PREVIEW
2.1.1 Discuss four (4) ways in which you
would teach character analysis in your
Grade 10 class. Give examples from any
literature book that you have read.
Teaching character analysis in a Grade
10 class involves guiding students to
examine and understand the
complexities of fictional characters.
Here are four effective approaches to
teach character analysis:
1.Direct Characterization: Introduce the
concept of direct characterization, where
the author explicitly provides information
about a character's traits, values, or
physical appearance. Encourage students
to identify and analyze these explicit
descriptions to develop a deeper
understanding of the character. For
example, in "To Kill a Mockingbird" by
Harper Lee, students can examine the
direct characterization of Atticus Finch as a
morally upright and principled lawyer
through the author's explicit descriptions of
his actions, beliefs, and interactions with
others.
2.Indirect Characterization: Explore the
technique of indirect characterization,
where the author reveals a character's
traits through their actions, dialogue,
TMS3720 thoughts, and interactions with others.
Guide students to analyze the character's
behavior, choices, and relationships to infer
their personality traits. For instance, in
William Shakespeare's "Macbeth," students
can analyze Lady Macbeth's manipulative
and ambitious nature by examining her
persuasive language and her influence
ASSIGNMENT 11 2023 over Macbeth's decisions.
NATALIE FOXX
, Question 1
1.1 CAPS states that the reading instruction involves working through elements
of the
reading process. This is a three-phase activity which models independent
reading strategies for decoding and understanding a text.
The three reading phases described in CAPS are:
1.Pre-reading Phase: This phase aims to prepare the learner for reading by
activating their prior knowledge, setting a purpose for reading, and making
predictions about the text. It helps the learner establish a foundation for
understanding the text and creates a context for comprehension. Examples of pre-
reading activities include brainstorming related to the topic, discussing relevant
vocabulary, and previewing the text by looking at headings, subheadings, and
illustrations.
For example, if the text is about climate change, the pre-reading phase may involve
asking learners to share what they already know about the topic, discussing key
terms like "global warming" or "carbon footprint," and looking at pictures or graphs
related to climate change.
2.While-reading Phase: This phase involves actively engaging with the text to
decode and understand its content. The learner applies reading strategies such as
predicting, clarifying, questioning, and summarizing while reading. The focus is on
developing comprehension skills and extracting meaning from the text. During this
phase, learners may highlight key points, annotate the text, or use graphic
organizers to aid understanding.
For instance, while reading a short story, learners may pause at certain points to
make predictions about the outcome, ask themselves questions about the characters
or plot, and summarize the events after each section.
3.Post-reading Phase: This phase occurs after the text has been read and aims to
deepen comprehension, analyze the text, and make connections to personal
experiences or other texts. Learners reflect on the text's content, evaluate its
message or themes, and engage in discussions or written responses. They may also
compare the text to other texts or relate it to real-life situations.
As an example, after reading a poem, learners may discuss the underlying themes,
analyze the use of literary devices such as metaphors or symbolism, and connect the
emotions evoked by the poem to their own experiences or other poems they have
read.
Overall, these three reading phases in CAPS provide a structured approach to
support learners in gaining a deep understanding of a text by activating prior
knowledge, employing reading strategies, and making personal connections.
1.2 Explain the following types of reading and discuss their importance in
additional
language teaching:
1.2.1 Silent Reading:
2.1.1 Discuss four (4) ways in which you
would teach character analysis in your
Grade 10 class. Give examples from any
literature book that you have read.
Teaching character analysis in a Grade
10 class involves guiding students to
examine and understand the
complexities of fictional characters.
Here are four effective approaches to
teach character analysis:
1.Direct Characterization: Introduce the
concept of direct characterization, where
the author explicitly provides information
about a character's traits, values, or
physical appearance. Encourage students
to identify and analyze these explicit
descriptions to develop a deeper
understanding of the character. For
example, in "To Kill a Mockingbird" by
Harper Lee, students can examine the
direct characterization of Atticus Finch as a
morally upright and principled lawyer
through the author's explicit descriptions of
his actions, beliefs, and interactions with
others.
2.Indirect Characterization: Explore the
technique of indirect characterization,
where the author reveals a character's
traits through their actions, dialogue,
TMS3720 thoughts, and interactions with others.
Guide students to analyze the character's
behavior, choices, and relationships to infer
their personality traits. For instance, in
William Shakespeare's "Macbeth," students
can analyze Lady Macbeth's manipulative
and ambitious nature by examining her
persuasive language and her influence
ASSIGNMENT 11 2023 over Macbeth's decisions.
NATALIE FOXX
, Question 1
1.1 CAPS states that the reading instruction involves working through elements
of the
reading process. This is a three-phase activity which models independent
reading strategies for decoding and understanding a text.
The three reading phases described in CAPS are:
1.Pre-reading Phase: This phase aims to prepare the learner for reading by
activating their prior knowledge, setting a purpose for reading, and making
predictions about the text. It helps the learner establish a foundation for
understanding the text and creates a context for comprehension. Examples of pre-
reading activities include brainstorming related to the topic, discussing relevant
vocabulary, and previewing the text by looking at headings, subheadings, and
illustrations.
For example, if the text is about climate change, the pre-reading phase may involve
asking learners to share what they already know about the topic, discussing key
terms like "global warming" or "carbon footprint," and looking at pictures or graphs
related to climate change.
2.While-reading Phase: This phase involves actively engaging with the text to
decode and understand its content. The learner applies reading strategies such as
predicting, clarifying, questioning, and summarizing while reading. The focus is on
developing comprehension skills and extracting meaning from the text. During this
phase, learners may highlight key points, annotate the text, or use graphic
organizers to aid understanding.
For instance, while reading a short story, learners may pause at certain points to
make predictions about the outcome, ask themselves questions about the characters
or plot, and summarize the events after each section.
3.Post-reading Phase: This phase occurs after the text has been read and aims to
deepen comprehension, analyze the text, and make connections to personal
experiences or other texts. Learners reflect on the text's content, evaluate its
message or themes, and engage in discussions or written responses. They may also
compare the text to other texts or relate it to real-life situations.
As an example, after reading a poem, learners may discuss the underlying themes,
analyze the use of literary devices such as metaphors or symbolism, and connect the
emotions evoked by the poem to their own experiences or other poems they have
read.
Overall, these three reading phases in CAPS provide a structured approach to
support learners in gaining a deep understanding of a text by activating prior
knowledge, employing reading strategies, and making personal connections.
1.2 Explain the following types of reading and discuss their importance in
additional
language teaching:
1.2.1 Silent Reading:
