ENGLISH LESSON PLAN: Language level: FAL Grade 12Duration 50 minutes
WEEK 5
TOPIC: LISTENING ACTIVITY
LOs, ASs and Sub-skillsLO 1: Listening and Speaking
AS 3: Demonstrate the skills of listening to and delivering fluent and expressive oral presentations:
SS 4: Demonstrate comprehension of oral texts by recording main and/or supporting ideas by making notes, checklists, summaries, paraphrases and/or retelling and explaining.
SS 5 Listen critically and respond to questions for clarification / Teaching and learning activities
The teacher divides the learners into groups, identifies good readers and gives them paragraphs to read from the text. S/He then gives learners instructions on how to take notes as the readers are reading aloud in groups.
1. Listen to the readers looking out for main ideas in the text
2. See how each idea is developed
3. Construct their own summaries where they pick up only main ideas
4. Attempt to develop each idea using their own words as far as possible
5. Each group assigns a reporter to present their responses to the entire class with other groups discussing the responses from each group
(All these activities to be done in 30minutes)
Teacher asks learners that were reading to re-read so that listeners can listen more closely for more information and the teacher asks comprehension questions and then learners respond to those questions orally (20 Minutes) / Evidence produced
News paper article on what it means to be “proudly South African”.
Oral Questions asked by teacher
Written home work questions / Assessment methods + tools
Oral Questions answered by groups ad written questions by individual learners
Memoranda
EXPANDED OPPORTUNITIES
Learners will be able to have their own group reading sessions and exercise the skills gained
ENGLISH LESSON PLAN: Language level: FAL Grade 12 Duration 50 minutes
WEEK 5
TOPIC: NATURE OF BIAS PREJUDICE AND DISCRIMINATION
(Teachers may use OWN Literature)
LOs, ASs and Sub-skillsLO 2: Reading and Viewing
AS 3: The learner is able to recognize how language and images may reflect shape and values and attitudes in texts. / Teacher and learner activities
(i)Teacher organizes a text that deals with bias, prejudice and discrimination from newspapers, magazines or any other media available.
(ii)S/He makes copies
of the text
availablein class
and groups
learners according
their mixed
abilities and asks
them to read the
article.
Learners try to;
(i) Identify who the
writer of the
article is.
(ii)What is his/her
race?
(iii) What values
andattitudes is
thewriter trying
to promote?
(iv) How does s/he
try to promote
thesevalues and
attitudes?
(v) What words
reflect the
writer’sbias in
trying topromote
such values
and attitudes?
(vi)How would the learners remove bias from the text so that it can be objective. / Evidence produced
Another article with examples of bias, prejudice and discrimination can be used. Learners can be asked to rewrite the article removing bias, prejudice and discrimination. / Assessment methods + tools
Groups
Memorandaum
ENGLISH LESSON PLAN: Language level: FAL Grade 12 Duration 50 minutes
WEEK 3,4 & 5
TOPIC: Argumentative Essay
(Please treat writing as a process)
LOs, ASs and Sub-skillsLO 3: Writing and presenting
AS 1: Demonstrate panning skills for writing for a specific purpose, audience and context.
SS 1: Explain the requirements of different tasks
SS 2: Identify the target audience and the specific purpose such as narrating, entertaining, persuading, arguing, explaining informing, describing and manipulating etc.
SS 3: Identify and explain types of texts to be produced such as imaginative, informational, creative, transactional and multi-media text.
SS 4: Decide on and apply appropriate style, point of view and format of texts.
SS 5: Research topics from familiar sources and record findings.
SS 6: Locate, access, select, organize and interpret relevant data from familiar sources.
SS 7: Develop coherent ideas and organize these by using techniques such as mind-maps
LO 3 Writing and Presenting
AS 2: Demonstrate the use of writing strategies and techniques for first draft.
SS 1: Use main and supporting ideas effectively from the planning process.
SS 2: Experiment with format and style for creative purposes.
SS 3: Identify and use stylistic and rhetorical devices appropriately such as figurative language, word choice, vivid description, personal voice and style, tone, symbol, colour, placement and sound.
AS 2:
SS 4: Use a variety of sentence types and sentences of different lengths and structures effectively.
SS 5: Apply paragraph conventions to ensure coherence
LO 3 Writing and Presenting
AS 3: Reflect on, analyse and evaluate own work, considering the opinion of others, and present final draft.
SS 1: Use set criteria for overall evaluation of own & others writing for improvement.
