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SUBJECT PLANNING – MATERIAL 2019

SAMPLE LESSON PLAN TEMPLATE

DATE: SUBJECT: GRADE: THEME: SKILLS LISTENING AND SPEAKING READING AND VIEWING WRITING AND PRESENTING LANGUAGE STRUCTURES

AND CONVENTIONSDURATIONTOPIC

TEACHING AND LEARNING ACTIVITIES

RESOURCES

DIFFERENTIATION

ASSESSMENT

REFLECTION

SAMPLE LESSON PLAN – Grade 8 Term 1: Weeks 1-2

DATE: SUBJECT: ENGLISH FAL GRADE: 8 THEME: SKILLS LISTENING AND SPEAKING READING AND VIEWING WRITING AND PRESENTING LANGUAGE STRUCTURES

AND CONVENTIONSDURATION 2 hours (no. of periods ) 3.5 hours (no. of periods ) 3.5 hours (no. of periods ) 1 hour (no. of periods )TOPICTEACHING AND LEARNING ACTIVITIES

ListeningGuide learners to listen for: main and supporting ideasExplain how to take notes. Ask questions on experiences, ideas, understanding of concepts, manipulative/ persuasive techniques Speaking: Group discussion Learners relevant ideas and sequence main ideasGuide learners to highlight capital/small letters, circle punctuation marks.

Discuss text features and parts of bookModel reading: paragraph 1. Ask questions: setting/background/characters.Model reading: paragraphs: Ask questions: describe characters/identify conflict/ narrator, themeLearners discuss in groups Learners read conclusion.Ask questions: to compare, contrast, evaluate events.Use paragraph 2 to identify synonyms, antonyms Explain pronouns and learners categorise in table

Teacher modelling on board:Write an event (use story) Learners add sentences on: place, time, characters, descriptions, reactions, feelings and opinions.Groups practice with own example of paragraphsProvide mind-map Individual essay writing using process writingUse rubric/checklist to guide writing process.

Write a simple sentence from the story on the board.Teach subject, verb, predicate.Use sentences from text toteach main/dependent clause Teach adverbs - underline examples from textAfter each aspect, learners engage with own examples and application exercise

RESOURCES Textbook, Worksheet Textbook, Worksheet Worksheet Textbook, WorksheetDIFFERENTIATION Learners can draw timeline

with main ideas or teachersprovide a word/phrase as a clue

Support groups to fill in worksheet/ timeline, scaffold understanding of compare, contrast, evaluate events.

Provide framework/mind map, vocabulary building and sentence making

ASSESSMENT Informal Informal Informal InformalREFLECTION

SAMPLE: EXTRACT OF AN ASSESSMENT TASK

ACE PRIMARY SCHOOL Details of the test

ENGLISH FIRST ADDITIONAL LANGUAGE

MARCH TEST – 2018

GRADE: 6 TIME: 1 hours MARKS: 40

INSTRUCTIONS: 1. Answer all questions.

2. Write legibly. General instructions

QUESTION ONE: READING COMPREHENSION Specific section

1.Read the following text and answer the questions.

VUVUZELA: A symbol of South Africa

Different nationalities support their soccer teams in different ways. In Brazil, they

beat the samba drums. In Switzerland, they ring cow bells. South Africans also Text

have a tradition and everyone could see and hear it at the 2010 FIFA World Cup.

Adapted from: ………………. Source

1.1 Write the letter of the correct answer.

1.1.1 How does Brazil support their soccer team?

A They beat samba drums.B They ring cow bells.C They blow the vuvuzela. Multiple choice questionD They blow on an air horn. 1 Different

