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PROVINCE OF THE EASTERN CAPE

DEPARTMENT OF EDUCATION

Lesson Plan Exemplars

English Home Language: Grades 7-9

NOTE TO THE TEACHER

This document is a compilation of a number of Lesson Plans prepared and developed according to the Five Categories in Languages, i.e; Stories, Drama, Poetry, Multi Media and Texts from Other Areas, in line with the Work Schedule and Assessment Guidelines. It is meant to serve as guidance for teachers when they plan for Grades 7, 8 and 9 (Senior Phase). It is expected that every effort will be made by the teachers to link the work with the day to day life experiences of learners.

As much as possible, teachers should be aware of the importance of these Lesson Plans. They should build on them and seek to associate work with interest, enjoyment and practical application of knowledge acquired, wherever possible.

An integrated approach was central in the development of these Lesson Plans, integrating language learning with values and themes. The reason was to find a balance of topics and themes which interest and unite learners across the divides and, further enhance problem and inquiry - based learning (PBL)- an active learning approach that involves learners in the natural process of inquiry and problem solving enabling them to take responsibility for learning. Accordingly, the activities in this book should be done and, when opportunities exist, teachers should extend it, ensuring relevance to learners’ lives and yet, move beyond what learners already know.

Teachers (making use of the Lesson Plans Document) are therefore required to use topics and themes that will engage learners in issues of Human Rights and also, Environmental issues.

A list of Teaching and Learning Strategies appears in the NCS Orientation Course Resource Book (Intermediate- and Senior Phase) and teachers are encouraged to use these optimally so that they are not confined to a limited number of teaching methods.

Assessment tool exemplars are also provided for some Drama activities to assist teachers to develop their own to suit their own situations.

It is the teacher’s responsibility to ensure that all the Assessment Standards of LO 6 are gradually attended to as the year unfolds. Teachers should note that the discovery of language structure and use should happen gradually and in context.

Please note that a list of activities for the last two categories (i.e. Multi- media Texts and Text from other Learning Areas) are merely provided as a guide for teachers for classroom practice.

It is hoped that with this user friendly document in place, the quality of teaching and learning will improve resulting in improved learner achievement.

WORK SCHEDULE: ENGLISH HOME LANGUAGE GRADES 7-9

Plus/ minus 3h20 mins per week respectively for: (HL & FAL)

TERM 1 Context: Drama

Week: 1-5

Content:

LO 1 AS 1,4,6 LO 2 AS 1,4,5,6 LO 3 AS 1,2,5,6 LO 4 AS 1,3,4

LO 5 AS 1

LO 6 AS 1,2,3,4,5

Context: Multi - Media

Week: 6-9

Content:

LO 1 AS 2,3,7 LO 2 AS 2, 3,4,5,6 LO 3 AS 1, 2,3,4,5,6,7,8,9 LO 4 AS 1,2,4

LO 5 AS 1,2,3,4 LO 6 AS 1,2,3,4,5

Context: Poetry

Week: 10-11

Content:

LO 1 AS 1,5 LO 2 AS 5

LO 3 AS 1,5,8

LO 4 AS 1,3

LO 5 AS 5

LO 6 AS 1,2,3,4,5

TERM 2 Context: Text from other LAs

Week: 1-4

Content:

LO 1 AS 2,3,7 LO 2 AS 2,3,5,6 LO 3 AS 1,2,3,4,7,8,9,10 LO 4 AS 2,4

LO 5 AS 1,2,3,4 LO 6 AS 1,2,3,4,5

Context: Short Stories

Week: 5-8

Content:

LO 1 AS 1,7 LO 2 AS 1,4,5,6 LO 3 AS 1,2,4,5,6,8 LO 4 AS 1,3,4

LO 5 AS 1,5

LO 6 AS 1,2,3,4,5


Week: 9-11

Content:

LO 1 AS 2,3,7 LO 2 AS 2,3,4,5,6 LO 3 AS 1,2,3,4,5,7,8,9,10 LO 4 AS 1,2,4

LO 5 AS 1,2,3,4 LO 6 AS 1,2,3,4,5

WORK SCHEDULE: ENGLISH HOME LANGUAGE GRADE 7

TERM 3 Context: Poetry

Week: 1-2

Content:

LO 1 AS 1,5 LO 2 AS 5

LO 3 AS 1,5,8


Week: 3-6

Content:

LO 1 AS 1,7 LO 2 AS 1,4,5,6 LO 3 AS 1,2,45,6,8 LO 4 AS 1,3,4

Context: Text from other LAs

Week: 7-10

Content:

LO 1 AS 2,3,7 LO 2 AS 2,3,5,6 LO 3 AS 1,2,3,4,7,8,9,10 LO 4 AS 2,4

LO 4 AS 1,3

LO 5 AS 5

LO 6 AS 1,2,3,4,5

LO 5 AS 1,5

LO 6 AS 1,2,3,4,5

LO 5 AS 1,2,3,4 LO 6 AS 1,2,3,4,5

TERM 4 Context: Multi - Media

Week: 1-3

Content:

LO 1 AS 2,3,7 LO 2 AS 2,3,4,5,6 LO 3 AS 1,2,3,4,5,7,8,9,10 LO 4 AS 1,2,4

LO 5 AS 1,2,3,4 LO 6 AS 1,2,3,4,5

Context: Drama

Week: 4-7

Content:

LO 1 AS 1,4,6 LO 2 AS 1,4,5,6 LO 3 AS 1,2,5,6 LO 4 AS 1,3,4

LO 5 AS 1

LO 6 AS 1,2,3,4,5


Week: 8-10

Content:

LO 1 AS 1,7 LO 2 AS 1,4,5,6 LO 3 AS 1,2,3,4,5,6,8 LO 4 AS 1,3,4

LO 5

LO 6

LESSON PLAN

English Home Language

Contexts: (Story/Novel/Folktale)

Time: 3 weeks Grade: 7

LO’s and Ass TEACHER ACTIVITIES LEARNER ACTIVITIES ASSESSMENT

Methods/tools/forms

LO 1 Listening

AS 1&7

Listens and appreciates

Identifies and discusses values , historical , social and cultural contexts.

Activity 1.

The teacher reads the story and explains the content

Focusing on the cover , theme, setting,characters,emotions,

social and cultural

contexts.

Activity 1.

Learners must listen attentively in preparation for the activity.

Learners answer in writing the question that have been set by the teacher, e.g. Who is your favourite character and why?

What is the relationship between

Method:

Teacher

Form:

Written response

Tool:

Memorandum

LO 2 Speaking

AS 1,4,5 & 6

Communicate ideas via different text types eg.stories.

Exhibit different interactive skills by taking part in discussions.

Demonstrate fluency ( pronunciation , enunciation , body language , register , tone)

Reflects on success of own communication skills

LO 3 Reading and viewing

AS 1,2,4,5,6, & 8

Activity: 2

Teacher asks the learners general questions based on texts eg-

Where did the story occur?

Do you think the title is appropriate for the story . Provide a reason.

What have you learned from the story?

Activity :3

Teacher explains the features and purpose of the mindmap eg

character A and B?

Do you agree with the following statement?

Activity : 2

Learners bring prepared texts for individual reading and response.

Activity: 3

Learners draft a mindmap based on the article that was individually read.

Method:

Teacher

Form:

Reading and individual response.

Tool:

Rubric

Reads spontaneously

Reads aloud and silently

Identifies and summarises key ideas

Identifies story as text type and its key features

Demonstrates understanding: plot, theme, characters and setting

Responds critically to texts

LO 4 Writing

AS 1,3 & 4

Writes own imaginative text

Demonstrates basic skills in writing an appropriate texts e.g. story

Uses the writing process collaboratively and independently

LO 5 Thinking and reasoning

Who?

Where?

When?

What?

How?

Why?

Activity: 4

Teacher provides learners with non –fiction texts on topics such as accidents , pollution , crime etc and explains the format of a factual paragraph.

Activity: 5

Teacher explains the use and function of the dictionary and certain

Activity: 4

Learners write a factual paragraph focussing on the reasons,consequences

and solutions for the identified phenomenon / given

topic.

Activity: 5

Learners arrange selected words from the non – fiction texts

Method:

Self / Peer

Form:

Mindmap

Tool:

Control List

Method:

AS 1

Uses language to think and reason

Use language to reflect on abilities and challenges

LO 6 Language structure and use

AS 1,2,4,5 & 6,

Works with words

Works with sentences

Works with texts

Develops awareness and use of style

Develops critical awareness

Uses meta-language

language aspects . alphabetically and consult the dictionaries for their meanings and usages.

They also write a spelling test on selected words.They then list the words and write down their synonyms , antonyms , homonyms , homophones etc.

