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
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 3 questions
Correctly answered 2 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.
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
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.
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
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
Scanty planning with some 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.
Introduction, body and conclusion are included. Paragraphs are well constructed.
An attempt to include introduction, body and conclusion. Paragraphs may be disjointed.
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 .
Sentences are legible. 5-8 spelling and punctuation errors.
Struggles to construct sentences. Writing is riddled with errors.
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
Scanty planning with some 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
8. Show understanding of language usage
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
12. Show understanding of language usage
4 Punctuate sentencesp72
C K 2 E1 M
3
13. Show understanding of language usage
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
16. Show understanding of language usage
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
19. Show understanding of language usage
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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