51/0/2025

TPF3703/ASSESSMENT

ASSESSMENT 4/0/2025

Teaching Practice ll
Assessment 4
Grades2 and Grade 3

TPF3703
Year Module

Department of Early Childhood Education

your module.
This tutorial letter contains important information about

Only online assessmentsare accepted.

Grade 2-Two weeks

-
Grade 3 One week

Define tomorrow. UNISAI university

of south africa

Open RRutbrcc
 51/0/2025
TPF3703/ASSESSMENT

ASSESSMENT 4
GENERAL STUDENT INFORMATION
INFORMATION FOR WHICH WE
ASK.
PROVIDE ALL THE

Student number
Student name and surname
Ms/Mr
Postal address

E-mail (your myLife e-mail

address)

Contact details

at your school
employed
Are you permanently
of placement?

or an assistant teacher at your

Are youan intern
school of placement?

sector?
outside the education
Are you employed

STUDENT SIGNATURE

Name and surname

YOUR RESULT WILL BEA ZERO.

INFORMATION,
IF YOU PROVIDE INCOMPLETE
 UNISA
6 STUDENT DECLARATION
BE A ZERO.
WILL
RESULT
IF YOU MAKE AN INOCOMPLTE DECLARATION,YOUR
work.
4 is my own
Assessment
declare that

I take note of the following examination rules:

have used are mny own.

the photographs or ideas that
l
All

of the workbook, and it is in safekeeping.

Thave kept a copy
know must submit the
l
correct Assessment 51. for another
or part of
I it,
work,
submitted this
Ifurther declare that I have not previously

assessment.
studentwith a copy of
my Workbook tO

TTurther declare that have not provided any fellow

I
use for their own assessments. and that
must be original signatures,
the signaturesin t my assessment
l am fully aware that

may be cut and pasted into the documents.

no signature
submissions will be allowed.
As this is a final examination portfolio, no resubmission/late
examination portfolios.
There is no opportunity for a remarking of final
practice at my
Imust submit this assessment after completing the school-based teaching

school of placement.
will, consequently,
dishonest, and disciplinary steps
Any plagiarism found will be considered
be taken by the University.
that you take from the internet, PROVIDED THAT you are
You may only use photographs
given permission to find photographs and ideas on the internet.

Name and surname:

Student number:

Date:
Signature:

12
 51/0/2025
TPF3703/ASSESSMENT

UNISA esty

7 STUDENT'S DECLARATION FORM

sign to be able to do module TPF3703.
and you MUST it
is COMPULSORY, for ALL
This declaration form (against plagiarism)
declaration form on academic honesty assignment, when
Complete the student THE FORM to the FRONT
of each
and ATTACH
your written assignments
you submit it to the University.
(truth and
legitimacy) f each
is to ensure
the authenticity
form
The pupose of this declaration place.
written assignment
and that actual learning took
this declaration form. result in the
You must complete and sign to have committed
plagiarism could
found
form and/or you being
You not signing this
withdrawal of your
Assessment 4.

DECLARATION BY STUDENT

name of student), do
hereby
(Full

declare that

work presented in this assessment is my own.

All the
1)

understand the consequencesof plagiarism.

2) l

the following Unisa

policies:

I have read and understood

3)
Infringement and Plagiarism
3.1 Policy for Copyright

3.2 Policy on Academic Integrity

Student Disciplinary
Code
3.3

Date:
Student signature:

Student number:

Contact phone number:

Witness:

Date:
Signature:

Contact phone number:

13
 TPF3703/ASSESSMENT 51/0/2025

Lesson: I Date: Grade: Duration: 4Minutes

Signature:

Theme tlumbers and Countnq Topic of lesson mraducton toountn

LESSON OBJECTIVES/OUTCOMES

Ie0 S
By the end of the lesson,learners will be able to:

-Reogni2e and name numbers

-Count cects up to S Usinq one-to-one corresporden ce
Deveroe
artcieae
oral UOatulary
n simele
LESSON
songs
INTRDUCTION
md thyms inoluing nuS
O Greet Smile cnd Inttodunce the
leamers with a ttare
The Leme oe:umbers and Low to aunt.
eui ouo larqe 01Sua alds 0f nurrers toS
(3Iu' ask leames Sieie aueSHorS Such as Cm
me o4 or tingeS hou man eary dd
THE MAIN PART OF THE LESSON.
Activity
1
Ttraluce each number CitoS) ushg fachcards- for
ecch humber, dispiay Orspoding oects.(e3, I aele
9 LasD Ount the oLleotS diound s aass. a

.Ue
Activity 23
Teacher activity (Whatwill you do and say) Learner activity (What will the learners do and
ead iearnes uHth set ay2
Theu uM
Raetlce atr Set
CCHers•
enonste ali couIrtt'ng c OF oL)ects hlle4Lioy touc
item oniy chee
ea once
CoTFesording
uv ve Saung e
nume aloude hore
and count
Pares
er
h
COMrHts
rlneoce-ecaA
Activity 3: Tally Chart

Teacher (Whatwill you do and say) Learner activity (What willthelearners do and say?)

u
activity

he 4end.e retraleThe uil faeticipatem Singinc

nd Perfom
asinnple caunttng
as Fiue littie
ucKt.s y+eHym
curaqe Song t acanc
learners t
and epetHor

25
 LESSON INTEGRATION

Leamers deueop
Language: dl vralary by naming
humbers ond Ojetresponele
onguage nd parttciAtte Sengs.
Life Skills:They i Ge enqaged 1n group aGHUles
HLat oster socal intera ctions and actve
Paricipatlon.

Which strategies did you putin place to accommodatelearners with different abilities?

sua aids (\arce anel coouFu Cards).

f Honds-on aGHuHes
fPeer Support THE CONCLUSION OF THE LESSON
The conclusion of the lesson

Recopi Recaphe nunmers lamed by shawlney

tie iah cards cqan. Iwill Prase leornes
for their fortcfaton.
Leamers Te ul SLoe the ad{e-H
|eplced rost. Te ui clot rurnLe 1t
S foqetteru
ASSESSMENT
Assessmentactivity and explanation. Include or
attach the activity. (How will
outcomes/objectiveslaimswere achieved? you know if your

Te
inFonal
assesShent il e t Porma\ o
Informal potciPate Ina clccs dIscussion .
Forna| using uorSLeets

26
 TPF3703/ASSESSMENT 51/0/2025

Teacher Activity (what will the teacher do Learner activity (What will the learners do and say?)
during learner activity)

f giue leamers work- conntho oLjecte lp eac

SieetS Pictures
Lox alouc
uecs
w

n qreuPS Circle +t.e coret NumLer

tqive clect Instrlctkns ttot matcies Le quantity

fwan arcund
ard OLserve
tho show teacd.ety their compie
classroom te ceorK when ensLedo
|earnesad Cffr help,

0
How can or did you cater for learners who need enrichment or those who have special needs?

aue e \orqe nmbers coun- cnd ate

one-cn -cne Srpor durng coutn
Led sual aids and epetted instucttons
Slol Cd clearl.
how
Paste the Resources

0number
used and state

flash Cardl
they link to

s Clto)-Te
the lesson.

u elearn
se 1n
aGlutyt to Iotrodu e tle toprC. Help S

4O Uscait
nomes,
Connec ndmeras 4o Sdker nunUer

)Countinq oblects (bottle

tos)used io

o-t0 Pra me-to I07e Corespondence.Tha

PhusiCal Coum each tOP
ctlce

. un e
sayin +he
umGer elbud
() Hurmber chat •te \eorneS UEcalice twe orde

4 tory form bocK port opthe ltro ducton

and iwes ccntet for he numLerS.

