)

6. List the three punctuation marks used in quoting text and indicate what their functions are?

7. List the five elements, of presenting a successful oral.

___________________________________________________________________ ___________________________________________________________________ (5)

8. Give an example of each of the following Parts of Speech. a) Collective noun ___________b) Abstract Noun ___________ c) Proper Noun _________ d) Adjective ____________ e) Preposition _____________________ (5) 9. What is a conjunction? ____________________________________________________ (1)

10. What is an adverb and list the type of adverbs do you get?

___________________________________________________________________ (4)

11. Briefly explain what a Spoonerism is. ___________________________________________________(2) 12. For what is the fictitious character, Mrs Malaprop, famous? _________________________________ (1) 45

28 Marking Memorandum – A suggested guide to marking. Page 1

Activity Comprehension LO 5 – 15 marks

The Cinquain LO 4 (Writing) – 20 marks Comprehension LO 5 – 20 marks

Direct Speech LO 6 (Language)– 20 marks Indirect Speech LO 6 (Language) – 15 marks

Quoting from Text LO 5 – 25 marks LO 4 – 20 marks LO 3 – 5 marks

Answers 1. The setting is on a farm / in Zululand or boarding school / in Pietermaritzburg. 2. The main characters are S‟bu /and Darryl. 3. Richard Caversham is Darryl‟s father. 4. Suitable answers. For example, the tone is one of excitement./ The boys laugh as they shake hands/ and they chat animatedly as they ride on the bike. 5. He had shown skill in / hunting buffalo. 6. The grandfather had bought petrol and oil for the motorbike / cartridges for the shotgun / and bait for their fishing rods. 7. They thought that it might have been a shark. 8. The mention of Cave Mountain causes a change in tone. Use the rubric on page 2 as a guide for marking.

1. The word gooseflesh is a metaphor. /When a goose is plucked, its skin has little bumps on it. /Darryl‟s reaction to his fear is the same as the gooseflesh. 2. Gold attracted the people to the mountain. 3. They called in a sangoma / to ward off the evil spirits. 4. The verb is, „showing‟ / and the pronoun is „itself‟. 5. The word „pinkness‟ is an abstract noun. 6. The example of alliteration is, „tell-tale‟. 7. a) Unhindered (verb) means that something has not delayed or prevented the development or progress of something or someone. a) Preposterous (adjective) means outrageous or absurd: going very much against what is thought to be sensible or reasonable. 8. Although they were afraid of the cave/ their fears had to be tackled head on. 9. a) A dolphin clicks b) A goose cackles c) A snake hisses d) A monkey gibbers e) A mosquito whines Use negative marking for this exercise. Deduct marks from 20, for errors.

1. 2. 3. 4. 5.

Darryl asked what it was. Darryl said that / they /had /gone to look at the crowned eagles. S‟bu said that /they /were going to look at the eagles /the following (or next) day. Grandad remarked that they (or the boys) / had caught some big crays /that day. Darryl said that /he /could see a track leading past the old water channel up to the spring. 1. a) A wild pig had caught the kudu bull‟s attention. b) Examples could be: „… horns held high…‟ / „…big brown eyes…‟ / „…sight searching…‟ (The „s‟ sound is actually classified as sibilance, however, it can be accepted as alliteration.) 2. The sentence, which indicates a change in mood is: „This could be even more sinister than they had imagined.‟ (Can accept: „The suspense was too much.‟ 3. The boys thought that the „faint indentation‟ belonged to a lion / because only a lion‟s spoor could have been that big. 4. a) A wounded lion was worse than facing a dangerous lion. b) The lion would have turned on the villagers or / there would have signs of a lion kill, if vultures were circling the area. c) Darryl said that he was going to tell his grandfather that he had seen wild pigs in the sugarcane / so that he (the grandfather) would not become suspicious. 5. Any suitable examples are acceptable. This will depend on what makes the pupil most afraid. For example, answers could be: „…as they caught their breath.‟ and „He clasped the axe tightly…‟ 6. In this answer, the pupil must illustrate the event that affected them most. / They must give two reasons as to why this event led up to the climax of the story. (3) 7. This answer could be: „When they encountered the beast they were tracking.‟ Accept other suitable answers. 8. The lion was in fact a man / who led them to the Sangoma‟s cave. 9. That they, not reveal that they had been to the cave / or tell anyone about the cave.

