ASSIGNMENT 3:
AFRIKAANS (FAL) READING AND WRITING
GRADE 2
INDIVIDUAL LESSON PLANS
IN PARTIAL FULFILMENT
OF THE REQUIREMENTS IN POST GRADUATE CERTIFICATE IN EDUCATION
(FOUNDATION PHASE) (PGCE FP)
FOR
AFRIKAANS FIRST ADDITIONAL LANGUAGE (FAL) ED4 – AFR 1B (FP)
AT
CORNERSTONE INSTITUTE
BY
…
15 SEPTEMBER 2020
, 1. INTRODUCTION
In South Africa learners come from diverse backgrounds with multiple languages and are often not able to
learn in their mother tongue. The Curriculum and Assessment Policy Statement (CAPS) aims to create
inclusive education for all learners by emphasizing a strong foundation in learners' home language so that
they can build on the skills learned when acquiring an additional language (DBE, 2011: 8). In Grade 2 there
is an emphasis on developing strong reading and writing skills which have already been developed in their
home language, this is known as ‘additive bilingualism’ (DBE, 2011: 8). Teachers need to think of engaging
activities and lessons to encourage learners’ interest in learning an additional language.
Activities such as shared reading, group guided reading, and paired/independent reading is recommended
when learning an additional language as they can easily be linked to a theme and give learners plenty of
opportunity to hear Afrikaans in a meaningful context (DBE, 2011: 13-14). The following lesson plans adhere
to the maximum time for reading and writing for Grade 2 as outlined in CAPS and use a theme that learners
are familiar with in their home language. Learners will be able to build strong literacy skills and a wide
vocabulary that can be continuously recycled throughout the activities that are used in the foundation phase.
2. INDIVIDUAL LESSON PLANS – AFRIKAANS (FAL) READING AND WRITING
Lesson Plan 1
Date: Dinsday, 15 September Week: 4
No. of Learners: 24 Grade: 2
Theme: Diere op ‘n plaas Term: 1
Lesson Span: twee weke Single Lesson Duration: 1 uur x 2 per week
Resources:
werkboek bladsye 18-21, skryfboek, leesboek “Dit raas op die plaas”, kleurpotlode, lied “Ou oom Donnie het 'n
plaas”, plaasdiere 3D-kubusafdruk, skêr.
Assessment: Informele Assessering
Forms of Assessment: Lees / Waarneming
Assessment Instruments: Leesteks / Begripsvrae / Kontrolelys
Aims: This lesson aims to develop learners reading and writing competency in Afrikaans as a first additional
language using a shared reading book, small group guided reading (ability groups), and creative writing
activities.
Outcomes:
(DBE, 2011: 98-102)
• Learners become phonetically aware of Afrikaans FAL through songs and rhymes.
• Learners read a story or text that is appropriate for their level in a group guided lesson with the teacher.
2
, • Learners use reading strategies taught in their home language to make meaning of what is read using sight
words, phonis and comprehenion skills.
• Learners demonstrate fluency and comprehension when reading at their own level in a group, in pairs or
independently.
• Learners answer questions about the story or text.
• Learners demonstrate good book handling skills.
• Learners can predict what the story or text is about.
• Learners build vocabulary and word bank.
• Learners are able to listen attentively and understand the story
• Learners write sentences with support.
• Learners write meaningful captions for pictures using writing frames.
1. Warm Up • Die onderwyser sal die tema 'diere op 'n plaas' bekendstel en die leerders vra wat hulle
(3 minutes) van die tema weet.
• Sing en dans tot die liedjie “Ou oom Donnie het ‘n plaas”.
2. Shared Reading • Die onderwyser sal 'n groot boek “Dit raas op die plaas” (Appendix A) vir die hele klas
(12 minutes) voorlees om die konteks vir die tema te stel.
• Die onderwyser sal modelleer hoe leerders 'n boek moet hou, hoe om van links na regs
en van bo na onder te lees, asook die belangrikheid daarvan om 'n vinger te gebruik om
die oë te lei wanneer 'n teks gelees word (DBE, 2011: 22).
• Die leerders word aangemoedig om hul voorspellings oor die prente te deel.
• Die onderwyser sal kort begripsvrae aan die hele klas stel, byvoorbeeld "watter geluid
maak 'n kat?" of "waar is die hoenderhaan?".
• Nadat die konteks vasgestel is, sal die leerders in hul vermoënsgroepe verdeel word vir
groepgeleide lees en gepaarde leestyd.
3. Group Guided
• Die leerders kan hul groep identifiseer volgens kleurvolle plakkers wat aan die begin van
Reading / Paired
die kwartaal toegeken is op 'n groepleeskedule wat vir die hele klas sigbaar is, sodat
Reading
hulle vertroud kan raak met die roetine.
(30 minutes)
• Twee groepe (Blou en Rooi - swakker groep) sal op een dag gesien word en hulle sal na
15 minute roteer, terwyl die ander leerders saam met hul maat in pare lees en 'n
leesaktiwiteit voltooi oor “My oom se plaas” (Appendix B).
[Paired Reading]
• Die onderwyser gee eenvoudige instruksies vir die leerders te volg en sal die aktiwiteit
vir die leerders modelleer.
