ASSESSMENT 2

Lesson Plans

In partial fulfilment

of the requirements in Research and Study Skills

at

Cornerstone Institute

ENGLISH HOME LANGUAGE

by

LARRY INGLIS 64067

7 SEPTEMBER 2023
Subject: English Home Language Grade: 5 Lesson Activity No. 1 Listens and responds to a story of
Term 3 Sindbad the sailor
CAPS Topic: Listening and Speaking Formal and informal listening and speaking are integrated with reading, writing and language practice, and speaking may give written text
an oral form
Aim/focus of the lesson: By the end of the lesson learners must be able to recall and recognise information in order to develop learners listening skills, learners should be able
to differentiate between a fable and a fairy-tale to participate on the next lesson.
Resources for lesson: White board, board markers, worksheets, pencils, rubbers and The boy who cried wolf YouTube video on my laptop connected to the projector in the
classroom and workbooks.
Prior Knowledge:
Stages of the lesson Teaching Approach, procedure Learner activities and outcome Time
L&S Theme Oral Activities  Learners be stationed at their desks  Encouraging learners to give their idea of a folk 5
Introductory activities:  Introducing the topic Folk tale story tale
prediction  Asking learners who know what a folk tale is?  Learners to discuss the different types of folk
Discussing a folk tale  Can you remember a folk tale that you have read tales
Whole class  Animal Stories, Fables, Fairy-tale , Tall Tales
 Urban Legends and Myths

Lesson development  Learners will now watch a short video on my laptop
(body of lesson) about The boy who cried wolf
Whole class  The purpose of this is to give learners an example of
Learners to listen and watch a different types of folktales ,myth or legend story
video story  After the video I will explain to learners the boy who
cried wolf is a particular type of folktale
 A fable is a folktale that has animals as important
characters.
 Fables also teach important life lesson and often have
a moral
 Fairy tales are a kind of folk story about magical
events and creatures.
Conclusion / Home work Summarizing the lesson. Now that learners has a better
understanding on a folktale, I will allow them this time to ask
 Learners to watch and listen to the classic tales of 25
the boy who cried wolf
 Learners are encouraged to pay attention to
details of the story while listening
 practise the use of listening skills
 In this activity, learners develop their listening
skills with folktale stories
 Practice their oral skills by discussing their
understanding of Folktales stories
 Asking learners to interpreted their
understanding on characters, setting, events and
the theme
Learners are to make use of their dictionaries and write 10
their understanding of the word Folktale and to interpret
 questions this will help prepare them for our next lesson, the moral of this story, share their findings with the class
reading and viewing the next day.

