4. TEACHING METHODOLOGY 1 (FET) LESSON PLANS
FET SUBJECT LESSON PLAN ONE DATE OF LESSON: 29 June 2020
1 Localizing details: Name: Sonja Davies Student No: 55920330
Subject: ENGLISH Grade: 12 Duration: 45 minutes. Number of learners: 15
2 Learning intentions of the lesson (what will learners know, what would they able to do and
which values are you expecting them to acquire. These must align with the lesson topic and
lesson content. Look in CAPS.
Knowledge: To develop listening skills.
Skills: To activate the learners’ schemata before they read the text and to help learners interact with the
text.
Values: Listening for specific information
3 Curriculum content topic related to this lesson
Literature – Poetry
4 Lesson theme (a curriculum sub-topic or lesson content theme)
An African Thunderstorm. By David Rubidiri
5 Methods/teaching strategy: Name and motivate the teaching methods you will be using in
this lesson as well as the teaching aids like the chalk or interactive white board and also
materials (eg. a poster or map).
Methods or lesson types (eg. practical, experimental, fieldwork, direct instruction, question-and-answer,
active learning, etc.) – motivate your choice. See other lesson types suitable for your subject in your
subject methodology module.
Method(s): Questions and Answers – lesson AND Discussion Lesson.
Presentation of information and facilitated participative discussions and Question & Answer sessions.
Motivation: I wanted to engage the whole class in participative discussions and ensure that the visual and
auditory learners were equally catered for, hence I chose to present this lesson with the aid of a
PPT presentation and data projector.
Aids/media: (smart board, PowerPoint slides, overheads, black/green board, dvd, pictures, objects, and
materials (maps, models, instruments, textbook, etc). Attach evidence.
PowerPoint presentation.
,Teaching and learning aids/media (what will you use for what purpose?
A data projector with speakers to project my PPT presentation and play the video.
Materials (what will you use for what purpose?)
Learners will only their Literature notebooks to make notes, as this is a listening lesson.
6 Place of the lesson in the curriculum (indicate where the theme fits into the curriculum). In
other words, what precedes it and what follows?
The first few weeks of the 2nd term focuses on Literature. The poem that preceded this one is An African
Elegy and what follows is:
Analyze and explain socio-political background of texts (adverts, cartoons)
Lesson content: Name five aspects of the lesson content that will be attended to.
• Intro to the poet David Rubidiri and his life.
• Video and sound clip of a real thunderstorm, to set the scene.
• I facilitate a discussion on how thunderstorms and inclement weather makes people feel.
• Learners listen to the poem recited to them.
• I facilitate a discussion about what the learners first impression is of the poem, after hearing it once.
7 Lesson preparation
Explain what you have to prepare to be able to facilitate the lesson (eg. to prepare for an experiment you
have to set up the instruments).
I did research into the poet’s life and the poem itself in my preparation of the PPT presentation. I included
photos that reflected the poem’s rich descriptions of the thunderstorm.
8 Pattern of the lesson
8.1 Actualization or recall of existing knowledge (eg. using recall questions)
This is the slide that I will use to encourage learners to discuss thunderstorms and how it makes them feel.
The statements will come up one at a time and learners will be told to indicate whether the statement is
TRUE or FALSE. This will allow learners to see that they all have varying opinions and it will stimulate
discussion.
2
, TPS3703/103
8.2 Introduction of the lesson topic (through questioning, interesting dvd/pictures/object/activity, setting
the scene/preparing the context).
The first slide introducing the poet. The 2nd slide is a video of the sights & sounds of a violent thunderstorm.
This will set the mood for the learners.
8.3 Explanation of new subject matter.
Teacher contribution to lesson
My role is to facilitate discussions, and tell the learners about the poet, his background, history, life etc.
Active learning by learners during the lesson.
Development of their Listening Skills for specific information.
8.4 Monitoring the understanding of new subject matter during the lesson. How will you assess the
understanding of new content? Use as informal assessment strategy. This is about the
understanding of what was learned. List some questions you will ask during the lesson here:
• What is the poem about?
• Where does the poem take place?
• How does the poem make you feel?
• Is the poem only about a thunderstorm?
8.5 Assessment (Indicate which assignment/task/activity is given to learners). The assessment task
must be fully developed and must be attached here. This is about the application of what was
learned.
There will be no written assessment done at the end of this lesson, as I will continue teaching the poem in
the next lesson. Continuous informal assessment is conducted by way of questions and answers
throughout the lesson, as seen above.
