Topic: generalization, stereotyping, Symbolism Teaching and Learning strategies

Resources used
Spot on text book (grade 12) Class discussion
Past year question paper Pair work
individual
Assessment Tool Assessment Method
Memorandum Teacher Assessment
Teachers guide
LESSON PROCEDURES
Teaching Strategies Learner Activity
Pre-Activity Pre-Activity
 Discussion on what generalization,  Activating learners’ background
stereotyping and symbolism is. knowledge
 Explain in detail what the concepts mean.  Work in groups and discuss the three
concepts.
Teacher activity Learner Activity

 Discuss and explain three concepts to the  Work in pairs to discuss stereotyping and
learner for the better understanding. generalisation around their community.
 Give response to the class on their
findings.
Post Activity Post –Activity
 Discussion on whether stereotype and  Do Activity 4.1 in the text book (page
generalization is good or not. 133)
 Mark and correct Activity 4.1 in class

CHALLENGES FACED: HOMEWORK:

None Revision activity on page 134 of their spot on text

book.
 TOPIC: ESSAY WRITING
RESOURCES USED: TEACHING AND LEARNING STRATEGIES

 Mind the gap  Class discussion

 Spot on  Group discussion
 Dictionary  Written text

ASSESSMENT TOOLS ASSESSMENT METHOD

Rubric Teacher Assessment
New Vocabulary words and meanings

 Argumentative Diction
 Topic sentence Rhetorical devices

LESSON PROCEDURES

TEACHING STRATEGIES LEARNIERS ACTIVITY

Planning or pre-writing Planning or Pre-writing

Discuss  Engage with the discussion regarding the

structure of the paper.
 Discuss the structure of paper 3
 Discuss with the educator the tips on writing
 Writing tips
paper 3.
During the activities
During activities
Discuss
 Engage in discussion on the writing process.
 The writing process  Engage in discussion on the essay and the
 The essay and writing guidelines writing guidelines.
 The criteria that will be used to  Engage in discussion relating to the criteria
evaluate the piece of writing. that will be used to evaluate the piece of
 Brainstorming the ideas for the writing.
topics.  Choose a topic on which to write
 Brainstorm ideas for the topic using, for
POST ACTIVITIES example, mind maps.
Revising, editing, proof reading and Drafting
presenting
 Write a first draft that includes purpose,
 Evaluate writing for improvement audience, topic and the text type.
using the set criteria.  Organise ideas in a logical sequence so that
the argument flows smoothly.
 Establish an individual voice and style.
 Read drafts critically and get feedback from
teacher and classmates.
 Revising, editing, proofreading and presenting

 Evaluate their own and others’ writing for

improvement using the set criteria.
 Refine word choice, sentence and paragraph
structure.
 Work on the sequencing and linking of
paragraphs.
 Eliminate ambiguity, verbosity and any
offensive language.
 Use grammar and spelling and punctuation
correctly.
 Present the text.

CHALLENGES FACED: HOMEWORK:

NONE Write an argumentative essay or discursive essay in

one of the following topics. Use every aspect
discussed during the lesson.

 Learners in our school should be tested for

drugs on a regular basis.
 How education changed my life.
 Does culture play a role in an African child?
 Teachers shape the future. Discuss this
statement.
 TOPIC: Editing and language in context (PARTS OF SPEECHES)
LESSON OBJECTIVES TEACHING AND LEARNING RESOURCES NEEDED
STRATEGIES
Learners will be able to demonstrate the Class discussion  Spot on grade 12
ability to: Group Discussion  FET grade 12 Revision
 Use the parts of speeches in a Individual work Booklet
wide range of text.  Informal English std
 Identify the parts of speeches in 10
a text or context.
 Construct meaningful sentences.
ASSESSMENT TOOL ASSESSMENT METHOD TYPE OF ASSESSMENT