Teacher

Form:

Paragraph

Tool:

Rubric

Method:

Peer / group

Forms:

Spelling Test

Language exercises

Tool:

Memorandum

Resources: Short story book, Dictionaries, folklore, myths and legends, lists, recounts, descriptions, riddles and jokes, audiotapes eg radio stories, games, songs, dialogues and conversations, narratives, books (fiction and non-fiction)

Teacher Reflection:

Feel free to look at the following website: http://www.tessafrica.net

http://www.tessafrica.net/

LESSON PLAN

(Poetry)


Contexts: Poetry



Methods/tools/forms

LO1:LISTENING: AS1

Listens and appreciates expressive and, imaginative and oral text (e.g. poem and praise poems)

AS5 Identifies particular words phrases and sentences which influence the listener and explains their impact e.g. emotive language, distinguishing between fact and opinion, recognising bias and prejudice

-Pre activity: Prepare learners for listening to the poem of choice by activating their background knowledge and interest in poetry.(e.g. a poet they know)

Activity 1Teacher explains words, phrases, sentence types used in the poems, and shows how these words in particular, influence the listener

Activity 2Teacher reads the poem of choice .

Pre- activity:Learners listen attentively while the teacher recites and/or sings the poem. They join in the praise poem or song.

Activity 1.Learners listen attentively and interacting with the teacher, record explanations on what impact the choice of words influence the listener.

Activity 2.Learners listen to the teacher in order

FORMS/product-oral and/or written response

METHODS-Teacher-learner

TOOLS

LO2- Speaking AS5 Gives oral presentations with a some degree of accuracy and creativity, paying attention to

Clear and audible enunciation Pausing Variation in tempo and

volume Posture and body language Appropriate figurative devices

Activity 3The teacher asks questions on the poem from low order to high order thinking e.g. Asking about the title of the poem, opinion, bias and prejudice

Activity 4The teacher distributes flash cards with words/phrases

-The teacher asks the learners to talk about words from flash cards

-The teacher gives meaning of the words, they do not understand

Activity 5The teacher instructs the learners to recite/sing the poem

to grasp the content/message in the poem.

Activity 3Learners respond to questions being asked by describing the title of the poem ; writing and using words that express feelings and personal opinion.

Activity 4Learners read and discuss the words from flash cards taking note of poetic language, giving meaning and making use of dictionaries.

Activity 5.The learners recite or sing the poem paying attention to clear enunciation variation in tempo positive and body language ( dialog and actions)etc.

Checklist( see annexure 1)Orally and/ or WritingWorksheet (see annexure 2.)

Forms/ productReading

MethodsWho assesses?-Teacher

Tools-Checklist

Form- recitation/singing.

Method-Teacher

Tool-Checklist

LO3- Reading & Viewing

AS-5 Explains how key features and organisation of different types of text contribute to how the text functions like the poem.

AS1 Reads spontaneously and often for pleasure

LO4- WritingAS1-Writes a selected range of imaginative texts

AS3-Demonstrates basic skills in selected features of writing

Activity 6.

The teacher gives learners copies of the poem explaining the way the text is organised and instructs them to read the poem noting the figures of speech, e.g. rhymes , alliteration and other features

Activity 7The teacher instructs learners to write their own poems.(scaffolding in instruction to accommodate different learning styles)

Activity 6.

Learners read the identified poem in groups and/or in pairs: looking into how it is organised and identifying and classifying it according to its key features, relating it to other types discussed.

The learners read the poem studied, giving personal opinions about how they enjoyed reading the poem and, how they felt when reading the poem( emotions)Jot down that describe moods and emotions in the poem

Activity 7The learners create their own poems showing all the features taught above. e.g Alliteration, rhyme

FORMS-clasification -reading

METHOD-Teacher-peers-Groups

TOOLS-Checklist

FORM-Discussion-Identifying-Describing-Reading

METHOD-Learners-Teachers

FORMSummary of contentPoem

METHODTeacherLearner

LO6 – Language structure and use

AS2- Works with sentences.Identifies and uses nouns verbs, modals, adjectives, pronouns, conjunctions and articles

AS 3:Work with texts:

Link sentences

Sequence paragraphs

Activity 8

The teacher gives learners home work that will focus

on the meaning of words in the poem

Analysis of borrowed words

Use of different types of sentences such as statements, questions, commands, instructions and exclamations

-Identifies components of sentence such as subject, verb .

Activity 9

The teacher instructs learners to use content of poem to develop coherent paragraphs

-Use connecting words such as although to develop a logical line of thought in a paragraph

-links sentences in cohesive paragraph

Activity 8

The learners use dictionary to create their personal spelling list

-They analyse how borrowed words are used in the poem

-The learners work with lines in the poem to identify and use nouns, and pronouns.-identify. statements, questions-Identify verbs.

Activity 9

The learners develop paragraphs connecting words with conjunctions

-link sentences in cohesive paragraph using repetition of words in a logical order to create own poems

TOOL-ChecklistRubric

FORM/Product

Home workClass work

MethodTeacherPeer

ToolMemorandumChecklist

Forms/product

- paragraphs- sentences

Methods-Teacher-LearnerPeer

AS4- Develops awareness and use of styles

Uses idioms and idiomatic expressions appropriately and creatively

-Uses formal and informal language

using for example, collocations, repetition of words and pronouns..

Activity 10The teacher works with learners -distinguishing between formal and informal language and,

-using idioms and idiomatic expressions in the poem when writing summaries

Activity 10The learners work in the classroom exercises to distinguish between formal and informal language and use idioms and idiomatic expressions in sentences in the class work book when summarising the poem

ToolsRubricMemorandum

Forms/ productClass worksummaries

Methods-Teacher-Learner- peerToolChecklistObservation sheet

Resources: Dictionaries, photographs, magazine pictures and advertisements, songs, rhymes, Weather reports, interviews, encyclopaedias, tables of contents and indexes, pamphlets, mind maps, flow-diagrams, forms for filling in, invitations, charts, rosters, television, videos, internet, posters, speeches, autobiographies and biographies, bank forms, application forms

Teacher Reflection:

LESSON PLAN

(Drama)


Contexts: Drama


LO’s and ASs TEACHER ACTIVITIES ACTIVITIES LEARNER ACTIVITIES ASSESSMENT

Methods/tools/forms

LO 1 LISTENINGAS 1 Listens and appreciatesAS 4 Identifies and discusses AS 6 recognizes and accepts different registers e.g. slangLO 2 SPEAKINGAS 1 Communicates ideas Uses a range of selected text types e.g. role play dramaAS 4 Lively participation in discussions Asks questions/acknowledges other’s opinions/motivates own point of view/persuades others/shows sensitivity to othersAS 5 Demonstrates fluency (Pronunciation, enunciation, body language, register, tone)

Pre- Reading ActivityActivity 1Teacher chooses a different text to the first drama lesson(Text: One act play)Reason: To introduce learners to a different type of text and for progression purposes-different text and activities.

Activity 2Teacher hands out worksheet where learners, in pairs, have to identify and describe the main character(s) and the supporting character(s).

Activity 3 Teacher observes and assesses individual readers.

Pre-reading ActivityActivity 1Learners view a drama/live performance/DVD etcAfter viewing and listening, learners fill in appropriate answers in the cloze exercise provided (individual activity).Learners are given the drama text where certain words have been left out.

Activity 2Learners to find suitable words that describe character(s), and how they relate to the overall message/value/morals as portrayed in the drama e.g. good versus evil (pair activity).

Form: Cloze exerciseMethod: TeacherTool: Memo

Form: Written response :worksheetMethod: teacher assessment

Tool: MemoForm: ReadingMethod: Peer and

As 6 Reflects on success of own communication skillsLO 3 READINGAS 1 Reads spontaneouslyAS 2 Reads aloud and silentlyAS 5 Identifies drama as text type and its key featuresAS 6 Demonstrates understanding- plot ,theme, characters and settingLO 4 WRITINGAS 1 Writes own imaginative textAS 3 Demonstrates basic skills in writing a play script.AS 4 Uses the writing process collaboratively and independentlyLO5 Thinking and reasoningAS 1 Uses language to think and reason, infers and deduces meaning, explains the intentions of the author.Uses questions to develop own thinking and that of others.Uses appropriate language structure to express complex thought.LO6 Language structure and useAS I Works with wordsCreates personal spelling list and dictionary of words.Uses the dictionary to increase vocabulary and improve spellingAS2 Works with sentencesIdentifies and uses nouns, verbs modals, adjectives, pronouns

Activity 4 Writing activityTeacher divides learners into groups and tells them to write their own play.They are given the following points as a guide:think of a message they want to conveydecide on a titlehow many charactersprops that they may need

Activity 5Teacher facilitates the performance of the play.

