SDENG3J Assignment 2 (COMPLETE ANSWERS) 2024 - DUE 19 July 2024

SDENG3J Assignment 2 (COMPLETE ANSWERS) 2024 - DUE 19 July 2024;100% TRUSTED workings, explanations and soluti ons. for assistance Whats-App.......0.6.7..1.7.1..1.7.3.9........... OPTION A: INTENSIVE READING OF POETRY QUESTION 1 LESSON ACCOUNT QUESTION As a text, poetry is a suitable genre of writing that can be used to teach the four teaching skills taught in a classroom: listening, speaking, reading and writing. 1. Choose a Grade 10, 11 or 12 class. 2. With reference to the given poem, show your learners how to interpret words to teach poetry. 3. Write an account of a double-period lesson in which you use questions and skill development to teach specific skills through a close reference to the selected poem. 4. COMPULSORY: One of the activities must be group work. 5. The follow-up activity should be a creative activity in which learners create specific original critical analyses (a five-paragraph essay) to present in the next lesson. 6. Ensure that your activities are learner-centred, varied and stimulating, intensive and closely aligned with references to the selected poem, and supported with clear justifications of your teaching strategies. Question 1 Based on the poem Honey by Ruth Miller, demonstrate through a lesson account how you would teach the skill of reading “poetry” to the learners in your class. Provide a detailed description of the five activities you select and develop to teach specific skills using the poem chosen: The poet skilfully employs poetic devices (these could be how the poet uses either imagery, a metaphor, alliteration, enjambement, personification, symbolism, and contrasting or sensory language) to create a captivating and rich portrayal of the bee’s work and the sweetness of the honey. Choose three of these devices and indicate which ones you are using. Demonstrate how you would teach these poetic devices to reveal how the poet created the poem’s meaning. Do this through teaching activities that include a close reading of the poem by referring to the lines of the poem. Your lesson account must contain a close reading of the poem to identify and highlight the poetic devices and artistry of the poet. A close reading activity provides the substance and evidence for the points you wish the learners to make in their essay. 4 Honey Ruth Miller The helicopter bee fines down 1 His motor to a midget drone. 2 The creamfurred throat engulfs him. Soon 3 His legs grow pantaloons of gold. 4 His thousand brothers sing and thrust 5 Their piston legs, their pinion gauze, 6 Blind to the plundering soft raid 7 On catacombs of murmuring halls. 8 Now cool long jars gleam with the taste 9 Of amber hours suavely stolen 10 From summer swooning in the heat; 11 Till smooth and pale, and pale and golden, 12 There slides like bliss upon the tongue 13 A bawd’s red kiss, a drudges song. 14 For your convenience, we have included some background reading about the life of Ruth Miller, which you can access through the following link: this information in your Lesson Account, but we thought you might find it interesting as it provides a context for when the poem was written. Follow the structure indicated below, which requires you to craft a series of five linked activities. Please note: When we refer to pre-, while, and post-teaching in the Assignment 02 text, we mean the teaching of one of the four teaching skills. For instance, it can refer to either pre-, while, and post-teaching for listening, speaking, reading and writing activities that teachers use to develop the English skills of the learners. The skill learning activities are described from the learners' point of view and what they would be doing under their teacher’s guidance. You must use a listening, speaking, reading and writing activity in your lesson account sequence and may choose when you want to use which skill. 5 Activity 1: Pre-teaching activity (The focus is on activating students' schemata). Use the following headings to structure your answer for each activity: Grade’s composition [1 Mark] Duration (Indicate how long each activity will take) [1 Mark] Two lesson outcomes: (SMART) [2 Marks] Description of the activity (Justify relevance of text & describe activity) [5 Marks] Assessment strategy (Identify and justify chosen activity) [1 Mark] Activity 2: While teaching activity (e.g., Students read relevant information about the poem and relate this to the artistry applied by the poet or to the poem’s content.) Use the following headings to structure your answer for each activity: Grade’s composition [1 Mark] Duration (Indicate how long each activity will take) [1 Mark] Two lesson outcomes: (SMART) [2 Marks] Description of the activity (Justify relevance of text & describe activity) [5 Marks] Assessment strategy (Identify and justify chosen activity) [1 Mark] Activity 3: Close reading activity (Students interpret the meaning of the poem line-for-line in simplified English. What will you, the teacher, do to ensure the learners’ content awareness of the poem’s artistry?). Use the following headings to structure your answer for each activity: Grade’s composition [1 Mark] Duration (Indicate how long each activity will take) [1 Mark] Two lesson outcomes: (SMART) [2 Marks] Description of the activity (Justify relevance of text & describe activity) [5 Marks] Assessment strategy (Identify and justify chosen activity) [1 Mark] Activity 4: While teaching activity Use the following headings to structure your answer for each activity: Grade’s composition [1 Mark] Duration (Indicate how long each activity will take) [1 Mark] Two lesson outcomes: (SMART) [2 Marks] Description of the activity (Justify relevance of text & describe activity) [5 Marks] Assessment strategy (Identify and justify chosen activity) [1 Mark] Activity 5: Post-teaching activity (For instance, students are tasked with writing an essay using the analysis from the close reading activity). 