MEMORANDUM  Peer assessment Informal Assessment

 Teacher assessment
TEACHER ACTIVITY LEARNER ACTIVITY

1. Various parts of speech: individual and pair  Engage in the activation of the prior knowledge
work. of the concepts.
2. Pre-Lesson  Engage with notes on part of speech.
Activate learners’ prior knowledge of parts  Respond to questions
of speech.  Work in pairs to answer questions asked.
During the lesson  Work individually to answer questions.
 Learners are taken through their notes of
parts of speech. MEMO
 Explain functions of each part of speech.
 Questions asked to determine their level of  There is a concert this weekend.
understanding.  Hey! How are you doing?
 You can choose the food you want to eat but
TASK: CLASSWORK seafood is exceptional.
 I left them at the clubhouse before I went to
Identify the part of speech in the following see my uncle.
sentences:  Since he was in a hurry to watch the rugby
 There is a concert this weekend. match, he quickly wrote his assignment.
 Hey! How are you doing?  Shaun is the laziest girl I know amongst my
 You can choose the food you want to eat sister’s children.
but seafood are exceptional.  That was a horrible movie I have ever seen.
 I left them at the clubhouse before I went  I have already checked twice, the place is not
to see my uncle. bad.
 Since he was in a hurry to watch the rugby
match, he quickly wrote his assignment.
 Shaun is the laziest girl I know amongst my
sister’s children.
 That was a horrible movie I have ever seen.
 I have already checked twice, the place is
not bad.

CHALLENGES FACED: NONE HOMEWORK: Activity 5.1 & 5.2 pg 121 Spot on book.
TOPIC: RHETORICAL DEVICES AND FIGURATIVE LANGUAGES

LESSON OBJECTIVES TEACHING AND LEARNING RESOURCES NEEDED

STRATEGY

 At the end of the lesson the  Class discussion  Spot on grade 12 text
learners will able to use  Group discussion book
rhetorical devices and figure  Pair work  Learners’ ability to
of speeches in their writing think critically.
and speaking.

ASSESSMENT TOOL ASSESSMENT METHOD TYPE OF ASSESSMENT

GUIDELINE ON FIGURATIVE  PEER  INFORMAL ASSESSMENT

LANGUAGE ASSESMENT
 TEACHER
ASSESSMEN
T

TEACHER ACTIVITY LEARNER ACTIVITY

Pre-Activity Pre-Activity

Discuss and explain the following aspects in the Identify the figure of speech in the following in
worksheet: the following sentences.

 Rhetorical devices 1. Rachel is as a bright as the sun.

 Alliteration 2. The whole world is a stage.
 Oxymoron 3. The wind whispered in my eyes.
 Paradox 4. Sally sold some sea shells.
 Metaphor 5. Ding dong! There was a someone at the
 Onomatopoeia door.
 Simile 6. The wave of the sea did not go as far as
 Personification my heart.
 Hyperbole 7. The girl next door is pretty ugly.
 Euphemism 8. He loves being in the public eye but also
deeply values and protects privacy.
9. He told us a cock and bull story. (a lie)
Discussion on figurative language on a lengthy level Aslum is very plain (ugly).
while explaining how it works to the learners. 10. Would it kill you to stop chewing your
food with your mouth open?

Remedial exercise: worksheet on figurative language to Homework: study page 152-153 of the Spot on
revise and complete the exercise. text book the write a homework on page 159
TOPIC/ASPECT: TRANSACTIONAL WRITING. BOOK REVIEW
RESOURCES USED TEACHING AND LEARNING EVIDENCE
STRATEGIES
 ENGLISH WRITING ESSAY  CLASS DISCUSSION WRITTEN REVIEW OF A BOOK
AND TRANSACTIONAL TEXT  GROUP DISCUSSION THEY STUDIED IN CLASS.
 SPOT ON TEXT BOOK
LESSON OBJECTIVE: ASSESSMENT TYPE ASSESSMENT METHOD
At the end of the lesson learners will PEER ASSESSMENT INFORMAL ASSESSMENT
be able to review work of art, film TEACHER ASSESSMENT
book etc. as a whole while
understanding the content of it.
TEACHER ACTIVITY LEARNER ACTIVITY
The following aspects should emphasized: Use the following headings to write the book
 Explain to the learners in detail what a review:
review is, to enable them to critical  Title of the book
analyse the art work in context.  Author
 An honest /frank opinion of the book by  Publisher
reference to the text.  Genre
 A mature and critical approach to the  Date of first publication
book.  Number of pages
 Evidence of an understanding and critical  Introduction
analyses of the book.  Summary of the old plot
 The important of the way the story is  Main character
developed and narrated.  Narrative/writing style
 Themes
 Overall of the book recommendation

REMEDIAL: HOMEWORK:
WORKSHEET ON FILM REVIEW TO WORK ON As a chairperson of the reading club at school.
DURING THEIR SPARE TIME. You have to write a book review on a novel for
young adults. Write out your review that will be
published in your school newspaper.