29 10. You can base your marking on the following. Allow the pupils to read their paragraphs to the class.

Words LO 6 (Language) 20 marks

Criteria Five verbs Three adjectives Content (Does it make sense?) Imagery (Did they include Figures of Speech?) Reading (How well did they read their paragraph?) Zulu muti (page 15) impepo (page 17) khumba (page 17) bula (page 17) myeko (page 34) shobo (page 34) konga (page 34) „Woza.‟ (page 36) „Hamba ghahle.‟ (page 37) „Sala kahle.‟ (page 37)

1 – Poor 2 – Fair 3 – Good 4 – Very good 5 - Excellent

English The name given to traditional medicine. A type of plant used for its healing oils. A clay beer pot. Bones. A headdress. Wildebeest tail. A type of sarong or skirt. „Come.‟ „Goodbye. Go well.‟ „Goodbye. Stay well.‟

Choose the correct meaning of the words in italics. 1. c) They made an observation 2. a) Partly close your eyes 3. c) To draw away from something 4. b) To move rapidly 5. a) Wrinkled 6. b) Trembled 7. a) To sing or speak rhythmically with repetition 8. c) Invited 9. c) Mysterious 10. a) Beckoned 8

Oral LO 2 (Speaking) 20 marks

Characterisation LO 3 (Reading and Reviewing 10 marks

The following rubric is a guide to marking the oral. 1 – Poor Criteria 1 2 3 4 5 2 – Fair A good opening sentence and conclusion 3 – Good Audience contact 4 – Very good Content 5 - Excellent Voice intonation 1. Any suitable answer. Suggested answers: Darryl could be considered as curious since he wants to know what is going on and goes to spy on the men. He could be impulsive because he does not think before he acts, he knows that he will get into trouble for following the men. He could also be described as active because he is always there to discover what is going on and plans to follow the men. 2. Any suitable answer. Suggested answer: S‟bu is more of a conformist since he prefers to follow rules and not get into trouble. 3. “You know we‟ll be in trouble when they find out that we‟ve gone with them,” S‟bu said. 4. This type of behaviour is manipulative since Darryl uses his very best hurt look to get out of trouble with his grandmother. 5. Either the word humorous or witty could be used in this answer. 6. The grandfather has been described by the author as, „easy going, quietly competent, he runs a highly successful sugar farm, loves the boys and quietly abets them in their escapades, sometimes by stopping Gran from interfering in their lives. He treats his workers well, houses, feeds and rebuilds their houses after the floods.‟ (Gran and granddad are still very much in love.) 7. „Gran is protective over the boys as they are with them more often than with their own parents, spoils them rotten but knows what they get up to, so urges caution.‟

30 10

Crossword LO 6

G G R 2E S S

V E 4V

M B I T I O U S

Drama – LO 3 – reading and reviewing (10) LO 4 – writing (10) LO 2 – speaking (10)

Poetry LO 4 20 marks

Word Search

Sentence

X N 5I N T R O V E R T O 6P M R E L 7O P P I N I O N A T E D A U V T S T 8W L E I S I 9S S R V P I T E F U L I I T E V E T V E T 10R 11D E S E R V E D Y 12A S S E R T I V E C 13L 14D E T E R M I N E D O I 15A Y R R O G A N T 16M A N I C F L U 17F I C K L E This exercise will allow the pupils to become familiar with the story so that they can answer the questions in the comprehension on page 16. This activity will probably take up 3 lessons – reading – writing – performance. Assess the pupils on the following – individual involvement in the group (out of 10 – reading and reviewing), correct writing of the dialogue (out of 10) and performance (out of 10). A reading mark can also be given. Use the same rubric as the previous exercise.

