1
SDENG3J
Due date: 19 July 2024
N.B PARAPHRASE YOUR WORK TO AVOID PLAGARISM (CHANGE WORDS)
ASSIGNMENT 02 - LESSON ACCOUNT
COMPULSORY FOR EXAMINATION ADMISSION
Before attempting this assignment, please read and engage with the content of
units 5, 7, 8 and 9 in the SDENG3J Study Guide. Further, you can listen to the
recordings uploaded to the respective units on your Moodle teaching site.
When you create your lesson account teaching materials, remember to engage
with the visuals and texts and include references to the materials we provide.
The recommended textbooks for the SDENG3J module are:
• Ferreira, A. 2009. Teaching Language. Northlands: Macmillan.
• Maxwell, R.J. 2010. Teaching English in Middle and Secondary Schools. 5th
edition. New Jersey: Merrill Prentice Hall.
, 2
• Moodley, V. 2015. Introduction to Language Methodology. 3rd edition. Cape
Town: Oxford University Press.
• Nieman, M.M. & Monyai, R.B. 2007. The Educator as Mediator of Learning.
Pretoria: Van Schaik.
• Van der Walt, C.R. Evans & W.R. Kilfoil. 2009. Learn 2 Teach: English
Language Teaching in a Multilingual Context. 4th edition. Pretoria: Van
Schaik.
NB: Some students might experience difficulties obtaining some of the
recommended books. However, this should not be an excuse for NOT submitting
an assignment on time.
What we expect in your response is evidence of your understanding of sound
teaching practices in an English classroom. The focus is on your ability to
effectively plan, implement and assess through your lessons. To this end, you can
consult any other relevant sources on English teaching. Remember that you need
to acknowledge ALL the sources to which you refer.
INSTRUCTIONS:
1. Choose either Option A OR, Option B OR Option C.
DO NOT ANSWER ALL OPTIONS; CHOOSE ONE.
2. Writing a lesson account means you have to account for the choices you
make in the classroom. It describes how and why you would teach or have
taught the lesson. Please apply your understanding of your role as a teacher
in promoting your learners’ active participation in the lesson.
3. Your response should be detailed, specific, and engaging with the materials
we provided. Ensure you provide the information that clarifies how you would
work with these materials (texts and visuals) in your teaching context. This
description is one way we can assess your ability to interest, direct and
control the class and the extent to which your lessons prove your practical
awareness of what principles are involved in teaching.
4. Include a list of REFERENCES of the sources you consulted.
5. The assignment should be between FIVE and SIX pages long.
, 3
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.
SDENG3J
Due date: 19 July 2024
N.B PARAPHRASE YOUR WORK TO AVOID PLAGARISM (CHANGE WORDS)
ASSIGNMENT 02 - LESSON ACCOUNT
COMPULSORY FOR EXAMINATION ADMISSION
Before attempting this assignment, please read and engage with the content of
units 5, 7, 8 and 9 in the SDENG3J Study Guide. Further, you can listen to the
recordings uploaded to the respective units on your Moodle teaching site.
When you create your lesson account teaching materials, remember to engage
with the visuals and texts and include references to the materials we provide.
The recommended textbooks for the SDENG3J module are:
• Ferreira, A. 2009. Teaching Language. Northlands: Macmillan.
• Maxwell, R.J. 2010. Teaching English in Middle and Secondary Schools. 5th
edition. New Jersey: Merrill Prentice Hall.
, 2
• Moodley, V. 2015. Introduction to Language Methodology. 3rd edition. Cape
Town: Oxford University Press.
• Nieman, M.M. & Monyai, R.B. 2007. The Educator as Mediator of Learning.
Pretoria: Van Schaik.
• Van der Walt, C.R. Evans & W.R. Kilfoil. 2009. Learn 2 Teach: English
Language Teaching in a Multilingual Context. 4th edition. Pretoria: Van
Schaik.
NB: Some students might experience difficulties obtaining some of the
recommended books. However, this should not be an excuse for NOT submitting
an assignment on time.
What we expect in your response is evidence of your understanding of sound
teaching practices in an English classroom. The focus is on your ability to
effectively plan, implement and assess through your lessons. To this end, you can
consult any other relevant sources on English teaching. Remember that you need
to acknowledge ALL the sources to which you refer.
INSTRUCTIONS:
1. Choose either Option A OR, Option B OR Option C.
DO NOT ANSWER ALL OPTIONS; CHOOSE ONE.
2. Writing a lesson account means you have to account for the choices you
make in the classroom. It describes how and why you would teach or have
taught the lesson. Please apply your understanding of your role as a teacher
in promoting your learners’ active participation in the lesson.
3. Your response should be detailed, specific, and engaging with the materials
we provided. Ensure you provide the information that clarifies how you would
work with these materials (texts and visuals) in your teaching context. This
description is one way we can assess your ability to interest, direct and
control the class and the extent to which your lessons prove your practical
awareness of what principles are involved in teaching.
4. Include a list of REFERENCES of the sources you consulted.
5. The assignment should be between FIVE and SIX pages long.
, 3
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.
