THE UNIVERSITY OF DODOMA

COLLEGE OF EDUCATION
DEPARTMENT OF EDUCATIONAL PSYCHOLOGY AND CURRICULUM
STUDIES
COURSE TITLE:PRINCIPLES OF CURRICULUM DEVELOPMENT AND
EVALUATION
COURSE CODE:CE 211
COURSE INSTRUCTOR: DR.PROSPER
NATURE OF WORK: GROUP ASSIGNMENT
GROUP NUMBER:
DATE OF SUBMISSION: 13th February,2021
S/ NAME REG. NO. DEG. SEX SIGN
N PROG
1 COSTANTINE SHAFIKI H. T/UDOM/2019/0755 BAED M
6
2 LEMUNJE HASSAN A. T/UDOM/2019/0742 BAED M
3
3 JUMAA JUMAA H. T/UDOM/2019/0760 BAED M
5
4 JOSEPH ELIZABETH T. T/UDOM/2019/0745 BAED F
0
5 ABDUL AZIZI M. T/UDOM/2019/0749 BAED M
4
A CHIWALIGO MUSSA T/UDOM/2019/0766 BAED M
2
7 MPONZI MIRIAM S. T/UDOM/2019/0766 BAED F
8
8 KOMBA JASTIN P. T/UDOM/2019/0750 BAED M
8
9 MAGULANGA KENETH T/UDOM/2019/0744 BAED M
3
QUESTION
REVIEW features of language supportive teaching and text books (LSTT) and teaching at
the right level (TaRL) curriculum material to DESIGN two lesson plans and their respective
teaching and learning materials to guide the implementation of the plan in which the features
of the LSTT and the TaRL is INTEGRATED
 ACKNOWLEDGEMENT
We would like to acknowledge everyone who played a role in this academic accomplishment
Primarily we thank God for giving us ability to accomplish this assignment. Also, special
thanks of gratitude to our instructor Dr. Prosper Gabriel and the whole department of
Educational Psychology and Curriculum Studies for giving us tutorials on how to design
curriculum with applicable resources found at THE UNIVERSITY OF DODOMA. Lastly
special thanks to group members for their full participation to this project. Thank you all for
your unwavering support.
 ABSTRACT
Under view, this curriculum design prepared to implement various features of Language
supportive Teaching and Textbook(LSST) and Teaching at Right Level(TaRL) in teaching
and learning processes. The intended objectives is to make learners attentive in learning
process by including their individual differences in classroom during teaching and learning
process in mastering of the content to meet educational goals. This also designed to show
how Teaching at the Right Level implicated in teaching and learning process interacting
using simple language to the learners to simplify their mastering of content. The teacher
guided students using simple language relating to the supportive materials which will make
learners being closer to the content elaborated and assessing them basing on their stage and
level of understanding where by there is ones with higher level of understanding and others
with low level in order to consider both of them. Through this curriculum design help
teachers to acquire more knowledge that will improve teaching and learning process.
 TABLE OF CONTENTS
ACKNOWLEDGEMENT
ABSTRACT
INTRODUCTION
BACKGROUND
LESSON 1: GENRES OF WRITTEN LITERATURE
LESSON 2: FEATURES OF POETRY
REFERENCES:
 BACKGROUND
L
 LESSON 1: GENRES OF WRITTEN LITERATURE
CLASS:FORM III
SUBJECT:LITERATURE
TIME:80minutes
COMPETENCE: By the end of this topic each of the form three student should have ability
to describe form and content of written literature.
GENERAL OBJECTIVE: By the end of the topic each student should be able to identify
forms and genres of written literature.
SPECIFIC OBJECTIVE: Within 80 minutes each of form three student should be able to:
(i)Define written literature correctly without reading
(ii)Identify genres of written literature correctly without using
textbook
TEACHING METHODS: Group discussion, lecture and Questionnaire
TEACHING AND LEARNING MATERIALS: Sample of written literature (novel, plays
,poems)
TEACHING AIDS: Drawings
REFERENCE: Nyangwine,N(2002).Ordinary level literature for form 3&4.Dar es salaam:
Afroplus industry Ltd
LESSON DEVELOPMENT
INTRODUCTION(10minutes)
TEACHING ACTIVITIES
To introduce the topic.
To ask students to mention different written stories from both English and Swahili stories
they have read from previous levels.
To provide the general comment from stories mentioned regarding to written literature.
LEARNING ACTIVITIES
To listen the introduction of the topic provided by the teacher .
To mention different written stories they have read from both English and Swahili stories.
To listen from the general comment provide by the teacher relating to stories mentioned.
NEW KNOWLEDGE/PRESENTATION(30minutes)
TEACHING ACTIVITIES
To explain the meaning of genres and identifying genres of written literature
To explain the meaning of the genres identified by denoting the way one differ from the other
briefly.
LEARNING ACTIVITIES()
To listen and taking note on the meaning of genre and the genres of written literature
identified.
To listen and taking note on the meanings of the genres identified by the teacher with
consideration of their differences.
REINFORCEMENT(15minutes)
TEACHING ACTIVITIES
To guide students to differentiate the meaning of each genre identified with different stories
and songs they passed to.
To guide students in pairs to integrate with one another to present the differences of the
genres identified.
LEARNING ACTIVITIES
To differentiate meaning of genres identified relating to different stories and songs.
