ASSIGNMENT 4:
ENGLISH (FAL) READING AND WRITING
GRADE 2
LESSON PLAN AND ASSESSMENT TASK
IN PARTIAL FULFILMENT
OF THE REQUIREMENTS IN POST GRADUATE CERTIFICATE IN EDUCATION
(FOUNDATION PHASE) (PGCE FP)
FOR
ENGLISH FIRST ADDITIONAL LANGUAGE DIDACTICS ED4 – ENG 1A FP
AT
CORNERSTONE INSTITUTE
BY
SHANNON JADE SCHOFIELD
(50393)
1 JUNE 2021
, TABLE OF CONTENTS
1. INTRODUCTION………………………………………………………………….….…......................................3
2. TEACHING GRAMMAR WITHIN THE CONTEXT OF READING AND WRITING………………………….4
3. LESSON PLAN – ENGLISH (FAL) READING AND WRITING…..............................................................4
4. FORMAL ASSESSMENT TASK………………………………….………………………………………………8
REFERENCES
APPENDIX A
APPENDIX B
APPENDIX C
APPENDIX D
APPENDIX E
2
, 1. INTRODUCTION
Mountainside Primary School is situated in Mossel Bay, the gateway to the beautiful Garden Route. The
school was founded in 2001 and currently has 600 learners attending from diverse backgrounds. We are a
parallel medium school with about 60% Afrikaans and 40% IsiXhosa speaking learners from Grade R to
Grade 7. We feel it is important for foundation phase learners to be able to learn in their mother tongue and
hope that learners will be able to continue to learn in their native language until they finish primary school.
Although learners are taught in their mother tongue there is plenty of opportunity for learners to exercise
language exchanges and social cohesion outside of the classroom environment for instance during sports,
art, music, and break time periods. This has been encouraged by educators and parents so that learners
have may become integrated and active members of the school community. Although Afrikaans is
predominantly spoken in Mossel Bay, we have a high percentage of Xhosa speaking learners attending from
the surrounding farm areas of which many are transported along the WCED Learner Transport Scheme route
in an aid to support working families. The school aims to provide quality education for families who are living
in the surrounding rural farm communities as well as locals.
The school is registered with the Department of Education and adheres to the CAPS curriculum used in
South Africa. Each classroom has around 25 to 30 learners and a homeroom teacher as well as an assistant
teacher. Learners have some familiarity with English because some of the surrounding cities have dual and
parallel medium schools with English-speaking learners. Learners are also exposed to English within the
classrooms where teachers create a diversity of languages through providing labels in learners' home
language and English, as well as proving English books for the reading corner and English resources for the
discovery tables that focus on different themes. In addition, our learners have opportunities to mix with
learners from diverse backgrounds during interschool sports days and fundraising events such as our annual
International food day that hosts parents, learners, and community members from all over the Western Cape.
Funding such as this has been diverted to families who have been severely affected by the worldwide Covid-
19 pandemic, to help them with school uniforms and material as well as food and care packages.
The school has also received sponsorship from local businesses which we support through creating
advertising space on the school notice boards and through community fundraising which has helped build a
new library and basic computer lab. However, within the classroom the use of new technology such as
smartboards and individual computers is limited. Teachers and staff therefore go the extra mile to create
interesting activities, innovative lessons and use basic but effective LTSM resources. We are very proud of
the staff at Mountainside Primary School who work tirelessly every day to bring quality education to our
learners. As previously mentioned, our school is rich in cultural diversity and hosts learners with different
backgrounds and languages. We therefore strive to celebrate all forms of diversity and promote an inclusive
learning environment for all our learners. We also promote parental involvement as a key to learners’ success
and although this is not always a possibility, we try to create opportunities for families to get involved, whether
through sports day, fundraising or carpools.
3
ENGLISH (FAL) READING AND WRITING
GRADE 2
LESSON PLAN AND ASSESSMENT TASK
IN PARTIAL FULFILMENT
OF THE REQUIREMENTS IN POST GRADUATE CERTIFICATE IN EDUCATION
(FOUNDATION PHASE) (PGCE FP)
FOR
ENGLISH FIRST ADDITIONAL LANGUAGE DIDACTICS ED4 – ENG 1A FP
AT
CORNERSTONE INSTITUTE
BY
SHANNON JADE SCHOFIELD
(50393)
1 JUNE 2021
, TABLE OF CONTENTS
1. INTRODUCTION………………………………………………………………….….…......................................3
2. TEACHING GRAMMAR WITHIN THE CONTEXT OF READING AND WRITING………………………….4
3. LESSON PLAN – ENGLISH (FAL) READING AND WRITING…..............................................................4
4. FORMAL ASSESSMENT TASK………………………………….………………………………………………8
REFERENCES
APPENDIX A
APPENDIX B
APPENDIX C
APPENDIX D
APPENDIX E
2
, 1. INTRODUCTION
Mountainside Primary School is situated in Mossel Bay, the gateway to the beautiful Garden Route. The
school was founded in 2001 and currently has 600 learners attending from diverse backgrounds. We are a
parallel medium school with about 60% Afrikaans and 40% IsiXhosa speaking learners from Grade R to
Grade 7. We feel it is important for foundation phase learners to be able to learn in their mother tongue and
hope that learners will be able to continue to learn in their native language until they finish primary school.
Although learners are taught in their mother tongue there is plenty of opportunity for learners to exercise
language exchanges and social cohesion outside of the classroom environment for instance during sports,
art, music, and break time periods. This has been encouraged by educators and parents so that learners
have may become integrated and active members of the school community. Although Afrikaans is
predominantly spoken in Mossel Bay, we have a high percentage of Xhosa speaking learners attending from
the surrounding farm areas of which many are transported along the WCED Learner Transport Scheme route
in an aid to support working families. The school aims to provide quality education for families who are living
in the surrounding rural farm communities as well as locals.
The school is registered with the Department of Education and adheres to the CAPS curriculum used in
South Africa. Each classroom has around 25 to 30 learners and a homeroom teacher as well as an assistant
teacher. Learners have some familiarity with English because some of the surrounding cities have dual and
parallel medium schools with English-speaking learners. Learners are also exposed to English within the
classrooms where teachers create a diversity of languages through providing labels in learners' home
language and English, as well as proving English books for the reading corner and English resources for the
discovery tables that focus on different themes. In addition, our learners have opportunities to mix with
learners from diverse backgrounds during interschool sports days and fundraising events such as our annual
International food day that hosts parents, learners, and community members from all over the Western Cape.
Funding such as this has been diverted to families who have been severely affected by the worldwide Covid-
19 pandemic, to help them with school uniforms and material as well as food and care packages.
The school has also received sponsorship from local businesses which we support through creating
advertising space on the school notice boards and through community fundraising which has helped build a
new library and basic computer lab. However, within the classroom the use of new technology such as
smartboards and individual computers is limited. Teachers and staff therefore go the extra mile to create
interesting activities, innovative lessons and use basic but effective LTSM resources. We are very proud of
the staff at Mountainside Primary School who work tirelessly every day to bring quality education to our
learners. As previously mentioned, our school is rich in cultural diversity and hosts learners with different
backgrounds and languages. We therefore strive to celebrate all forms of diversity and promote an inclusive
learning environment for all our learners. We also promote parental involvement as a key to learners’ success
and although this is not always a possibility, we try to create opportunities for families to get involved, whether
through sports day, fundraising or carpools.
3