• Die onderwyser sal die leerders vra om na die prente op bladsy 18 en 19 in hul
werkboek te kyk en te bespreek wat hulle dink met hul maat gebeur. Dan sal hulle die
teks lees en leesstrategieë gebruik om die woorde te dekodeer wat hulle nie kan gebruik
3
AFRIKAANS (FAL) READING AND WRITING
GRADE 2
INDIVIDUAL LESSON PLANS
IN PARTIAL FULFILMENT
OF THE REQUIREMENTS IN POST GRADUATE CERTIFICATE IN EDUCATION
(FOUNDATION PHASE) (PGCE FP)
FOR
AFRIKAANS FIRST ADDITIONAL LANGUAGE (FAL) ED4 – AFR 1B (FP)
AT
CORNERSTONE INSTITUTE
BY
…
15 SEPTEMBER 2020
, 1. INTRODUCTION
In South Africa learners come from diverse backgrounds with multiple languages and are often not able to
learn in their mother tongue. The Curriculum and Assessment Policy Statement (CAPS) aims to create
inclusive education for all learners by emphasizing a strong foundation in learners' home language so that
they can build on the skills learned when acquiring an additional language (DBE, 2011: 8). In Grade 2 there
is an emphasis on developing strong reading and writing skills which have already been developed in their
home language, this is known as ‘additive bilingualism’ (DBE, 2011: 8). Teachers need to think of engaging
activities and lessons to encourage learners’ interest in learning an additional language.
Activities such as shared reading, group guided reading, and paired/independent reading is recommended
when learning an additional language as they can easily be linked to a theme and give learners plenty of
opportunity to hear Afrikaans in a meaningful context (DBE, 2011: 13-14). The following lesson plans adhere
to the maximum time for reading and writing for Grade 2 as outlined in CAPS and use a theme that learners
are familiar with in their home language. Learners will be able to build strong literacy skills and a wide
vocabulary that can be continuously recycled throughout the activities that are used in the foundation phase.
2. INDIVIDUAL LESSON PLANS – AFRIKAANS (FAL) READING AND WRITING
Lesson Plan 1
Date: Dinsday, 15 September Week: 4
No. of Learners: 24 Grade: 2
Theme: Diere op ‘n plaas Term: 1
Lesson Span: twee weke Single Lesson Duration: 1 uur x 2 per week
Resources:
werkboek bladsye 18-21, skryfboek, leesboek “Dit raas op die plaas”, kleurpotlode, lied “Ou oom Donnie het 'n
plaas”, plaasdiere 3D-kubusafdruk, skêr.
Assessment: Informele Assessering
Forms of Assessment: Lees / Waarneming
Assessment Instruments: Leesteks / Begripsvrae / Kontrolelys
Aims: This lesson aims to develop learners reading and writing competency in Afrikaans as a first additional
language using a shared reading book, small group guided reading (ability groups), and creative writing
activities.
Outcomes:
(DBE, 2011: 98-102)
• Learners become phonetically aware of Afrikaans FAL through songs and rhymes.
• Learners read a story or text that is appropriate for their level in a group guided lesson with the teacher.
2
, • Learners use reading strategies taught in their home language to make meaning of what is read using sight
words, phonis and comprehenion skills.
• Learners demonstrate fluency and comprehension when reading at their own level in a group, in pairs or
independently.
• Learners answer questions about the story or text.
• Learners demonstrate good book handling skills.
• Learners can predict what the story or text is about.
• Learners build vocabulary and word bank.
• Learners are able to listen attentively and understand the story
• Learners write sentences with support.
• Learners write meaningful captions for pictures using writing frames.
1. Warm Up • Die onderwyser sal die tema 'diere op 'n plaas' bekendstel en die leerders vra wat hulle
(3 minutes) van die tema weet.
• Sing en dans tot die liedjie “Ou oom Donnie het ‘n plaas”.
2. Shared Reading • Die onderwyser sal 'n groot boek “Dit raas op die plaas” (Appendix A) vir die hele klas
(12 minutes) voorlees om die konteks vir die tema te stel.
• Die onderwyser sal modelleer hoe leerders 'n boek moet hou, hoe om van links na regs
en van bo na onder te lees, asook die belangrikheid daarvan om 'n vinger te gebruik om
die oë te lei wanneer 'n teks gelees word (DBE, 2011: 22).
• Die leerders word aangemoedig om hul voorspellings oor die prente te deel.
• Die onderwyser sal kort begripsvrae aan die hele klas stel, byvoorbeeld "watter geluid
maak 'n kat?" of "waar is die hoenderhaan?".
• Nadat die konteks vasgestel is, sal die leerders in hul vermoënsgroepe verdeel word vir
groepgeleide lees en gepaarde leestyd.
3. Group Guided
• Die leerders kan hul groep identifiseer volgens kleurvolle plakkers wat aan die begin van
Reading / Paired
die kwartaal toegeken is op 'n groepleeskedule wat vir die hele klas sigbaar is, sodat
Reading
hulle vertroud kan raak met die roetine.
(30 minutes)
• Twee groepe (Blou en Rooi - swakker groep) sal op een dag gesien word en hulle sal na
15 minute roteer, terwyl die ander leerders saam met hul maat in pare lees en 'n
leesaktiwiteit voltooi oor “My oom se plaas” (Appendix B).
[Paired Reading]
• Die onderwyser gee eenvoudige instruksies vir die leerders te volg en sal die aktiwiteit
vir die leerders modelleer.
• Die onderwyser sal die leerders vra om na die prente op bladsy 18 en 19 in hul
werkboek te kyk en te bespreek wat hulle dink met hul maat gebeur. Dan sal hulle die
teks lees en leesstrategieë gebruik om die woorde te dekodeer wat hulle nie kan gebruik
3