Activity 3Learners in groups read the drama.

Activity 4Writing ActivityLearners are divided into groups and write their own play.They are given the following points as a guide:think of a message they want to conveydecide on a titlehow many charactersprops that they may need

Activity 5After they have completed the writing, they perform the play for the class and are assessed by their peers.

teacher assessment.Tool: Checklist

Form: Written response –Play ScriptMethod: Peer and teacher assessmentTool: Checklist

Form: DramatizationMethod: Teacher and peer assessmentTool: Checklist

prepositions ,conjunctions and articlesUses different types of sentences such as statements ,comments ,commands, instructions and exclamationsAS 3 Works with textDevelops coherent paragraphsAS 4 Develops awareness and use of style.Distinguishes between formal and informal languageUses idioms and idiomatic expressions appropriately.

Resources: Dictionaries, photographs, magazine pictures and advertisements, songs, rhymes, Weather reports, interviews, encyclopaedias, tables of contents and indexes, pamphlets, mind maps, flow-diagrams, forms for filling in, invitations, charts, rosters,

television, videos, internet, posters, speeches, autobiographies and biographies

Teacher Reflection:

LESSON PLAN:


Text from other Learning Areas Grade 7

CONTENT: ACTIVITIES:


Term 2 (Week: 1-4)

Content:

LO 1 AS 2,3,7

LO 2 AS 2,3,5,6

LO 3 AS 1,2,3,4,7,8,9,10

LO 4 AS 2,4

LO 5 AS 1,2,3,4

LO 6 AS 1,2,3,4,5

Activity 1

What did you do during Earth hour? (Saturday 28 March 09)

Let the leaners report back why or why did they not participate in Eart Hour.

Let the class listen to Boney M hit song “Dont kill the world”

Activity 2

Learners compile a list of words unknwown to them that appear in the song.

Activity 3

Work with a partner. Think about the area in which you live or where your school is. What does it look like?

Write a short description of your area.

Activity 4

Environment means the things that are around us. This includes the air and water, where and how we live, plants, animals and the earth. In order for us to be safe in our environment there are some things that we need to make sure don’t happen in our community.

Context: Text from other Las

Term 3 (Week: 7-10)

Content:

LO 1 AS 2,3,7

LO 2 AS 2,3,5,6

LO 3 AS 1,2,3,4,7,8,9,10

LO 4 AS 2,4

LO 5 AS 1,2,3,4

LO 6 AS 1,2,3,4,5

If we leave rubbish lying around it attract flies and rats. Flies and rats carry diseases that could make us very sick.

If we go to the toilet in a river, or close to a river it can make another person who drinks the river water sick. This sickness is called Cholera.

Discuss in pairs what else makes your environment safe?

Activity 5

Draw a map or picture of your environment. Mark all the spots that need care.

Activity 6

Impliment the 5 R’s. Recycle, repair, re-use, refuse, reduce

What do they mean? Give examples?

Activity 7

Grow seeds in cotton wool. When they are big enough, plant them in recycled containers and have a plant sale.

or

Start a gardening project. Plant vegetables and flowers. Use your food waste to make compost.

Make flyers to advertise your goods and put them in the post boxes in your neigbourhood. Report back in 6 months and show us if you made any money with your business.

Activity 8

Many local plants can be used for food, medicine, keeping away insects and making lotions. Collect the info and hand it in as an environmental report in table form with sub headings. Your Natural Science teacher will guide and assist you.

Or

Ask the learners to find out about traditional medicine. Ask local people, collect information and complete a table like this:

Medicine Purpose

Potato skins bandages for burns

Activity 9

With your partner discuss and write down ways in which you could help the community to keep the area cleaner.

In 4 weeks time you will have a meeting to decide what the youth can do to fight pollution in your area.

Write the agenda that you will send out to the community.

Activity 10

With your partner, make a poster for a health centre. The poster should give people advice on how to keep their water clean. It can have the heading keep water clean, or you can choose another heading. You may do some simple drawings to illustrate your poster.

Put them up in your school. Let your mates in the other class evaluate and assess it.

Activity 11

You are going to read an article to find the 3 ways in which water can be polluted. Write them down in your exercise book.

Summarising the main points.

Read the text again and write down 3 sentences: each sentence should explain one way in which water can be polluted and say who causes the problem.

Or

Learners work in pairs and write down the causes of different types of pollution. Let them complete the eample.

Air pollution Water pollution Land pollution

Cars chemicals litter

Activity 12

Research a topic and prepare a speech on it. For example, air pollution is going to kill us.. collect as much information as possible by using the internet, library or non fiction books.

The learners should give headings and write down keywords to help them remember their speech.

Activity 13

Teacher revises grammar learnt in previous grades. Learners respond to the questions reflecting prior knowledge.

LESSON PLAN

English Home Language Grade: 7

Multi-Media

Context: Multi – Media

Term 1 (Week: 6-9)

Content:

LO 1 AS 2,3,7

LO 2 AS 2, 3,4,5,6

LO 3 AS 1, 2,3,4,5,6,7,8,9

LO 4 AS 1,2,4

LO 5 AS 1,2,3,4

Activity 1

Do pre-reading: Make use of good questioning.

Low order questions. Ask the following: Who? What? Where? What does ...... mean?

High order questions. Ask the following: What if....? Why do you think......?

Activity 2

Learners compile a list of words unknwown to them that appear in the newspaper article.

Learners listen attentively and follow the newspaper article, cartoon, diary entry, form while the teacher reads it to them loudly. Make sure that the key words in each paragraph is highlighted.

LO 6 AS 1,2,3,4,5 Let the learners glide their finger in a slow S-movement over the text while the eyes follow. While the eyes move over the text the brain picks up these highlighted words and gets an overview.

Write useful and high frequency words on the blackboard or OH projector focusing the learners’ attention on the spellling of the words.

Activity 3

Divide the class into different groups. Each group has a spesific, but different reason/purpose why they should read the text eg. 1. To investigate a case – looking for clues 2. To count the number of verbs in the text 3. To write a news report for the radio

Activity 4

Do mind-mapping. What do we all know or guess about the subject or concept? Write down all the new info.

Activity 5

Depending on the functioning level of the readers and difficulty level of the text practise the following: Shared reading, Paired reading, Guided reading, Independent reading (aloud/silent)

Contact [email protected] cell 082 5598 863 or Ndume cell 076 765 8818 for more info about READ workshops

Activity 6

In their groups

Ask questions: “Why did this happen?” “ Who is responsible for ...?” “Where did it happen?” “When did it happen?”


Term 2 (Week: 9-11)

Content:

LO 1 AS 2,3,7

LO 2 AS 2,3,4,5,6

LO 3 AS 1,2,3,4,5,7,8,9,10

LO 4 AS 1,2,4

LO 5 AS 1,2,3,4

LO 6 AS 1,2,3,4,5


Term 4 (Week: 1-3)

Content:

LO 1 AS 2,3,7

LO 2 AS 2,3,4,5,6

LO 3 AS 1,2,3,4,5,7,8,9,10

LO 4 AS 1,2,4

mailto:[email protected]

LO 5 AS 1,2,3,4 LO 6 AS 1,2,3,4,5 Predict: “What now?” Visualise: “I can imagine....”

Summarise: “We have read now that ....?”

Make connections from previous texts, stories, experiences, memories, emotions: “I am now thinking of ....” or “This makes me think of .......”

Infer meaning: “I think it means that......”

Activity 7

Practise useful reading techniques eg. peeping, skimming, scanning, word for word reading,

Skim or peep to get an overview, ask questions, read the text, recite, recall or repeat

Activity 8

After reading make a copy of the article, cut the paragraphs apart. Let the learners re-shuffle it and try to put it back in a logical order.

Write next to each paragraph the main idea in only one or two words.

Activity 9

Have a more formal debate where 2 different points of view are presented. The audience listens to each point of view and then decides which one they agree with. The chairperson makes sure that everyone sticks to the rules.

The rules of classroom debates are:

1. Each person has the same amount of time to speak. 2. The audience should listen attentively and may not interrupt. 3. Speakers should speak briefly and stick to the topic. 4. After each person has spoken, the chairperson may allow a few questions from the audience. 5. If anybody disagrees with a speaker, he or

she may say so, but must give reasons for their point of view

Choose a controversial topic.

Activity 10

Tell each other (in piars) what your favourite advertisements are. Why do you like them?

Design an advert isement eg for a taxi company

Adverts are usally clear and easy to read, informative – telling you what you may want to know about a product and interesting (it must catch your attention)

Remember to draw a picture and use words that will make people want to buy your product. Think about who is your audience? Who do you want to buy your product?

