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Lesson Plan - Speaking and LIstening

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SANTS Private Higher Education Institution

GRADES R, 1, 2 and 3 LESSON PLANNING FORM
Rachel Rikhamba 12345
NAME: STUDENT NO.

1. SUBJECT e.g. English HL 2. KNOWLEDGE/CONTENT AREA e.g. Phonics

English FAL Listening and speaking

1.2 DATE 3. THEME e.g. Healthy living, My body etc.

y y y y m m d d The weather
2 0 2 4 - 0 2 - 1 0

1.3 GRADE 4. TYPE of LESSON / LESSON FOCUS

(Mark the grade you will be teaching with an X) e.g. Outdoor lesson, group work, class work etc.
Group work
R 1 2 3
5. NCS AIMS/General aims (tick boxes)
Learners are able to:
❑ Identify and solve problems and make decisions using critical and creative thinking.
❑ Work effectively with others as members of a team, group, organisation and community.
❑ Organise and manage themselves and their activities responsibly and effectively.
❑ Collect, analyse, organise and critically evaluate information.
❑ Communicate effectively using visual, symbolic 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.

6. SUMMARY OF THE CONTENT TO COVER IN THIS LESSON

(Briefly summarise the content that you will be presenting in this lesson.)

Learners work in groups to discuss images they brought from home related to the topic ‘Summer’.
Learners will discuss what they like to do, where they like to go and what they enjoy eating in
summer. Learners can link the discussion to the December school holidays.

7. LESSON OBJECTIVE(S):
7.1 PRE-KNOWLEDGE
(Write down learners’ existing knowledge, skills and values.)

At the start of this lesson learners should already know the four different seasons, the different
weather changes that occur in each season and be able to name the different clothing and food
items that go with each season.

7.2 CONCEPTS and NEW KNOWLEDGE

(Write down the new knowledge, skills and values that you are going to teach taking INTEGRATION into
consideration.)

Language: English (HL/FAL) Mathematics Life Skills

• Learners will build • Identifying the • Discussion of summer

new vocabulary. different weather fruit and vegetables
• Reading new sight symbols. • Discuss the weather
words • Reading the weather changes that can be
chart daily.

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• Sounding out words to • Count the different experienced in the

put in the literacy weather symbols summer.
corner. experienced during • Discuss the clothing
• Emergent writing the week. Learners items we can wear in
activity where learners must be familiar with the summer.
label the images they the different weather • Discussion about how
have drawn. symbols for the we can protect
activity to be ourselves against the
successful. heat.

7.3 LESSON OBJECTIVES

(In your own words, write the lesson objectives based on the general and specific aims from CAPS.)

By the end of the lesson learners should be able to discuss what they like about summer, name
what they like to eat and what they like to wear.

7.4 FUTURE LEARNING

(Briefly describe what the learners will learn in the lesson that follows this one)

This lesson may be incorporated into a topic about the different weather conditions that can be
experienced in different seasons

7.5 DIFFERENTIATION
(Briefly describe how you will present this lesson taking the following aspects into consideration)

Learner support Enrichment activities Concerns

(Indicate what measures are in (Indicate what measures are in (e.g. Loadshedding – won’t be
place for learners who struggle place for learners who grasped able to listen to audio book. Will
to grasp the concepts. How will concepts quickly. How will you have to read story instead, using
you support them and keep challenge them and keep them instruments for sound effects.)
them from getting negative and from getting bored?)
frustrated?)
• Sufficient LTSM – rural
• Learners will be doing • Learners may be schools often have
group work, this grouped into groups insufficient resources.
activity is good for that categorise their Pictures may need to
assisting learners with learning abilities. be printed from the
peer-assisted learning. These groups may be internet for learners to
Learners may often given names of fruit, be able to discuss
feel intimidated to go for example, learners what they see.
to the teacher for that grasp concepts • Time – Learners are
assistance, working quickly may be in the learning English as an
with peers may assist. ‘banana group’. The additional language,
• Although this is a teacher instructs so it may take some
learner-directed learners in the banana time to help learners
activity the teacher is group can try to write try and find the right
facilitating the activity 3 sentences words to describe
and offering guidance describing what is what they are
and assistance where happening in their speaking about. As a
learners struggle. painting while the result, the lesson may
learners in the 'apple need to be spread over
group' can only write 1 multiple lessons.
sentence. The main
objective of
developing learners'
emergent writing skills
has been met by all
the learners.