cognitive levels and question types

1.2 Answer the following questions in your own words.

1.2.1 When was the South African tradition visible? 1

Short answer question__________________________________________________________

1.2.2 Do you think that the vuvuzela is a symbol of South Africa? Give a reason for your answer. Open ended question

____________________________________________________________________________________________________________________ 2

(20) Section Total

QUESTION TWO: LANGUAGE STRUCTURES AND CONVENTIONS Language in context

2. Answer the following questions.

2.1 Underline the adjective in the following sentences.

2.1.1 The vuvuzela makes a loud sound. 1 Word level question

2.1.2 The game was impressive. 1

2.2 Join the following sentences with the conjunction provided.

The coach spent many hours training the team. The coach was

dedicated to his job. (because). Sentence level question

______________________________________________________

______________________________________________________ 2

(20) Section total

SAMPLE: EXTRACT FROM THE MEMORANDUM

ENGLISH FAL Grade 6

MARCH TEST 2017 - MEMORANDUM

QUESTION ONE: Reading comprehension

1.11.1.1 A √ 1

1.2.1 At the 2010 FIFA World cup. √ 1

1.2.2 Yes√ It is visible in SA during soccer matches. √ 2

(20)

QUESTION TWO: Language Structures and conventions in context

2.1.1 The vuvuzela makes a loud √sound. 12.1.2 The game was impressive. √ 1

2.1 The coach spent many hours training the team because√ he was dedicated to his job. √ or 2 Because the coach was dedicated to his job,√ he spent many hours training the team. √ (20)

Indicate marks and alternate answersIndicate sub-totals

POETRY

Structure of a poem: External structure.

Stanza

Capital letter(beginning of sentence)

Small letters (beginning of sentence)

Wind HowlingAwoken from my nightmarish dreams,The sounds of wind, howlingIt’s fists beating against my windows.

Branches scraping,Like fingernails against the chilled glass.

Shadows creeping across the roomseeking, searching,a lost child.

Wind howling still,Like the ongoing, mournful cry of a wolf, baying at the full moon.

On and on cries the windForever searching for ears to listen,longing to be heard.

Ashleen Romano

Lines

Comma Full stop

Source: http://www.familyfriendpoems.com/poem/wind-howling#ixzz3xgtwlVxc #FamilyFriendPoems

http://www.familyfriendpoems.com/poem/wind-howling#ixzz3xgtwlVxc

http://www.familyfriendpoems.com/poem/wind-howling#ixzz3xgtwlVxc

Internal structure

personificationalliterationmetaphor

ideophone simile

Wind HowlingAwoken from my nightmarish dreams,The sounds of wind, howlingIt’s fists beating against my windows.

Branches scraping,Like fingernails against the chilled glass.

Shadows creeping across the roomseeking, searching,a lost child.

Wind howling still,Like the ongoing, mournful cry of a wolf, baying at the full moon.

On and on cries the windForever searching for ears to listen,longing to be heard.

free rhyme

MOOD: created by the use of the following words:

nightmarish

howling

fists beating scary mood

shadows creeping

mournful cry

cries

Compare with the following:

Wordsexcited tears inspire black sunshinelaugh depressed motivate grey brightsmile lonely encourage threatening shinycelebrate cry support dark invitingMood: Mood: Mood: Mood: Mood:

Reading comprehension: Reading strategies

Skimming and scanning.

1.Circle the letter of the correct answer.

‘Shadows creeping across the room’ (stanza 3) is an example of …

A. simile

B. personification

C. alliteration

D. metaphor

2.Where can shadows be seen?

3.Describe the speaker’s dreams.

Intensive reading.

1. Identify the figure of speech in the following lines:

‘Wind howling still,Like the ongoing, mournful cry of a wolf,’

2. What is the sound of the wind compared to?

3. Is the following statement true or false? Motivate your answer.

The wind finally stops blowing.

Visualisation.

1. If you heard these sounds of the wind, how would you feel? Give a reason for your answer.

Inferring meaning.

1. What do the words ‘fists beating’ in stanza1 suggest about how the wind was blowing?

2. Describe the mood in the poem by reflecting on words like ‘howling’, ‘mournful cry’

and ‘baying’ in stanza 4.

NAME: __________________________________ GRADE: 7

DATE: SUBJECT: ENGLISH HL THEME: SKILLS LISTENING AND SPEAKING READING AND VIEWING WRITING AND PRESENTING LANGUAGE STRUCTURES

AND CONVENTIONSDURATION 2 hours ( periods) 3.5 hours 3.5 hours 1 hourTOPICTEACHING AND LEARNING ACTIVITIES

ListeningListen to poem.