27
TEACHERIMENTOR EVALUATION

How did you assst the stuent wih the planning?

dd he student provide the completed lesson plan to you? (Belore or ater the lesson)
When

Almost Achieved Excellent

Question to be answered Not yet
Planning
achieved. achieved.

1 3
Outcomes Were the outcomes achieved?

Concepts and Werethe concepts and new knowedge

new knowledge
of the lesson
explained?
Comments
4
Differentiation Were the types of questions posed

of leamers with different

provided accommodating

(enrichment learning abilties?

learner suppor/ Comments

concerns)
Almost Achieved Excellent
LESSON PRESENTATION Not yet
achieved. achieved.

1 2 4

Was the introdction relevant?

lesson
of Was the introduction interesting and did
it
capture the learners' attention?

Was prior knowedge inchded?

Introduction
with the learning
Was the lesson content aligned

outcomes
?
Comments

Were the actvtes appropiate for the grade?

lesson
of
Was the lesson leamer-centered?
Body

Did the student use rhymespoems/

songs listening comprehensionart actvity or any

other actvity to consolidate the lesson?

Was the lesson integrated with other subjects?

28
 TPF3703/ASSESSMENT 51/0/2025

ASSESSMENT

Assessor What type of assessment was used in the Selfassessment

lesson? K Peer assessment

X Teacher assessment

Type of X Participation (answering questions, reading activities, dialogue, role play)

activity X Witen work (writing exercises, essays, making models, drawings. painting, etc.)

X Demonstrations (physical demonstratons. performing actions, experiments, etc )

Models (collages, artwork, constructions, etc)
3) Strategy or X Questioning X Witing X Reading O Reviewing
methods X Listening X Observing O Interpreting D Watching video

STRATEGY Not yet Almost Achieved Excellent

achieved. achieved.

1 2
Wasit the most suitable strategy?

Were learners actively involved?

Assessment X Checkist X Analytical rubric Other (give details)

instrument X Assessment scale Interpretng rubric

Were the assessment instruments used appropriately for the grade?

yes
Was incusivityvisible in the use of these instruments?

MENTOR Teacherimentor reflection:Le He? 1eaclet Prefer

REFLECTION

enaagtaf ctveiu
RESOURCES Not yet Almost Achieved Excellent

achieved. achieved.
1 2 3

Werethe resources suitable for the lesson?

Were the resources visible to learers?

Did the resources used enhance the learning of the new content for all

learners?

Mentor name: Mentor signature:

29
 TPF3703/ASSESSMENT 51/0/2025

Lesson: Signature: Date: Grade:9 Duration: 4Minutes

Theme um qperatton S an Topic of lesson: Curting oJectS
LESSON
she
OBJECTIVES/OUTCOMES
By the end ofthe lesson, learners will be able to:

(U Cyects ustng correct

caunt nnLer Order staecde)
6-matd One nunner to one oect

*
G) cut nnX oe

Gree [eomes
SLoe learmers a {ra
Lottle topS,toy animalsJ
a

}jeS
LESSON INTRODUCTION

Sort
rh ountin
miyed ecs
Sang.
Cors

Ask cC
Can yOu Coot Hese
+ dieferent )
Let earnes esond ond dscLSS Lahe-Can CouHt

|
THE MAIN PART OF THE LESsON.
Activity 1

Lcu |earneeS nurnberS fne fror o0.CCun-{ |- aSHt

1earners ul'1e Poirtng +
CCuH Qt
nunyer•
ec motc Te iL
Activity 2: Count and
*Hor ut Snall
Teacher

,lobloos
activity (Whatwill you do and say)

Ceq.7
Learner

say?)
activity

They Say
(What will

oneCpace)
the learners do and

tons ccout
*Say ach oL)ect nd Cplace utl Seuen.
pcce One ndser Card ne t PAGERer Cards neyf -pthe
Activity 3: Tally Chart

Teacher activity (Whatwill you do and say) Learner activity (What wil the learners do and say?)
(eameS atyTe
* qiue LeCners Caua-one ,tO to
mixedOJects eg scoins, ten. here are io
3 LedS, Stone things.
ou Count
ay
ae Con
Ouec tcqefar?

25
Language:
numbers
use OOrS
as words.
LESSON INTEGRATION

IiMe CCUH nore, 1ess , od cre

Life Skills :LsacS
h Courfln irporam 1n s
.
fe (e)Soringtoys or Snachs.

Which strategies did you put in place to accommodate learners with different abilities?

e Concrete dljeeS and ndnLer carls.

+ gue more tie
ad Indivsual SuFport 4o Stunq/es.
C estra callenqer and far leaners For pek er

+
THE CONCLUSION OF THE LESSON
The conclusion of the lesson

as \earners ua te teorned aua Caotn)

1earnerS Sare someLn the Faund fum
C
Reeu
Let
not ea:
+he Flue Cou~tl uoHLSe ec ciorrt

fXamp|es
eplain +-e uorSee CSgecsrme,
ASSESSMENT

Assessment activity and explanation. Include or attach the activity. (How will you know if your
outcomes/objectives/aims were achieved?

Tue csSesshmet atlUt wil Le Formal and

tnforale
formal uslnq worksheetf.
tlofomal-y Le engaqed ina as S

class fscton.

26
 TPF3703/ASSESSMENT 51/0/2025
TeacherActivity (what wvill the teacher do
during learner Learner activity (What will the learners
activity) do and say?)

Cseead+e
mers drin
|ea CoreleteaurkSbe.hele
cworkt
|Sheet ThCooint ttems ineac
*Ask Aasthe
questonS tiMe Lox ad clrtte +ie tq|.
Hos did acont-lcm
d yul Cou each ani
aNce)
How can or did you cater for learners who need enrichment or those who have
Fa Iearners ut
SpEIal nedS I
CjeeS For outing and proukled used realHanqibIe
special needs

ond extra tme. ne-on–one Suft

Enmciment Gaue calienqer iike countihg
ackuad'orsiP-coutlng.
e
Paste the Resources used and state how they link to the lesson.

()HutnLer line -Sports

cOutiney
AaLle order teuquOa
Catna o)ecsCbocs, ons, ods, 4
Supots one -on-one ,abSiraetton, ard cardiraint
(3)Munner cords \erp lOrntrs |ink numbers

4o Set size:
(worseet
Principes
usedo sss al\ cine

27
 TPF3703/ASSESSMENT 51/0/2025

Lesson:3 Signature: Date: Grade: 1 Duration: 4Minutes

Theme Heatby lioing Topic of lesson Readinq and buldng
LESSON OBJECTIVES/OUTCOMES Sentencet wHh word Cardg
By the end of the lesson, learners be able

use
will to:

od cards lo eannc ful Samerces u(k

*Pecding simpIe senences aod uSInc recota cuord
fuecu
and
hdeHand' ctie SatenceS:
LO meanina
LESSON INTRODUCTION

+SLc aPCure cea Leaeod edren

o
exEFCIS\ney

Askwhat dop
Oe fue cibre dolne
See on te picure . wslat

*Eoin tvc tue N rec crd Lad eerces

dot eaiL 1e Srey uOrd cords
Activity 1
THE MAIN PART OF THE LESSON.