Activity 11

Without punctuation, it could be difficult to work out the meaning of a sentence.

Write a paragraph from the newspaper article on the board with absolutely no punctuation. Ask the learners why is it difficult to understand and explain the function of each punctuation mark. Eg ?.,!”

Ask the learners to find examples of different punctuation mark in the newspaper article and explain the need for it in context.

Activity 12

Learners need to understand that there are different tenses and that the verb changes

according to the tense used.

Choose sentences and paragraphs from the newspaper article and change the tense. Do it orally before they write it in their books.

Ask the learners to make a list of the verbs in the newspaper article. Let the learners write the tense next to each verb. Then change the verbs to another tense.eg know (present): knew (past) in their notebook.

Activity 13

Dictionary work. Ask learners to find the meaning of unknown/ difficult words. Let them draw a picture to show what each word means. Ask them to write down in another language which mean the same as these words. If no dictionary is available, pupils can talk to older pupils and parents. Learners should try to work out what a word means before telling them.

Activity 14 (fill in a form)

You would like to subscribe to the newspaper. Look for the subscribtion form and complete it. Paste it in your notebook.

LESSON PLAN





Methods/tools/forms

LO 1 Listening

AS 1 & 7


Identifies and discusses values, historical - , social – and cultural contexts.

Activity 1.

Teacher reads and explains story to the class, focusing on the characters (and their emotions), background, plot, social and cultural context

Activity 1.

Learners must listen attentively in preparation for the activity

Learners answer in writing the questions that have been set by the teacher, e.g. Who is your favourite character and why?

What is the relationship between character A and B?

Do you agree with the following statement?

Method:

Teacher

Form:

Written response

Tool:

Memorandum

LO 2 Speaking

AS 1,4,5 & 6

Communicate ideas via different text types eg.stories.




LO 3 Reading and viewing

AS 1,2,4,5,6&8

Reads spontaneously




Activity 2.

Teacher explains to learners that they will have to dramatize and recount the story

Learners are divided into groups

Activity 3

Teacher explains the purpose of the reading activity and provides material, e.g. newspapers and magazines

Activity 2.

Learners dramatize the story in groups and some recount it individually

Activity 3

Learners read text aloud and independently, they also identify main ideas, question ideas when necessary, differentiate between opinion and fact, identify and explain different questions

Method:

Peer

Form:

Dramatization/

recount

Tool:

Checklist

Method:

Teacher

Form:

Reading and conversation

Tool:

Rubric



LO 4 Writing

AS 1,3 & 4




LO 5 Thinking and reasoning

AS 1

Uses language to think and reason’

Use language to reflect on abilities and challenges

LO 6 Language Structure and use

Activity 4.

Teacher explains the writing process to the learners as well as the format of the narrative/descriptive essay

Activity 5.

Teacher explains parts of speech e.g.

Activity 4.

Learners must write a narrative or descriptive essay (it can be based or an incident in the story)

Learners must provide evidence of planning and editing

Activity 5

Method:

Teacher

Form:

Narrative/Descriptive Essay

Tool:

Rubric

AS 1,2,4,5 & 6,

Works with words


Works with texts



Uses meta-language

nouns, adjectives, verbs, adverbs etc.

Teacher also explains passive and active voice

Punctuation

Explains how to use the dictionary

Identifies words in the that learners must study for a spelling test

Learners complete spelling test and language exercises.

Method:

Peer

Form:

Spelling test and language exercises

Tool:

Memorandum


Teacher Reflection:



LESSON PLAN

(Poetry)


Contexts: Poetry



Methods/tools/forms

LO1:LISTENING: AS1

Listens to and appreciate challenging , imaginative and informative oral text (e.g. poem and praise poems)

AS5 Identifies speakers reasons for choosing particular words phrases and sentences which influence the listener and explains their impact e.g. : persuasive language, distinguishing between fact and opinion, recognising bias and prejudice

-Pre activity: Prepare learners for listening to the poem of choice by activating their background knowledge and interest in poetry.(e.g. a poet they know)

Activity 1Teacher explains words, phrases, sentence types used in the poems, and shows how these words in particular, influence the listener

Activity 2Teacher reads the poem of choice .

Activity 3The teacher asks questions on the

Pre- activity:Learners listen attentively while the teacher recites and/or sings the poem. They join in the praise poem or song.( Whole Class)

Activity 1.Learners listen attentively and interacting with the teacher, record explanations on what impact the choice of words influence the listener.( Individually)

Activity 2.Learners listen to the teacher in order to grasp the content/message in the poem.

FORMS/product- Oral and

written response

METHODS-Teacher-learner

TOOLSChecklist( see annexure 1)

LO2- Speaking AS5 Gives oral presentations with a great degree of accuracy and creativity, paying attention to

Clear and audible enunciation Pausing Variation in tempo and

volume Posture and body language Appropriate figurative devices

poem from low order to high order thinking e.g. Asking about the title of the poem, opinion, bias and prejudice

Activity 4The teacher distributes flash cards with words/phrases



Activity 5The teacher instructs the learners to recite/sing the poem

Activity 3Learners respond to questions being asked by describing the title of the poem ; writing and using words that express feelings and personal opinion. e.g. Did you like the poem? Give reasons.

(Individually)Activity 4Learners read and discuss the words from flash cards taking note of poetic language, giving meaning and making use of dictionaries.

(Group Discussion)

Activity 5.The learners recite or sing the poem paying attention to clear enunciation variation in tempo positive and body language ( dialog and actions)etc.

Orally and/ or WritingWorksheet (see annexure 2.)

Forms/ productReading

MethodsWho assesses?-Teacher

Tools-ChecklistRubricForm- recitation/singing.

Method-Teacher

Tool-ChecklistRubric

LO3- Reading & Viewing AS-5 Explains how key features and organisation of different types of text contribute to how the text functions like the poem.

AS1 Reads spontaneously and often for pleasure

LO4- WritingAS1-Writes a selected range of imaginative texts

AS3-Demonstrates basic skills in selected features of writing

Activity 6.

The teacher gives learners copies of the poem explaining the way the text is organised and instructs them to read the poem noting the figures of speech, e.g. rhymes , alliteration and other features

Activity 7The teacher instructs learners to write their own poems.(scaffolding in instruction to accommodate different learning styles)

Activity 6. Learners read the identified poem in groups and/or in pairs: looking into how it is organised and identifying and classifying it according to its key features, relating it to other types discussed.

The learners read the poem studied, giving personal responses and discussing how they enjoy and feel about the poem and its form i.r.o: structure

(Individually)

Activity 7The learners initiate and write their own poems showing all the features taught above. e.g Alliteration, rhyme

( Individually)

FORMS-clasification -reading

METHOD-Teacher-Learners themselves-Groups

TOOLS-Checklist

FORM-Discussion-Identifying-Describing-Reading

METHOD-Learners-Teachers

FORMCreative writingSummary of content


AS2- Works with sentences.Identifies and uses nouns verbs, modals, adjectives, pronouns, conjunctions and articles

AS 3: Works with texts

Links sentencesSequence paragraphs

Activity 8

The teacher gives learners home work that will focus

on the meaning of words in the poem

Analysis of borrowed words

Use of different types of sentences such as statements, questions, commands, instructions and exclamations

-Identifies components of sentence such as subject, verb .

Activity 9

The teacher instructs learners to use content of poem to develop coherent paragraphs

Activity 8

The learners use dictionaries to check their personal spelling list and meanings of words

-They analyse how borrowed words are used in the poem(groups)-The learners work with lines in the poem to identify and use nouns, identify subordinate clauses, relative clauses and pronouns.(groups)-identify. statements, questions-Identify subject, verbs etc.

(groups)

Activity 9

The learners develop paragraphs connecting words

Poem

METHODTeacher

TOOL-Checklist

FORM/Product

Home workClass work

MethodTeacherPeer

ToolMemorandumChecklist

Forms/product

- paragraphs- sentencest

AS4- Develops awareness and use of styles

Uses idioms and idiomatic expressions appropriately and creatively

-Uses formal and informal language

-Use connecting words such as although to develop a logical line of thought in a paragraph

-Sinks sentences in cohesive paragraph using for example, collocations, repetition of words and pronouns..