Speaking Discuss with a peer: structure of a poem, figures of speech

Reading aloud:Read the poem in pairs.

Underline nouns, verbs and articles

Discuss title and pictures.Identify differences between a poem and a short story. Model reading.Focus on- Internal/ External structure of poemIdentify: personification, simile, metaphor, alliteration, ideophoneDetermine mood, theme and messageDiscussionAnswer worksheet questions.Complete mind-map.Categorise pronouns.Circle full stops and commas.

Teacher modelling on board:Choose an element in natureStanza 1 – Literal/figurative descriptionsStanza 2 – include actionsProvide rubricGroup practices with own example Individual effort.Use rubric to guide writing process.

Match idioms/proverbs with meanings.Provide antonyms/synonyms for selected words

RESOURCES TextbookWorksheet

TextbookWorksheet

Worksheet TextbookWorksheet

DIFFERENTIATIONASSESSMENT Informal Informal Informal Informal

REFLECTION

Write a poem

Focus Teacher modelling/whole class writing

Group practice

Choose a natural element eg sun The sunWhere would you find it? High in the bright blue sky,Describe it Glows like a fiery ball of fire

Heating up the dry earth.

Use a personification She throws down spears of fireUse a simile Like a warrior on the battle field,Use a metaphor She moves in a golden chariot.Use an alliteration bringing bright rays of sunbeams.

Use your senses: see I see the shiny sunbeams in the sky feel they strike my body making me hot.

What value does it have for man? Earth flourishes in her presence.We are nothing without you, sun.

English GRADE 7 - 9

Prepared reading

MARK: 15

Read the prepared narrative text (about 10 sentences) and answer the questions.

1.Who is the main character? 1

2.What is the main idea in the text? 1

3.What did you learn from the text? 1

4.If you were the main character how would you have solved the conflict? 1

5.Give a reason for your response. 1

(5)

READING RUBRIC

CRITERIA MARKS

5 4 3 2 1Answers questions

5

Correctly answered all 5 questions

Correctly answered 4 questions



Correctly answered 1 question

Reading

5

Read fluently, Voice was clearly projected, Words were clearly enunciated, Paused appropriately, No errors

Read fluently, Voice was clearly projected, Words were clearly enunciated, Mostly paused in the correct places, 1-2 errors in the criteria above

Read fluently most of the time, Voice was clearly projected, Words were not always clear, Did not pause in the correct places

Struggled to read fluently, Voice was not clear, Many pronunciation errors

Could not convey the essence of the reading text

Audience rapport

5

Text was appropriate for audience, Length of text was correct, Maintained excellent contact with audience, Entire audience was totally engaged in the text content Audience responded by eg clapping, nodding

Text was appropriate for audience, Length of text was correct, Maintained contact with audience, Audience was engaged in the text content

Text was appropriate for audience, Length of text was correct, Mostly maintained contact with audience

Struggled to maintained contact with audience Audience did not show interest in the text

Very limited audience contact

TOTAL:15

RUBRIC: Prepared reading aloud

CRITERIA MARKS5 4 3 2 1

Understanding of text read

Demonstrates complete understanding of the text read by answering all questions correctly or showing complete understanding of main/supporting ideas

Answers questions or summarises main points making one error

Answers questions or summarises central points, makes two errors

Limited understanding of the text read indicated by more than two incorrect answers or inability to summarise main ideas

Struggles to answer any question or provide the gist of the text read

Tone, pace, eye contact Reads aloud with appropriate tone

Reads with correct pacing

Adjusts tempo and pacing in keeping with content of text

Eye contact with audience is sustained throughout the reading

Clearly audible throughout the reading

Reads aloud with appropriate tone

Reads with correct pacing

Correct tempo and pacing is used

Maintains good eye contact with audience

Clearly audible throughout the reading

Reads with suitable tone and pacing

Some lapses in making eye contact with audience

Audible most of the time

Struggles to use apt tone and pacing

Hardly ever looks at audience

Does not maintain audibility throughout the reading

Reads in monotone and staccato style

Does not look at audience

Inaudible

Reading with fluency and correct pronunciation

Reads fluently Clear expression and proper phrasing sustained throughout Reads to suit the