Show learners Sng1e cords ards. ound

Ct eah wGrd and expian Hs man)ney.
Activity 2:
Teacher activity (Whatwill you do and say) Learner activity (What will the learners do and
Denotratehoo to Lwuitsay?) Come ueoun
a *

Carde.
semcee uH 2-4 0
fsK alearrer i eSenteeeG. Hek
el,
UP ard Guid asar e Usiny
Activity 3: Tally Chard

Teacher activity (Whatwill you do and say) Learner activity (Whatwill the learners do and say?)

nces tte Lard

on Reaetenc es albud
eau Sertences cut od quegticns
UHh \earneSo Ask rohension
questions

25
 LESSON INTEGRATION

Language: UocayAOr deue lCr7erCR,nK,

fruitt, mik Seence StruCIre

+ear Lasrs
|Lieshils C eCH\ne UUel, Siay
atlue)

Which strategies did you put in place to accommodate learners with different abilities?

elfr dífeicute
allow mare Hme and peer SUpport
eanec credre and UUHe
CONCLUSION OF THE LESSON
THE
an ew SeenceS.

*+e
The conclusion

Reuew
of the lesson

saMences ut•
te
eu cCCavulat and sore oe
Reeet on cihat learners haue learned.
expain he workseet Lesed asesmt
acluity
ASSESSMENT

Assessment activity and explanation. Include or attach the activity. (How will you know if your
outcones/objectives/aims were achieved?

Inforrnal Serue learnets L ll ard read

Fornol -proUle a worheet wHh Or Cards

Prio t te Lotom.

26
 TPF3703/ASSESSMENT 51/0/2025

Learner activity (What will the learners do and say?)

Teacher Activity (what will the teacher do
during learner activity)

Cut and part uord Card

Nontor and assist y

Snaces es
y

the Read teir

leamers durtng
dlcud
aturty
t Ask quetlon Draw a Mlatchiny
ficture

learners who need enrichment or those who have special needs?

How can or did you cater for

used and state how they ink to the lesson.

Paste the Resources

wOrd cards Heie earners blild ad read

Seces.
+Pcores cf eath Cood atu+\er -
ord
Provides cotet and meanney.
tSSesS Saences -uildin
s
+JOrYSheers-
and radiney Comprehension

27
 TPF3703/ASSESSMENT 51/0/2025

Lesson: 4 Signature: Date: Grade: Duration: 4Minutes

Theme My Cornmunit Topic of lesson Buidng and readng

Senences Clsin $entenee Lot
LESSON OBJECTIVES/OUTCOMES
By the end of the lesson,learners be able to:
* te correet Gginin and end of0 Sece
at
y-Read and COnplete entenoes.
will

*Lndestand +e meann e cdL entenee

LESSON INTRODUCTION

fshoing pieteres of ifferent (onun y heres

(eq) doctors,teachers, poie officer.

Exelain 4o -ern to t
Serterees aort Pecpe cdo
u) are
ep read

THE MAIN PART OF THE LESSON.

Activity 1

o
hsfkaytLe
"Semence cor
Read Lae aold
Activity 2:
Se-ece
| naC
.orners-eee
olues Cn-Le oar
The, octor hees siK PeoPe
(Whatwill and say)
Teacher
Siue eac qroue a
activity you do
Set of
Learner
say?)
activity (What will the learners do and

Cu- scHences alues.

*eltern r30+0 tLe Sertece ave. ReOd
aue O 0ke eall ceenceCorn pee en encee aod.
Activity 3:Tally Chart

Teacher activity (Whatwill you do and say) Learner activity (Whatwill the learners do and say?)
ui tel learners ta Coo *DrouapICure 0facornrn
Se ie fauourtte Saher y errer based dn +Let
brau Picerete Sroc Sereree- say +het senierce
UcHt SalUd
rneanS dsK o he Ctaco.
leamers to draw and
read the sertencot

25
 LESSON INTEGRATION

Language: Setence Conttuetton, Vrasutary Cuerus

ike hele, teach,care
Life Skills:
UnderStande ro\e o ommnHy
nelpers.

Which strategies did you put in placetoaccommodate learners with different abilities?

Uce usual fOr ord SuPro.

* dlbd peer asSLsanee durng mateling
Prode certtence
THE
Sartes for le0ners
CONCLUSION OF THE LESSON
.
The conclusion of the lesson

aSK learners UUat tLe \eorned Co Sentere

+etences
Repea Gne motoer utthe
Class
Let \eamers gare t toy buiit an
learned

ASSESSMENT

Assessment activity and explanation. Include or attach the activity. (How will you knowif your
outcomeslobjectiveslaims were achieved?

nfornal -recdr
Caser Je leamners durn niateine aond
4ask
workseet w h 4--s
fonol alue leamers
Seerces hclwes ond asKte fo mnath
andguethe
Stenee. toqether to fom f

26
 TPF3703/ASSESSMENT 51/0/2025

TeacherActivity (what will the teacher do Learner activity (What will the learners do and say?)
during learner activity)

-Gude leqnerand ¥ Nlatct, paste; and read

Chec For Corret he Senenc e
matches. a Prture for ono
Ask learners (FtLe
D

Sentenee nac Se

*How can

*Comrnut
or did you cater for learners

hoe Cards-Teac ceece stucre

Seence
ard oonin
elper SUaS- Srort Cenpreheng oh
who need enrichment or those who have special needs?

and vOCaGularyo t read

wotk sheets- assess leomersoilty
f
nder02d aru CafMo Saeceo
Paste the Resources used and state how they link to the lesson.

27
 TPF3703/ASSESSMENT 51/0/2025

Lesson:S Signature: Date: Grade: 1

Duration:4Minutes
Theme Reding ond ComerehenSO Topic of lesson Moelled teading
LESSON OBJECTIVESIOUTCOMES
By the end of the lesson, learners will be able to:

denF caraces, Setn, ond Pl In a

@Lean heu cocablar From Contt
omtehension ckils:.
Dennstrote listentng
RSprd to quesHons'aut te
LESSON INTRODUCTION
sor

Co Askinq learner s 1e they tenenter how tey pert on tuein

frst da Sao
SLoal er -e baoK ond ack uat Le ink +e
orn rniqLt Se aout.
( BreFy expain tat the teaaer wll raad the sory
qod and t fst tisten Corefu.
THE MAIN PART OF THELESSON.

eoen Activity 1
+he Caer dd re +5e tle. heto
Fuet reading with expreESIOn and qestures. sop at Ke
Ponts o exAin dieeIuit
Activity
2:
Teacher activity (Whatwill you do and say) Learner activity (Whatwill the learners do and
Rek auestons ike say?)

who 1S1Learners ansuwer ouesHons

he nain Clarater
ere doe te sto 4a Po Ora-ond poancpoe 1n
Prdbe5 TLe encounethe dscursion.
tot
Activity Tally Chart
3:
Teacher activity (Whatwill you do and say) Learner activity (Whatwill the learners do and say?)

f uose 3-9 new words Repeat the wod oter the

rcm te Stord eacer
4e thnk
rHe eac
Loard
Lord 07-e cay urH +e

25
 LESSON INTEGRATION

|Language: focus on Uocayuo~ frorn +e Gor•TaK

of Saool and
emclons Hhe ss4 da
aboUH
Life Skills: ayO0 how we
ernHons
can he\p
on
a
+he fr
fHend who peels
dc of
Saoo) and
Sared.

place to accommodate learners with different abilities?

Which strategies did you put in

t clse wstut usual ad CLook tlustrotons

Exeoined reul ords clear

aloed eer Surrort drh dscusons
THE CONCLUSION THELESSON OF

The conclusion

SurnnarsIe
of the lesson

what harp ened inoSHoyoond

c
urdersordn
AS . \ecrners \earned abort recdir

Can O
we
today
a or
?
Le rne one
yo learn
new
fron 4ve Story
uore ou heard
)
ASSESSMENT

and explanation. Include or attach the activity. (How will you know if
your
Assessment activity

outcomes/objectives/aims were achieved?

forral- Ster 40 learners oral rePoses uring

1nforral- Prouid e a cortt o sree wH +e

fbuir:
Circle o correot Settiney

26
 TPF3703/ASSESSMENT 51/0/2025

TeacherActivity (what will the teacher do Learner activity (What will the learners do and say?)
during learner activity)

hand Out euo1-* CornPle-te

Ask
-e uon€et
where needec
Sheets and quide help

learners as needed,

How can or did you cater for learners who need

enrichment or those who have special needs?