SS 2:Improve coherence and cohesion in overall structure.
SS 3: Evaluate whether content, style, register and effects are appropriate to purpose, audience and context and adjust where necessary.
SS 4:Refine word choice & sentences & paragraph structure and ambiguity, slang, offensive language & unnecessary jargon.
SS 6:When refining demonstrate sensitivity to human rights, social, cultural, environmental and ethical issues such as gender, race, disability, age, status, poverty, lifestyles, ethnic origins, religion, globalization, HIV and AIDS & other diseases.
SS 7:Present final draft paying attention to appropriate presentation style, such as a neatly presented text or striking a colourful poster. / Teaching and learning activities
(i) The teacher explains the requirements of an argumentative essay to the learners and gives them the topic. S/He asks the learner to brainstorm the topic in groups. (ii) Learners report to the entire class and discuss the reports.
(i) The teacher explains to the learners the importance of the target group when writing a creative text so that when they write they observe this.
(ii)Learners take notes
(i) The teacher explains the text to be produced and all the requirements thereof while
(ii)Learners take
notes.
The teacher explains the style of writing an argumentative essay and everything that has to do with style such as tense etc.
Learners do as instructed.
The teacher allows learners to go and research the topic from a number of sources.
Learners research topics from familiar sources & record their findings.
The teacher asks learners to organise their work such that it becomes ready for first draft.
(i) The teacher asks learners to organise their work so that it can create a coherent whole.
(ii) Learners oblige.
(i) The teacher asks the learners to select main ideas and arrange them for paragraphs.
(ii) Learners then
develop these ideas
tocreate
paragraphs.
(i) The teacher asks learners to arrange the paragraphs.
(ii) The learners
arrange the text in
preparation for
firstdraft.
(i) The teacher asks learners to use decorative language to make the essay interesting.
(ii) The learners apply stylistic and rhetorical devices.
(i)The teacher asks the learners to work on their sentence construction. The learners develop their sentences using conjunctions, adjectives and adverbs to beautify their language.
(i)The teacher asks the learners to work on their paragraphing.
(i) Learners work on the coherence and cohesion of their paragraphs.
The teacher asks groups (of learners) to evaluate their own work and also to exchange with other groups and assess their work.
Groups look at
cohesion and
coherence of the
essays and improve
where necessary.
Teacher asks groups to look at words, sentences and paragraphs to remove inappropriate expressions.
Groups work on words, paragraphs and language to produce acceptable expressions.
The teacher asks groups to look at words, sentences and paragraphs to remove inappropriate expressions.
Groups work on words, paragraphs and language to produce acceptable expressions.
Teacher asks groups to check for tolerance and adherence to constitution to avoid offending others.
Groups work on this
Teacher asks learners to write the final draft under controlled conditions and without assistance from other preparation stages, but attaching the work used during planning as evidence
Learners write the final draft under strictly controlled conditions. / Evidence produced
List of ideas from different groups
A research report
Organised work
The teacher asks learners to pick up main ideas and arrange them for paragraphs. The learners develop these ideas to create paragraphs.
Arranged paragraphs
Improved paragraphs
First draft
A more coherent and cohesive draft
A more appropriate essay
An improved draft
An essay that displays tolerance and compliance to constitution
Final draft / Assessment methods + tools
List of main ideas arranged for paragraph development.
Individual
Rubric
Individual
Rubric
ENGLISH LESSON PLAN: Language level: FAL Grade 12 Duration 50 minutes
WEEK 5
TOPIC: Nature of bias, prejudice and discrimination (Teacher may use own literature)
LOs, ASs and Sub-skillsLO4Reading and Viewing
AS 3: The learner is able to read and view for understanding and to evaluate critically and respond to a wide range of texts.
SS 2: Recognise and explain the nature of bias, prejudice and discrimination. / Teaching and learning activities
Teacher organizes a text that deals with bias, prejudice and discrimination from a variety of texts e.g. newspaper, magazines or any other media available. S/He makes copies of the text available in class and groups learners according to their mixed abilities ad asks them to read the article.
Learners try to;
(i)Identify who the author/writer of the article is.
(ii)What his/her race is
(iii)How s/he reports the story.