Subject: English Home Language Grade: 5 Lesson Activity No. 2 Pre-reading: predicting from title and
Term 3 pictures Bee-ware from bee-hind DBE workbook Pg. 36
CAPS Topic: Reading and viewing Pre- Shared Reading & Teaching the Comprehension Skill
Aim/focus of the lesson: The Pre-Read teaches learners a ‘routine approach’ to engaging with new texts. This is a skill that learners can use with all texts that they are required
to read independently. By going through this pre-reading routine, learners will begin to have an idea of what kind of text they are going to read, as what the text is about.
Resources for lesson: White board, board markers, worksheets, pencils, rubbers, dictionaries and DBE workbook Pg. 36
Prior Knowledge: learners were introduced to the topic on understanding a Folktale story AS PREPARATION FOR THIS LESSON
Stages of the lesson Teaching Approach, procedure Learner activities and outcome Time
Assessing Homework  Asking learners to discuss their dictionary  Learners gives a little debate on their 5
R&V: Pre- listening and reading findings and their interpretation on the moral of findings from their dictionary homework
Introduction to Bee-ware from bee-hind story  Learners are to listen to me reading the
DBE workbook Pg. 36 Whole class  Ensuring leaners understand and identify story of the Bee-ware from bee-hind before
characteristics of folktale to participate in today reading it individually.
lesson.  Pre-listening introduces learners to the
 Instruct learners to open their workbooks on listening situation. it allows them to activate
page 36 their previous knowledge of the
 Introduction to Bee-ware from bee-hind Folktale Topic, and prepare for listening.
story
Lesson development  learners to take a minute to look at the text  Learners will also need their exercise books 25
(body of lesson) Shared Reading: Pre- features and personal dictionaries for this lesson.
Read. Whole class learners are building  The layout, paragraphs, diagrams, pictures, sub-  After reading the title of the story learners
their understanding of the text before headings, captions, and so on. to take a minute to look at the text features.
they actually read it.  Read and explain the meaning of the title with  Skimming for main ideas
them  Do you think this is a fiction or non-fiction
 Instruct learners to scan the text and make a list text? predicting from title and pictures
of any words that they do not understand  Ask learners to identify words they do not
 As learners list the words, I will make a class list understand
 on the board, using our dictionaries for better
understanding
 Encourage learners to discuss what they think
the story is about after scanning.
 This is to prepare my learners for the next part of
the lesson first and second reading
Conclusion / Home work Summarizing the lesson by ensuring all learners understand and
give instructions on homework, also I will take this time to
dedicate it to any learners with barriers.
 This activities will give my learners an idea of
what the text is all about,
 Learners to use this information to identify
textual features, clues and predictions
 Learners to write down the words from the
board into their workbook
Learners are to write out the meaning of the words 10
they did not understand about story for homework
to discuss for next oral lesson
Subject: English Home Language Grade: 5 Lesson Activity No. 3 Reading a story a folklore from the
Term 3 textbook Bee-ware from bee-hind DBE workbook Pg. 36
CAPS Topic: Reading and viewing Shared Reading & Teaching the Comprehension Skill
Aim/focus of the lesson: To build their vocabulary for better reading skills and reading comprehension followed by discussion
Resources for lesson: White board, board markers, worksheets, pencils, rubbers, dictionaries and DBE workbook Pg. 36
Prior Knowledge: learners were introduced to the topic on understanding a Folktale story
Stages of the lesson Teaching Approach, procedure Learner activities and outcome Time
Assessing Homework  Learners are to take out their books and discuss  Learners are to take out homework 5
Introductory activities: their homework I will assist those struggling  Discuss their words and the meaning of
R&V: First and second read learners. it.
Introduction to Bee-ware from bee-hind  Recap our lesson of the previous day to refresh Learners are allowed this opportunity to
DBE workbook Pg. 36 Whole class their minds ask questions
 Instruct learners to open their workbooks on
page 36
Lesson development  Learners to follow in their DBE Workbook listen carefully  Learners will also need their personal 25
(body of lesson) R&V and think as I read the text. dictionaries for this lesson
First reading Teacher  Use gestures, actions and facial expressions while reading  Encourage my learners to ask questions
Second read whole classroom  Stop and explain a word or phrase to learners as I read
Divide the class into ‘small discussion’  Purpose of the first reading ensuring that learners gain a  Learners are to identity the different
whole classroom basic understanding of the text animal in the story just by listening to the
Shared Reading: Second Reading  Helping learners to build enjoyment of and appreciation story.
for texts  Uses a range of reading strategies:
 Modelling ‘thinking aloud’ about the text, to show skimming, scanning, contextual clues and
learners that good readers always think about what they previous knowledge
are reading.  Learners are now to follow along in their
 Shared second reading with the whole class as I read textbooks as we read together
outload learners to are to follow and ready by  Second read learners are to read the
themselves story by themselves as to comprehend
 So that learners will move from a basic understanding of the story
 the text, to a deeper level of understanding and meaning.
 Ensure that learners understand the content of the story
Conclusion / Home work Summarizing the lesson by ensuring all learners understand and
encourage them to ask questions. Paying special attention to
those learners with barriers.
to participate in the next lesson oral/
listening and speaking
Learners are to read the story again at home as 10
homework and prepare a brief summary for the
next lesson on oral, Listening and Speaking.
Subject: English Home Language Grade: 5
Term 3
CAPS Topic: Listening and Speaking
Aim/focus of the lesson: by the end of the lesson learners would be able to develop stronger reading skills and model character traits
Resources for lesson: White board, board markers, worksheets, pencils, rubbers and personal laptop and projector, workbooks Visual aids
Prior Knowledge: Purpose of the first reading ensuring that learners gain a basic understanding of the text
Stages of the lesson Teaching Approach, procedure
L&S Theme Oral Activities Addressing homework summary of the story
Introduction: to folk tale: build up Answering any problems learners has on the reading
to Bee-ware from bee-hind DBE Using visual aids for the body of my lesson.
workbook Pg. 36 Whole class
Lesson development  I will use Visual literacy during this lesson
(body of lesson)  The projector to do picture illustration frames on the
Group activity story.
 An online video of the story Bee-ware from bee-hind
L&S Listening Activity, Oral on laptop
Activities  Learners are once again encouraged to listen and
watch.
 Learners will be placed into groups; each group will be
given a frame to discuss.
 During their discussion the group will choose a
learner to represent the group to answer my
questions concerning their frame of the story.
 Modelling the use of specific comprehension
strategies, for example: visualising or making
connections to what they have heard on the previous
lesson and read during homework.
 By using theses strategies during our oral lesson
learners will have a better understanding on the story
for the next lesson/ activity 5 Reading and viewing.
Lesson Activity No. 4 Listens and responds to story, an oral
on Bee-ware from bee-hind
Learner activities Time
 Learners to discuss the summary of the 5
story
 Learners to use this time to ask questions
they need clarity on the previous lesson
 Learners are to use this time to simulations 25
concentrate on slide shows and listen to the
voice recording of the story on to Bee-ware from
bee-hind
 Learners will now do group work to summarise
and interpret their understanding of their slide
 Who is the main character in your story?
 What characteristics does the main character
have
 Where does the story take place
 What struggle must the main character deal with
 Are there other characters in the story besides
the main character?
 What relationship do they have to the main
character
 Do any of the characters learn a lesson in the
story? What kind of lesson?
 Express opinions and plot and setting and
Identifies the central idea, plot, setting, and

