Jamie Aweries & Jayme

Jacobs
219010005 & 219014043
English Curriculum Studies
MEN262
Literature Lesson Plan
Lecturer: Chandre Carstens
20 March 2020

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 Content
1. Reading Lesson Plan.
2. Lesson plan
3. Lesson introduction (power point presentation) [attached]
4. Post reading activity- Addendum A
5. Memorandum- Addendum B
6. Transactional Writing Task- Addendum C
7.

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 Reading Lesson Plan

Lesson Phase Teacher Activity Learner Activity Allocated Time

Introduction Instructing learners to settle Listen to instruction and 10 minutes

down and set ground rules settles down.

Lesson Phase Teacher Activity Learner Activity

Pre-reading 15 minutes

Lesson Phase Teacher Activity Learner Activity

Reading 10 minutes

Lesson Phase Teacher Activity Learner Activity

Focused-Re- 15 minutes
reading

Lesson Phase Teacher Activity Learner Activity

Post-reading 25 minutes

Lesson Phase Teacher Activity Learner Activity

Conclusion 25 minutes

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 LESSON PLAN: MOWBRAY: FURTHER EDUCATION AND TRAINING
Lesson duration:
Name & Surname of student: LESSON Date:
90 minutes
Jamie Aweries & Jayme Jacobs NUMBER: 23 06/05/2020
(Double Period)
Number of
Subject: English Home Language Grade:8 learners:32

Topic: Literary Text: My Children! My Africa! Evaluator's Signature:

Term:2 Week:6

LESSON OUTCOMES for this lesson.

By the end of this lesson, the learner will be able to:

1. Identify the background, setting, plot, characterisation, stylistic and literary

devices, themes and ideas.
2. Recognise the development of plot, conflict, character and narrator in a play.

3. Use different stylistic and literary devices to make writing more effective, literal
and figurative language, imagery and symbolism and diction.
4. Be able to connect and interpret the underlying meaning in performed dramatic
dialogue, ideas and events derived from the text.
5. To understand the historical events that formed a democratic South Africa and
assess how the action in the text is informed by its historical setting.

6. Evaluate how the elements of performed drama can impact the message in the
play.
Teaching methods (tick appropriate block/s) Media / resources (tick
appropriate block/s)

1. Direct 4. Co-operative learning:

instruction:
Teacher Jigsaw Textbook Magazines
presentation Work in Brainstorming Flip charts
and groups Hot Potato Chalkboard Flash cards
explanation Pairs Gallery Exhibition
Numbered walks Whiteboard Television
Question and
heads Thinking Smart Slide
answer
Co-op Co- hats Board presentation
Class op Debates Posters (PowerPoint)
Discussion Round Quiz bowl Handouts Video
Robin Jumbled Board Recordings
Group Pass the letters charts Radio
discussion hat Graphs
Practice Pictures
Overhead
2. Inquiry projector
Investigation 5. Other Data
Problem Practical Drama projector
solving work Story
Game telling Newspapers
3. Simulation
4
Role play

Learners’ existing knowledge: (knowledge on how to write transactional pieces,

knowledge on apartheid and basic life experiences.)
 ATTACHMENT Attach planned Questions Attach copies of Handouts
S on separate with answers
pages Attach Content (your own
 work)
(no copies from textbooks or
PowerPoint slides)
Time LESSON EDUCATOR: LEARNERS:
Slot PHASES
s

INTRODUCTION  Instructing learners to settle down  Listen to instruction and

and set ground rules. settles down.
 Teacher separates learners into  Splits into groups.
15 groups of 4.  Listen and follow instruction.
 Explains pre-reading activity.  Observe, present and make
mins
 Slide show presentation done by assumptions based on the
teacher. slide show presentation.

