Grammar

Curriculum details

Strand

Grammar Usage (Strand 3)

Sub-strand

Grammar (3.1)

Content standard

3.3.1.CS.4 - Understand and use direct and reported speeches appropriately. 3.3.1.LO.1 Identify and use the different types of phrases/clauses in speech and creative writing. 3.3.1.LO.2 Identify forms and use phrasal verbs to create meaning in speech and writing. 3.3.1.LO.3 Apply the knowledge and use idiomatic expressions in speech and writing. 3.3.1.LO.4 Apply knowledge of rules when converting indirect speech to direct speech and vice versa.

Indicator

3.3.1.LI.1 - Determine and use direct/indirect speech forms in context.

Suggested placement

Semester 2, Week 5 (Week 25 of the year)

Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.

Source document note

The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:

• strand name - p.196: this document swaps the names GRAMMAR and GRAMMAR USAGE between the strand and its first sub-strand from page to page - printed p.46 heads "Strand 3. GRAMMAR USAGE / Sub-Strand 1. GRAMMAR", printed p.62 "Strand 3. GRAMMAR / Sub-Strand 2. VOCABULARY", printed p.124 "Strand 3. GRAMMAR / Sub-Strand 1. GRAMMAR USAGE" and printed p.134 "Strand 3.GRAMMAR USAGE" with no space. The scope-and-sequence on printed p.21 calls the strand Grammar and the sub-strand Grammar Usage. Each heading is transcribed as its own page prints it
• indicator text - p.196: the code 3.3.1.LI.1 names 4 different indicators in this year. This document restarts learning-indicator numbering at LI.1 under every content standard, so a code identifies an indicator only together with its content standard - here 3.3.1.CS.4
• indicator text - p.196: this indicator's code is printed "3.3.I.LI.1" with a capital letter I for the digit 1 in the third segment. Measured, not guessed: a correct x.x.x.LI.n code sets 39.79 pt wide throughout this document and this one sets 37.04 pt, so the glyph really is the narrower letter. Filed as 3.3.1.LI.1 on the evidence of 3.3.1.CS.4 and 3.3.1.AS.1 on the same row

Curriculum reference

NaCCA curriculum document, p. 196

Exemplars (from the NaCCA curriculum)

Collaborative Learning: Using conversion drills, learners dialogue converting direct speeches to indirect speeches and vice versa
E.g,
Razak: I'm tired.
Aku: Razak says he is tired or
Razak said he was tired.
Experiential Learning: Using role-play ensuring tolerance for one another's views, learners work mixed ability groups collaborating and communicating verbally using materials from journalism and literature to report on direct and indirect speech.
Talk for Learning: Learners use pair conversation drills to distinguish and change samples of direct speeches into indirect/reported speeches encouraging active participation and tolerance.
Teaching and Learning Resources:
- Selected Passages
- Old newspapers
- YouTube videos
- Sample Disc jockey... (The Radio Show)
Assessment (3.3.1.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning.
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