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ENGV 411/ENGD512
Lesson planning template 2025

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THE WHITE SEGMENT: ANALYSING THE CAPS

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Subject and theme Topics (if your lesson is focused on a Allocated Time and number Suggested
subtopic, highlight the subtopic) of lessons Resources

Formal prepared/ researched speech Three lessons of one hour Finders Keepers
each: novel by
English First Additional
Analysis of Finders Keepers (Character Rosamund
Language: Lesson 1 - introduction and
analysis and various themes evident). Haden
prepared speech activity
Listening and Speaking:
Prepared Speech Lesson 2 - character analysis
and speaking activity EFAL Exercise
scripts
Lesson 3 - theme analysis and
speaking activity Stationery

Two lessons for SMART task Projector/TV

presentation to teacher Screen

Information
sheets and
activities done
throughout the
previous terms

Checklists
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Access to
Internet & Video
link

What have learners learnt about speaking according to the CAPS, in a previous year / term?

According to the CAPS document, learners have acquired the basic techniques of presenting a well prepared speech in the
Foundation-, Intermediate-and the Senior phases up until the FET Phase. The skills acquired, practised, used and necessary for this
assessment task include speaking skills, which includes the skills of doing research, planning and organisation of the content, use of
language (diction and register), tone and presentation skills.

What will learners learn about speaking in a subsequent grade? (according to the CAPS)?

The learners will enhance their writing-, but more importantly, their speaking skills, in which these skills include doing research,
planning and organisation of the content, use of language (diction and register), tone and presentation of written task.

TURN TO THE LAST PAGE IN THIS BOOK

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PERTINENT QUESTION

Transport the
Make Link with their Show the learners out
learners profile and importance of the of the
curious background lesson classroom

List the pertinent questions and a possible answer for each (if you have only one, that is also acceptable):

Pertinent question Possible answer

● Which elements does a prepared/unprepared speech It should have an introduction, body; where you explain your
have? opinion and arguments prepared. You should greet the
audience, have an attention-grabbing introduction, a topic
sentence stating what your speech is about and which
arguments you are going to make. Lastly, it should have a
conclusion that links back to the introduction and body.

● What types of characters can you identify and Major and minor characters:
describe in the novel, Finders Keepers?
Major characters include the protagonist and antagonist. These
characters have a significant influence on the occurrences in
the novel and we find a lot of information about them when
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reading. These characters also change and develop throughout

the novel.

Minor characters include flat characters and do not change or

develop throughout the novel. They are static characters who
are just used to move the plot of the novel along.

● What themes can you identify in the novel, Finders Themes:

Keepers, and how are they enhanced?
● Love / Relationships across boundaries

● Being different

● Duty and personal freedom

● Conflict between parents and children

● The right to strike and the value of tolerance

● Grief - losing someone you love

● Culture: Tradition and modernity

● Prejudice

Enhancement:

● Character development

● Setting

● Mood

● Plot
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● Point of view

● Figurative language, allegory, symbolism, and irony.

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INTRODUCTION

What will the teacher do to introduce the topic / speaking lesson of this lesson?

The teacher starts with an innovative pertinent question: How do we effectively convey our messages, beliefs, opinions, and life
experiences to other people and how we relate to certain situations?

Video: Braveheart: William Wallace Freedom Speech (Speeches HD, 2016) https://www.youtube.com/watch?v=TME0xubdHQc

What is the actual activity/activities or task/s that your learners will do during the introduction?

1. Watch and analyse the video and comment on how the speaker conveys his message.

2. What techniques does the speaker use to keep the audience engaged?

3. How can you use the techniques you identified to deliver your own speech?

Introduction - 15 minutes

Which resources will be used during the introduction?

1. Projector/TV screen
2. Access to Internet
3. EFAL Exercise books
4. Stationery (pen/pencil, ruler etc.)
5. Video link
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TEACHING ACTIVITIES, LEARNING ACTIVITIES, ASSESSMENT AND RESOURCES

Keep in mind that the teaching activities and learner activities listed here, will take place BEFORE the SMART task. These activities
should scaffold your learners so that they will eventually be able to complete the SMART task.

Teaching activities Learner activities (what is the actual activity or task that your Assessment (who Resources
(identify teachable learners will complete)? will assess and
moments) with which tool)?

1. The teacher Learners are divided into pairs and given random topics, which The teacher will Checklist
reiterates the they must use to write and present a prepared speech of 1-2 assess the learners
Information sheet
pertinent question minutes. using a checklist.
on prepared and
asked in the
The learners will unprepared
introduction.
use self- speeches.
Learners are given 20 minutes to do their research, planning and
2. Explains the assessment to see
organisation of ideas and to practice the speech before Information
components of a how they can
presenting. sheets and
prepared and improve their
activities done
unprepared speech. speaking skills.
throughout the
3. Shows the format Learners will be allocated their topics in timed slots, so all previous terms
and presentation
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styles of each type of learners have a fair amount of planning time.

speech.