purpose and audience

Clear pronunciation No distortion in

meaning

Reads fluently Proper phrasing Reads to suit the

purpose and audience

Clear pronunciation No distortion in

meaning

Reads fluently most of the time

Some incorrect phrasing

Mostly pronounces words correctly

Reads with some level of fluently

Struggles with phrasing

Pronounces many words incorrectly

Struggles to reads fluently

Incorrect phrasing Poor pronunciation

SAMPLE: RUBRIC FOR NARRATIVE ESSAY

MARK (20) CRITERIA

5 4 3 2 1

STRUCTURE AND STYLE5

Well defined development of:Introduction, Body and Conclusion. Paragraphs are logical and effectively written Shows complete awareness of purpose

Clear introduction, body and conclusion Paragraphs are written effectively

Inclusion of: introduction body conclusion Good paragraphs

An attempt to include introduction, body and conclusion Paragraphs may be disjointed

Little evidence of introduction, body and conclusion Entire essay consists of one paragraph

CONTENT5

Complete adherence to the topic Ideas are creative and original Characters, setting and events are vividly described Plot is clearly outlined Events are written in sequential order with connecting words for cohesion

Ideas are creative Characters, setting and events are clearly described Plot is clearly outlined Events are written in sequential order with some connecting words

Ideas are interesting Characters, setting and events are described Plot can be easily followed

Characters, setting and events are mentioned. A story line can be followed

Story line not evident Disjointed ideas

LANGUAGE

5

Sentence structure and grammatical usage is flawless Uses a variety of sentence types Correct tense/s is/are used Excellent spelling No errors in punctuation

Good sentence structure. Uses a variety of sentence types Correct tense/s is/are used 1 - 4 errors in spelling and punctuation

Sentences are legible 5-8 spelling and punctuation errors

Struggles to construct sentences More than 9 spelling and punctuation errors

Writing is riddled with errors

PLANNING AND EDITING

5

Evidence of thorough planning: drafting, review and editing for every paragraph

Planning, drafting, review and editing for most paragraphs is evident

Planning, drafting and editing are done for some paragraphs.

Scanty planning with some editing

Poor planning No drafting and editing

RUBRIC FOR NARRATIVE ESSAY

MARK (20) CRITERIA

5 4 3 2 1

STRUCTURE AND STYLE5

Well defined development of introduction, body and conclusion. Paragraphs are logical and effectively written. Clear main and supporting ideas. Shows complete awareness of target audience and purpose. Register is appropriate.

Introduction, body and conclusion are clear.Paragraphs are logical and effectively written. Main and supporting ideas are captured.

Introduction, body and conclusion are included. Paragraphs are well constructed.

An attempt to include introduction, body and conclusion. Paragraphs may be disjointed.

No clear introduction, body and conclusion. Essay is written as one paragraph

CONTENT5

Characters and setting are creatively developed Complication is clearly indicated Events are described sequentially Time-lines are clearly outlined Resolution and ending are apt and interesting

Characters and setting are introduced There is evidence of a complication, events are mentioned Time- lines are mentioned An attempt is made to resolve the crisis

Characters and setting are mentioned The learner struggles to express ideas coherently There is some evidence of a story line and unfolding of events

The learner struggles to express ideas coherently There is some evidence of a story line and unfolding of events

The learner struggles to express ideas

LANGUAGE

5

Sentence structure and grammatical usage is flawless. Uses a variety of sentence types. Correct tense used. Excellent spelling No errors in punctuation

Good sentence structure. Uses a variety of sentence types. Correct tense used. 1 - 4 errors in spelling and punctuation.

Sentences are legible. 5-8 spelling and punctuation errors.

Struggles to construct sentences. More than 9 spelling and punctuation errors

Writing is riddled with errors.

PLANNING Evidence of thorough planning: Planning, drafting, review Planning, drafting and editing Scanty planning with Poor planning.

AND EDITING

5

drafting, review and editing for every paragraph.

and editing for most paragraphs is evident

are done for some paragraphs.

some editing. Some main ideas are shown.

No drafting and editing.