Peca needs :eamers Con 1sten apin -e +-e Sor

o\ooKat Pere ustre audio CardS•
enricnert :Leamers unte {drauhee
Story

Paste the Resourcesused and state how they link to the lesson.

(13 Stor booK- tinks

Servin as +e core te for readinc
Pctures / fl0sy e2rds cSed +e Supeot uoch
y and aaracers unders4andine.
BworkSheets Heps agars Undertoardinoy oe
GAorg elerments Caaecters.Sertiney

27
LESSON 6: GRADE 2: LESSON: Integrating Language Skills in the Classroom (Speaking and Listening
Skills with Reading and Viewing Skills)

LESSON PLAN TEMPLATE

Lesson Lesson 6

Signature

Date

Grade 2

Duration 30 minutes

Theme Animals

Topic of Lesson Integrating Speaking, Listening, Reading & Writing

LESSON OBJECTIVES/OUTCOMES

By the end of the lesson, learners will be able to:

1. Listen carefully to a story.

2. Look at and interpret pictures.

3. Talk about the story in a group.

4. Write short sentences based on the story.

LESSON INTRODUCTION

Introduce the topic to the learners by:

1. Showing the cover of the story “The Lion and the Mouse.”

2. Asking learners what they see in the picture.

3. Asking questions like:

o What do you think the story is about?

 o Have you seen a lion or a mouse before?

THE MAIN PART OF THE LESSON

Activity 1: Story Reading with Visuals

Teacher activity:

 Read the story aloud using a big book or digital presentation.

 Point at the pictures as you read.

Learner activity:

 Listen carefully and look at the illustrations.

Activity 2: Group Discussion

Teacher activity:

 Ask questions to guide discussion:

o What happened in the story?

o What did the lion and the mouse do?

o What can we learn from this story?

 Encourage learners to take turns and listen to one another.

Learner activity:

 Work in small groups.

 Each learner shares an idea or opinion about the story.

 Learners listen and respond to their friends.

Activity 3: Writing Descriptive Sentences

Teacher activity:

 Hand out pictures from the story.

  Ask learners to write one or two short sentences about what they see.

Learner activity:

 Write simple sentences like: “The lion is big.” / “The mouse helped the lion.”

LESSON INTEGRATION

 Language: Learners speak, listen, read, and write about the story.

 Life Skills: Group work, turn-taking, and expressing emotions.

WHICH STRATEGIES DID YOU PUT IN PLACE TO ACCOMMODATE LEARNERS WITH DIFFERENT
ABILITIES?

1. Extra time for learners who need it.

2. Use of pictures for support.

3. Peer support in group discussions.

4. Simple sentence writing for struggling learners.

5. Extended writing (more sentences) for advanced learners.

THE CONCLUSION OF THE LESSON

Recap:

 Ask learners what happened in the story.

 Go over what they learned about talking and listening to each other.

 Review the story’s message: “Even small ones can help big ones.”

Reflection:

 Ask:

o What did you enjoy about the story?

o What new words did you learn?

 o How did you feel about working in groups?

ASSESSMENT

Informal:

 Observe learners during story discussion and group work.

 Ask oral questions to check understanding.

Formal:

 Check learners' written sentences for meaning and grammar.

 Use a rubric or checklist to assess participation and written work.

Teacher Activity (during assessment)

 Give each learner a worksheet with a picture from the story.

 Ask them to describe it in writing.

 Monitor learners as they complete the task.

Learner activity

 Learners will write a short sentence or two about the picture.

 More advanced learners can write a full paragraph.

CATERING FOR DIFFERENT NEEDS

 Struggling learners: Can draw and label their pictures.

 Advanced learners: Write more sentences and present to the class.

RESOURCES USED AND HOW THEY LINK TO THE LESSON

1. Big Book/Digital Story: Helps learners connect text to visuals.

2. Printed Pictures: Support learners in sentence writing.

3. Writing paper and pencils: Needed for the written task.

LESSON 7: GRADE 2 - RDF2601

Lesson Lesson 7

Signature

Date

Grade 2

Duration 30–45 minutes

Theme Our Environment

Topic of Lesson Natural and Man-Made Features in Rural Environments

LESSON OBJECTIVES/OUTCOMES

By the end of the lesson, learners will be able to:

1. Identify and name natural features in a rural environment.

2. Identify and name man-made features in a rural environment.

3. Sort materials into natural and man-made categories.

4. Explain the difference between natural and man-made features.

LESSON INTRODUCTION

Introduce the topic to learners by:

1. Showing learners pictures of rural environments (e.g. mountains, trees, huts, roads).

2. Asking questions like:

o What do you see in the pictures?

o Which things do people build?

o Which things are found in nature?

 3. Explaining the difference between natural (from nature) and man-made (made by people)
features.

THE MAIN PART OF THE LESSON

Activity 1: Scenario Exploration

Teacher activity:

 Present a scenario: "Imagine you are visiting your grandmother in a rural village."

 Show pictures of a mountain, river, hut, fence, and crops.

 Ask learners to tell which things are natural and which are man-made.

Learner activity:

 Look at the pictures.

 Say which features are natural and which are man-made.

 Explain why they think so.

Activity 2: Sorting Materials

Teacher activity:

 Provide a set of mixed materials: stones, sticks, plastic bottle, bricks, paper.

 Instruct learners to sort them into two groups: natural and man-made.

Learner activity:

 Touch and observe the materials.

 Sort them into the correct groups with their partner or group.

 Label the groups: “Natural” and “Man-made.”

Activity 3: Outdoor Collection

Teacher activity:
  Take learners outside.

 Ask them to collect one item that is natural and one that is man-made.

 Supervise and guide them as they walk around the school.

Learner activity:

 Collect two items (one natural, one man-made).

 Show their items to the class and say which is which.

LESSON INTEGRATION

 Language: Using describing words (e.g. hard, rough, smooth, old, new).

 Life Skills: Group work, respect for nature, safety while exploring.

WHICH STRATEGIES DID YOU PUT IN PLACE TO ACCOMMODATE LEARNERS WITH DIFFERENT
ABILITIES?

1. Use of real objects and visuals for concrete understanding.

2. Peer learning – group and pair work for support.

3. Give more time or simpler materials to struggling learners.

4. Ask advanced learners to explain or write about the differences in more detail.

THE CONCLUSION OF THE LESSON

Recap:

 Revisit the key idea: natural vs. man-made features.

 Review some items learners sorted or collected.

 Ask: “What new thing did you learn today?”

Reflection:

 Let learners share what they found interesting.

  Ask: “Why do we need to know the difference between natural and man-made things?”

ASSESSMENT

Informal Assessment:

 Observe learner participation during discussion and sorting.

 Ask questions to check understanding.

Formal Assessment:

 Provide a worksheet with pictures to label as natural or man-made.

 Check learners’ sorting of real materials.

Teacher Activity (during assessment)

 Monitor group work.

 Support learners during outdoor activity.

 Mark worksheet and give verbal feedback.

Learner Activity

 Complete the worksheet.

 Sort items and explain their reasoning.

 Participate in group discussion.

CATERING FOR DIFFERENT NEEDS

 Learners with special needs: use simplified worksheet with fewer items.

 Advanced learners: create a poster showing natural and man-made features from magazines
or drawings.