Activity10.The teacher develops learner to be aware of use of style by working with learners -distinguishing between formal and informal language

-Using idioms and idiomatic expressions in the poem

-

-link sentences in cohesive paragraph using repetition of word pronouns in logical order to create longer texts

Activity 10The learners in classroom exercises distinguish between formal and informal language and, use idioms and idiomatic expressions in sentences in the class work book( brainstorming)

Methods-Teacher-LearnerPeer

ToolsRubricMemorandum

Forms/ productClass work

Methods-Teacher-Learner- peerToolChecklistObservation sheet


Teacher Reflection:

LESSON PLAN

(Drama)


Contexts: Drama



Methods/tools/forms

LO 1 LISTENINGAS 1 Listens and appreciatesAS 4 Identifies and discusses AS 6 Recognizes and accepts different registers e.g. slang

LO 2 SPEAKINGAS 1 Communicates ideas Uses a range of selected text types e.g. role play/ dramaAS 4 Lively participation in discussions Asks questions/acknowledges others opinions/motivates own point of view/persuades others/shows sensitivity to others

Activity 1Pre- Reading ActivityText: Two -act playTeacher chooses a different text to the first drama lesson.Reason: To introduce learners to a different type of text and for progression purposes, i.e. different text and activitiesThe teacher records responses from learners in the form of a mind map.Then the teacher introduces and describes the drama.

Activity 2Teacher facilitates the process of sentence construction and paragraph writing

Activity 1Pre- Reading ActivityText: Two -act playLearners look at the title and brainstorm what the drama is about.

Activity 2Learners use words from mind map to construct sentences using dictionaries. Learners use the

Form: Mind mapMethod: TeacherTool: Memo

Form: Written response Method: teacher assessment

AS 5 Demonstrates fluency (Pronunciation, enunciation, body language, register, tone)As 6 Reflects on success of own communication skillsLO 3 READINGAS 1 Reads spontaneouslyAS 2 Reads aloud and silentlyAS 5 Identifies drama as text type and its key featuresAS 6 Demonstrates understanding- plot ,theme, characters and settingLO 4 WRITINGAS 1 Writes own imaginative textAS 3 Demonstrates basic skills in writing a dialogueAS 4 Uses the writing process collaboratively and independentlyLO5 Thinking and reasoningAS 1Uses language to think and reason, infers and deduces meaning, explains the intentions of the author.Uses questions to develop own thinking and that of others.Uses appropriate language structure to express complex thought.LO6 Language structure and useAS I Works with wordsCreates personal spelling list and dictionary of words.Uses the dictionary to increase vocabulary and improve spelling

Activity 3Reading and conversationTeacher allocates a character to each group to read about. The teacher observes and assesses individual readers.

Activity 4Teacher interacts with group, to establish, by means of questions and answers, whether they understand the drama.

Activity 5Teacher writes down the main ideas identified by various groups. The teacher screens draft to do necessary corrections and returns the work to learners so that they can effect the changes suggested.

Activity 6Teacher assesses the performances of the learners in groups while the other groups watch the performance.

Activity 7Teacher divides learners into groups in order to write their own play. They are given the following points as a guide:think of a message they want to convey

sentences to form paragraphs.

Activity 3Learners in groups (5-7in a group) read the drama. They read the play to get the main idea.

Activity 4Learners in their groups discuss the main idea.

Activity 5Learners write a summary of the drama and submit the first draft to teacher. The learners effect the changes as suggested by teacher.

Activity 6Learners act out their parts previously allocated to them.

Activity 7Learners now proceed with writing of their own play

Tool: Checklist

Form: ReadingMethod: teacher assessment.Tool: Checklist

Form: DiscussionMethod: Teacher AssessmentTool: Checklist

Form: Written response –SummaryMethod: Teacher assessmentTool: Checklist

Form: DramatizationMethod: Teacher and peer assessmentTool: Checklist

Form: Play ScriptMethod: Teacher

AS2 Works with sentencesIdentifies and uses nouns, verbs modals, adjectives, pronouns prepositions ,conjunctions and articlesUses different types of sentences such as statements ,comments ,commands, instructions and exclamationsAS 3 Works with textDevelops coherent paragraphsAS 4 Develops awareness and use of style.Distinguishes between formal and informal languageUses idioms and idiomatic expressions appropriately.

decide on a titlehow many charactersprops that they may need

Activity 8Teacher presents learners with an opportunity to expand their vocabulary and develop relevant language skills.

Activity 8Expansion of learner vocabulary and language skills. Learners complete vocabulary and language exercises. . Learners use present and past forms of verbs in sentences

assessmentTool: Checklist

Form: Language exerciseMethod: Peer AssessmentTool: Memo

Resources: Dictionaries, photographs magazine pictures and advertisements, songs, rhymes, Weather reports, interviews, encyclopaedias, tables of contents and indexes, pamphlets, mind maps, flow-diagrams, forms for filling in, invitations, charts, rosters, television, videos, internet, posters, speeches, autobiographies and biographies

Teacher Reflection:

LESSON PLAN:



Content: Activities:


Term 2 (Week: 1-4)

Content:

LO 1 AS 2,3,7

LO 2 AS 2,3,5,6

LO 3 AS 1,2,3,4,7,8,9,10

LO 4 AS 2,4

LO 5 AS 1,2,3,4

LO 6 AS 1,2,3,4,5

Activity 1

Read the newspaper article about the drug bust at OR Tambo airport. (available on the internet)

Learners compile a list of words unknwown to them that appear in this theme/ interview/ article /report.

The class must come up with a clear explanation or definition of what substance abuse is?

Activity 2

Write down the following words on the board or OHP. Stress, Cigarettes, Alcohol, Drugs, Addiction, Life Line, Al Anon.

Let the learners make comments on what kind of feelings do they experience when they hear or see these words.

Activity 3

Cut out adverts for cigarettes and alcohol from old magazines. Talk about the message these adverts give. Are they realistic? Discuss in groups why the adverts


Term 3 (Week: 7-10)

Content:

LO 1 AS 2,3,7

LO 2 AS 2,3,5,6

LO 3 AS 1,2,3,4,7,8,9,10

LO 4 AS 2,4

LO 5 AS 1,2,3,4

LO 6 AS 1,2,3,4,5

are different to the reality.

Activity 4

Learners need to analize data/stats and reading a chart. Let the learners answer the following questions by looking at a chart.

How often do the teenager smoke/drink abuse their girlfriends? What does the information at each point on the chart tell us? Can you think of a reason why this learner ‘s weight is slowly decreasing?

Activity 5

Learners, with the help of their Life Orientation teacher or Natural Science teacher, must find out the myths about cigarettes and alcohol. They can contact Life Line or the Dept of Social Welfare or even the internet.

They will have to report back to the class and in their investigation the learners must have learnt that these substances are dangerous and can change lives.

Activity 6

Design a poster that will address the theme/issue/lsubstance abuse. You could make up a truthful advert and put it up in the school library, school bathrooms or staff room.

Activity 7

What can you do to avoid substance abuse.

Start a competion for those who smoke. (this can be for teachers or any other adults) encourage them to stop. Ask them to give feedback about how they are doing to kick the habit. Think of a prize for people who stop.

Activity 8

Write an Argumentative Essay.

Some people believe that the death penalty should be re-instated. What is your opinion?

Argue your point and use examples to motivate/support your opinion. Say why you agree or disagree. You can give positive and negative aspects of the topic. Your argument needs to be persuasive as you are trying to convince the reader of your opinion. Give a wide range of arguments to support your point of view. Do not focus on only one aspect. Your argument must be logical. Do not become too emotive.

Have a strong conclusion to persuade the reader to accept your opinion.

Activity 9

A true story

Invite someone like a sport star to come and talk to your school about real life experiences of substance abuse.

Afterwards interview your qeust for your school newspaper.

or

Interview people who abuse a substance. Write an article for your school newspaper.

Activity 10

Role play

Act out the scenes and actions. Decide who will play which part.

You are with friends at a party and there are some older boys and girls that are smoking and drinking. Act out what the poeple at the party would say and do to get you to drink or smoke. If you decide to say no, you need to mean it. How will you say

no?

Discuss how you felt acting out this scene. Share your opinions about what to do

Activity 11

Personal diary

Write a paragraph in your personal diary inspired by what you have learned about substance abuse. Sit in a circle and read them to each other.

Activity 12

Write a letter to the shop that sell cigarettes or alcohol to underage children. Tell the shop owner what you are going to do and why you are going to do it.

Activity 13

Drinking and driving causes many deaths every year.

The station commander from the local police station came to visit your class. He brought photos and pictures of accident scenes where alcohol played a role.

He wants you to analyse the photos. Use all 5 your senses and write down the words (adjectives) that comes to mind while you are looking at these photos.

Activity 14

Detecting bias

Work in pairs and read the articles. Look for words with negative associations or connotations that will manipulate the reader’s attitude towards the topic. (we called it persuasive or manipulative language) Write it down in your notebook.

Activity 15

Make anti-substance-abuse sculptures. Use cigarette boxes, alcohol cans, adverts, bottle lids or anything that would normally be litter. Have an Art exhibition at your school or town library. Your Art and Culture Subject Adviser will come and evaluate the sculptures. Or what about the Art and Culture teacher from another school h/she can help with the moderation and marking.