(iv)What words s/he uses to demonstrate bias, prejudice or discrimination
(v)How learners would remove bias in the text so as to make it objective. / Evidence produced
Another article with examples of prejudice and questions asking learners to rewrite the article removing bias, prejudice and discrimination. / Assessment methods + tools
Groups
Memoranda
ENGLISH LESSON PLAN: Language level: FAL Grade 12 Duration 50 minutes
WEEK 5
TOPIC: Critical language awareness (Teach in context.)
LOs, ASs and Sub-skillsLO 4: Language
AS 3: Develop critical language awareness
SS 1:Explain denotation and connotation and implied meaning.
SS 3: Identify and challenge subtle bias and stereo-typing, emotive, persuasive and manipulative language and produce alternative ways of expression.
. / Teaching and learning activities
Teacher groups learners and gives them an advertisement asking them to look through the advert and pick up/select difficult words. in a dictionary that are taken from a passage
Learners guess the meaning of these words from context and also look them up in the dictionary so as to see the difference in meaning and how the words are used in the text.Learners look at the emotional and figurative language so as to identify how it can influence the meaning.
Teacher asks the learners to view the entire advertisement looking at how language has been used to manipulate and persuade people to buy whatever is being sold.
Learnersare asked to restate the advert removing all emotive words. / Evidence produced
Questions on the advertisement
Meaning of words / Assessment methods + tools
Group
Memoranda
ENGLISH LESSON PLAN: Language level: FAL Grade 12 Duration 50 minutes
WEEK 6,7,8,9
TOPIC: Prepared Speech
LOs, ASs and Sub-skillsLO 1: Listen & Speaking
AS 2: Demonstrate planning & research skills for oral presentations.
SS 1: Research a topic by referring to a wide range of sources.
SS 2: Organise material coherently by choosing main ideas and relevant & accurate details or examples for support.
.
SS 3: Identify and choose appropriate formats, vocabulary & language structures and conventions.
SS 4: Prepare effective introductions and endings
SS 5: Incorporate appropriate visual, audio & audio-visual aids such as charts, posters, photographs, slides, images, music, sound and electronic media. / Teaching and learning activities
Teacher uses YCA guide to explain how speech should be presented and explains the intricacies of speech preparation and presentation. S/He divides the learners into groups and gives out a topic.
Teacher asks learners to collate and arrange information learners collected, organise it such that each main idea constitutes a paragraph and is developed fully.
Learners brainstorm the given topic. They go and research the topic.
Learners collate information and develop main ideas fully
Teacher asks learners to develop vocabulary appropriate to speech as well as structures.
Groups work at developing language structures and format appropriate speech conventions.
Teacher asks learners to prepare the speech developing appropriate introductions and conclusions.
Learners in groups prepare the speech paying attention on developing captivating introductions and breathtaking conclusions.
Teacher asks learners to prepare teaching and learning aids to enhance their presentation.
Learners in groups then prepare audio-visual materials to assist them to present the speech effectively and convincingly.
Note: The last two weeks are spent on speech presentation by each individual and task 3 marks are allocated to each individual learner. / Evidence produced
Researched Information
Collated information
Language structure & proper format
Effective introductory and concluding paragraphs
Speech / Assessment methods + tools
Individual
Rubric
ENGLISH LESSON PLAN: Language level: FAL Grade 12Duration 50 minutes
WEEK 6 & 7
TOPIC: Visual Literacy (Cartoon- See English handbook p.110)
also Teaching Support material on graphic literacy pp1-27)
LOs, ASs and Sub-skillsLO 2: Reading & Viewing
Evaluate the meaning of a wide rage of written, visual, audio and audio-visual texts
SS 1: Fid relevant information and detail in text.
SS 2: Recognise how selections and omissions in texts can affect meaning.
SS 3: Distinguish between fact and opinion and give own responses.
SS 4: Recognise the difference between direct and implied meaning
SS 5: Explain the writer’s/narrator’s/character’s viewpoint and give some supporting evidence from the text.
SS 6: Explain the socio-political and cultural background.
SS 7: Recognise and explain the effect of a wide range of figurative and rhetorical language and literary devices such as metaphor, simile, personification, metonymy, onomatopoeia, symbolism, puns, hyperbole, contrast, caricature, irony, satire, paradox, antithesis and anticlimax on the meaning of the text. / Teaching and learning activities
Teacher divides learners in groups and hands out a cartoon and asks learners to find relevant information and details from text.
Learners go through the text looking for information such as;
Who the characters are, are they true to life, caricatured etc. They also look at speech bubbles and say whether they are thought or speech bubbles. They discuss the speech looking @ the font size of the words and try to say why this font is used in the cartoon.