RESOURCES USED AND HOW THEY LINK TO THE LESSON

 1. Pictures of rural environments – help learners see real examples.

2. Stones, sticks, plastic bottles, bricks, etc. – for hands-on sorting.

3. Worksheets – for assessment and consolidation.

4. Outdoor space – allows learners to explore and apply their learning in a real context.

LESSON 8: GRADE 2 - RDF2601

LESSON PLAN TEMPLATE

Lesson Lesson 8

Signature

Date

Grade 2

Duration 45 minutes

Theme Recycling and Our Environment

Topic of Lesson Creating a Collage Using Recycled Materials

LESSON OBJECTIVES/OUTCOMES

By the end of the lesson, learners will be able to:

1. Identify different recycled materials.

2. Plan and create a visual collage using recycled resources.

3. Work in a group and explain the materials they used.

4. Present their group collage to the class.

LESSON INTRODUCTION

Introduction and Questions

 1. Show learners different recycled materials (e.g. newspaper, bottle tops, old magazines, fabric
scraps, cardboard).

2. Ask:

o What do we call things that we reuse?

o What can we make with old boxes, magazines, and bottle caps?

o What is a collage?

o How do we plan a collage? (First, we choose a topic. Then we collect materials, plan,
and paste.)

THE MAIN PART OF THE LESSON

Activity 1: Exploring Recycled Materials

Teacher activity:

 Display different recycled materials on a table (e.g. cardboard, old newspaper, plastic bottle
caps, fabric scraps, toilet rolls).

 Talk about each item and how it could be reused creatively.

 Ask development questions:

o What do you think this material could be used for?

o Which of these are strong? Which are soft or colourful?

o How do we prepare materials before using them?

Learner activity:

 Learners touch, feel, and explore each material.

 Discuss in groups how they might use the materials in a collage.

 Share one idea with the class.

Activity 2: Planning and Designing the Collage

Teacher activity:
  Give each group a large sheet of cardboard as a base.

 Guide them to choose a theme for the collage (e.g. “My Community,” “Nature,” or “School”).

 Ask guiding questions:

o What picture will you make with your group?

o Which materials will you use for each part of your collage?

o Who will cut, who will paste, who will place items?

Learner activity:

 Learners discuss their ideas and make a simple plan.

 Decide which group member will do each task.

 Start cutting and arranging materials before pasting.

Activity 3: Creating and Presenting the Collage

Teacher activity:

 Help learners complete their collages by offering guidance and ensuring they work safely.

 Once completed, ask each group to prepare a short explanation.

 Prompt with questions like:

o What did you create in your collage?

o Which recycled materials did you use and why?

Learner activity:

 Learners paste their materials to complete the collage.

 Each group presents their collage to the class.

 Take turns speaking about what they created and how they reused items.

THE CONCLUSION OF THE LESSON

Wrap-up Discussion:
  Each group presents their collage to the class.

 Ask:

o What did you make in your collage?

o Which materials did you use?

o Why is recycling important?

Photographs:

 Take pictures of each group with their collage.

LESSON INTEGRATION

 Visual Arts: Designing and making a collage.

 Life Skills: Environmental awareness, group collaboration, and creativity.

 Language: Explaining ideas and materials used.

WHICH STRATEGIES DID YOU PUT IN PLACE TO ACCOMMODATE LEARNERS WITH DIFFERENT
ABILITIES?

1. Allow use of pre-cut shapes or large collage pieces for learners with fine motor difficulties.

2. Pair stronger learners with those who need support.

3. Offer simpler collage topics for struggling learners.

4. Challenge advanced learners to add more detail or label their collage.

ASSESSMENT

Informal Assessment:

 Observe group cooperation and participation.

 Ask oral questions about their choices and materials.

 Take note of creativity and effort.

Formal Assessment:

 Use a checklist to assess:

✔ Did the learner participate in the group?

✔ Did the learner use recycled materials appropriately?

✔ Did the learner explain their work?

Teacher Activity (during assessment)

 Move between groups to support learners.

 Ask guiding questions.

 Take pictures and make notes on group presentations.

Learner Activity

 Learners build their collage.

 Take turns explaining what they created.

 Answer questions about materials used.

RESOURCES USED AND HOW THEY LINK TO THE LESSON

1. Old magazines, cardboard, bottle tops, scrap paper – used to build collages creatively.

2. Glue and scissors – tools needed to complete the artwork.

3. Poster examples of collage art – help learners understand the goal of the activity.

LESSON 9: GRADE 2 - IFP3701

Lesson Lesson 9

Signature

Date
Lesson Lesson 9

Grade 2

Duration 30–45 minutes

Theme Numbers and Calculations

Topic of Lesson Addition and Subtraction within 20

LESSON OBJECTIVES/OUTCOMES

By the end of the lesson, learners will be able to:

1. Solve basic addition and subtraction problems within 20.

2. Use number lines or counters to support their thinking.

3. Explain their thinking verbally or through writing.

4. Demonstrate understanding of number value and operation.

LESSON INTRODUCTION

Introduce the topic to learners by:

1. Asking learners to sing a number rhyme (e.g., "Ten green bottles")

2. Revising number bonds to 10 using flashcards.

3. Asking questions like:

o What is 7 + 3?

o What happens when we take away 2 from 8?

THE MAIN PART OF THE LESSON

Activity 1: Using a Number Line

Teacher activity:
  Demonstrate solving 9 + 5 using a number line.

 Model jumping forward to add, jumping back to subtract.

Learner activity:

 Use their number lines to solve 3–4 examples.

 Share answers and explain their strategies.

Activity 2: Problem Solving with Counters

Teacher activity:

 Provide counters (e.g., bottle caps, beans).

 Give simple word problems like: “You have 6 apples and get 5 more. How many now?”

Learner activity:

 Use the counters to solve and show answers.

 Explain how they got the answer.

LESSON INTEGRATION

 Language: Explaining thinking using maths language

 Life Skills: Problem-solving, working with peers

WHICH STRATEGIES DID YOU PUT IN PLACE TO ACCOMMODATE LEARNERS WITH DIFFERENT
ABILITIES?

1. Use of concrete objects like counters and number lines.

2. Partner work for peer assistance.

3. Extra support and simplified tasks for struggling learners.

4. More challenging problems for advanced learners.

THE CONCLUSION OF THE LESSON

Recap:

 Ask learners what strategies they used (e.g., counting on fingers, using a number line).

 Review 2–3 key problems together.

Reflection:

 Ask learners what they found easy or difficult.

 Let them show thumbs up/down for understanding.

ASSESSMENT

Informal Assessment:

 Observe learners during activities.

 Ask questions to understand how they solved problems.

Formal Assessment:

 Give a short worksheet with 5 addition/subtraction problems (e.g., 8 + 6, 12 – 5).

 Evaluate problem-solving accuracy and working methods.

Teacher Activity (during assessment)

 Walk around to support learners using counters or number lines.

 Take notes based on checklist observations.

Learner Activity

 Solve problems using strategies taught.

 Share how they got the answer with a peer or aloud.

RESOURCES USED AND HOW THEY LINK TO THE LESSON

1. Number lines – support visual understanding of operations.

2. Counters (beans, bottle tops) – concrete tools for working out answers.
 3. Word problems – help apply maths to real-life situations.

4. Checklist – helps monitor and support learners with possible learning barriers.

LESSON 10: GRADE 2 - IFP3701

Lesson Lesson 10

Signature

Date

Grade 2

Duration 30–45 minutes

Theme Numbers and Patterns

Topic of Lesson Recognising, Completing, and Creating Patterns

LESSON AIM

To help learners identify, continue, and create patterns using shapes, colours, and numbers. The
lesson will support all learners, including those with learning barriers, through visual aids, hands-on
activities, and differentiated tasks.