N U L Q B N O I T A R I M D A W C N R Y

M K N E B N O I T A U T A F N I Q E E I

U O

L V

T I

N T

O A

I P

T I

A C

N I

I T

M R N A

E W

B N O I T A N I C S A F

T N

P T

Y N

T E

I M

O E

V Z

N A

E U R M B R A

F G Z B N D O

E A

A O T S

R Z K D

E A

S C

I B

R E

Q M V Q R P W W E Q

C A D V Q P T I J K

E M T N E S E R W P E

E A

N L

O O

I U

T S

I Y

B M M E

A R

Y C

E W S X N O I T A R E P S E D I

I Y

E C

F P

P T

Z N

S E

N M

O T

I N

A O

R P

T P

T I

T Q

D E C N E R E F F I D N I Q G J S A

O I T A T C E P X E D

U S

E S P A I R R I

N Z Z U I N D I G N A T I O N R J F D

1. A (indefinite article) troop (collective noun) of (preposition) baboons (common noun)

31 Analysis – LO 6 – 50 marks

3. 4.

Nouns LO 6 – 45 marks

Comprehension LO 5 – 50 marks

warmed (verb) themselves (pronoun) in (preposition) the (definite article) scorching (adjective) sun (common noun). A (indefinite article) francolin (common noun) drew (verb) itself (pronoun) proudly (adverb of manner) on top of (preposition) an (indefinite article) old (adjective) ant heap (common noun). Today (common noun) was (auxiliary verb) going (verb) to (preposition) be (verb) a (indefinite article) scorcher. Note: „To be „is classified as a linking verb. Joseph Sithole (proper noun) heard (verb) the (definite article) raucous (adjective) baboons (common noun) and (conjunction) looked (verb) up (preposition) briefly (adverb). His (in this case, ‘his’ is used as an adjective) attention (abstract noun) was (auxiliary verb) drawn (verb) to (preposition) some (adjective of quantity) movement (abstract noun) about (preposition) three (adjective) kilometres (common noun) away (adverb of place).

The words on this worksheet can be learnt for homework and tested. Many of these nouns will have to be researched, that is, on the Internet. If you do not have the facilities to conduct this research, it would be best to give the pupils the answers to these questions. Collective nouns – ask the pupils to read out their answers. Diminutives – 1. Joey 2. Kid 3. Spat 4. Hatchling or chick 5. Pinkie, kitten or pup 6. Pup or whelp 7. Nymph, wriggler or tumbler 8. Pup 9. Larva 10. Foal 11. Pup 12. Gosling 13. Maggot 14. Calf 15. Eyas Gender – 1. Lioness and lion 2. Jenny and jack 3. Cow and bull 4. Bitch and dog 5. Sow and boar 6. Mare and stallion 7. Ram and ewe 8. Cow and bull 9. Mare and stallion 10. Pen and cob 1. The sound of someone loading the truck or something thumping on metal. 2. They took catapults and marbles. 3. Nyati was referring to poachers. 4. It was the Chinese man who / had obviously employed the poachers. 5. They could be easily detected if they had a spotlight. 6. If they approached by foot / they could easily hide. 7. They had cut through the fence/ and were in vehicles. 8. They wanted the horn / to sell as an aphrodisiac. 9. Examples could be: „…crags of the krans face.‟ / „the motorbike bucked and bounced…‟ / „…sweated with concentration in the cool of the early morning….‟/ „… riding through the river.‟ (Explain that alliteration is based on sound as well, and not just on the same consonants.) 10. “I‟m absolutely fr-fr-freezing,” S‟bu managed to say through his chattering teeth. / „the hot exhaust hissed steam as it came into contact with the water…‟ / „it was ice cold as the dew from the night began to evaporate…‟ / other suitable examples. 11. It was rhino spoor. 12. Joseph Sitole was a tracker / and he was working for the poachers. 13. He said that Devin Caversham was good to his workers. 14. S‟bu had spotted the poachers. 15. The American realises that they are being followed and instructs Joseph to set up an ambush / which Joseph does not want to do as he is only prepared to kill rhino and not people. (they were fighting among themselves.) 16. To warn grand or get help. 17. Darryl had fired the first two shots. 18. He saw his grandfather‟s Landrover /approaching the ambush. 19. His grandfather, / a game scout / and two poachers. 20. Darryl stood up and aimed his gun at the poachers. 21. It was a good thing that Darryl had been there / for he saved his grandfather‟s life. 22. a) sarcastically – to speak in a mocking tone – to say words that mean the opposite of what you are saying. b) ricocheted – the rebounding action of something that hits a surface and bounces off in a different direction. 23. An ambush is a surprise attack where someone is waiting in the bushes. 24. The literal meaning is that he turned off the engine. 25. a) Grandfather is very clever. b) Grandfather would take him and remove his head