Activity 16

With a partner, identify the sentences where the apostrophe is used incorrectly. Rewrite the sentences, using apostrophes correctly. Then check your answers with another pair.

Activity 17

Look in the left coloumn on this page under Lo 6. Follow assessment instructions As 1,7,8,9. Make use of your textbook. I am sure they have plenty of examples or activities.

‘.

LESSON PLAN

English Home Language Grade: 8

Multi-Media



Term 1 (Week: 6-9)

Content:

LO 1 AS 2,3,7

LO 2 AS 2, 3,4,5,6

LO 3 AS 1, 2,3,4,5,6,7,8,9

LO 4 AS 1,2,4

LO 5 AS 1,2,3,4

LO 6 AS 1,2,3,4,5

.. Activity 1

Each TV station chooses its own programmes. In groups create a mindmap of different kinds of TV programmes. Copy the mindmap into your book and add more of your own ideas.

Activity 2

Learners compile a list of words unknwown to them that they hear on the talk show.

Activity 3

Learners must do a survey. Design a table eg Column A and Column B. Then go to each learner in the next grade and ask him or her which programmes s/he watch. After school, talk to learners the same age as yourself, who live in your area. Try and talk to at least 20 learners altogether.

Each time someone says s/he watchs one of the programmes in the table, put a tick next to this programme in Column B.

What did you find out?

Work with a partner. Which programmes do the learners in your class the most? Which programmes do they watch the least? Use the information from your completed table. Arrange the TV programme in order from the most popular to the least popular. Compare your findings with those of other learners in your class.

Activity 4

Make a TV advert. Find a partner. Choose a product. Plan what you are going to say about this product. Plan how you are going to share the words with your partner. Plan what sounds,props or extras you are going to use to make your advert interesting.

Practise your words and come and do it infront of the class. Your class is going to evaluate you.

Remember body language, use your voice, music, sounds, props and the short time you have to get your message across. You could end with a dramatic last sentence or question to make the class think.

Activity 5

Phone in or skype

The talk show you have watch had a phone-in session. Express your own ideas on the topic / subject that was discussed. Your teacher will be the TV presenter and s/he will ask viewers (learners) to phone or skype the studio and talk about the subject/topic.

Remember you must give a reason why s/he does or does not agree with what was being said on the Talk Show.

Activity 6

You couldn’t get through, the phone lines were too busy. Write an e-mail to the Talk


Term 2 (Week: 9-11)

Content:

LO 1 AS 2,3,7

LO 2 AS 2,3,4,5,6

LO 3 AS 1,2,3,4,5,7,8,9,10

LO 4 AS 1,2,4

LO 5 AS 1,2,3,4

LO 6 AS 1,2,3,4,5


Term 4 (Week: 1-3)

Content:

LO 1 AS 2,3,7

LO 2 AS 2,3,4,5,6

LO 3 AS 1,2,3,4,5,7,8,9,10

LO 4 AS 1,2,4

LO 5 AS 1,2,3,4

LO 6 AS 1,2,3,4,5

Show (e- mail address were given at the end of the programme) to express your views, disagreement or dissatisfaction of the topic/subject that was covered in todays programme. Don’t forget to come up with a solution or any other ideas that will help.

Activity 7

Once the learners understood the theme/topic/subject of the Talk Show, the learners must collect related articles from newspapers.

Let the learners share the articles with the rest of the class by highlighting the main points. The articles can then be displayed in the classroom so learners can read them in more detail.

Activity 8

Use the newspaper articles from activity 7 to focus on concord, simple, compound and complex sentences, relative clauses and conditional clauses . Let the learners find examples and explain to you the teacher or the class or to their friends/partner another learner who is weak in language and dont understand concord or conditional clauses.

Activity 9

Use a thesaurus if you want to increase your vocabulary or you need to make your writing more interesting.

Remember a thesaurus is a reference book like a dictionary. Go and find more interesting words that you can you use in your writing an e-mail.

Look for synonyms or antonyms but remember when you choose another word, you need to make sure you know what that word means. Look it up in the dictionary if you need to.

Replace the adjectives in the sentences. Eg beautiful

The girl had beautiful manners.

The man had a beautiful face.

The bride looked beautiful on her wedding day.

Start using words like radiant, gorgeous, graceful.

Activity 10

Look in the left coloumn on this page under Lo 6. Follow the assessment instructions As 4,6. I am sure if you have a look in your textbook you will find more exersizes.

LESSON PLAN





Methods/tools/forms

LO 1 Listening

AS 1 & 7


Identifies and discusses values , historical - , social –

and cultural contexts.

LO 2 Speaking

Activity 1.

The teacher supplies sheets of paper that contain main ideas to learners in different groups

Teacher reads the story a couple of times.

Activity: 2

Activity 1.

Learners identify the main idea after each paragraph read by the teacher.

Learners must also identify and write the positive and negative valuesin each paragraph.

Activity : 2

Method:

Teacher

Form:

Verbal and written responses

Tool:

Memorandum

Method:

AS 1,4,5 & 6

Communicate ideas via different text types e.g. stories.




LO 3 Reading and Viewing

AS 1,2,4,5,6, & 8

Reads spontaneously





Teacher explains to learners the rules of group discussion, as well as the aspects to be considered eg:

characters, incidents, emotions,

positive and negative values , social- and cultural

contexts , moral lessons

Activity :3

Teacher asks learners to read aloud and / or dramatize certain incidents in groups.Learners are also encouraged to comment critically on the theme , characters, values etc.

Learners discuss and give their opinions on the characters, incidents, emotions, positive and negative values, social and cultural context, moral lesson

Activity: 3

Learners read individually,and dramatise ( individually or in groups) certain incidents in the story

Peer

Form:

Group discussion.

Tool:

Checklist

Method:

Teacher

Form:

Reading/drama

Tool:

Rubric


LO 4 Writing

AS 1,3 & 4




LO 5 Thinking and Reasoning

AS 1 & 2

Uses language to think and reason

Use language to reflect on challenges and abilities

LO 6 Language Structure and use

AS 1,2,4,5 & 6,

Activity: 4

Teacher explains contemporary relevant topics to learners, e.g. cellphones, fashion, sport,crime, careers, etc.

Explains rules of the investigation, as well as the purpose and format of a report and poster

Activity: 5

Teacher explains different aspects of

Activity: 4

Learners are divided into groups, select a topic and conduct an investigation,(talking to peers, parents, teacher, etc. and reading books, magazines and newspapers).

Design a poster and write a short report

Activity: 5

Method:

Teacher

Form:

Report and poster

Tool:

Rubric and Check list

Method:

Works with words


Works with texts



Uses meta-language

parts of speech, various use of topics and support sentences, figurative and literal meaning of words

Explains the usage of subordinate clauses correctly

Uses connecting words ‘while’

Analyses of words that are used to construct, gender, race, etc.

Teacher designs a puzzle

Teacher explains punctuation

Learners complete the puzzle and language exercises

Peer / group

Forms:

Puzzle

Language exercises

Tool:

Memorandum


Teacher Reflection:



LESSON PLAN

(Poetry)


Contexts: Poetry



Methods/tools/forms

LO1:LISTENING:

AS1

Listens to a variety of complex , imaginative and informative oral texts(e.g. Ballad, talk shows and

dramatized poem and book reviewals and, songs)

-Pre activity:

Prepare your learners for the listening to the poem by activating their

background knowledge and interest in poetry.(e.g. a poet they know)

Activity 1

Teacher explains different types of poems, concentrating on different structures e.g. Ballad, concrete, couplets, free verse, sonnet etc

Pre- activity:

Learners listen attentively while the teacher reads/recites/sings a poem.

Activity 1

Learners listen attentively and answer questions on different poem structures

using worksheets provided.

FORMS/product

-oral and/or written response

METHODS

-Teacher

AS5

Discusses particular words, phrases and sentences and stylistic effects

which influence the listener and explains their impact e.g. deliberate

ambiguity, emotive language, and distinguishing between fact and

opinion, identifying, recognizes and discussing bias and prejudice and

propaganda

LO2- Speaking

AS5

Gives oral presentations confidentially creativity, paying attention to clear and audible

enunciation, pausing variation in presentation modes, posture,

gesture, body language and facial

Activity 2

Teacher chooses and reads one of these poems emphatically, interacting with learners discusses stylists effects

which influences the listener

Activity 3The teacher asks questions relevant to the poems from low order to high order e.g. Asking about the title of the poem, emotive language, bias and prejudice.

Activity 4

The teacher distributes flash cards with words/phrases



Activity 5

Activity 2.

Learners listen to the teacher in order to grasp the content/message in the

poem.