NB: Attach the assessment task and its instrument here.
3
FET SUBJECT LESSON PLAN ONE DATE OF LESSON: 29 June 2020
1 Localizing details: Name: Sonja Davies Student No: 55920330
Subject: ENGLISH Grade: 12 Duration: 45 minutes. Number of learners: 15
2 Learning intentions of the lesson (what will learners know, what would they able to do and
which values are you expecting them to acquire. These must align with the lesson topic and
lesson content. Look in CAPS.
Knowledge: To develop listening skills.
Skills: To activate the learners’ schemata before they read the text and to help learners interact with the
text.
Values: Listening for specific information
3 Curriculum content topic related to this lesson
Literature – Poetry
4 Lesson theme (a curriculum sub-topic or lesson content theme)
An African Thunderstorm. By David Rubidiri
5 Methods/teaching strategy: Name and motivate the teaching methods you will be using in
this lesson as well as the teaching aids like the chalk or interactive white board and also
materials (eg. a poster or map).
Methods or lesson types (eg. practical, experimental, fieldwork, direct instruction, question-and-answer,
active learning, etc.) – motivate your choice. See other lesson types suitable for your subject in your
subject methodology module.
Method(s): Questions and Answers – lesson AND Discussion Lesson.
Presentation of information and facilitated participative discussions and Question & Answer sessions.
Motivation: I wanted to engage the whole class in participative discussions and ensure that the visual and
auditory learners were equally catered for, hence I chose to present this lesson with the aid of a
PPT presentation and data projector.
Aids/media: (smart board, PowerPoint slides, overheads, black/green board, dvd, pictures, objects, and
materials (maps, models, instruments, textbook, etc). Attach evidence.
PowerPoint presentation.
,Teaching and learning aids/media (what will you use for what purpose?
A data projector with speakers to project my PPT presentation and play the video.
Materials (what will you use for what purpose?)
Learners will only their Literature notebooks to make notes, as this is a listening lesson.
6 Place of the lesson in the curriculum (indicate where the theme fits into the curriculum). In
other words, what precedes it and what follows?
The first few weeks of the 2nd term focuses on Literature. The poem that preceded this one is An African
Elegy and what follows is:
Analyze and explain socio-political background of texts (adverts, cartoons)
Lesson content: Name five aspects of the lesson content that will be attended to.
• Intro to the poet David Rubidiri and his life.
• Video and sound clip of a real thunderstorm, to set the scene.
• I facilitate a discussion on how thunderstorms and inclement weather makes people feel.
• Learners listen to the poem recited to them.
• I facilitate a discussion about what the learners first impression is of the poem, after hearing it once.
7 Lesson preparation
Explain what you have to prepare to be able to facilitate the lesson (eg. to prepare for an experiment you
have to set up the instruments).
I did research into the poet’s life and the poem itself in my preparation of the PPT presentation. I included
photos that reflected the poem’s rich descriptions of the thunderstorm.
8 Pattern of the lesson
8.1 Actualization or recall of existing knowledge (eg. using recall questions)
This is the slide that I will use to encourage learners to discuss thunderstorms and how it makes them feel.
The statements will come up one at a time and learners will be told to indicate whether the statement is
TRUE or FALSE. This will allow learners to see that they all have varying opinions and it will stimulate
discussion.
2
, TPS3703/103
8.2 Introduction of the lesson topic (through questioning, interesting dvd/pictures/object/activity, setting
the scene/preparing the context).
The first slide introducing the poet. The 2nd slide is a video of the sights & sounds of a violent thunderstorm.
This will set the mood for the learners.
8.3 Explanation of new subject matter.
Teacher contribution to lesson
My role is to facilitate discussions, and tell the learners about the poet, his background, history, life etc.
Active learning by learners during the lesson.
Development of their Listening Skills for specific information.
8.4 Monitoring the understanding of new subject matter during the lesson. How will you assess the
understanding of new content? Use as informal assessment strategy. This is about the
understanding of what was learned. List some questions you will ask during the lesson here:
• What is the poem about?
• Where does the poem take place?
• How does the poem make you feel?
• Is the poem only about a thunderstorm?
8.5 Assessment (Indicate which assignment/task/activity is given to learners). The assessment task
must be fully developed and must be attached here. This is about the application of what was
learned.
There will be no written assessment done at the end of this lesson, as I will continue teaching the poem in
the next lesson. Continuous informal assessment is conducted by way of questions and answers
throughout the lesson, as seen above.
NB: Attach the assessment task and its instrument here.
3