Teacher asks learners to look more closely at the text to find out if there is any omission of words and then discuss the effect of this.
Learners do as instructed also paying attention to the words selected in the text.
Teacher asks learners to view the text to see if what is presented is fact or opinion
Learners interrogate the text and check for objectivity or subjectivity which may be found and then present their own opinion.
Teacher asks learners to look at meaning trying to find out whether there is direct meaning or underlying/implied meaning.
Teacher asks learners to check whose viewpoint is used in the text and analyse it giving evidence for their findings.
Teacher asks learners to look at background of text and say what it is, giving evidence.
Teacher asks learners to look for devices used in the text.
Learners re-read the text looking for devises used in text and supply evidence. / Evidence produced
Questions on the cartoon or alternatively- another cartoon. / Assessment methods + tools
Individual
Memorandaum
Expanded opportunity
Learners bring own cartoons & do them in groups
ENGLISH LESSON PLAN: Language level: FAL Grade 12 Duration 2 Weeks
WEEK 6 & 7
TOPIC: Advertisement (See Teaching Support Material on Graphic Literacy pp28-35)
LOs, ASs and Sub-skillsLO 3: Writing and Presenting
AS 1: Demonstrate planning skills for writing for a specific purpose, audience and context
SS 1: Explain the requirements of different tasks.
SS 2: Identify target audience and the specific purpose such as narrating, entertaining, persuading, arguing, explaining, informing, describing and manipulating.
SS 3: Identify & explain the types of texts to be produced such as imaginative, informational, creative, transactional & multi-media texts.
SS 4: Decide on apply the appropriate style, point of view and format of texts.
SS 5: Research topics from familiar sources & record findings.
SS 6: Locate, access, select, organise and integrate relevant data from familiar sources.
SS 8: Develop coherent ideas & organise these by using techniques such as mind maps, diagrams, lists of key words, flowcharts etc.
SS 9: Use some visual and design elements appropriately.
LO 3: Writing & Presenting
AS 2: Demonstrate the use of writing for first drafts.
SS 1: Use main supporting ideas effectively from the planning process.
SS 2: Experiment with format and style for creative purpose.
SS 6: Use conjunctions, pronouns and adverbs to ensure cohesion.
LO 3 Writing & Presenting
AS 3:Reflect on, analyse & evaluate own work, considering the opinions of others and present final product
SS 1: Use the criteria for overall evaluation of own and others’ writing for improvement.
SS 2: Improve coherence & cohesion in overall structure.
SS 3: Evaluate whether content, style, register and effects are appropriate to purpose, audience and context & adjust where necessary.
SS 7: Prepare a final draft by proofreading & editing / Teaching and learning activities
Teacher forms groups and gives out an advertisement to learners. S/He explains the requirements of an advertisement to learners.
Learners take notes
Teacher asks the learners to identify the target audience (i.e. who is the advert targeting)
Learners identify the target group and go on to say that this is meant to manipulate people into buying the product giving evidence.
Teacher explains to learners the type of text to be produced at the end of the lesson. S/he talks about different types such as imaginative & informational
Learners take notes
Teacher asks learners to go and research topic and come to report
Learners go and research
Teacher asks learners to go and research topic and come to report.
Learners go and research.
Teacher asks learners to do mind-mapping with the information that they have collected
Learners do mind-mapping.
Teacher asks the learners to develop some visuals to accompany the advert
Learners develop the visuals
Teacher, From the researched material,asks learners to have main ideas which will require big font size and which ones will require a smaller font size and how supporting ideas will be phrased.
Learners do what they have been asked to do.
Teacher asks learners to decide on the format and style of the advert.
Learners design the format
Teacher asks the learners to use decorative language for effect.
Learners then think of appropriate decorative language to create cohesion and arouse interest of prospective buyers.
Teacher asks the learners to evaluate their own work
Learnersevaluate their own work and also exchange their essays and evaluate that of other groups.
Teacher asks learners to look at cohesion and coherence of the advert
Learners view whether text is coherent and cohesive or otherwise.
Teacher asks learners to look at content, style, register and effects.
Learners do so and adjust where necessary.
Teacher asks learners to write final draft under controlled conditions
Learners write their final drafts & submit them for marking (assessment?). / Evidence produced
A finished advertisement / Assessment methods + tools
Rubric Individually
ENGLISH LESSON PLAN: Language level: FAL Grade 12 Duration 2 Weeks