RUBRIC FOR DESCRIPTIVE ESSAY

MARK (20) CRITERIA

5 4 3 2 1

STRUCTURE5

Well defined development of introduction, body and conclusion. Paragraphs are logical and effectively written. Shows complete awareness of target audience and purpose. Register is appropriate.

Introduction, body and conclusion are clear.Paragraphs are logical and effectively written. Clear main and supporting ideas.



No clear introduction, body and conclusion. Essay is written as one paragraph

CONTENT

5

Characters, setting and events are vividly described. Plot is clearly outlined. Events are written in sequential order. Uses connecting words for cohesion.

Characters, setting and events are described. Plot can be easily followed. Time-lines are indicated.

Characters, setting and events are mentioned. A story line is evident.

An attempt is made to describe events and or characters and setting.

An attempt is made to describe characters and setting.

LANGUAGE

5

Sentence structure and grammatical usage is flawless. Uses a variety of sentence types. Correct tense used. No spelling errors No punctuation errors.

Good sentence structure. Uses a variety of sentence types. Correct tense used. 1 - 4 errors in spelling and punctuation.


Struggles to construct sentences. More than 9 spelling and punctuation errors


PLANNING AND EDITING

Evidence of thorough planning, drafting, editing for the entire writing piece

Good planning, drafting, editing for the writing piece is available

Some planning, drafting and editing


Poor planning. No drafting and editing

5

RUBRIC FOR REFLECTIVE ESSAY

MARK (20) CRITERIA

5 4 3 2 1

STRUCTURE5

Well defined development of introduction, body and conclusion. Paragraphs are logical and effectively written. Shows complete awareness of target audience and purpose. Register is appropriate.

Introduction, body and conclusion are clear. Paragraphs are logical and effectively written. Clear main and supporting ideas.



An attempt to include introduction, body and conclusion.

CONTENT5

Ideas, views, thoughts and feelings are clearly expressedPersonal perspective is strongly presented Reflects sincerity and personal

involvement

Ideas, views, thoughts and feelings are expressed reflectivelyPersonal perspective is presented

Personal ideas, views, thoughts and feelings are expressed

Struggles to express personal ideas and views reflectively.

Unable to reflect on topic

LANGUAGE

5

Sentence structure and grammatical usage is flawless. Uses a variety of sentence types. Correct tense used. Excellent spelling and punctuation.

Good sentence structure. Uses a variety of sentence types. Correct tense used. 1 - 4 errors in spelling and punctuation .


Struggles to construct sentences. Writing is riddled with errors.


PLANNING AND EDITING 5

Evidence of thorough planning, drafting, editing for the entire writing piece

Good planning, drafting, editing for the writing piece is available

Some planning, drafting and editing


Poor planning. No drafting and editing

RUBRIC FOR NEWSPAPER REPORT

MARK CRITERIA 3 2 1

STRUCTURE

3

Inclusion of title and by-line

Introduction indicates what, who, when and where

Paragraphs are clear

Inclusion of title and by-line Starts with what, who, when and where

Inclusion of title and by-line

3 2 1

CONTENT

3

Content is interesting and original Events are logically and sequentially written Includes quotes or statements from others

Events are sequentially written Includes quotes or statements from

others

Learner struggles to write on the topic

3 2 1

LANGUAGE

3

All sentences are grammatically correct in the third person.

No spelling errors and punctuation errors. diction is in keeping with the genre

2 – 3 errors in sentence construction. 2 – 3 spelling errors and punctuation

errors.

Sentences are incoherent, work riddled with spelling and punctuation errors.

