Lesson Plan Grade 8 Decision Making

The IIE Lesson Plan Template 2023
The IIE Lesson Plan Template

STUDENT INFORMATION
STUDENT NAME Babalwa T. Mnyaka
STUDENT NUMBER St10174591
QUALIFICATION PGCE
YEAR OF STUDY PGCE2
LESSON INFORMATION
A. Lesson Details
GRADE Grade 8
SUBJECT (CAPS) Life Orientation
TOPIC Decision-making process: Steps in choosing
career category relating to individual strength,
ability, interest, and passion.
DATE OF LESSON 04 August 2023
NUMBER OF LEARNERS 42
DURATION OF LESSON 45 minutes
B. Caps-Specific Focus
CAPS SPECIFIC FOCUS (link here) • Guide learners to achieve their full physical,
intellectual, personal, emotional, and social
potential.
• Guide learners to make informed and
responsible decisions about their health,
environment, subject choices, further studies,
and careers.
REFERENCES • Department of Basic Education (2011). Curriculum and

E.g.: Department of Basic Education Assessment Policy Statement (CAPS), Grade 7-9 Life
(2011). Curriculum and Assessment Orientation.
Policy Statement (CAPS), Grades 4-6 • Shuters Top Class. Life Orientation. Leaner’s Book.
Mathematics. Retrieved…. from
Barker, T. Christiaans, D. Blues, T. Dickenson, J. (2013)
http://www.thutong.doe.gov.za. p.
• https://youtu.be/zhpcgpqWc1Q?si=Gu6chRV2KXb-
rGOU
1
TEIP5119 /TEIP6219/TEXP6219/TEIP7319/TEXP7319/TEIP7419/TEXP7419/TESF7112p/TESF7112w
C. Summary of the content to cover.

Briefly describe ‘what’ content you need to cover. This will inform the lesson objectives and
choice of teaching strategy.
The lesson of today will focus on decision making, it will focus more on steps in choosing
career category relating to individual strength, ability, interest, and passion. The lesson will
assist learners to be equip when they need to choose a career.
D. Lesson Objectives
List the objectives for this specific lesson below. Use the verbs from Blooms Taxonomy to frame
your objectives.
1. By the end of this lesson, learners will be able to recognize career categories
2. By the end of this lesson, learners will be able to distinguish between their passion and an
interest.
3. By the end of this lesson, learners will be able to have a knowledge of which subjects to choose
for their future careers.
4. By the end of this lesson, learners will be able to identify their abilities and interests.
E. Curriculum Integration (if relevant)
Briefly describe how this lesson integrates content, skills, or knowledge from other areas of the
curriculum (if relevant).
This lesson integrates with different subjects. Learners must have the knowledge of other subjects
to be able to choose their future careers and understand their interests and their abilities.
F. Rationale for Lesson Design
2
Consider the following questions and write a paragraph that responds to these questions in the
space provided below:
1. How does the knowledge of this topic inform choices for learning design?
• What is the main idea/s and most important things to know about this topic?
• What ways of thinking and doing are important for learning this topic?
• How do these inform the design of learning tasks and sequencing of lesson steps?
2. How do learners and their diversities inform choices for lesson design?
• How have you considered the learning support needs in this class?
• How have I ensured that all learners may participate and learn?
3. How do opportunities in this context inform choices for lesson design?

• What possibilities and constraints have I considered?
1) The most important things about this topic, is for learners to be able to recognize career
categories and to have a knowledge of which subjects to choose for their future careers.
This topic will assist learners to distinguish between their passion and an interest and to
identify their abilities and interests. This lesson needs to be applied and learners’
engagement is needed.
2) It is important for learners to be able to make right choices about their future careers.
This lesson will assist them to make good decisions about their careers. The videos and
pamphlets provided by the teacher will assist learners into making these good decisions.
3) The constraints will be the learners in this class are more than forty, it is going to be
difficult for the teacher to reach every learner. Group work will be chaotic, the teacher
will have to utilize smaller groups or learners will have to work in pairs if she wishes to
group learners. The learners home language is isiXhosa, the learners will not understand
the content if it is only taught in English. The teacher must explain key points in isiXhosa.
G. Teaching and learning strategies.