Time allocation:

Introduction - 15 minutes

Teaching activity - 15-20 minutes

Speeches - 2 minutes per pair (15 pairs) - 30 minutes or more

1. The teacher explains Learners are divided into pairs and will draw a character’s name The teacher will Notes from
what a well-written from the novel, from a hat. They must write a 1-2 minute assess the learners character
character in a novel reflective speech on the character. They must briefly give an using a checklist. analysis.
is. overview of the character; say what type of character it is and
The learners will Finders Keepers
explain the importance of the character in the novel.
2. Explains what types use self- by Rosamund
of characters are assessment to see Haden
found in a novel. how they can
They will have 10 minutes to do their research, planning and Checklist
improve their
3. The teacher explains organisation of ideas and to practice the speech before Information
speaking skills.
the importance of presenting. sheets and
characters. activities done
throughout the
Learners will be allocated their characters in timed slots, so all previous terms
learners have a fair amount of planning time.

Time allocation: teaching activity - 15-20 minutes

Speeches - 2 minutes per pair (15 pairs) - 30 minutes or more

1. The teacher explains Learners must work in pairs and identify a theme evident in the The teacher will Notes from theme
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how to identify a novel. assess the learners analysis.

theme in a text and using a checklist.
Finders Keepers
mentions different
The learners will by Rosamund
types of general They must write a 2-3 minute speech where they identify a theme
use self- Haden
themes. evident in the novel. They must explain how the theme is evident
assessment to see
and how it is enhanced through literary devices. Checklist
2. Explains how a how they can
theme is enhanced improve. Information
through literary sheets and
They will have 10 minutes to do their research, planning and
devices. activities done
organisation of ideas and to practice the speech before
throughout the
presenting.
previous terms

Time allocation: teaching activity - 10-15 minutes

Speeches - 3 minutes per pair (15 pairs) - 45 minutes maximum

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ASSESSMENT OF SMART TASK

Department of Basic Education, Annexure 1: Requirements for the assessment of Oral tasks in all official languages offered
in NSC.
FIRST ADDITIONAL LANGUAGE. ASSESSMENT RUBRIC RUBRIC FOR PREPARED SPEECH: GRADE 10 - 12 (10x2=20)
Criteria Exceptional Skilful Moderate Elementary Inadequate

10-8 7-6 5-4 3-2 1-0

Research Convincing evidence Good evidence that a Satisfactory evidence Some evidence that Limited evidence of
skills that a wide range of wide range of that relevant sources relevant sources were partial use of sources
interesting and interesting and relevant have been consulted used
relevant sources have sources have been
Planning been consulted consulted Little evidence of
and Presentation is Presentation is research owing to lack
organisation interesting and some adequate but without of new ideas, facts or
of content A wide range of new Interesting facts and new and interesting the spark of new ideas, information
and interesting facts examples contribute to facts and examples facts or information
and examples make a well-structured have been given
the presentation presentation. Evidence of some
impressive Adequate planning planning according to
Well planned according
Satisfactory planning according to task, task, audience, context,
to task, audience,
according to task, audience, context, and and format
context, and format
Thoroughly planned audience, context, and format
according to task, format
Introduction adequate
audience, context, and Some evidence of
Good and appropriate Reasonably good which arouses some
format introduction, but barely
introduction which introduction which still interest
arouses interest
arouses interest arouses interest
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Striking introduction Some arguments can

which immediately be followed, but others
Good, and sustained Good development of Adequate development
grasps audience are inconsistent / can
development of ideas argument which can be of ideas and argument
attention barely be followed
and argument followed easily but has problems with
cohesion

Brilliant development Content shows some Content is barely

Content reflects Content fairly original,
of ideas and argument originality, but not original and lacks
creativity originality and but not always creative
always creative and creativity or originality
some insight Good and insight sometimes
lacks insight
conclusion lacking Hardly any evidence of
Content reflects
Adequate conclusion, a conclusion
outstanding creativity,
but lacks cohesion
originality, and mature
Reasonably good
insight
ending, but sometimes
lacks cohesion

Exceptional ending
showing skilful writing
and presenting
thoroughly drawn
together

Use of Natural delivery, a Good presenter, fluent Reasonably fluent Sometimes fluent Lacks fluency, hesitant,
language, fluent skilled and presentation presenter, but lacks expression
tone, animated presenter sometimes shows
speaking hesitation Only relatively audible
and Largely audible and articulate Articulation not clear
presentation Clearly audible articulation and hardly audible
Reasonably clear Dependent on notes
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skills articulation articulation and Use of notes often Very little eye contact /
audibility detracts from facial expressions /
Confident delivery with Notes used effectively
presentation body language
very little use of notes Some dependency on
notes but still good
Eye contact, facial contact with the
Inadequate eye Mostly inappropriate
Eye contact, facial expressions, gestures, audience
contact, facial style and register
expressions, gestures, and body language
expressions, gestures,
and body language largely functional and
and body language, not
outstanding, functional, convincing Eye contact, facial
always convincing Limited vocabulary and
and convincing expressions, and body
Appropriate style and language use
language reasonably
register
convincing
Style and register
Appropriate style and
rarely appropriate Struggles to manipulate
register
Good vocabulary and language in order to
Register mostly
Thorough, mature creative language use evoke audience
appropriate
vocabulary and Adequate vocabulary response
creative language use Reasonably mature and language use
Good language vocabulary and
manipulation in order to creative language use Seldom aware of
Outstanding language evoke audience Some language language, especially on
manipulation to evoke response manipulation in order to sensitive issues
audience response. Reasonable language evoke audience
manipulation in order to response
Exceptional awareness
Good awareness of evoke audience Use of aids clumsy and
of language, especially Some awareness of
language, especially on response not functional (where
on sensitive issues language, especially on
sensitive issues used)
sensitive issues