Activity 3

Learner responds to questions being asked eg, the title of the poem ; write words describing the title ,explaining bias and other stylist effects in the

poem, synthesizing information and expressing feeling.

Activity 4

Learners read and discuss the words from flash cards taking note of poetic

language, giving meaning and making use of dictionaries.

Activity 5.

The learners recite or sing the poem

TOOLS

ChecklistWorksheet

Rubric

(see Annexures .)

Forms/ product

Reading/reciting putting actions / dramatisation

Methods

Who assesses?

-Teacher

expression to engage audience interest

Appropriate figurative devices such as climax, hyperbole and rhetorical

questions.

LO3- Reading & Viewing

AS-5

Identifies different text type and their key features

AS1

Reads spontaneously and often for

The teacher instructs the learners to recite/sing / dramatize the poem

Activity 6.

The teacher gives learners copies of the poem explaining the way the text is organised and instructs them to read the poem noting the figures of speech, rhymes , alliteration and other features

Teacher instructs learners to note whether they relate to the poem they

are reading in terms of their daily experiences

paying attention to clear enunciation variation in tempo positive and body language ( dialog and actions)etc.

Activity 6.

Learners read in groups and/or in pairs the identified poem looking into how it is organised and identify the

key features and classifying it according to key features, relating it to

other types discussed.

The learners read the poem studied, describes personal response and

discusses how they enjoy and relate to the text .

peer

Tools

-Checklist

FORMS

Oral Reading

Notes

Vocabulary list

METHOD

-Teacher

-Learners themselves

-Groups

pleasure

LO4- Writing

AS1-Writes a selected range of imaginative texts

AS3-Demonstrates advanced skills in a range of features of writing

appropriate to the poem and uses a wider range of imagery in writing of

own poetry

LO5: THINKING AND REASONING

AS 5. Uses language to reflect:

Reflects on and evaluates the quality and accuracy of information in own

work and that of others

Reviews own critical reading, writing

Activity 7

The teacher presents a wide range of imaginative content in poetry, e.g those

that express imagination, ideas and feelings about self and others and

explore the creative, critical and playful use of language .

Activity 8

The teacher collects learners assignments on different poem topics given to them; he/she then distributes these amongst learners for evaluation

Activity 7

The learners( in groups and in pairs) create their own poems showing the

different features of poetry:

Write poems expressing feelings

Write poems with differing structures

Activity 8

In pairs, the learners look into each others’ work using the criteria

provided and, under the teacher’s guidance evaluate and reflect.

TOOLS

ChecklistsRubrics

FORM/product

A variety of Poems

METHOD

-Learners

-Teachers

TOOLS

Check list

FORM

Summary of poem contentPoem

an listening skills, habits and experiences, and notes strengths and

areas for development

Reflects, and then asks critical questions and challenges vies (including the challenging of

stereotypes) on what is seen, heard and read

Modifies own vies, where relevant, after hearing of reading the vies of

others


AS1 Works with words

Discusses how languages borrow words from one another, how words change meaning with time and how

new words are coined

AS4 Develops awareness and use of style

Uses idioms and idiomatic expressions of the language

and reflections. She gives guidance by providing criteria for evaluation and

reflection

Activity 9

The teacher gives learners home work on a chosen poem that requires them

to:-Identify borrowed words in the poem; evaluate implicit or hidden messages any bias, prejudice, own opinion, and alternatives; discuss how social and cultural contexts influence the message in the poem given (real life situation)

Activity 9

Learners identify borrowed words and analyze how these words are used in the poem, look into hidden messages in the given poem and also, look into the use of style in the poem including

idiomatic expressions and other features

METHOD

TeacherLearner

Tools

Rubric and checklist

-Checklist

- rubric

( Annexure)

FORMS/product

Learners’ poems Extracts from poem

List of features

Method: Teachers

Tools:

checklist


Teacher Reflection:

LESSON PLAN

(Drama)


Contexts: Drama



Methods/tools/forms

LO 1 LISTENINGAS 1 Listen and appreciateAS 4 Identify and discuss AS 6 recognize and accept different registers e.g. slang

LO 4 WRITINGAS 1 Writes own imaginative textAS 3 Demonstrates basic skills in writing a dialogueAS 4 Uses the writing process collaboratively and independently

LO 2 SPEAKINGAS 1 Communicate ideas

Activity 1Listening Activity/ViewingTeacher plays a recorded version of it on TV.

Activity 2The teacher facilitates the discussion.

Activity 3Teacher supervises the writing process

Activity 1Listening Activity/ViewingLearners select a favorites/popular soap. Learners discuss the episode. They focus on actors (main, supporting).In groups they discuss which character they can identify with, giving reasons to support why.

Activity 2Learners discuss aspects of the episode. The discussion will centre around the following: plot, theme, type of play (comedy/humorous or tragedy).

Activity 3Writing

Form: Written work-ParagraphMethod: TeacherTool: Checklist

Form: DiscussionMethod: Peer AssessmentTool: Checklist

Form: ParagraphMethod: Teacher assessment

Use a range of selected text types e.g. role play dramaAS 4 Lively participation in discussions Asks questions/acknowledges others opinions/motivate own point of view/persuades others/show sensitivity to othersAS 5 Demonstrates fluency (Pronunciation, enunciation, body language, register, tone)As 6 Reflects on success of own communication skillsLO 3 READINGAS 1 Reads spontaneouslyAS 2 Reads aloud and silentlyAS 5 Identifies drama as text type and its key featuresAS 6 Demonstrates understanding- plot ,theme, characters and settingLO5 Thinking and reasoningAS 1Uses language to think and reason, infers and deduces meaning, explains the intentions of the author.Uses questions to develop own thinking and that of others.Uses appropriate language structure to express complex thought.LO6 Language structure and useAS I Works with wordsCreates personal spelling list and

Activity 4SpeakingTeacher observes and takes note

Activity 5Teacher checks suitability of magazines and newspaper cuttings

Activity 6Teacher facilitates the conversation and corrects learners were necessary.

After the discussion the learners write linking paragraphs on each aspect.

Activity 4SpeakingLearners volunteer to portray the episode which they viewed of the favourite characters which they identified.

Activity 5 a) Learners collect magazines and newspaper cuttings showing their favourite characters.b) They practise individual reading about the characters in these magazines.c) Individual learners read to the class.

Activity 6In group learners have an imaginary conversation with their favourite characters. This conversation is then recorded in a dialogue form. They create their own scenario.

Tool: Checklist

Form: DiscussionMethod: Peer AssessmentTool: Checklist

Form: ReadingMethod: Teacher assessmentTool: Checklist

Form: DialogueMethod: Teacher and peer assessmentTool: Checklist

dictionary of words.Uses the dictionary to increase vocabulary and improve spellingAS2 Works with sentencesIdentifies and uses nouns, verbs modals, adjectives, pronouns prepositions ,conjunctions and articlesUses different types of sentences such as statements ,comments ,commands, instructions and exclamationsAS 3 Works with textDevelops coherent paragraphsAS 4 Develops awareness and use of style.Distinguishes between formal and informal languageUses idioms and idiomatic expressions appropriately.

Activity 7Teacher ensures that learners draw up their spelling list.

Activity 7Learners select words from the dialogue to add to their spelling list.

Resources: Dictionaries, photographs, magazine pictures and advertisements, songs, rhymes, Weather reports, interviews,

encyclopaedias, tables of contents and indexes, pamphlets, mind maps, flow-diagrams, forms for filling in, invitations, charts, rosters, television, videos, internet, posters, speeches, autobiographies and biographies

Teacher Reflection:

‘

LESSON PLAN:





Term 2 (Week: 1-4)

Content:

LO 1 AS 2,3,7

.. Activity 1

Write the following on the board or OHP: What is discrimination? What is prejudice? What does culture mean?

The class must come up with a clear explanation or definition of what discrimination, prejudice or culture means?

LO 2 AS 2,3,5,6

LO 3 AS 1,2,3,4,7,8,9,10

LO 4 AS 2,4

LO 5 AS 1,2,3,4

LO 6 AS 1,2,3,4,5

Let them work in groups by using the dictionaries or thesaurus. Their parents or grandparents may even have interesting stories they can tell them. Let the learners Interview them and report back to the class.

Discrimination means treating someone badly because they are different to you – because of culture, race, religion, illness, disability or gender/sex. Dicrimination is about the way you act towards someone else.

Prejudice is about the way you think about someone else, prejudging them.

Activity 2

Brainstorm all the words we use to insult people because they are different. Agree to ban these words and choose positive words to replace them.

Write them down in your notebook.

