C freedom D life


E honour F


i captivity ii death vi iv


2 rich vs. poor; kind vs. unkind; happy vs. sad; bravery vs. cowardice; beauty vs. ugliness; poverty vs. wealth


Prepare to read (LB p. 50) Key focus: Pre-reading and during


Learners work as a class group.


Suggested answers 1 Learners have to identify two themes that the play deals with so far.


2 Learners now have to look for more proof of these themes in their reading.


Read and respond (LB p. 51)


Key focus: Explain plot, setting and characterisation


Suggested answers


1 from school 2 she scatters corn and she waits; feeding the birds and waiting for her grandmother


3 anticipation 4 she has been to the city to sell her doves 5 Lindi was at school 6 She smiles and jumps up and runs to meet Grandmother Maloko


7 relief (Smiles, hugs Lindi and sits down with relief.)


8 Gogo does not tell Lindi the good news from the start. She gives her bits of information and builds up the tension to the good news


9 elation; very happy; overjoyed 10 theme of achieving success/resolving their problem; the fact that the doves have been sold and ordered is a confirmation of this and it brings joy.


Dialogue transformation Change the format of a dialogue


(LB p. 52) Key focus: Adapting text to a dialogue 71 Mood/tone


Learners work in groups.


Suggested answers 1 Learners need to convert the story, A shady deal on page 44 of the LB into a dialogue by using dialogue format.


2 Play-format is used for plays where the characters on stage will bring life to the characters. Narrative with direct speech is used for dramatic effect in writing for us to visualise what characters are doing.


Whatʼs your dialogue? Plan a dialogue (LB p. 53)


Key focus: Plan a dialogue Learners work individually.


Suggested answers 1


Setting Characters Conflict (problem)


A country road leading through farmland; shady tree on the side of the road Effendi; landowner


Effendi wants to rest under the shade of the tree, but the landowner refuses to give him permission unless he pays to do so


Sombre; depressing


2 Learners need to use the above to conceptualise their own dialogue within different settings and with their own characters.


3 Learners plan their writing in a grid like above. 4 Learners need to think of tone and register of their characters.


5 Learners need to consider stage direction in their dialogue.


Write your dialogue Write and edit a dialogue


(LB p. 54)


Key focus: Write and edit a dialogue Learners work individually.


Suggested answers 1 Learners provide a rough draft of their dialogue.


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