The Beauty of Nature Part 2

RUBRIC 3 — Designing ICT resource resourcess for teaching the n nov ov ovel el Levels of A chievement Poor Developing Good Excellent 0 1-2 3 4 Submitted a complete presentation in hardcopy print that includes: Submitted a complete presentation in hardcopy print that includes: Submitted a complete presentation in hardcopy print that includes: - - - A title screen that clearly identifies all necessary elements such as the subject, topic and CAPSspecific focus - Between seven to eight additional slides for content which are aligned with the given lesson plan; - A final reference slides that reflects all used sources in the Harvard method. No all aspects of the presentation has been included A title screen that clearly identifies all necessary elements such as the subject, topic and CAPSspecific focus - Content - Objectives sl ide 0 A title screen that clearly identifies all necessary elements such as the subject, topic and CAPSspecific focus Between seven to eight additional slides for content which are aligned with the given lesson plan; - A final reference slides that reflects all used sources in the Harvard method. - Between seven to eight additional slides for content which are aligned with the given lesson plan; A final reference slides that reflects all used sources in the Harvard method. Slides need to be printed and submitted in colour. Slides need to be printed and submitted in colour. 1-2 3 Slides need to be printed and submitted in colour. 4 Feedback Objectives have not been listed. Pre-reading activity slide Class discuss iscussion ion slide Some of the objectives have been included, but they are not in accordance with CAPS. Objectives are not linked with the given lesson plan. Objectives are listed neatly and logically in accordance with the CAPS. Not all of the objectives are linked with the given lesson plan. Objectives are listed neatly and logically in accordance with the CAPS. Objectives are linked with the given lesson plan. 0-1 2-3 4 The slide does not show the evidence that the prediction pre-reading activity as per the given lesson plan. The title of the novel and chapter has not been included. The picture for the chapter has not been included. No instruction has been included. The slide does not show the prediction prereading activity as per the lesson plan. The title of the novel and chapter is included. The picture for the chapter has not been included. No instruction has been included. The slide shows the prereading activity as per the given lesson plan. The title of the novel and chapter is included. The picture for the chapter is included. The instruction is not clear and incorrectly pitched for Grade 6 level Slide evidences the prediction pre-reading activity as per the given lesson plan. The title of the novel and chapter is included. The picture for the chapter is included. The instruction is clear and pitched at Grade 6 level 5 0-1 The slide only contains 1 or 2 questions that are to be asked during the class discussion. The questions are not aligned to the objectives and the lesson plan. 2-3 The slide contains more than 2 questions and not related to the lesson plan. The questions attempt to align to the objectives and the lesson plan. 4 The slide contains questions that are to be asked furing the class discussion and align to the lesson plan. The questions are aligned with the 5 Slide evidences questions to be asked during the class discussion as per the given lesson plan Questions are aligned with the objectives and the lesson plan The questions are not well phrased and are not pitched at the correct Grade 6 level. 0-1 Individual act ctivity ivity slide Group work ac tivity slide Rubric slide The instructions are not clear for post-reading individual activity and no evidence is provided as per the given lesson plan. The questions are not included. The questions are not well phrased and not pitched at the correct level. 2-3 The instructions for the post reading individual activity are included but they are unclear and do not link to the given lesson plan. Questions are included but they are unclear or not pitched at the correct Grade 6 level. 0-1 2-3 The instructions for the post reading group activity are not clear and not pitched at the correct level. The instructions for the post reading group activity are present but they are not linked clearly to the lesson plan. Instructions are not clear but are suitable for Grade 6 learners. 3-4 0-2 objectives and the lesson plan. The questions are wellphrased and pitched at Grade 6 level, but more clarity is needed. Questions are well-phrased, pitched at Grade 6 level and unambiguous 4 5 Instruction and questions for the post reading individual activity are evidenced as per the given lesson plan Instruction is clear and unambiguous Questions are wellphrased, pitched at Grade 6 level but they are not completely clear Instruction and questions for the post reading individual activity are evidenced as per the given lesson plan Instruction is clear and unambiguous Questions are well-phrased, pitched at Grade 6 level and unambiguous 4 Instruction for the post reading group activity are evidenced as per the given lesson plan Instructions are not completely clear, but suitable for Grade 6 learners. 5-6 5 Instruction for the post reading group activity are evidenced as per the given lesson plan Instructions are clear, unambiguous and suitable for Grade 6 learners. 7-8 Overall Design Format of the rubric is not logical. Assessment criteria have been included but they are not measurable, and they are not linked to the lesson objectives. The rubric is not designed to measure the skills and knowledge of learners for the group work role play activity as per the given lesson plan. Rubric does not clearly show where learners have achieved the skill set and identifies areas of development. Format of the rubric is not in a logical manner. There is an attempt at using an assessment criterion that is linked to the lesson objectives. Rubric is not clear how it measures the skills and knowledge of learners for the group work role play activity as per the given lesson plan. Rubric does not clearly show where learners have achieved the skill set and does not identify areas of development. Format of the rubric is logical. Assessment criteria are mostly measurable and linked to the lesson objectives. Rubric is designed to measure the skills and knowledge of learners for the group work role play activity as per the given lesson plan. The rubric is not completely clear where the learners have achieved the skill set and does not identify all the areas of development. Format of the rubric is logical. Assessment criteria are measurable and linked to the lesson objectives. Rubric is designed to measure the skills and knowledge of learners for the group work role play activity as per the given lesson plan. Rubric clearly shows where learners have achieved the skill set and identifies areas of development. 