LESSON OBJECTIVES/OUTCOMES

By the end of the lesson, learners will be able to:

1. Identify simple repeating patterns (AB, AAB, ABC).

2. Complete a given pattern using colour, shape, or number.

3. Create their own repeating pattern.

4. Explain the logic of their pattern using basic maths language.

LESSON INTRODUCTION
 1. Start with a short body movement pattern (e.g., clap-clap-stomp, clap-clap-stomp).

2. Ask learners:

o What comes next?

o Can you repeat the pattern?

3. Show colourful blocks or beads and arrange them in a pattern (e.g., red-blue-red-blue).

4. Ask:

o What do you see?

o What comes next in the pattern?

THE MAIN PART OF THE LESSON

Activity 1: Pattern Matching (Visual Recognition)

Teacher activity:

 Show learners patterns using coloured shapes or counting blocks.

 Ask learners to match and complete the patterns using real objects or printed worksheets.

Differentiation:

 Struggling learners: Use AB patterns only (e.g., red-green-red).

 Moderate learners: Try AAB or ABC patterns.

 Advanced learners: Create their own patterns and explain them.

Activity 2: Drawing Patterns

Teacher activity:

 Provide learners with paper and crayons.

 Ask them to draw and colour a pattern (shapes or colours).

Differentiation:

 Struggling learners: Trace and colour pre-drawn patterns.

  Moderate learners: Copy patterns from the board.

 Advanced learners: Create their own 2-row pattern and label it (e.g., AAB).

Activity 3: Number Patterns (Extension)

Teacher activity:

 Write simple number patterns on the board:

o 2, 4, 6, __, __

o 5, 10, 15, __, __

 Ask learners to complete and explain the pattern.

Differentiation:

 Support learners: Use small number ranges (e.g., 1, 2, 1, 2…).

 Advanced learners: Identify patterns in skip counting or sequences (e.g., 3, 6, 9...).

LESSON INTEGRATION

 Mathematics: Pattern recognition and sequencing.

 Language: Explaining their pattern verbally.

 Life Skills: Fine motor skills through colouring and drawing.

WHICH STRATEGIES DID YOU PUT IN PLACE TO ACCOMMODATE LEARNERS WITH DIFFERENT
ABILITIES?

1. Use of tactile objects (blocks, beads) for hands-on learners.

2. Pre-drawn pattern worksheets for learners needing support.

3. Peer support and group work to encourage collaboration.

4. Enrichment tasks for advanced learners (creating multi-step patterns and explaining logic).
THE CONCLUSION OF THE LESSON

Recap:

 Review key pattern types (AB, AAB, ABC).

 Ask learners to explain their favourite pattern from the activity.

Reflection:

 Ask:

o What did you enjoy?

o What was easy or difficult?

 Show examples of learners’ work to the class.

PROBLEMS EXPERIENCED DURING THE LESSON PRESENTATION

 Some learners struggled to focus and lost their place in more complex patterns.

 A few learners needed support understanding the concept of repeating patterns.

 Some learners had difficulty transitioning from concrete objects to drawing patterns.

ASSESSMENT

Informal Assessment:

 Observation of learners during practical tasks.

 Verbal questioning (e.g., What comes next? Why?)

Formal Assessment:

 Provide a worksheet with a mix of patterns to complete and one space to draw their own.

 Use a checklist to assess

Teacher Activity (during assessment)

 Support learners as needed, especially those using physical objects.

 Walk around and ask learners to explain their work.

Learner Activity

 Complete worksheet tasks and present patterns to the teacher or group.

RESOURCES USED AND HOW THEY LINK TO THE LESSON

1. Coloured blocks, bottle caps, or beads – help learners recognise and build physical patterns.

2. Pattern strips and worksheets – for visual and written activities.

3. Crayons and paper – allow creative expression of patterns through drawing.

GRADE 3 LESSONS
LESSON 1: MFP1501
LESSON PLAN TEMPLATE

Lesson Lesson 1

Signature

Date

Grade 3

Duration 45 minutes

Theme Numbers and Operations

Topic of Lesson Counting and Creating Quantity Sets Using Lists

LESSON OBJECTIVES/OUTCOMES

By the end of the lesson, learners will be able to:

 1. Count items using the correct number sequence (stable order principle).

2. Match one number to one object while counting (one-to-one principle).

3. Understand that the last number in a count represents the total (cardinal principle).

4. Count a group of different objects as one set (abstraction principle).

5. Recognise that objects can be counted in any order and still get the same result (order
irrelevance principle).

LESSON INTRODUCTION

1. Show learners different sets of classroom objects placed in jars or boxes (e.g., buttons, beads,
crayons, paperclips – resources not used in earlier grades).

2. Tell learners: “Each of these containers belongs to a character in a story.”

3. Introduce a short story: "The Counting Picnic" – where four friends each bring a jar filled with
different objects.

4. Ask learners:

o Can we count how many items each friend brought?

o How can we make a list to show what each person brought?

THE MAIN PART OF THE LESSON

Activity 1: Create Lists from Sets

Teacher activity:

 Show four containers with different numbers of items.

 Label each container with a name from the story.

 Ask learners to list what each friend brought and how many items.

Learner activity:

 Write or draw the sets as lists (e.g., Sam: bead, bead, bead).

 Count each list aloud.

Activity 2: Count and Describe Sets

Teacher activity:

 Ask learners to group items and count how many are in each group.

 Demonstrate using fingers or blocks for support.

Learner activity:

 Work in pairs to count real objects (e.g., 7 buttons, 5 crayons).

 Say the number out loud and write it on their worksheet.

Activity 3: Rearranging and Recounting

Teacher activity:

 Mix the items and ask: “Will the number change if we count them in a different order?”

 Encourage learners to test this.

Learner activity:

 Rearrange the items and count again.

 Reflect on whether the result changed or stayed the same.

LESSON INTEGRATION

 Mathematics: Counting, quantity, number recognition, principles of counting.

 Language: Storytelling and using full sentences to describe sets and counting.

 Life Skills: Group cooperation and turn-taking during pair work.

WHICH STRATEGIES DID YOU PUT IN PLACE TO ACCOMMODATE LEARNERS WITH DIFFERENT
ABILITIES?

1. Use real, colourful, and tactile materials to support understanding.

 2. Pair struggling learners with peers for support.

3. Provide visuals or number charts as scaffolding.

4. Allow advanced learners to create their own sets and explain them using full sentences.

THE CONCLUSION OF THE LESSON

Recap:

 Review the five principles of counting with the class.

 Ask a few learners to share what they learned using their lists and sets.

Reflection:

 Ask:

o “What did you find easy or hard?”

o “Can we count any kind of objects in a set?”

 Praise learners for trying and thinking carefully.

ASSESSMENT
Informal: Teacher observation during activities.

 Formal: Mark worksheet (attached) for accurate counting and correct application of
principles.

Teacher Activity (during assessment)

 Observe learners as they count and check if they follow the correct order.

 Ask questions:

o “Did you count every object once?”

o “Does the number change if you count in a different order?”

Learner Activity
  Complete the worksheet (draw items, count, and write totals).

 Present one of their sets to the class or teacher.

RESOURCES USED AND HOW THEY LINK TO THE LESSON

1. Buttons, crayons, beads, paperclips in containers – help learners identify quantity and make
comparisons.

2. Story cards – connect maths to a narrative context (e.g., picnic story).

3. Worksheets – support formal assessment and consolidation of learning.

LESSON 2: RFP2601
Signature:
Date:
Grade: 3
Duration: 40 minutes
Theme: Reading and Writing
Topic of Lesson: Building Paragraphs Using Sentence Cards

LESSON OBJECTIVES/OUTCOMES

By the end of the lesson, learners will be able to:

1. Read simple sentences using sentence cards.

2. Identify the correct sequence of sentences.

3. Rearrange sentences to form a short paragraph.

4. Write and read their completed paragraph aloud.

LESSON INTRODUCTION (5 minutes)

Teacher Activity

 Greet learners and introduce the topic.