6 Use the following headings to structure your answer for each activity: Grade’s composition [1 Mark] Duration (Indicate how long each activity will take) [1 Mark] Two lesson outcomes: (SMART) [2 Marks] Description of the activity (Justify relevance of text & describe activity) [5 Marks] Assessment strategy (Identify and justify chosen activity) [1 Mark] PRESENTATION (LANGUAGE AND STRUCTURE): Your ideas should be presented logically, coherently, and in grammatically correct language. [10 Marks] [SUBTOTAL: 60 MARKS] QUESTION 2 THEORETICAL QUESTIONS Question 2.1 Please read through “STUDY UNIT 5: Teaching Literary Texts”. Discuss why reading fiction as part of their English lessons is a valuable experience for the learners in Grades 10, 11, and 12. Choose three reasons and link these reasons to specific examples of literature texts you have read. Demonstrate, through your three examples, that literary texts can add value to readers’ lives. Write a fiveparagraph mini-essay with an introduction and three body paragraphs, where each paragraph is about one of these reasons. To illustrate, link the reason to a literary example. End your essay with a conclusion that repeats your main points. [15 marks] PRESENTATION (LANGUAGE AND STRUCTURE): Your ideas should be written logically, coherently, and in grammatically correct language. Your essay should include an introduction, body paragraphs, and a conclusion. Introduce your paragraph with a well-structured topic sentence that outlines what your paragraph will state or propose. Further, ensure that the body paragraphs of your mini-essay have topic sentences or use a quotation from your study guide to introduce each paragraph. If you include a quotation, please introduce it first. Then, explain how your quote makes sense to substantiate your points when building your argument. Conclude by emphasising the main points of your argument. [5 Marks] [20 MARKS] 7 Question 2.2 Please read through “STUDY UNIT 7 – Teaching Grammar, Punctuation and Vocabulary. Study pages 126-132 in the guide, focusing on Section A: 'Why Teach Grammar?' Get acquainted with the content. Discuss your approach to teaching grammar in the classroom. Use both structural and functional methods. Explain how emphasising language functions enhances meaning creation and negotiation and how this aligns with the current emphasis on real-life situations and communicative competence. Support your findings with practical examples suitable for Grade 10, 11, or 12 learners. Ensure clear references when using quotations or sources. [15 marks] PRESENTATION (LANGUAGE AND STRUCTURE): Your ideas should be written logically, coherently, and in grammatically correct language. Your essay should include an introduction, body paragraphs, and a conclusion. Introduce your paragraph with a well-structured topic sentence that outlines what your paragraph will state or propose. Further, ensure that the body paragraphs of your mini-essay have topic sentences or use a quotation from your study guide to introduce each paragraph. If you include a quotation, then please introduce your quotation first. Follow this by explaining how your quote makes sense to substantiate your points when building your argument. Conclude by emphasising the main points of your argument. [5 Marks] [20 MARKS] [SUBTOTAL: 40 MARKS] GRAND TOTAL = 100 MARKS 8 OPTION B: PROSE AND DRAMA QUESTION 1 – LESSON ACCOUNT QUESTION Instructions: Read the section below, which was taken from The Hunter by Olive Schreiner. Use the section provided to prepare a lesson on the given extract TEXT B theme. Your lesson should have five activities. As a text, prose could be argued to encompass the four (4) language skills taught in a classroom: listening, speaking, reading, and writing. 1. Choose a Grade 10, 11, or 12 class. 2. With reference to the given text selection, show your learners how to interpret words to teach prose. 3. Write an account of a double-period lesson in which you use questions and skill development to teach specific critical thinking skills through a close reference to the selected prose. 4. COMPULSORY: One of the activities must be group work. 5. The follow-up activity should be a creative group activity in which learners create a specific original text to present in the next lesson. 6. Ensure that your activities are learner-centred, varied and stimulating, intensive and closely aligned with references to the selected text, and supported with clear justifications of your teaching strategies. TEXT B Please read and analyse the following section of Olive Schreiner's novel The Hunter. “Who are you?” asked the hunter. “I am Wisdom,” answered the old man; “but some men call me Knowledge. All my life I have grown in these valleys; but no man sees me till he has sorrowed much. The eyes must be washed with tears that are to behold me; and, according as a man has suffered, I speak.” “Oh, you who have lived here so long, tell me, what is that great wild bird I have seen sailing in the blue? They would have me believe she is a dream; the shadow of my own head.” The old man smiled. “Her name is Truth. He who has once seen her never rests again. Till death he desires her.” 9 And the hunter cried: “Oh, tell me where I may find her.” But the old man said: “You have not suffered enough,” and went. (The extract from the short story The Hunter can be found in the collection of stories called Dreams by Olive Schreiner). To provide more context, you can access and read the whole story of The Hunter through the following link: II. THE HUNTER. - Dreams - Olive Schreiner () Identify one of the following options in TEXT B as a teachable principle and draw up a lesson account in which you teach this principle using TEXT B. Demonstrate how you will teach your learners about the symbolism found in Olive Schneiner's The Hunter story through the