Grade 12 Lesson Plan: The Role of Literature in Social Change

Question: a) How might your own culture-bound assumptions influence your interactions with learners? ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… b) How might the backgrounds and experiences of your learners influence their motivation, engagement, and learning in your classroom? ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… c) How can you modify course materials, activities, assignments, and/or exams to be more accessible to all? …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… d) What experiences have you gained during your 5-week teaching observation? • Good experiences: ………………………………………………………………………………………………………………………………………………………………………………………………………………………… • Bad experiences: ………………………………………………………………………………………………………………………………………………………………………………………………………………………… plan a lesson plan for grade 12 School: __________________________________________________________________ Subject: _________________________________________________________________ Theme: __________________________________________________________________ Grade: ___________________________________________________________________ Duration/Time: ____________________________________________________________ Topic (specific): In CAPS, the subject matter that teachers have to teach is clearly indicated, and all they have to do is choose a section (a theme or topic) to be presented in a lesson or series of lessons. To plan your own lesson, use the CAPS document you downloaded for the activity on progression. You have to plan your lessons for 2024 according to CAPS. Use this document and plan your lesson according to the CAPS document. _______________________________________________________ Mention resources to be used (LTSM) (Read chapter 4 of “HELP I’m a student teacher!” for information about learning media") Learning outcomes/objectives/aims (Read chapter 4 of “HELP I’m a student teacher!”) Teaching methods, learning activities and assessment (Read chapter 3 of “HELP I’m a student teacher!”) Lesson opening/introduction: What you do here will depend largely on the type of lesson presented, the subject matter to be covered, the learning activities planned for learners, and so on. Try to focus the learners' attention on the theme by recalling existing knowledge, surprising them or doing something unusual (or letting them do something unusual). Try to make them want to know more or want to master a skill. This will launch the learners on a voyage of discovery, to which they will look forward with anticipation. Introduction of new content: The main part of the lesson/new knowledge/skills and values/learning opportunities This should contain an indication of the type of lesson (or a combination of various types) that is planned, and the activities of both teacher and learners should be clearly set out. The following are a few of the types of lessons you could consider: Question-and-answer lesson: This type of lesson features questions, that the learners are required to answer. Avoid this where possible, unless you combine it with the screening of a video, slides/transparencies, photos or similar aids on which the learners are questioned (or can ask questions) about what they have seen or observed. You could also make this type of lesson interesting by holding a quiz (preferably in teams to avoid hurting slow learners' pride). It is also a good way of doing revision. Practical lesson: This type of lesson requires the learners to undertake some or other kind of practical activity. Teacher activities:(Describe what you have to do before, during and after the lesson – this will help you to plan for every phase of the lesson.) Learner activities: (Keep in mind that you have to plan the time for activities. Learners learn best when they are actively involved in their own learning.) Closing: (What will you do to round off the lesson? Will the learners do activities or homework? How will you know that learning has taken place?) Assessment activities: Briefly describe what learners will do to show that they have mastered or made progress regarding the lesson outcomes/objectives. Assessment tasks must include the following: • Say who will carry out the assessment and if it will be an individual or group assessment. • Describe the assessment task, e.g. test on …., worksheet about …, research task on …., experiment • What instrument will be used to assess with? For example, memoranda, rubrics, checklists and so on. Indicators as to whether there has been successful learning could take the form of demonstrations by learners, a final product such as the drawing of a map, a written report, learning behaviour and conduct, learner participation (in things like group activities). Expanded opportunities: (What kind of enrichment is provided for gifted learners? What kind of remediation is provided for learners requiring additional support?)