Reasonable awareness
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Excellent and Good and appropriate of language, especially Lack of audience

thoughtful choice and choice and use of on sensitive issues interest shown
Visual / other aids
presentation of visual / other aids
poorly used, not always
visual/other aids, fully successfully integrated
totally appropriate
integrated into the into the speech to Visual/other aids are
(where used)
speech to contribute contribute effectively to mostly relevant to the
effectively to the the success of the topic and contribute to
success of the presentation (where the success of the
Mixed reaction from the
presentation (where used) presentation (where
audience
used) used)

Audience interest
Audience reaction sustained. Most members of the
overwhelmingly audience follow with
positive interest
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SMART TASK

My learners have to demonstrate knowledge and skills by completing the following task:

At the end of the lesson my learners will be able to present a prepared speech on the various themes given in the novel, Finders Keepers by
Rosamund Haden. The prepared speech must be between 6-8 minutes long and will be assessed using a rubric. Learners should also state
and explain how their personal experiences/social background/cultural heritage/beliefs relate to one of the chosen themes. The following
topics will be presented to the learners to choose from, do research on, write-and present a prepared speech.

● Explain how love crosses boundaries in the novel

● Comment on how there is acceptance of cultural change in the novel

● Comment on the conflict between parents and children and how it connects to duty and personal freedom

● Explain how different people process grief in the novel.

The prepared speech will be assessed according to the EFAL rubric used for Prepared speeches for Grade 10-12 provided. Criteria such as
research skills, planning and organisation of content, the use of language, tone, speaking and presentation skills will be assessed

Resources that learners will need for Smart task (Visuals etc.)
Finders Keepers novel by Rosamund Haden

Notes/information gathered when doing research for writing their prepared speech

Written cards used for presentation of prepared speech

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Images/posters if applicable for presentation

Activity 1:

Introduction

Do I have an attention-grabber?

Do I mention my main points?

Have I related the topic with my own experiences/beliefs/thoughts?

Is my introduction linked to the body of my speech?

Body

Have I introduced my main point?

Have I explained my beliefs/arguments/message clearly?

Have I used examples to strengthen my beliefs/arguments/message?

*Have I planned voice-inflections to explain and support my message/belief/arguments? - Checked after presentation

*Have I used functional eye contact, body language and facial expressions? - Checked after presentation

Is the body of my speech linked to my introduction and my conclusion?

Conclusion

Have I restated my main argument/message/belief?

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Have I concluded my main argument/message/belief?

*Have I left the audience with an idea/something to ponder about? - Checked after presentation

*Have I held the audience’s attention the entire time while presenting? - Checked after presentation

Have I proved a new/innovative point/message/argument/belief?

Activity 2:

Introduction

Do I have an attention-grabber?

Have I mentioned the main points of the character I am describing?

Have I related the character to my own experiences/beliefs/thoughts?

Is my introduction linked to the body of my speech?

Body

Have I introduced the main points in describing the character?

Have I explained my beliefs/arguments/message of the character clearly?

Have I used examples from the novel to strengthen my beliefs/arguments/message of the character clearly?

*Have I planned voice-inflections to explain and support my message/belief/arguments? - Checked after presentation

*Have I used functional eye contact, body language and facial expressions? - Checked after presentation

Is the body of my speech linked to my introduction and my conclusion?

Conclusion
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Have I restated the main argument/message/belief of the character?

Have I concluded the main argument/message/belief of the character?

*Have I held the audience’s attention the entire time while presenting? - checked after presentation
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Activity 3:

Introduction

Do I have an attention-grabber?

Have I mentioned the main points of the theme I am describing?

Have I related the theme to my own experiences/beliefs/thoughts?

Is my introduction linked to the body of my speech?

Body

Have I introduced the main points in describing the theme?

Have I explained my beliefs/arguments/message of the theme clearly?

Have I used examples from the novel to strengthen my beliefs/arguments/message of the theme clearly?

*Have I planned voice-inflections to explain and support my message/belief/arguments? - Checked after presentation

*Have I used functional eye contact, body language and facial expressions? - Checked after presentation

Is the body of my speech linked to my introduction and my conclusion?

Conclusion

Have I restated the main argument/message/belief of the theme?

Have I concluded the main argument/message/belief of the theme?

*Have I held the audience’s attention the entire time while presenting? - Checked after presentation