0 The slides are messy and not logically laid out. The slides are not creative and are not original. The slides are not engaging. The background and font are not used correctly. The slides are not ordered. No pictures have been used. 1-2 Slides are not neat and logically laid out. There is a lack of a creative and original design which is engaging and attractive for Grade 6 learners. The background and the font conflict which makes it difficult to see. There has been some attempt to separate the 3 The slides are neat and logically laid out. The is a lack of creativity and original design which is engaging and attractive for Grade 6 learners. Clear background with dark font colours is used. Different fonts and font sizes are used for 4 Slides are neat and logically laid out. Creative and original design which is engaging and attractive for Grade 6 learners. Clear background with dark font colours is used. Different fonts and font sizes are used for headings, subheadings and sections. Relevant pictures and images are used where necessary. sections. There are a lack of pictures and images and the space has not been used quickly. TASK 3 TOTAL headings, subheadings and sections. Pictures have been used but they are not always relevant pictures and images are used where necessary. Use of space has been mostly used. Use of space is maximised. /40 Annexur Annexure eA The IIE Bachelor of Education: Lesson Plan Template 2021 Note: All lesson plans are to be typed up, no handwritten lesson plans will be accepted for final submission o f th e POE. Pleas e use the t emplate below wh ich will b e made available to you in MS W ord for mat for lesson planning. Name Student Number GENERAL LESSON INFORMATION & RATIONALE FOR LESSON DESIGN A. Lesson details Date of lesson Subject (CAPS) Grade 6 Number of learners 30 Duration 1 hour English Home Language Topic Reading B. CAPS-Specific Focus Reads a novel using the reading process C. Summary of the content to cover Learners will read an extract (pp.8-21) from the novel Sbonelo Snoop by Sarah Groves. In this extract, Sbonelo Snoop is hired by Nono to solve the case of her mother’s missing washing. The learners will read up to the point where Sbonelo says: “I have solved this mystery.” D. Lesson Objectives At the end of this lesson, learners will be able to: - Pre-reading: predicts from title. Identifies and explains the central idea Discusses the characters Identifies and discusses feelings expressed Discusses suspense and twist Relates events and characters to own life Use a dictionary for vocabulary development (DBE, 2011:80) E. Curriculum integration (if relevant) NS F. Considerations to be made about the learners in relation to this content FAL learners will be seated with HL when they are reading the extract in pairs. For those who struggle to understand the extract: cooperative learning area to explain in more detail so that they can complete the post reading activity. G. Teaching Strategies LESSON DEVELOPMENT H. Lesson Steps Phases Write in detail every element/step of your lesson for each Resources phase. Include time on task for each phase. Required INTRODUCTORY PHASE Teacher will hide an object in the playground. Learners will work in sheets Learners will return to the classroom where they will be given the title of the novel: Sbonelo Snoop, the case of the missing sheets. They must predict from the title and picture on p7 what they think the PPT sslid lid lide e with instructions extract will be about. - - TEACHING & LEARNING PHASE Object, clue pairs to use clues to locate the missing object. The teacher will read pp8-9 with the learners. A whole class discussion will be held to discuss the characters, feelings expressed, and suspense and twist. Novel PPT sslid lid lide e with questions In pairs, learners will take turns read the rest of the extract, underlining unfamiliar words. Use a dictionary to help understand Novel, d dictionary ictionary unfamiliar words as they are meant in the extract. - On your own, list the characters, explain the central idea, and write a paragraph explaining how you think the story ends. Also rewrite three given sentences from the extract in past, present and future tense and write three indefinite pronouns from page 10-11 of the extract (someone, any, no one). - A whole class discussion will be held to discuss responses, all the lid lide e with characters, feelings expressed, suspense and twist and the central PPT sslid idea. questions - In groups of four, imagine you are the characters in the story, role-play the conversation between Sbonelo, Nono, Sphi and Hlengi to show how the story ends. Act out role-play for teacher to assess. - PPT sslid lid lide e with instructions PPT sslid lid lide e with rubric CLOSURE PHASE - Read the actual ending to the learners Overall feedback on role-plays Link to next lesson: • Discuss structure, language usage, purpose and audience • Read the next story independently • Retell the story - Pre-reading: predicts from title: assessed in the introductory phase when learners predict from the title and cover. Use a dictionary for vocabulary development: assessed during pair work during T&L phase Identifies and discusses feelings expressed: assessed during the class discussions during the T&L phase Identifies and explains the central idea: assessed during individual activity, class discussions and role-play during the T&L phase Discusses the characters: assessed during individual activity, class discussions and role-play during the T&L phase Discusses suspense and twist: assessed during the class discussions and role-play during the T&L phase Relates events and characters to own life: assessed during roleplay - ASSESSMENT - I. I discussed my lesson plan prior to teaching with: The IIE Supervisor’s Date: Signature OR Mentor Teacher’s Signature Date: Student’s Signature Date: REFLECTION J. Lesson reflection questions Year 1 and Year 2 (only) (Answer the following questions honestly after each lesson) 1. Describe aspects of your lesson that worked really well. 2. Which areas of your lesson did not go according to plan? Explain why you think this may have happened. 3. Re-examine your lesson objectives. Did you meet them? Why/why not? 4. This is what I learnt about the learners in my class today: Year 3 (only) (Answer the following questions honestly after each lesson, as they will influence your professional Action Plan and Developmental Plan) 1. What was my most challenging moment in this lesson and why? How will I respond next time? 2. To what extent were the learners productively engaged in the learning process? Discuss. 3. If I had the opportunity to teach this lesson again to this same group of learners, what would I do differently? Why? 4. What evidence/ feedback do I have that the learners achieved an understanding of the lesson objective(s)?