Select the teaching strategies you will Justify your choice/s of teaching strategy/s below
employ that are suitable for each phase of by explaining the strategy (with references) and
your lesson, for your content and context. how this strategy will be used in this specific
Note: You can select more than one strategy for lesson plan.
each phase. Delete if more than one strategy is • Direct instruction
not required in each phase. • Inquiry-based learning
• Small group work
• Play-based learning
Introduction: • The teacher will introduce the lesson and
• Direct explain what the lesson entails.
instruction • The teacher will ask learners’ questions so
that she can work from known to
3
• Inquiry- unknown. By asking questions, learners

based can get involved in their learning.
learning
Teaching and Learning Phase:

• Direct instruction • Direct Instruction: In the beginning of the
• Small group work lesson the teacher will explain what is
entailed in the lesson.
• Group work will help learners to learn
from each other.
Conclusion: Play-based learning will provide opportunities for

Play-based learners to develop a sense of the world around
them through inquiry, exploration, interaction, and
problem solving.
H. Lesson Phases
Phases Write, in detail, every element/step of your lesson for each phase. Include time on task for each phase.
The teacher will introduce the lesson and write it on the board. Decision-making process: Steps in choosing career category
to individual strength, ability, interest, and passion.
The teacher will play a small video clip from her laptop. The teacher will tell the learners to be very attentive as she is going
them questions after the video clip. “How to choose a right career path in 7 simple steps”. 4 minutes
https://youtu.be/zhpcgpqWc1Q?si=Gu6chRV2KXb-rGOU
Teacher will ask learners questions.

1. What is the difference between abilities and interests?
Abilities are the natural strengths that come easily to you without making special efforts. The interests are
activities that you enjoy; doing these gives you satisfaction.
2. How can you choose which career to follow?
Make a list of your hobbies.
3. How do you identify your personality traits?
You may learn a lot about your personality by observing how you come across to others and how they rea
By increasing your self-awareness, you can learn more about your personality, but you should be careful to
making any rigid or unfounded assumptions about who you are.
3 minutes
4
Teacher will write some keywords on the board and explain the in isiXhosa:
• Decision-making
• Strengths
• Abilities
• Passion
2 minutes
• The teacher will explain to the learners that, choosing a career is one of the biggest decisions learners can make in t
• The teacher will direct learners to their textbooks in page 103 for the step-by-step decision-making process. The tea
explain each step-in detail.
• Teacher will give learners the handouts of Skills shortage & skills gaps in the Eastern Cape.
5
6
These skills lists will assist learners on which careers to choose from, as the rate of unemployment is very.
high in the Eastern Cape.
• Teacher will ask learners to do the activity in their textbooks on page 103 numbers 1-4, they must.
do it in their life orientation classwork book, and they must do it individually.
28 minutes
The teacher concludes the lesson by giving the leaners a crossword puzzle which will assist them to conclude the
lesson in an informative and fun way. This short exercise learners must do it in pairs.
7 minutes
• Questions at the introduction, to formulate how much the

learners know about the topic.
• Classwork activity done individually.
• Crossword puzzle to test learners how much they have
learnt in the lesson.
LESSON REFLECTION
B.Ed. Year 3 and 4 (only) and PGCE TESF7112p/TESF7112w

(Answer the following questions after each lesson)
What was my most challenging moment in this lesson and why? How will I respond next time?
To what extent were the learners productively engaged in the learning process? Discuss.
If I had the opportunity to teach this lesson again to this same group of learners, what would I do
differently? Why?
What evidence/ feedback do I have that the learners achieved an understanding of the lesson
objective(s)?
Any additional reflections?
7
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Signature OR
Mentor Teacher’s Date:
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Student’s Signature Date:
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The IIE Lesson Plan Template 2023

The IIE Lesson Plan Template

REFERENCES • Department of Basic Education (2011). Curriculum and

C. Summary of the content to cover.

F. Rationale for Lesson Design

3. How do opportunities in this context inform choices for lesson design?

G. Teaching and learning strategies.

• Inquiry- unknown. By asking questions, learners

Teaching and Learning Phase:

Conclusion: Play-based learning will provide opportunities for

Teacher will ask learners questions.

• Questions at the introduction, to formulate how much the

B.Ed. Year 3 and 4 (only) and PGCE TESF7112p/TESF7112w

Any additional reflections?

The IIE Supervisor’s Date:

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