 Show learners a short paragraph and cut it into sentence cards.

 Read the mixed-up sentences aloud.

 Ask: “Do these sentences sound right? Why or why not?”

Learner Activity

 Learners listen, observe, and answer questions about sentence order.

 Learners share their ideas about which sentence should come first.

THE MAIN PART OF THE LESSON

Activity 1: Reading Sentence Cards (10 minutes)

Teacher Activity

 Hand out jumbled sentence cards to groups of 3–4 learners.

 Read through the cards together as a group.

 Guide learners to read the sentences aloud clearly.

Learner Activity

 Learners work in groups to read the sentences aloud.

 They help each other with unfamiliar words.

Activity 2: Arrange Sentences into Paragraphs (10 minutes)

Teacher Activity

 Ask learners to look at the sentence cards and decide which sentence should go first, second,
etc.

 Help learners understand connectors like "First", "Then", "Next", "Finally".

 Move around and support groups that are struggling.

Learner Activity

 Learners work in groups to arrange the sentence cards in the correct order.

 Read the paragraph aloud once they are done.

Activity 3: Write and Present the Paragraph (10 minutes)

Teacher Activity

 Ask learners to write the paragraph in their books in the correct order.

 Choose a few groups to read their paragraph aloud.

Learner Activity

 Learners copy the paragraph into their books.

 Selected learners read their work aloud to the class.

LESSON INTEGRATION

 Language: Focus on sentence structure, punctuation, and connecting words.

 Life Skills: Encourage teamwork, listening, and cooperation during group tasks.

WHICH STRATEGIES DID YOU PUT IN PLACE TO ACCOMMODATE LEARNERS WITH DIFFERENT
ABILITIES?

 Pair struggling learners with stronger peers.

 Provide sentence cards with visual aids for learners who need extra support.

 For advanced learners: Give them extra cards to add their own sentence to the paragraph.

THE CONCLUSION OF THE LESSON (5 minutes)

Teacher Activity

 Recap what learners did today: reading, arranging, and writing a paragraph.
  Ask: “What helps us make a good paragraph?”

 Let learners share what they enjoyed.

Learner Activity

 Learners answer and reflect on the lesson.

 Ask questions if they need clarity.

ASSESSMENT

Assessment Activity and Explanation

We will assess if learners achieved the outcomes by checking if they could read, rearrange, and write
a paragraph.

Type of Assessment:

 Informal during the group activity.

 Formal from their written paragraph.

Teacher Activity

 Observe participation in group reading and card arranging.

 Mark the written paragraph for sentence order, punctuation, and logic.

Learner Activity

 Learners participate in the reading and group work.

 Learners write and read their final paragraph.

HOW DID YOU CATER FOR LEARNERS WHO NEED ENRICHMENT OR THOSE WHO HAVE SPECIAL
NEEDS?

 Support needs: Use cards with pictures or fewer sentences. Allow extra time.

 Enrichment: Learners write their own extra sentence to add to the paragraph.
RESOURCES USED AND HOW THEY LINK TO THE LESSON

1. Sentence Cards – Used to help learners read and build paragraphs.

2. A sample short paragraph – Used for demonstration.

3. Books and pencils – For learners to write their final paragraphs.

4. Visual sentence cards (optional) – Help learners with reading difficulties.

LESSON 3: HLT3701 - WRITING SKILLS

Signature:
Date:
Grade: 3
Duration: 40 minutes
Theme: Seasons and Weather
Topic of Lesson: Comprehension using a short story

LESSON OBJECTIVES/OUTCOMES

By the end of the lesson, learners will be able to:

1. Identify characters and main events in a story.

2. Retell the story in their own words.

3. Make connections between the story and their own experiences.

4. Learn new vocabulary from the story.

LESSON INTRODUCTION (5 minutes)

Teacher Activity

 Use a weather chart to start a short discussion.

 Ask learners: “What is the weather like today?”

  Write simple sentences on the board, e.g., “It is cloudy today.”

Learner Activity

 Learners describe the weather.

 Learners read and copy simple weather sentences.

THE MAIN PART OF THE LESSON

Activity 1: Story Reading and Comprehension (15 minutes)

Teacher Activity

 Read an age-appropriate story aloud (e.g. “Thandi and the Rainy Day”).

 Ask comprehension questions:

o “Who are the characters?”

o “What happened at the beginning, middle, and end?”

o “Why did this happen?”

 Guide discussion to help learners understand the story.

Learner Activity

 Listen to the story and follow along.

 Answer comprehension questions.

 Share their own experiences (e.g., “I also got wet in the rain like Thandi.”)

Activity 2: Vocabulary and Word Game (10 minutes)

Teacher Activity

 Use a poster or a picture related to the story.

 Introduce and explain new words (e.g., puddle, umbrella, thunder).

 Play a short game: Ask learners to act out the meaning of each word.

Learner Activity
  Learn new words.

 Act out the vocabulary (e.g., pretending to open an umbrella, jump over puddles).

Activity 3: Drawing and Sentence Writing (5–10 minutes)

Teacher Activity

 Ask learners to draw their favourite part of the story.

 Help them write 1–2 sentences about their drawing.

Learner Activity

 Draw a scene from the story.

 Write simple sentences to describe it, e.g., “Thandi played in the rain.”

LESSON INTEGRATION

 Language: Reading, speaking, listening, writing new words.

 Life Skills: Understanding emotions, making personal connections to characters.

WHICH STRATEGIES DID YOU PUT IN PLACE TO ACCOMMODATE LEARNERS WITH DIFFERENT
ABILITIES?

 Use pictures and visual aids to support understanding.

 Repeat key parts of the story slowly for learners with reading difficulties.

 Allow advanced learners to write longer sentences or retell the story.

THE CONCLUSION OF THE LESSON (5 minutes)

Teacher Activity

 Review key parts of the story.

 Ask: “What did you learn today?” “What part did you like most?”
  Praise learners for their answers and drawings.

Learner Activity

 Share their thoughts and feelings about the story.

 Talk about what they learned.

ASSESSMENT

Assessment Activity and Explanation

The teacher will assess comprehension skills and vocabulary understanding.

Type of Assessment:

 Informal: Oral responses during questions and vocabulary game.

 Formal: Learners’ drawings and written sentences.

Teacher Activity

 Listen to answers during story discussion.

 Mark the drawings and written sentences.

Learner Activity

 Participate in story retelling and acting out words.

 Complete a drawing and write about it.

HOW CAN OR DID YOU CATER FOR LEARNERS WHO NEED ENRICHMENT OR THOSE WHO HAVE
SPECIAL NEEDS?

 Special needs: Use simplified language and visual support. Pair with a peer helper.

 Enrichment: Allow them to write a longer story or act out a scene in a group.

RESOURCES USED AND HOW THEY LINK TO THE LESSON

1. Short Storybook – Central to the comprehension activity.

 2. Poster or Picture – Supports vocabulary learning.

3. Weather Chart – Used for introduction and connecting to theme.

4. Paper and pencils – For drawing and writing exercises.

LESSON 4: RDF2601 - MICRO TEACHING LESSONS

Signature:
Date:
Grade: 3
Duration: 30 minutes
Theme: Seasons and Weather
Topic of Lesson: Speaking and Listening – Morning Oral Activity

LESSON OBJECTIVES/OUTCOMES

By the end of the lesson, learners will be able to:

1. Talk about the weather, days of the week, and classroom events.

2. Listen actively and respond to others' news or stories.

3. Share personal news or an object in front of the class (Show and Tell).

4. Develop confidence in speaking in a group setting.

LESSON INTRODUCTION (5 minutes)

Teacher Activity

 Greet the class and introduce the theme of the day.