Writing LO 4 – 25 marks Language LO 6 – 20 marks

Comprehension LO 5 – 30 marks

from his body. c) To be depressed. d) The feet became cold. USE THE RUBRIC TO MARK THIS ESSAY.

Rubrics – 1. Better safe than sorry - 2. Getting up at the break of dawn. 3. Reading between the lines. 4. Odds are overwhelming Identifying Words 1. This is personification. The storm has been given a human quality from the words, „was closing in.‟ 2. Personification. „Pushing rolling gusts.‟ Could be a metaphor. „Rolling gusts‟ – gusts of wind compared to a rolling ball. 3. Personification. The word „followed‟ gives the storm a human quality. 4. Flurry of dongas – is a collective noun . 5. Wind-fanned sheets of flame – metaphor – the flames are compared to a sheet and the action of the wind is like that of a fan. 6. Personification – the clouds have blotted out the sun like a person with a pencil. 7. Metaphor – the clouds are compared to a blanket. 8. Onomatopoeia – the words imitate the sound of a whistle. 9. Alliteration. 10. Fire face – metaphor – the fire has been compared to a face or it could be personification in that the fire has been given a human quality. (Metaphors and personification are closely related. Spoonerisms 1. A crushing blow 2. Steady as a rock 3. It‟s pouring with rain 4. Lighting a fire 5. A well-oiled bicycle 6. Brain damage 1. A storm had come in / the tide was rushing in / and they had hit a jagged rock which left them with a puncture. 2. The storm was closing in too fast. / They were battling to see through the rain (this would make them go slower). 3. If they were late (plus their previous history of misdemeanors). 4. A lightning bolt had struck / a gum tree. 5. That it would set the sugarcane and timber on fire. 6. The „bakkie sakkies‟ had been taken off the previous month. 7. They wore overalls / gloves / and helmets. 8. The sucrose content would drop / and so reduce the price. 9. Paper Mills would have less wood / untold environmental damage would ensue. 10. He was a neighbour.

11. G Force - from gravitational - This acceleration is experienced by an object due to the vector sum of non-gravitational forces acting on an object free to move. 12. Foam was used. (Do not accept „water‟.) 13. A ram found a gap to run / and resulted in a man hanging onto a tree like a koala. 14. Hand beating / Bakie Sakkies / Aeroplanes. 15. A tree fell / on top of a man who was crushed underneath it. 16. Any suitable opinion. Could be when Darryl‟s grandfather says that it is all under control. 17. „… we had better not tell Gran the whole story this time.‟ 20

Assessment

1. a) Plot – sequence of events b) Exposition – introduction c) Setting – time (½) and place (½) where the story takes place d) Conflict – problems e) Resolution – conclusion. 2. Five. 3. Any suitable examples. 4. One of them said that he was a first-aider OR One of the men said that he was a first – aider. 1. “I will take over, Darryl,” said Grandfather. 2. Ellipses – to show words left out / Colon – to introduce a quote / Speech marks – to show spoken words. 3. Must mention – opening sentence – audience contact – stance – intonation – conclusion. 4. Suitable examples. 9. A joining or linking word. 10. Modifies the verb – Time, Place and Manner. 11. Words or phrases / that get swapped around. 12. She substituted words for / similar-sounding words.