WHO?

The classroom in which I will be teaching is made up of thirty learners, in which twenty one of those are

females and only nine are boys. There is a variety of cultures in the classroom of which compromises by Zulu,

Sepedi, Xitsonga, IsiNdebele, Sesotho and Venda speakers. There is a child with a hearing problem and one

with a vision problem and there is also a learner who is hyper active, therefore, during the lesson he just

doesn’t seem to be able to seat still. I will solve these problems firstly by moving the learners with hearing and

vision difficulties to the front, I will also use colourful chalks for the learner with visual problem, speak as

louder as I can to carter for the learner with hearing problems and the one learner with signs of ADHD as his

hyper active I will ask him to clean the board first then after tell him that he will be the one responsible in

summarising the lesson for as a method of concluding the lesson. The school is situated in a Town ship just

outside Midrand in a place called Ebony Park. The area is surrounded by drug taking teenagers, high

unemployment rate, high crime rate and poor infrastructure development. Furthermore, the school is located

near a taxi rank and a busy main road, and just a block away from the school there is a shopping complex. As

a result this will disturb the quality of teaching and learning as there is a certain noise coming from these land

marks. Based on my analysis in our last encounter with the learners I have noted that there are some

prejudices amongst the learners, for example, the power balance is not well proportioned as girls are being

forced to do the cleaning of the classroom, while boys do nothing to ensure that their learning environment is

clean. As a result I shall be very cautious about the gender issue and should at all times promote gender

equality in the class room as it is also stipulated in the SACE code of conduct that teachers should promote

gender equality.

WHERE?

The school is situated between three townships namely Ivory Park, Kaalfontein and Ebony. There

are gangs’ tensions between boys from these townships and it really affects other students

negatively. Crime and violence is very high. The school is very clean with the classroom blocks

designed to accommodate learners with disability but it is old fashion school. There are plenty of

green grass, flowers and other trees. The lesson will take place in grade 12 classroom. The school

has shortage of desks, chairs and tables. The tables are movable and I will organise them in order to

facilitate group work and passing spaces for a teacher. The school as whole is under resourced but

medias such as chalkboard, chalks, photocopying machines, textbooks, globe, maps, charts and etc.

are available. Some of the classroom windows are broken.

WHEN?

The lesson will take place on the 08th May 2015 at 12h00, the first period after break. It is a single

period which consists of 30 minutes. The lesson will take approximately 25-30 minutes which means

it will end at 12h30.

WHAT FOR?

CONCEPTS/BIG IDEAS.

Cause and Effects: Causes of the constraints face by African states after gaining independence.

: The effects of decolonisation on Africa states.

What do you intend the students to learn about this idea?

So that they can know and understand the problems caused by decolonization.

Why is it important for the students to know this?

So that they can know and understand why Africa is still lacking behind in terms of technology

and development compared to other continents.

What else do you know about this idea that you do not intend students to know yet?

The positive effects of decolonization.

What difficulties/limitations are connected with teaching this idea?

Learners background about this topic because it is rarely discussed on media and at school.

What do you know about student thinking which influences teaching about this idea?

The fact that learners are aware of the fact that Africa is still lacking behind from other

continents in terms of literacy and technological development.

Are there any other factors that influence your teaching of this idea?

I will use the following resources:

I will show them a short video clip.

Textbooks will be also used

What teaching procedures would you use, and why, for this idea?

I will use teaching strategies such as classroom discussion,

Debate,

group work, and

Question and answer methods so that learners may have chance to share ideas about their

understanding different ideologies.

What would you ascertain student understanding of, or confusion about, this idea?

By giving them a formative assessment such as classwork and homework.

Specific aims: By deciding on the reliability of the information, By participating in debate about what

happened (and how and why it happened), and By using evidence to back up an argument in a

systematic way.

Learners should be able to decide on the reliability of the information.

Learners should be able to participate in debate about what happened (and how and why it

happened),

And be able to use evidence to back up an argument in a systematic way.

Skills: being able to bring together information, for example, from text, visual material, songs, poems

and interviews with people; using more than one kind of written information. Being able to contrast

what information would be like if it was seen or used from another point of view. This requires being

able to compare two or more different points of view about the same person or event.

Lesson aims:

at the end of this lesson, learners should be able to do the following:

Knowledge- at the end of the lesson learners should know and be able to discuss the

problems/constraints faced by African states after independence and also be able to discuss the

results of lack of education in a country.

Skills- at the end of the lesson learners should be able to identify, analyse and discuss the

outcomes of the decolonisation of African states and also be able to debate and write about the

problems faced by African states during post-colonialism.

Values and attitudes- learners should appreciate the help of other countries especially those who

are developed in order to develop their own country, and be able to respect other ethnic groups and

their ideas in order to build a united nation.

WHAT? HOW?

INTRO. TEACHER

ACTIVITY

LEARNER

ACTIVITY

STRATEGY RESOURCES ASSESSMENT

First of all I will

great the learners

and remind them

what we did during

the previous

session. I will

therefore, ask them

what we mean by

the term

decolonisation. I

will also show them

a short video about

the challenges

faced by African

states after gaining

independence.

Then I will ask

them to reflect on

the video.

They will be

responding to

my questions

and I will give

them time to

ask questions.

They will also

watch a short

video.

Question

and answer.

Textbook,

chalkboard,

laptop and

chalks.

Diagnostic and

baseline

assessment.

Actual

teaching

Teacher activity Learner activity strategy resources assessment

I will then connect

their answer to the

topic of the day

which are the

constraints faced

by African states

after gaining

independence. I

will ask them

questions such as

They will be

responding to

the questions I

will be asking

about the

challenges

faced by

African states.

They will also

have time to

Question

and answer;

and

discussion

methods.

Textbook,

chalkboard

and chalk.

Formative

assessment-

teacher

assessment.

conclusio

n

what are the

political

constraints,

economic

constraints and

social constraints.

ask questions

and mentioning

some of the

challenges.

Teacher activity Learner activity strategy resources Assessment.

I will summarize all

the important

aspects of the

challenges faced

by the African

states. I will then

give them a group

activity which they

must complete in

class in groups of

three. I will also

give them a

homework.

They will have

time to ask

questions

where they did

not understood.

They will also

write the group

activity in class.

Individual

activity,

Storytelling

and

discussion.

Exercise

book, pens,

and

textbooks.

Formative

assessment-

Teacher

assessment.