 Use the weather chart and calendar to talk about the date and weather.

 Ask: “What day is it today?”, “What is the weather like today?”

 Check attendance using roll call.

  Mention any birthdays or special events for the day.

Learner Activity

 Respond to questions about the day and weather.

 Participate in identifying the date and marking attendance.

 Share excitement about birthdays or events.

THE MAIN PART OF THE LESSON

Activity 1: News Sharing (10 minutes)

Teacher Activity

 Ask 3–4 learners to come to the front to share their news (e.g., “Tell us something fun you did
yesterday”).

 Encourage learners to listen carefully and ask one question each.

Learner Activity

 Share news in front of the class.

 Listen to others and ask relevant questions.

Activity 2: Show and Tell (10 minutes)

Teacher Activity

 Ask a few learners to show an object (e.g., a book, toy, or photo) and talk about it.

 Guide the session with questions: “What is it?”, “Why do you like it?”, “Where did you get it?”

Learner Activity

 Show their item and talk about it.

 Listen and ask questions about others’ items.

Activity 3: Storytime & Speaking Game (5 minutes)

Teacher Activity

 Tell a short story related to Term 2 (e.g., “Lulu’s Rainy Day Adventure”).

 Ask learners: “What would you do on a rainy day?”

 Play a quick speaking game (e.g., “Pass the Ball” – when the music stops, the child holding the
ball says one thing about the weather).

Learner Activity

 Listen to the story.

 Share their ideas.

 Participate in the speaking game.

LESSON INTEGRATION

 Language: Listening to and sharing information, storytelling.

 Life Skills: Social interaction, confidence-building, understanding emotions.

WHICH STRATEGIES DID YOU PUT IN PLACE TO ACCOMMODATE LEARNERS WITH DIFFERENT
ABILITIES?

 Allow extra time for shy or struggling learners to speak.

 Provide sentence starters or prompts.

 Encourage peer support.

 Advanced learners may lead the activity or tell a full story.

THE CONCLUSION OF THE LESSON (5 minutes)

Teacher Activity

 Recap what was shared during the session.

 Ask learners: “What did you enjoy today?”, “Who shared something interesting?”
  Thank learners for their participation.

Learner Activity

 Reflect on their favourite part of the lesson.

 Share what they learned or liked.

ASSESSMENT
Informal observation of participation and speaking skills.

Teacher Activity

 Observe each learner’s confidence and ability to share and listen.

 Take note of learners who need extra help or practice.

Learner Activity

 Participate in news sharing, show and tell, and discussion activities.

HOW CAN OR DID YOU CATER FOR LEARNERS WHO NEED ENRICHMENT OR THOSE WHO HAVE
SPECIAL NEEDS?

 Special Needs: Use visual aids (e.g., picture prompts), pair with a buddy, allow shorter
responses.

 Enrichment: Encourage storytelling, peer leading, or acting out weather-related skits.

RESOURCES USED AND HOW THEY LINK TO THE LESSON

1. Weather chart and calendar – Support discussion on the date and weather.

2. Objects from home (Show and Tell) – Help learners express personal stories.

3. Storybook or teacher-created story – Used to encourage comprehension and speaking.

4. Ball or soft toy – Used for interactive speaking game.

LESSON 5: IFP3701
Signature:
Date:
Grade: 3
Duration: 30 minutes
Theme: Phonics
Topic of Lesson: Vowel digraphs (ai, ee, oa)

LESSON OBJECTIVES/OUTCOMES

By the end of the lesson, learners will be able to:

1. Recognise vowel digraphs (ai, ee, oa) in written words.

2. Read aloud words and short sentences with vowel digraphs.

3. Use new phonics patterns to build and spell words.

4. Understand the meaning of words with vowel digraphs through contextual reading.

LESSON INTRODUCTION (5 minutes)

Teacher Activity:

 Greet learners and write three vowel digraphs on the board: ai, ee, oa.

 Say each digraph aloud and ask learners to repeat.

 Ask questions: “Can you think of a word with ‘ai’? What about ‘ee’ or ‘oa’?”

 Show flashcards of pictures with the sounds (rain, tree, boat).

Learner Activity:

 Repeat sounds after the teacher.

 Try to think of words they know that have the same sounds.

 Look at the flashcards and say the words.

THE MAIN PART OF THE LESSON

Activity 1: Sound Matching (Differentiated Activity)

Teacher Activity:

 Hand out picture cards and word cards (some with ai, ee, oa).

 Guide learners to match the word card to the picture.

Learner Activity:

 Group A (Support): Work in pairs to match 3 cards with teacher help.

 Group B (Average): Match 6 cards independently.

 Group C (Advanced): Match cards and write their own sentence using the word.

Activity 2: Read the Sentence (Phonics Reading)

Teacher Activity:

 Write short sentences on the board:

1. “The boat is on the sea.”

2. “It will rain today.”

3. “The sheep eats grass.”

 Ask learners to read aloud and underline the digraphs.

Learner Activity:

 Group reading of the sentences.

 Underline the vowel digraphs.

 Discuss the meaning of each sentence.

Activity 3: Build a Word Game

Teacher Activity:

 Give learners letter tiles or cut-out letters.

  Ask them to form words with digraphs (e.g., rain, tree, road, goat, pain, seed).

Learner Activity:

 Build words in pairs or small groups.

 Read them aloud to the class.

LESSON INTEGRATION

 Language: Reading, phonics, vocabulary development.

 Life Skills: Working together in groups, building confidence in speaking.

STRATEGIES TO ACCOMMODATE LEARNERS WITH DIFFERENT ABILITIES

 Use visual aids (flashcards, pictures) and manipulatives (tiles).

 Group learners by ability and provide scaffolding:

o Support learners: Extra guidance, work in pairs.

o Advanced learners: Independent sentence writing and word building.

 Use repetition and modelling.

 Offer praise and encouragement to build confidence.

CONCLUSION OF THE LESSON (5 minutes)

Teacher Activity:

 Recap key sounds and ask: “What digraph did we use in ‘goat’?”

 Ask learners to say one word they learned today.

 Encourage reflection: “Was it easy or hard to read these words?”

Learner Activity:

 Share words they learned.

 Reflect on the lesson and what helped them learn.

ASSESSMENT

Informal and formal.

How outcomes will be measured: Observation and a short worksheet.

Teacher Activity:

 Observe learners during group work and games.

 Use a quick written worksheet: Match the picture with the correct word (rain, tree, boat, etc.).

Learner Activity:

 Complete worksheet individually.

 Participate in word-building and reading activities.

PROBLEMS/DIFFICULTIES IDENTIFIED

 Some learners struggled to distinguish between vowel sounds (e.g., “ai” vs “ee”).

 Learners with reading barriers needed more repetition and teacher support.

 A few learners rushed through word-building without understanding the meaning.

ENRICHMENT AND SPECIAL NEEDS SUPPORT

 Special Needs: Provided with word banks and picture cues. Allowed extra time.

 Enrichment: Create a mini-story using three digraph words and read it to the class.

RESOURCES USED AND HOW THEY LINK TO THE LESSON

1. Flashcards with digraph pictures – Help visual learners connect sounds and images.

2. Letter tiles – Allow kinesthetic learners to build words physically.

3. Word and sentence posters – Reinforce new vocabulary.

4. Worksheet – Checks understanding and matches to lesson objectives.

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 TPF3703/ASSESSMENT 51/0/2025

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