1 0

PLANNING AND EDITING 1

Evidence of planning and editing No planning

TOTAL: 10

RUBRIC FOR INFORMAL LETTER

MARK CRITERIA

3 2 1 0

STRUCTURE AND STYLE

3

Address, salutation and ending are flawless Paragraphs are logical and cohesive with clear evidence of introduction, body and conclusion Shows awareness of target audience and purpose, register is appropriate

Address or salutation or ending has one error Good paragraphs indicating introduction, body and conclusion Register is generally consistent with some lapses in awareness of audience and purpose

Errors in address or salutation or ending Poor paragraphs Lacks awareness of audience and purpose

Incorrect address, salutation and ending Learner wrote only one paragraph

CONTENT

3

Ideas are original and insightful Thoughts are creatively expressed Complete adherence to topic

Good, interesting ideas expressed Mostly adheres to topic

Ideas are clear but not comprehensive Some adherence to topic

Struggles to express ideas Not on topic

LANGUAGE

SPELLING

PUNCTUATION 3

Sentence structure and grammatical usage is flawless Different types of sentences No spelling and punctuation errors

Mostly correct use of grammar with some variation in sentence types 2-4 punctuation and spelling errors, good choice of words

Only simple sentences 5 – 7 spelling and punctuation errors, Limited vocabulary

Incoherent sentences, more than 8 grammar spelling and punctuation errors

1 0

PLANNING Evidence of planning and editing. No planning and editing

AND EDITING 1

TOTAL: 10

RUBRIC FOR DIALOGUE

MARK CRITERIA

3 2 1 0

STRUCTURE AND STYLE(3)

Writes name on left side of page, uses colon after names, uses new line to indicate new speaker Uses conversational tone, Uses correct register

Completes only two of the following: Writes name on left side of page, uses colon after names, uses new line to indicate new speaker Uses conversational tone Uses correct register

Captures one of the following: Writes name on left side of page, uses colon after names, uses new line to indicate new speaker Uses conversational tone Uses correct register

Does not have correct format or style

CONTENT(3)

Creative and original ideas Writes on the topic

Good ideas Keeps to the topic

Struggles to write on the topic

Does not write on the topic

LANGUAGE, SPELLING AND PUNCTUATION (3)

A variety of sentences are grammatically correct, Spelling and punctuation are correct

Only simple sentences used 2 – 5 errors in sentence construction, spelling or punctuation

Struggles to construct grammatically correct sentences, more than 5 errors in sentence construction, spelling or punctuation

Writing is incomprehensible

1 0PLANNING AND EDITING (1)

Evidence of planning and editing. No planning and editing

TOTAL 10

RUBRIC FOR POSTER

MARK CRITERIA

3 2 1 0

STRUCTURE AND STYLE(3)

The poster has the correct format It uses the correct register and attractive font styles The poster is exceptionally visually attractive in terms of design, layout, and neatness

The correct format of a poster is used It has the correct register and some variation in font styles The poster is attractive in terms of design, layout and neatness.

The general design of a poster can be seen but has some gaps

The format of a poster is not used The poster is poorly designed.

CONTENT(3)

The poster conveys the purpose exceptionally well All relevant information is included Good use of emotive and manipulative language

The poster conveys the message clearly Relevant information is included with one or two gaps

The main idea can be understood but there are many gaps in information

The main idea of the poster cannot be understood.

LANGUAGE, SPELLING AND PUNCTUATION (3)

There are no grammatical and spelling mistakes Punctuation marks are used effectively to attract the readers’ attention Good use of special language e.g. rhyme, alliteration

There are 1- 2 grammatical and spelling mistakes Some punctuation marks are used creatively

There are 3 - 4 grammatical and spelling mistakes. No creative use of punctuation marks

There are more than 4 grammatical and spelling mistakes

1 0PLANNING AND EDITING (1)

Evidence of planning and editing. No planning and editing

TOTAL 10

ITEM ANALYSIS - EXEMPLAR

SUBJECT: ENGLISH TASK NO: Comprehension and Language GRADE: TERM:

NUMBER WROTE NUMBER PASSED

NUMBER FAILED

30 16 14QUESTIONNO.

SKILLThe learner is able to:

NO. PER PERFORMANCE LEVEL

COMMENT ON PERFORMANCE

DESCRIPTION OF WEAKNESS

REMEDIAL ACTION

1 2 3 4 5 6 7

1. make predictions using the title

0 3 8 10

5 3 1 Most learners predicted correctly.

2. identify setting 0 0 2 4 12 7 5 Most learners identified the setting.

3. describe characters 0 0 4 11

5 6 4 Learners were able to describe characters.

4. summarise main points

2 6 8 4 6 2 2 Learners could not identify the main points.