DEVELOPMENT  Shows class the video and ask  Follow teacher’s instruction
learners to make assumptions and make assumptions.
based on the video.
 Explains the aspect of the state of
 Learners listen, ask questions
emergency, the background of the
and give feedback.
play and how apartheid relates to
the play.
 Instructs class to read aloud one  Read one by one up until the
40 at a time from page 41-44 up until end of Mr M’s statement on
mins Mr M’s statement. page 44.
 Hand out the questions on act 1  Complete the activity and ask
scene 1 and instructs learners to questions if they do not
complete it. understand.
 Instructs learners to swap answer  Swap answers and mark their
sheets with a partner to be peers.
marked.  Learners share the
 Allows learners to share the classmate’s answers and
answers with the class and marks if it is correct.
CONCLUSION  Hands out the transactional task  Listen and follow instruction.
and explains what learners should
and should not do.
 Instructs learners to start with their
rough draft.  Start with their rough draft.
  Ask for assistance.
35 Moves around the classroom and
provides assistance.
mins  Tells learners that they need to
work on a rough draft and  Listens to instruction.
complete the final draft over the
weekend.  Greets and leaves classroom.
 Greets class and dismisses
learners.

Jamie Nadeen Aweries and Jayme Tiffanny Jacobs

Video

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Evidence of achievement/Daily assessment

Task Assessed by (peer or Answer to assessment

Numbe Nature of Task teacher) (attach)
r
1. Activity 1. Peers Addendum A
Act 1 Scene 1
Class activity Teacher Addendum B
Memorandum
2. Transactional Teacher Addendum C
task 1
Individual
assignment.

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Addendum A
My Children My Africa
Activity 1: Act 1 Scene 1
Answer the questions in full sentences.
1. What is the Setting of My Children! My Africa!?
(1)

2. Name the characters in the play. (2)

3. Where does Act 1, Scene 1 take place?

(2)

4. Define a debate in your own words.

(2)

5. Who won the debate between Thami and Isabel? (1)

6. In the debate, did you agree with Thami’s argument or Isabel’s? Explain why.
(3)

7. Name one theme present in My Children My Africa!

(2)

8. Mr M: “Come to order! I think it is necessary for me to remind you what a debate is

supposed to be… Enthusiasm for your cause is most commendable but without personal
discipline it is as useless as having a good donkey and a good cart but no harness.”
What does Mr M’s statement reveal about his character? (2)

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 Total:15

Addendum B
Memorandum Total:15

1. The setting of My Children My Africa is apartheid, South Africa in 1984. ✓

2. Thami, Isabel and Mr M. ✓ ✓
3. Act1 Scene1 is set at the Zolile High School, South Africa 1984. ✓ ✓
4. Isabel won the debate. ✓
5. A debate is an argument about a subject especially in a formal manner. (any
relevant answer) ✓ ✓
6. Open ended question. (any relevant answer) ✓ ✓ ✓
7. Race, education, loyalty, friendship, politics, coming of age. (any relevant answer)
✓✓
8. Mr M is a passionate and enthusiastic teacher who insists on order and who
admires intelligence. / (any relevant answer) ✓ ✓

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Addendum C

Transactional Writing Task1

Respond to ONE of the following transactional writing tasks. The body of your response should be
between 120-150 words in length. Indicate the amount of words at the end of your transactional piece.

Question 1:

Write a diary entry as Thami/Isabel in which you describe your first encounter with
one another.

(20 Marks)

Or
Question 2:
Write a friendly letter as Thami/Isabel arranging a meeting between the two of you to
discuss participating as partners in a formal debate at your school.
(20 Mark)

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 Rubric for informal letter
Criteria 4 3 2 1 Mark
Salutation Salutation Salutation Salutation Salutation
and closing and closing and closing and closing and/or
have no have few have 3 or closing is
errors in errors and more errors. missing.
placement, are placed One or both
punctuation, appropriately. not correctly
or placed
capitalization
Body of Sentences All sentences Most Many
letter and are complete sentences sentence
paragraphs and well are complete fragments or
are complete, written with and well run on
well written, no fragments written. sentences.
varied or run-ons. Paragraphs No evidence
sentence Paragraphing are of
structure is generally unorganized. paragraphin
and well done. g
vocabulary.
Using basic No errors in 2-3 errors in Several Many errors
writing grammar or capitalization errors in in spelling
conventions spelling in or grammar or and/or
body of letter punctuation spelling in grammar in
in body of body of body of letter
letter that do letter that that make
not interfere interfere in the letter
in meaning. meaning. illegible
Neatness Legibly Legibly Several Many
handwritten written, easy distracting distracting
or typed with to read with errors that errors
no 12 distracting make making it
distracting errors. portions illegible.
errors. difficult to
read.

Name: Date: Total:

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Rubric for Diary entry

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