Activity 3

Role play

Two learners are taken aside and given instructions for acting out. They are to pretend to be two learners who are insulting each other and calling each other rude names. They act this out in front of the class. The learners then talk about why poeple insult each other, how it feels to be insulted and what the correct way of handling insults might be.

Or

Role play situations of people showing disrespect for eachother. For example, disrespect to an older person.

Activity 4

Challenge prejudice, racism and discrimination. Write to your local newspaper about


Term 3 (Week: 7-10)

Content:

LO 1 AS 2,3,7

LO 2 AS 2,3,5,6

LO 3 AS 1,2,3,4,7,8,9,10

LO 4 AS 2,4

LO 5 AS 1,2,3,4

LO 6 AS 1,2,3,4,5

things that have happened to you or a friend and how they felt.

Activity 5

Find out as much as you can about your family traditions and culture. Be proud of who you are and where you come from.

Come and have show and tell day. Bring those photos and birthday videos to school and share your past with the rest of the class.

Activity 6

Tell your parents and friends about how discrimination and prejudice can make other people unhappy. Ask them to stop and think before they speak or do anything. Discuss if your family treat boys and girls differently and why. Monitor them and give them a written warning for the first “offense”. Their after, you fine them a R100 which you will donate to charity.

Activity 7

Work in groups

Get to know the people of Africa as one family.

Get a map of Africa or draw a map yourself. Find out about the different countries, their tribes, traditions, history, religions and languages.

Take turns to explain this information under the headings (tradition, religion, tribe, language) to the rest of your class.

Make a broshure to advertise the country by using the info you just collected.

Activity 8

Have a cultural exhibition. Ask learners from different cultures to exhibit their culture

by cooking food, doing cultural dances and playing cultural music.

Celebrate cultural festivals by having or participating in events.

Activity 9

Collect articles about people who succeed at breaking barriers.

Remember the scientist with a mental illness (see the video/movie A Beautiful Mind), the athlete with a physical disability, (Google Oscar Pistoruis) the first women to climb Mount Everest.

Go and research them and do a report back session on them or do a collage on their life and don’t forget to include a timeline.

Activity 10

Walk in another’s shoes

A foreigner is a person that is in a country that they weren’t born in. How do you think a foreigner feels on his first day at school eg meeting other children who don’t want to play with you. Discuss this and then some of you can do a role-play for the rest of the class.

To the whole class: Find someone who is different and befriend them. Keep a diary and a year later if you are still friends, read it to him/her.

Activity 11

Tell your friends and family about what you have learnt about discrimination and prejudice. Just by talking to other people about discrimination and prejudice helps.

Do a play about someone who is a refugee or about a person with a disability. Really imagine what it would feel like and how other people treat them.

Invite the communtiy to come and watch.

Activity 12

Make badges/ banners/ posters/ flyers / slogans (think about the SA election campaign 09 slogans and pres. Obamas’ election campaign for ideas) that say things like “We are all Africans” “One world, one people” or ”Respect to boys and girls”

Wear your badges with pride.

Activity 13

Have a class discussion about posters. Collect posters which have social messages – posters about AIDS, health posters, political posters. Which ones do the learners like? Why? Which ones are clearest and easiest to read? Why? How is information shown/given on the posters?

Point out to the learners that the best posters have a short, catchy slogan and very clear artwork which is usually bright and eye-catching. Then let them work together to design and draw a poster about respecting other people. The posters can be displayed around the school.

Activity 14

Invite an expert (eg minster of religion/ social worker/sport star) to talk on the issue that is being address. Let a learner introduced the expert and another learner must thank him (in his first additional language) for addressing the learners.

Activity 15

Partner your school with a school for children with disabilities and share fun days and activities together.

Take photos and write captions and put it up in the school foyer.

Activity 16

Look in the left coloumn on the next page under Lo 6. Follow the assessment

instructions As 1,7,8,9. Your textbook also have some wonderful grammer exercises.

LESSON PLAN:


Multi- Media Texts Grade 9

Content: Activities:


Term 1 (Week: 6-9)

Content:

LO 1 AS 2,3,7

LO 2 AS 2, 3,4,5,6

LO 3 AS 1, 2,3,4,5,6,7,8,9

LO 4 AS 1,2,4

Activity 1

We are going to look at the different features of newspapers. The learners will read and analyse articles, headlines, and captions. They will also learn to detect bias in newspapers.

Activity 2

Learners must look for each of the following kinds of newspaper texts. Make a note of the page number where each text appears. Do not take more than 10 minutes for this part of the activity.

LO 5 AS 1,2,3,4

LO 6 AS 1,2,3,4,5

The main news story: a map showing the expected weather temperatures; a letter to the editor; an advertisement for a job; an article on a South African sporting event; the current rand/dollar exchange rate; a photograph of an event in a overseas country; a political cartoon; a graph or table showing statistical information

Compare your findings with those of the other members of the class. Check for similarities and differences.

Activity 3

At first you are going to work on your own. Find 6 newspaper headlines and write them down. Then work with a partner and let him or her examine each headline to:

explain what the story is about

decide whether it is good news, bad news, important or less important news

identify and explain any bias or stereotyping

identify any gender or racial discrimination

explain any figures of speech eg metaphors

Assess how well your partner completed the tasks by awarding one mark for each task.

Activity 4 (analyse a newspaper article)

Work on your own. Read a news story and answer the following questions

What was the story about? When and where did this happen? Why did this happen? What did I learn from it? How does the information support the facts? Write down any questions you would like to ask the reporter that are not answered by the reporter.

You have worked out the structure of a news story. You have seen that the most


Term 2 (Week: 9-11)

Content:

LO 1 AS 2,3,7

LO 2 AS 2,3,4,5,6

LO 3 AS 1,2,3,4,5,7,8,9,10

LO 4 AS 1,2,4

LO 5 AS 1,2,3,4

LO 6 AS 1,2,3,4,5 important facts appear at the beginning. Then comes the supporting information, with quotes from people involved in the story.

Activity 5 (write a newspaper article)

Work on your own. Pretend you are a reporter. You are going to write an article for your school magazine or newsletter.

Do the following: put all the information in the first paragraph. (Most readers only read the headline and first paragraph)

State the main idea in the form of the 5 W’s: What? Where? Who? When? Why? Include: How? To whom?

Give eyewitness reports and interesting details in the following paragraphs.

End with a single sentence paragraph. State the results of the incident or speculate on what could happen next.

Activity 6

On your own, write a magazine article that has graphics (a table, statistics, a graph, diagram or a chart) the topic should be about an issue affecting the natural world. (look on the internet for some cool and colourful graphics)

Choose from the following topics: a bombing in a city or a plane crash, an earthquake, a scintific discovery or technological invention that has just been announced.

Activity 7

Write a factual essay. Topic: is the government doing enough to fight the AIDS epidemic/ to fight crime / to stop xenofobia ?

Learners must provide ideas or information in a logical way. Give your personal


Term 4 (Week: 1-3)

Content:

LO 1 AS 2,3,7

LO 2 AS 2,3,4,5,6

LO 3 AS 1,2,3,4,5,7,8,9,10

LO 4 AS 1,2,4

LO 5 AS 1,2,3,4

LO 6 AS 1,2,3,4,5

opinion about a topic. It must be well-researced and ideas must be proved by facts and figures. Substantiate your opinion with facts and examples. You must have knowledge and a proper understanding of the topic. You need a clear, logical explanation. Remember this type of essay is usually written in the present tense.

Activity 8 (read and write captions)

Work with a partner. Find at least 2 photos (one photo must be in colour and the second photo must be in black and white)

With your patner read the captions for the photographs and explain and discuss connotation, stereotyping and bias in the captions.

Find two photos in a magazine or newspaper and write your two different captions of your own for it.

(Remember the picture is the topic. The picture is the stimulus that will trigger something in your mind. Make sure that the connection between the picture and you is clear.)

Activity 9

Make your own newspaper with the knowledge you have learnt. Work in a group of six and decide among yourself who is responsible for what. Do not work longer than 4 lessons on it. The complete product must be exhibit in the library. The librarian with the help of other language teachers will assess the newspaper and the goup with the best newspaper will win tickets to the movies.

Activity 10

Find common notices or signs in your area. Draw them on the chalkboard and discuss what they mean with the rest of the class. Look at timetables, notice boards and road signs. Information is often given in single words, pictures and symbols so that we can find out what we need to know quickly.

Activity 11

Focus on active and passive voice. See your textbook for exercises.

Activity 12

Give the learners two lists. List A have 4 stem words and list B have 8 prefixes. Work with a partner and see how many words you can form by adding prefixes from the list. Then show in short sentences what difference the prefixes make to the meaning.

WORK SCHEDULE: ENGLISH FIRST ADDITIONAL ... ENG HL LPs.doc · Web viewTeacher chooses and reads one...

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