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8. LESSON PHASES:

8.1 INTRODUCTION OF THE LESSON 8.1.1 Time allocated:

(Give a detailed description of how you plan to begin your lesson by
explaining: you will greet the learners, set the atmosphere for the lesson, 10 minutes
awaken the learners’ prior knowledge, and create a link between what
they already know to the new knowledge that you will be presenting. Also 8.1.2 LTSM:
explain how the THEME you selected in 3 above will help you do this.): (Describe the resources and media
you will be using in the introduction
phase of the lesson)
The teacher puts the poster up and learners take turns discussing
what they see. This is also a good opportunity for the teacher to • Poster of children
introduce new words to the learners. The teacher notes these words playing in the park.
down to put on the literacy wall. When all the learners have had an • Girl and boy
opportunity to discuss the poster the teacher can bring out the fruit summer clothing
and learners will have an opportunity to describe, name more fruit items.
and taste the fruit. • Summer fruit like
mango, peaches
and litchis.

8.2.1 Time allocated:

8.2 DEVELOPMENT – PRESENTING THE NEW KNOWLEDGE
(Give a detailed description of WHAT content you will be presenting 20 minutes
(selected in 7.2), HOW you will present it, and WHAT ACTIVITIES THE
LEARNERS WILL BE DOING.): 8.2.2 LTSM:
(Describe the resources and media
you will be using in the development
Learners are grouped into groups of three. Each learner is given a phase of the lesson)
role (leader, time keeper and reporter), learners bring together the
different pictures of things they like to do and they put it together to • A1 chart, glue,
make 1 big collage. Learners are instructed to create a short story scissors
with the pictures they brought. Learners discuss their pictures and • Pictures of things
collate their stories and the reporter reports back to the group. learners like to do
in summer

8.3 CONSOLIDATION
(Give a detailed description of how you plan to end the lesson by 8.3.1 Time allocated:
explaining how you will consolidate the new knowledge, incorporate
assessment of the objectives and wrap up. If applicable, mention here 10 minutes
any HOMEWORK/FUNWORK that you will give the learners.):
8.3.2 LTSM:
(Describe the resources and media
you will be using in the consolidation
Learners are instructed to paint a picture of one thing they enjoy phase of the lesson)
doing the most in summer. Learners paint and are encouraged to
write a short sentence with the words from the literacy corner. • Paper, paint
Learners are encouraged to write sentences by themselves, the
teacher will only assist where learners struggle.

9. ASSESSMENT
At the end of the lesson, I will assess whether the learners have achieved the objectives in the following
ways (tick the appropriate blocks):

9.1 FORMS OF ASSESSMENT:

 Written work (drawings, painting etc.)

 Demonstrations (performing actions, experiments etc.)
 Performances (answers questions, making a speech, presenting a poem, reading aloud, role play, dialogue)

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 Models (artwork, constructions, collages etc.)

Assessment strategy Assessor Assessment instrument

 Observation  Teacher  Checklist
 Listening  Self  Assessment scale
 Reading  Peer  Analytical rubric
 Interpreting  Holistic rubric
 Reviewing 
 Questioning
 Writing

10. REFLECTION
Briefly reflect on your lesson by discussing its strengths (what went well), its weaknesses (what did not
work), what did you find challenging, if the lesson objectives were met and what would you improve if you
had to teach this lesson again. Use the following questions to guide your reflection:

• Describe aspects of your lesson that worked really well.

Most of the learners were engaged in the discussion about what they saw on the poster, they
also enjoyed tasting the summer fruit and were able to describe the taste (sweet or bitter).
Assigning roles in the groups helped shy learners break out of their comfort zone and the
timekeepers were invested in the role they were given.

• Which areas of your lesson did not go according to plan? Explain why you think this may have
happened.

There was insufficient time awarded for the main activity because some learners were working
slowly and each learner wanted to share their story.

• Look again at your lesson objectives. Did you meet them? Why/why not?

Lesson objectives were met because in the consolidation learners were able to refer back to the
literacy wall to look for a word they could use to describe the painting they were working on.

• What did you learn about the learners in your class today?

Learners can perform a task with sufficient support and time, all the learners had something to
contribute to the group activity.

• What was your most challenging moment in this lesson and why? How will you respond next time?

Maintaining discipline during a group activity is always a challenge as some learners can get
carried away and steer away from the said task. Having timekeepers helps with time
management and focus but the teacher needs to constantly step in and remind learners of the
task.

• To what extent were the learners productively engaged in the learning process? Discuss.

Learners were actively engaged in the activity as they were able to discuss what they like to do
in the summer. Learners were able to work together to collate a short story about their poster to
report back to the class.

• If you had the opportunity to teach this lesson again to this same group of learners, what would you do
differently? Why?

I would spread the lesson over two lessons because there was a lot to unpack about the topic
but there was insufficient time and as a result, the lesson had to be rushed through.

• What evidence/ feedback do you have that the learners achieved an understanding of the lesson
objective(s)?

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The learners were successfully able to paint and write short sentences to describe their
paintings.

11. REFERENCE LIST

(List all the text books, workbooks, documents such as the CAPS document, websites etc. that you used to
prepare this lesson.)

• Department of Education (DBE). (2017). Grade R workbook 1. Department of Education,

Pretoria.

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