Conclusion / Home work Summarizing the lesson. Making sure all learners understand
the picture illustration and encouraging them to ask
questions. I will also use this time to concentrate on my
weaker leaners
 atmosphere
Learners are to answer the entire above questions in the 10
learning activities as homework to better prepare for
next lesson : Reading and viewing
Subject: English Home Language Grade: 5 Term 3 Lesson Activity No. 5
CAPS Topic: Reading and viewing Shared Reading & Teaching the Comprehension Skill
Aim/focus of the lesson: Discusses the central idea, plot, setting, atmosphere and characters of a fiction story identifies and explains cause effect relations in a story
Resources for lesson: White board, board markers, worksheets, pencils, rubbers , workbooks and worksheet with questions dictionaries
Prior Knowledge: Listening and responding a story and to dissect the story and comprehending the plot
Stages of the lesson Teaching Approach, procedure Learner activities Time
R&V Learners to takeout homework books I will run over  Learners now have this 10 minutes to ask 5
to Bee-ware from bee-hind DBE the answers for the questions that were given as question about their homework questions
workbook Pg. 36 Whole class homework.  Learners will also be allowed to make any
Addressing any question learners has on their corrections to their homework
question and answers
Instruct learners to open their DBE workbooks on
page 36
Lesson development  Read the story together, shared reading  Orientate the class to the reading and 25
(body of lesson)  Then each learner will get a few lines to read comprehension activities that they must
R&V Teach Comprehension from the story/ independent reading so that I complete during this time.
Strategy & Shared Reading: Post- can assess their reading skills  Reads aloud individually with clear
Read independent reading  Phonemic awareness Expression
 Word recognition/ comprehension  Ensure that learners know that once they
 Vocabulary and fluency have read the texts, they must complete
the written activities that follow.
 Reading the worksheets for homework
Conclusion / Home work Summarizing the lesson. As the independent reading took up Now that learners have better understandings of the 10
most of the lesson. I will use these 10 minutes to go over story learners are to write a few sentences on how they
homework and ensure that all learners understand the interpret the moral of the story and answer the
reading. worksheet for homework to complete our final activity/
Listening and Speaking
Subject: English Home Language Grade: 5 Term 3 Lesson Activity No. 6 Folktales – An Oral Tradition
CAPS Topic: Listening and Speaking
Aim/focus of the lesson: Folktales can help children learn about cultural traditions, character traits, decision making, and even develop stronger reading skills
Resources for lesson: White board, board markers, worksheets, pencils, rubbers and personal laptop and projector, workbooks
Prior Knowledge: Reading stories together, shared reading, word recognition/ comprehension ,WLA
Stages of the lesson Teaching Approach, procedure Learner activities and outcome Time
L&S Theme Oral Activities  Learners to take out their work sheet the  Each learner are to read out their 5
to Bee-ware from bee-hind DBE questions and answers on worksheet that was answers on their questions outload
workbook Pg. 36 done for homework
 I will run through the questions with them to
assist learners who needs extra attention
Lesson development  Learners will be placed into groups( 5 groups)  Each group will be assigned a reading 25
(body of lesson)  Now, each group will be assigned a reading from an  Group work/ learners are to have a quick
Whole class African folktale. Your job is to read it, interpret it with discussion about their question
Shared Reading: Post-Read your group, and retell it as a group for the class.  Learners to answer their questions
 Consider: What’s the point of this story?  At the end of the lesson, learners are to read
 What events are important? their final thoughts of the story and their
 What events aren’t necessary? personal thoughts on the moral of the story.
 Now will see which group can tell it better
 Learners to feel free to use voices and demonstrations
 Learners to have fun doing this oral
Conclusion / Home work Summarizing the lesson. I will use this time to ensure the No homework will be given as this is my final lesson on 10
comprehension on this last oral lesson. Asking learners to listening and speaking
share what they appreciated from the story. How will they
apply the moral of this story into their own lives? What was
your favourite part?
Resources for the lesson