Focussed teaching on extracting main points.

5. understand supporting points

8 12

6 1 1 1 1 Most learners are unable to understand supporting points.

More application examples on identifying supporting points.

6. understand theme 0 0 5 10

10 3 2 Learners understood the main message.

7. recognise manipulative words

2 6 10 5 5 2 0 Most learners struggled to identify manipulative words.

Focussed discussion on manipulative words in future texts studied. More application examples.

8. discuss cultural and social values

7 12

7 2 1 1 0 Most learners listed the values instead of discussing.

Focussed discussion on cultural and social values in future texts studied. More application examples.

____________________ ____________________

SIGNATURE - H.O.D /SMT DATE

ITEM ANALYSIS - EXEMPLAR

SUBJECT: ENGLISH TASK NO: GRADE: TERM:

NUMBER WROTE NUMBER PASSED NUMBER FAILED LEVELS OF PERFORMANCE1 2 3 4 5 6 7

QUESTIONNO.

SKILLThe learner is able to:

NO. OF CORRECT ANSWERS

NO. OF PARTLY CORRECT ANSWERS

NO. OF INCORRECT ANSWERS

DESCRIPTION OF WEAKNESS

REMEDIAL ACTION

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

_______________________ ____________________

SIGNATURE - H.O.D /SMT DATE

ASSESSMENT FRAMEWORK

ENGLISH HOME LANGUAGE: Grade 6

QUESTION NUMBER

ASSESSMENT TECHNIQUE

CONTENT AREA

SKILLS/COMPETENCIES ASSESSEDTESTING WHETHER THE LEARNER IS ABLE TO …

COGNITIVE LEVEL

TYPE OF QUESTION (MCQ/SA/OEQ)