short story extract (TEXT B). Draw up a lesson account to demonstrate how you would sequence five logical teaching activities to convey this principle to your class's learners. Structure your answer by referring to pre-teaching, while-teaching, and post-teaching activities. Describe how you will encourage the learners to interact and gain clarity about the story’s content and meaning. Further, remember to tell us how you would facilitate the lesson. Follow the structure indicated below, which requires you to craft a series of five linked activities. Please note: When we refer to pre-, while, and post-teaching in the Assignment 02 text, we mean the teaching of one of the four teaching skills. For instance, it can refer to either pre-, while, and post-teaching for listening, speaking, reading and writing activities that teachers use to develop the English skills of the learners. The skill learning activities are described from the learners' point of view and what they would be doing under their teacher’s guidance. You must use a listening, speaking, reading, and writing activity in your lesson account sequence and may choose when to use which skill. Choose a suitable skill for each activity in the sequence of activities. Activity 1: Pre-teaching activity Grade’s composition [1 Mark] Duration (Indicate how long each activity will take) [1 Mark] Two lesson outcomes: (SMART) [2 Marks] Description of the activity (Justify relevance of text & describe activity) [5 Marks] Assessment strategy (Identify and justify chosen activity) [1 Mark] 10 Activity 2: Pre-teaching activity Grade’s composition [1 Mark] Duration (Indicate how long each activity will take) [1 Mark] Two lesson outcomes: (SMART) [2 Marks] Description of the activity (Justify relevance of text & describe activity) [5 Marks] Assessment strategy (Identify and justify chosen activity) [1 Mark] Activity 3: While teaching activity Use the following headings to structure your answer for each activity: Grade’s composition [1 Mark] Duration (Indicate how long each activity will take) [1 Mark] Two lesson outcomes: (SMART) [2 Marks] Description of the activity (Justify relevance of text & describe activity) [5 Marks] Assessment strategy (Identify and justify chosen activity) [1 Mark] Activity 4: Close reading (Students interpret the meaning of the prose text line-forline in simplified English). Grade’s composition [1 Mark] Duration (Indicate how long each activity will take) [1 Mark] Two lesson outcomes: (SMART) [2 Marks] Description of the activity (Justify relevance of text & describe activity) [5 Marks] Assessment strategy (Identify and justify chosen activity) [1 Mark] Activity 5: Post ‘teaching’ activity Grade’s composition [1 Mark] Duration (Indicate how long each activity will take) [1 Mark] Two lesson outcomes: (SMART) [2 Marks] Description of the activity (Justify relevance of text & describe activity) [5 Marks] Assessment strategy (Identify and justify chosen activity) [1 Mark] PRESENTATION (LANGUAGE AND STRUCTURE): Your ideas should be written logically, coherently, and in grammatically correct language. [10 Marks] SUBTOTAL [60 Marks] 11 QUESTION 2 THEORETICAL QUESTIONS Question 2.1 Please read through “STUDY UNIT 5: Teaching Literary Texts”. Discuss why reading fiction as part of their English lessons is a valuable experience for the learners in Grades 10, 11, and 12. Choose three reasons and link these reasons to specific examples of literature texts you have read. Demonstrate, through your three examples, that literary texts can add value to readers' lives. Write a five-paragraph mini-essay with an introduction and three body paragraphs, where each paragraph is about one of these reasons. To illustrate, link the reason to a literary example. End your essay with a conclusion that repeats your main points. [15 marks] PRESENTATION (LANGUAGE AND STRUCTURE): Your ideas should be written logically, coherently, and in grammatically correct language. Your essay should include an introduction, body paragraphs, and a conclusion. Introduce your paragraph with a well-structured topic sentence that outlines what your paragraph will state or propose. Further, ensure that the body paragraphs of your mini-essay have topic sentences or use a quotation from your study guide to introduce each paragraph. If you include a quotation, please introduce it first. Then, explain how your quote makes sense to substantiate your points when building your argument. Conclude by emphasising the main points of your argument. [5 Marks] [20 MARKS] Question 2.2 Please read through “STUDY UNIT 7 – Teaching Grammar, Punctuation and Vocabulary. Study pages 126-132 in the guide, focusing on Section A: 'Why Teach Grammar?' Get acquainted with the content. Discuss your approach to teaching grammar in the classroom. Use both structural and functional methods. Explain how emphasising language functions enhances meaning creation and negotiation and how this aligns with the current emphasis on real-life situations and communicative competence. Support your findings with practical examples suitable for Grade 10, 11, or 12 learners. Ensure clear references when using quotations or sources. [15 marks] PRESENTATION (LANGUAGE AND STRUCTURE): Your ideas should be written logically, coherently, and in grammatically correct language. Your essay should include an introduction, body paragraphs, and a conclusion. Introduce your paragraph with a well-structured topic sentence that outlines what your paragraph will state or propose. Further, ensure that the body paragraphs of your mini-essay have topic sentences or use a quotation from your study guide to introduce each paragraph. If you include a quotation, then please introduce your 12 quotation first. Follow this by explaining how your quote makes sense to substantiate your points when building your argument. Conclude by emphasising the main points of your argument.