SANTS Private Higher Education Institution
GRADE R LESSON PLANNING FORM
1. SCHOOL XXXX
2. DATE 3. TIME / LENGTH OF PERIOD e.g. 40
XXXX minutes: 40 minutes
PLEASE NOTE THAT THIS LESSON PLANING TEMPLATE IS AVAILABLE IN ELECTRONIC
FORMAT ON MySANTS
4. LEARNING PROGRAMME 5. TYPE OF LESSON or ACTIVITY
Mathematics (Name and describe the lesson or activity)
Literacy Life skills – Identify and name body parts
Life skills (include how many of each)
Term 1 – Grade R CAPS (Add reference as
stipulated in guideline provided by
MySANTS)
6. THEME
My Body
7. CRITICAL OUTCOMES (tick boxes) 8. DEVELOPMENTAL OUTCOMES (tick
Identify and solve problems and make decisions using boxes)
critical and creative thinking. Develop entrepreneurial opportunities.
Reflect on and explore a variety of strategies
Work effectively with others as members of a to learn more effectively.
team, group, organisation and community. Participate as responsible citizens in the life
Organise and manage themselves and their of local, national, and global
activities responsibly and effectively. communities.
Collect, analyse, organise and critically evaluate Be culturally and aesthetically sensitive
information. across a range of social contexts.
Communicate effectively using visual, symbolic Explore education and career opportunities
and/or language skills in various modes.
Use science and technology effectively and
critically showing responsibility towards the
environment and the health of others.
Demonstrate an understanding of the world as a set
of related systems by recognising that problem-
solving contexts do not exist in isolation.
9. PRIOR KNOWLEDGE (What do the learners 10. FUTURE LEARNING (What new
KNOW at the start of the lesson?) knowledge will be taught in the NEXT lesson?)
At the start of this lesson, the learners need to know: Function of different body parts (Add
reference as stipulated in guideline
That they have a body and that it consists out of provided by MySANTS)
different body parts
Know how to count up to 10 with guided support
from the teacher
Knowledge of the song “head, shoulders, knees and
toes”
11. OBJECTIVES OF THE LESSON (incorporating knowledge, skills, values & attitudes):
At the end of the lesson, the learners will be able to:
Identify and name main body parts
Identify number of main body parts
12. ASSESSMENT STRATEGIES
At the end of the lesson, I will assess whether the learners have achieved the objectives by: (refer to the
assessment method and tools here):
Formative Assessment (observation)
Observation tool : Observation sheet or checklist of learners’ performance
13. LESSON PHASES 14.1 LTSM
13.1 INTRODUCTION (Describe the resources and media you
will be using in the introduction phase
(Give a detailed description of how you greet the learners, how you set the atmosphere for
of the lesson)
the new lesson, how you activate the learners’ prior knowledge, and how you create a link
between what the learners already know and the new knowledge that you will be
presenting)
The learners will sing the song “Head, shoulders, knees and toes” with the
teacher. While they sing the song, the learners and the teacher will
physically act out the movements associated with the song by referring to (10 minutes)
each body part mentioned in the song.
“Head, shoulders, knees and toes, knees and toes
Head, shoulders, knees and toes, knees and toes
Eyes, and ears, and mouth, and nose
Head, shoulders, knees and toes, knees and toes”
Teacher needs a poster of a human body – this should be provided by the Poster
Department of Basic Education. Alternatively, the teacher can draw a basic
sketch of a human body and label it herself.
14.2 LTSM
(Describe the resources and media you
will be using in the presentation phase
of the lesson)
Pen/Pencil
Scissor
Paper
(15 minutes)
The teacher uses the poster, while the children are seated on the carpet, to identify,
name and count the main body parts they can see in the poster. This activity is
teacher-guided, so the teacher is the only one that speaks in this section.
Prior knowledge linked to new knowledge: The learners should know
that they have a body with different parts. Basic knowledge is needed such
as knowing a person has eyes, a mouth, a nose etc. This knowledge will
be used to build on the quantity of the body parts as well as new
vocabulary that they might not have known.
13.2 PRESENTING THE NEW CONTENT
(Give a detailed description of WHAT content you are presenting, HOW you will be
presenting it, and WHAT THE LEARNERS WILL BE DOING):
What content:
Different main body parts in the human body
Which skills:
Identifying body parts
Naming body parts
Identifying quantity of each body part
Cutting using a scissor
Pasting using glue (Pritt)
What the learners will be doing:
The teacher asks two learners (a male and female learner) to indicate
where their different body parts can be found by active engagement and
comments from their peers. This activity is thus child-directed. The
teacher also emphasises the quantity of each body part by counting out
loud.
The teacher will and give a brief definition of each body part (since the
functions are not the objectives of this lesson):
The following can be used as a guideline:
We have two ears that we use to listen to music or people talking
We have two eyes to see the wonderful world around us
We have one nose to smell the delicious Pap mother has made
We have one mouth that we chew our food with
We have one face and one neck
We have two arms that we hug our friend with
We have two hands that we use to bake mud pies
We have ten fingers that we use to count with (count 1 2 3 4 5 6
7 8 9 10 – integration with Mathematics)
We have one stomach (tummy) where our food goes when we 14.3 LTSM
are finished eating (Describe the resources and media you
We have two legs that we run with will be using in the consolidation
We have two feet that we can stand on phase of the lesson)
We have ten toes that we can feel the grass underneath our feet
with (10 minutes)
This activity is also integrated with Language (first additional or home Newspaper
language learning). Pen/pencil/koki
Magazine
13.3 CONSOLIDATION Scissor
(Detailed description of how you will consolidate the new knowledge, as well as how you Glue
incorporate assessment of the objectives and how you will wrap up. Please also mention
here any HOMEWORK or FUN WORK that you will give the learners):
For the consolidation of this lesson, the learners will receive an A3 paper
in groups with an outline of a human body on it. The teacher can draw the
outline on a newspaper if he/she does not have any other paper to use.
On the outline of this body, the learners have to paste pictures of different
body parts in the correct place, e.g. an ear should be pasted next to the
head, a nose has to be pasted in the middle of the face. If the teacher does
not have magazines or newspapers where the learners can cut the pictures
out, the learners can draw the different body parts in the outline.
This activity is thus integrated with art but also supports consolidation of
the new knowledge.
15. REFERENCE LIST
(List all the text books, workbooks, websites etc. that you used to prepare
this lesson)
Add reference as stipulated in guideline provided by MySANTS
16. REFLECTION ON THE LESSON
(Briefly discuss what went well, what did not go well, and what you feel
needs to change before you teach this lesson again)
Did the content relate to the learners’ life world?
Were the learners actively engaged in the lesson?
Were all objectives addressed?
Did the learners grasp the new knowledge?
Did the learners build the new skills?
Identification of learner support:
Identification of learners experiencing a difficulty with:
Auditory discrimination
Visual memory & discrimination
Fine motor coordination
Gross motor skills
Assessment of skills:
Skills Remarks
A(Achieved)
S (slightly achieved)
N( needs attention )
Identify the different main
body parts
Name the different main body
parts
Identify the quantity of each
main body part
Indicate comprehension of
the new knowledge by posing
informal questions related to
the content
Total time: 40 minutes