To present the differences of the meaning of genres relating to stories and songs they have
already passed to.
REFLECTION (15minutes)
TEACHING ACTIVITIES
To guide students to look on sample of written stories and songs and making difference of
them.
To provide clarification by correcting mistakes from their responses through code switching.
LEARNING ACTIVITIES
To focus on the samples given and making different of them basing on the meaning the
genres stated.
To listen and taking notes.
CONCLUSION(10minutes)
TEACHING ACTIVITIES
To conclude the lesson with a drawing showing the structure of written literature and its
genres.
LEARNING ACTIVITIES
To listen and taking notes by redrawing the structure of written literature with its genres.
 LESSON ONE NOTES
WRITTEN LITERATURE
Is the type of literature which expressed or presents the message in form of writings fore
example written stories and written songs. This began to be used after the invention of
writing as the development of science and technology.
GENRES
Is the category or type of any artistic composition example in music and literature
OR -Refers to the style of something especially of literature.
GENRES OF WRITTEN LITERATURE
There are three(3) genres of written literature includes the following:
(i)Poetry
(ii)Prose (novel and short story)
(iii)Plays
1.POETRY
Is a form of literary genres which presented in verse and stanza as well as musical
features. Ideas and feelings are expressed through imaginative and musical language. Always
presented through poems meant to be sung and words arranged in way of revealing readers
emotions and mind. A person who composes poem known as poet
Verse: Is a single or one line in a poem
Stanza: Is a collection of verse or a group of line in a poem that form a paragraph
2.PROSE
Refers to the composition which is not written in verse or stanza. It is specifically imaginative
work include both novel and short stories.
NOVEL
Is the long written stories or narration where characters and events are usually
imaginary to present real life experience. Usually consisting of more than fifty thousand
words . And a person who writes novels is called novelist. Example of novels are PASSED
LIKE A SHADOW by B.Mapalala, THE INTERVIEW by Ngugi
SHORT STORY
This is the story which is shorter than novel usually about imaginative events and
characters to be read from the beginning to end. It is normally deals with single event.
Example Mabala the farmer by R. Mabala, Encounters from Africa by Macmillan Ltd
3.PLAY(DRAMA)
Is a literary genre which tells a story through actions and dialogue and intended to be
acted before the audience. It has elements like setting, plot, characters, theme, conflicts.
Examples of plays are Three suitors one husband by Oyono Mbia , kinjeketile by Ibrahim
Hussein
 LESSON 2: FEATURES OF POETRY
CLASS: FORM III
SUBJECT: LITERATURE
TIME: 80minutes
COMPETENCE: By the end of this topic each of the form three student should have ability
to describe form and content of written literature.
GENERAL OBJECTIVE: By the end of the topic each student should be able to identify
forms and genres of written literature.
SPECIFIC OBJECTIVE: Within 80 minutes each of form three student should be able to
explain at least five features of poetry accordingly without looking to any source.
TEACHING METHOD: Group discussion and Questionnaire
TEACHING AND LEARNING MATERIALS: Sample of poems
REFERENCE: Nyangwine, N(2002).Ordinary level literature for form 3&4. Dar es
salaam:Afroplus industry Ltd

LESSON DEVELOPMENT
INTRODUCTION(10minutes)
TEACHING ACTIVITIES
To brainstorm students on the general understanding about poetry and mentioning different
English and Swahili written songs.
To provide correction of their responses by explaining clearly the meaning of poetry relating
to those examples mentioned.
LEARNING ACTIVITIES
To explain the general understanding of the term poetry by providing examples of songs from
both Swahili and English.
To listen the correction of the meaning relating to examples provided.
PRESENTATION(15minutes)
TEACHING ACTIVITIES
The teacher to identify different features of poetry .
To explain those features of poetry identified .
LEARNING ACTIVITIES
To listen and taking notes on features of the poetry.
REINFORCEMENT(30minutes)
TEACHING ACTIVITIES
To guide students in groups to identify and discuss characteristics of poetry by looking on
sample of poems given.
To move around to observe and assisting students to identify features of poetry found in those
sample poems .
To guide students to present their responses.
To clarify presented features by making correction of those mistakes.
LEARNING ACTIVITIES
To form groups and identifying characteristics of poetry found from the sample of the poems
given.
To present characteristics of poetry identifies from samples of poems given
To listen clarification of the features presented and taking notes.
REFLECTION(15minutes)
TEACHING ACTVITIES
To ask students to provide other examples of poems they have read .
LEARNING ACTIVITIES
To answer the questions by providing more examples of poems read.
CONCLUSION(10minutes)
TEACHING ACTIVITIES
To sum up the lesson by writing all features of poetry discussed.
LEARNING ACTIVITIES
To listen and taking notes of the features of poetry identified.
 LESSON 2: NOTES
FEATURES OF POETRY
(i)Poetry is arranged in form of verses and stanzas
Verse is single line in stanza while stanza while stanza is collection of verses
(ii)In poetry the character is a persona , as the one speaking in the poem
(iii)Poetry is rich in the use of figures of speech such as simile, metaphor,
personification and imagery.
(iv)Poetry employs language economy. Words are carefully chosen so that very few
words present a lot of information especially themes carried out by few words.
(v)Poetry is rhythmical. It contain musical features due to the presence of rhyme and
rhythm due to clearly arrangement of regular beats to make it possible to be sung