Lesson Activity 1 CAPS Topic: Listening and Speaking Sinbad the Sailor – YouTube video https://www.youtube.com/watch?v=KhmrZM_e2T0

Lesson Activity 2 & Lesson Activity 3

CAPS Topic: Reading and viewing Pre- Shared Reading & Teaching the Comprehension Skill
CAPS Topic: Reading and viewing Shared Reading & Teaching the Comprehension Skill
Rainbow workbooks ENGLISH HOME LANGUAGE GRADE 5 – BOOK 2 TERMS 3 & 4 ISBN 978-1-4315-0103-8 13th Edition page 36
Lesson Activity 4
CAPS Topic: Listening and Speaking YouTube Video on Bee-ware from bee-hind
https://www.youtube.com/watch?v=lb4RrTDxb9U
Visual Aids of the Bee-ware from bee-hind story
"Gather around me, soldiers," instructed Lion. "We are Bee-ware from bee-hind
general, of course, I will lead the attack. But, before the fight begins, I need to be
sure that you are all clear on our battle plan.
The general lowered his voice to barely a whisper. He motioned his officers even
closer to his side so nobody else would hear his words.
The kudu, Oryx, and jackal gathered close to the lion to hear his advice.
"We have size on our side. However, our enemies outnumber us by
millions. We must show no mercy. Attack and destroy them. Remember
that they will try to do the same. They will swarm, sting, and bite, but
we will overcome.
The kudu, Oryx, and jackal listened carefully to all their instructions.
Then, they moved off silently to pass the word on to their troops. The
lion took a moment to reflect before the battle began. A smile crossed
his face; he knew his plan was good.
The lion roared, the elephant trumpeted, and the terrible fighting began. For a Eventually, it was clear to the insect general that the battle had turned
while both sides were evenly matched. Lion, his tale flying high in the air, against his kingdom. There was only one hope for the insects. He looked
directed a brilliant attack. Encouraged by their brave leader, the animal kingdom at the little bee and said, "It is time."
charged onward.

That was all the instruction that the little bee needed to hear. He knew what to The little bee smiled as he flew into position. Then he cried, "Bee-ware
do and where to do it! In a moment, he flew into the thick of the battle. He didn't from bee-hind!" as he gave the general a sting that he would never
have far to go, and he had no trouble in locating Lion at the front of the fight. forget.
Of course, in the heat of the battle, none of the animals heard the little bee's battle cry. All they noticed was that their leader had suddenly dropped his tail.
And, they knew what that meant. The animals stopped their fighting and ran for their lives. So, the insects won their war against the animal kingdom all
bee-cause one little bee was bee-hind enemy lines bee-fore the fighting even bee-gan