LEVEL OF DIFFICULTY

SCORE

1. Choose the best alternative to show the theme of a folklore

2 identify the themep73

C MCQ 1 E 1

2. Choose the correct answer to show understanding of details in a folklore 2.1, 2.2, 2.3

2 uses comprehension strategies like skimming and scanningp73

K MCQ 3 E 3

3. Responds directly to a question

2 Explain interpretation and overall response to text giving reasons based on the text or own experiencep73

A OEQ 2 M 2

4. Responds directly to a question

2 Identify the genre of the textp73

A OEQ 1 M 2

5. Choose correct 4 Understand word meaning K MCQ 1 E 2

answer to show understanding of language usage 5.1, 5.2

p 73 1 M

6. Show understanding of language usage 6.1, 6.2

4 Join sentences using conjunctions p74

C SA 1 E1 M

4

7. Show understanding of language usage

4 Provide antonymsp75

K SA 1 E 1


4 Provide synonymsp75

K SA 1 M 1

9. Choose the best alternative to show understanding of text

2 skim and scan for meaningp 73

K MCQ 1 E1M

2

10. Choose the best alternative to show understanding of figures of speech 10.1, 10.2

2 Identify figures of speech p75

C SA 2 M 2

11. Show understanding of theme in a poem

2 Identify the theme p75

A SA 1 M 2


4 Punctuate sentencesp72

C K 2 E1 M

3


4 Identify abstract nounsp73

K SA 1 M 1

14. Show 4 Identify proper nouns K SA 1 E 1

understanding of language usage

p73

15. Show understanding of advertisements

2 Show understanding of techniques used by the advertiser

A SA 1 E 3


4 Write sentences showing the meaning of wordsp74

A OEQ 1 E1 M

4

17. Choose the correct answer to show understanding of details in a newspaper article 17.1, 17.2

2 Skim and scan for detailsp 73

C MCQ 2E 2

18. Show understanding of structure of a newspaper 18.1, 18.2

2 Use structure of a newspaper to extract informationp72

K SA 2 E 2


4 Write a sentence in the past tensep73

K SA 1 M 2

20 Show understanding of language usage

4 Write a sentence in the present tensep73

K SA 1 E 1

21. Write a dialogue 3 Indicate knowledge of dialogue writing p75

A OEQ D 9

SAMPLE BREAKDOWN OF QUESTIONS

No Type of question

Easy Medium Difficult Score

1 MCQ 1 E 12 MCQ 3 E 2

3 OEQ 2 E 24 OEQ 1 M 25 MCQ 3 E 3

6 MCQ 1 M 37 SA 2E 28 SA 2 M 29 SA 1 M 1

10 MCQ 2E 211 SA 2 E 1 M 3

12 SA 1 E 1 M 2

13 SA 3 3 M 3

14 MCQ 3 3 M 315 SA 2 1E 1 M 2

16 OEQ 2 1 E 1 M 2

17 SA 2 1 E 1 D 2

18 MCQ 2E 219 SA 1 E 1 M 2

20 OEQ 1D 940% 40% 20% 50

SAMPLE: MODERATION TOOL: FORMAL ASSESSMENT

1. TEACHER FILE

ASPECT YES NO ASPECT YES NOPolicy document Mark sheetsProgramme of Assessment AnalysisAssessment tasks with instructions

Support for progressed/ retained learners

Assessment tools Evidence of moderation (pre-and post)

2. ASSESSMENT TASKS

ASPECT ASPECT1.COMPLIANCE WITH CAPS YES NO 5. TECHNICAL CRITERIA YES NODoes the task comply with CAPS? Is the task complete with a

relevant marking guide?Does the task reflect the prescribed content?

Are relevant details included? (grade time, marks, instructions)

2.CONTENT COVERAGE YES NO Are instructions clear?Is the scope and depth of the content appropriate for the grade?

Is the layout learner friendly?

Is there a correlation between level of difficulty and time and mark allocation?

Are appropriate fonts used throughout?

3. COGNITIVE SKILLS YES NO Are the questions correctly numbered?

Does the task cover all the cognitive skills?

Are mark allocations indicated?

Does the task cover different assessment types? eg. multiple choice, open-ended, short answer questions, paragraph, essay)

Is the mark allocation the same in the task and memo?

4.QUALITY OF INDIVIDUAL QUESTIONS

YES NO 6.MARKING GUIDELINE YES NO

Are questions clear and concise? Is the marking guideline accurate?

Are questions free from subject error?

Does the guideline provide alternate answers?

Are sources acknowledged? Is the guideline complete with mark allocation and distribution within questions?

Are visuals clear? 8. LEARNER EVIDENCE YES NOIs the marking accurate?Are marks correctly added and recorded?

GOOD PRACTICE

RECOMMENDATIONS

MODERATOR: DATE:

MONITORING TOOL: SENIOR PHASE

1. TEACHER FILE

ASPECT YES NOCOVER PAGETeachers’ detailsPERSONAL TIMETABLETimetable is compliant with notional timeCAPS DOCUMENTATPLesson plans are CAPS compliant:Correct text Four skills are includedPROGRAMME OF ASSESSMENTAssessment tasks Assessment toolsMark sheetsAnalysisSUBJECT IMPROVEMENT PLANSTeacher improvement plan

2. LEARNER EXERCISE BOOKS

ASPECT YES NOTopic is indicatedWork is datedContent correlates with teacher’s planningContent covered is CAPS compliantFour skills are evident in work doneWork is markedCorrections are doneHomework is indicated

COMMENTS

________________________ ______________________

MODERATOR DATE

MONITORING TOOL: INTERMEDIATE PHASE

1. TEACHER FILE

ASPECT YES NOCOVER PAGETeachers’ detailsPERSONAL TIMETABLETimetable is compliant with notional timeCAPS DOCUMENTATPLesson plans are CAPS compliant:Correct text Four skills are includedPROGRAMME OF ASSESSMENTAssessment tasks Assessment toolsMark sheetsAnalysisSUBJECT IMPROVEMENT PLANSTeacher improvement plan

2. LEARNER EXERCISE BOOKS

ASPECT YES NOTopic is indicatedWork is datedContent correlates with teacher’s planningContent covered is CAPS compliantFour skills are evident in work doneWork is markedCorrections are doneHomework is indicated

3. WORKBOOKS

ASPECT YES NOBooks are used regularlyWork is datedWork is markedCorrections are done

COMMENTS

________________________ ______________________

MODERATOR DATE

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