Lesson Activity 5

CAPS Topic: Reading and viewing: Rainbow workbooks ENGLISH HOME LANGUAGE GRADE 5 – BOOK 2 TERMS 3 & 4 ISBN 978-1-4315-0103-8 13th Edition
page 36 story Bee-ware from bee-hind

Work sheet on the questions for learners as homework

Rationale

The school, located in a rural town in the Eastern Cape, primarily serves middle-class students. It follows the CAPS curriculum and is strictly text-based,
limiting creativity. Parents support the school, attending events and functions. The school provides welcoming resources like furniture, equipment smart
projectors, curriculum materials, textbooks, and a beautiful library, making teaching enjoyable. The focus is not only on academic results and sports
performance but also on student discipline.

The lesson aims to develop learners' listening skills for information and enjoyment, and to respond appropriately and critically in various situations. Active
listening is crucial for learning and building respectful relationships. Learners should be able to communicate confidently and effectively in spoken language
across cultural and language boundaries. According to CAPS speaking and listening are essential literacy skills that create the foundation for children's
further learning. By incorporating the Whole language approach into my lesson I will stimulate the believe system that children learn language when it is
whole, sensible, interesting and relevant. Whole language approach incorporates reading, writing, listening and speaking. Teaching speaking involves three
stages: pre-listening, listening, and post-listening. Listening is a receptive skill, interpreting messages and can be planned in three stages: pre-listening,
listening, and post-listening (Lindsay and Knight, 2006).

My aims for the lesson on reading and viewing, learner will be able to read and view for information and enjoyment, and respond critically to the aesthetic,
cultural and emotional values in texts. Reading for meaning is the main purpose. Techniques and strategies that help learners do this with increasing
accuracy support reading for meaning. By incorporating The Balanced language approach my learners will have the best of both worlds. As a teacher I am
able to provide whole language learning opportunities through interactive read-aloud, shared reading, interactive writing, and shared writing, while also
providing explicit phonics instruction during both word study and guided reading time. Reading (including visual and multimedia texts) is essential for
language development, learning to write, enjoyment, personal growth, and learning about the world. Successful learning in the curriculum relies on well-
developed reading and viewing skills. Learners should be proficient in various literary and non-literary texts, recognizing genre and register. Classroom and
independent reading help develop critical and creative thinking. Reading/viewing instruction should include strategies for decoding and understanding text.
Learning and applying knowledge of text features. Both aspects should be present in reading/viewing instruction of literary and non-literary texts (Der, R
Evans and Kilfoil, 2009).

Differentiate my literacy instruction by scaffolding lessons to meet students' specific needs. Use graphic organizers, guided notes, pre-teaching vocabulary,
and adapt reading materials will be beneficial to the below standard reader. Incorporate targeted reading skills and provide independent reading time is
aimed at the standard reader. Equip learners with different listening, speaking, and reading levels with projects to demonstrate understanding is important.
By ensuring my lessons are diverse to stimulate all learners even the above standard reader. This encourages active engagement and showcases distinct
learning styles, reaching the widest range of students with various entry points to learning. (Fesi and Mncube, 2021)

References

Cator, G., Barnette, D. and Al, E. (2012). Platinum English home language. Grade 5, Learner’s book. Cape Town: Maskew Miller Longman

Department of Basic Education. (2011). Curriculum and Assessment Policy Statement (CAPS). Pretoria: Department of Basic Education

Der, V., R Evans and Kilfoil, W.R. (2009). Learn2teach : English language teaching in a multilingual context. Pretoria, South Africa: Van Schaik Publishers.

Fesi, L. and Mncube, V. (2021). Challenges of English as a first additional language: Fourth grade reading teachers’ perspectives. South African Journal of
Education, 41(3), pp.1–11. doi:https://doi.org/10.15700/saje.v41n3a1849.

https://www.youtube.com/watch?v=lb4RrTDxb9U

https://www.youtube.com/watch?v=KhmrZM_e2T0

Lindsay, C. and Knight, P. (2006). Learning and teaching English : a course for teachers. Oxford: Oxford University Press, (Imp.

Wilson, F.P. and Wilson, J. (1995). The Oxford dictionary of English proverbs. London: Oxford Univ. Press.