Addendum for updated IIE Lesson Plan Template TE105a/TE205a/TE305a/TE405a/TESF105a

2022 LESSON PLAN

STUDENT INFORMATION
STUDENT NAME Grade 6
STUDENT NUMBER ST10114932
QUALIFICATION B.Ed in Intermediate Phase Teaching
YEAR OF STUDY BEI3

A. Lesson Details
GRADE Grade 6
SUBJECT (CAPS) English
TOPIC Tall Tales
DATE OF LESSON 2021/09/03
NUMBER OF LEARNERS 27
DURATION OF LESSON 60 minutes

B. Caps-Specifi c Focus
CAPS SPECIFIC FOCUS (link here )
REFERENCES ‘Writing and Presenting
Department of Basic Education (2011). Curriculum and
Assessment Policy Statement (CAPS), Grades 4-6
Writing is a powerful instrument of
English Home Language. Retrieved…. from communication that allows learners to
http://www.thutong.doe.gov.za. p. construct and communicate thoughts and
ideas coherently. Frequent writing practice
across a variety of contexts, tasks and subjects
enables learners to communicate functionally
and creatively. Writing which is appropriately
scaffolded using writing frames, produces
competent, versatile writers who will be able to
use their skills to develop and present
appropriate written, visual and multi-media
texts for a variety of purposes.’

C. Summary of the content to cover

Briefly describe ‘what’ content you need to cover. This will A tall tale is a unique heroic story in which the
inform the lesson objectives and choice of teaching strategy.
hero or protagonist has a "larger than life"
personality. This is an exaggerated and
unreliable narrative. Tall tales can be about
ordinary true events, but then become
fantastic and grand. Tall tales are fun, easy
for kids to read, and stimulate critical thinking
like a fable. Children learn to react to absurd
stories and write their own stories. Tall stories
combine fact and fiction; they describe heroic
characters and can encourage your kids not
to give up.
The skill that will be developed in collaboration.
 Addendum for updated IIE Lesson Plan Template TE105a/TE205a/TE305a/TE405a/TESF105a

Collaboration means that learners can work in

groups. Teamwork abilities increase
communication, empathy, and leadership
values. I will use the story to test their
descriptive writing skills. The learners will
complete a story activity based on the story
topic that was given to the learners. Some of
the other skills I am going to be testing are
summarizing and selecting relevant
information. I will ask students to complete a
story. I will have a discussion with the class on
what the story is about and place learners’
ideas on a mind map. Group work will be
involved in the teaching and learning phases of
the course. I will walk around in class and
supervise the group. Then I will discuss what
the answer is.

D. Lesson Objecti ves

Use the verbs from Blooms Taxonomy to frame your objectives. Refer to examples here.
1. By the end of this lesson, learners will be able to… Analyse and create their own hyperbole.
2. By the end of this lesson, learners will be able to… Discuss and summarize the story topic.
3. By the end of this lesson, learners will be able to… Develop a tall tale of their own.

E. Curriculum Integrati on (if relevant)

F. Rati onale for Lesson Design

To frame your thinking and engage in purposeful learning I will consider the learner’s prior knowledge,
design, describe your conceptualisation, teaching and and give them practical examples that relate to
assessment as/of/for knowledge as it relates to this content
and context. How do opportunities in this context inform
the learner’s real life. The in-class activities will
choices for lesson design? What possibilities and constraints include group work. The skill that will be
have I considered? developed in collaboration. Collaboration
means that learners can work in groups.
Teamwork abilities increase communication,
empathy, and leadership values. Learning
Disabilities such as ADHD, ADD, Dyslexia etc.
can hinder learners from focusing on the
content during lessons and they can be easily
distracted.
All learners need to understand what is being
taught at the same level. What is important is
that in the learning process, learners are
constantly asked whether they understand the
content, so that the entire class can keep up
with the understanding of the content. To
ensure this, I will help them focus in a class by
integrating videos, class discussions, etc. into
 Addendum for updated IIE Lesson Plan Template TE105a/TE205a/TE305a/TE405a/TESF105a

the lesson.

G. Teaching and learning strategies

Select one or more of the teaching strategies you will employ ☒Direct Instruction
that is/are suitable for your content and context. ☒Discussion
☒Small-group work
Click on the strategy for more information. ☐Case Study
☒Writing for learning
Each Lesson Objective must have its own Teaching Strategy ☐Inquiry-based learning
Choose from those in blue.
☐Cooperative Learning
Highlight the chosen strategy
☐Gamification
☐Play-based learning
☐Station-based
☐Whole class
☐Teacher-guided
☐Other
If you have selected ‘Other’ explain your strategy.
Justify your choice/s. I will then ask the learners to discuss and
create their own hyperbole. Learners will
discuss and create their own hyperbole.
Learners will do this activity in the groups
where they are sitting. This will help learners
who have not grasped hyperboles to get help
from their peers to understand the hyperboles.
I will give the learners 3 minutes to do this
group discussion. Learners will then say their
hyperbole for the class. The class will then
evaluate each hyperbole.

I will then use small group work. Small Group

work occurs during the teaching and learning
phases of the lesson. I will then ask the
learners to discuss and create their own
hyperbole. Learners will do this activity in the
groups where they are sitting. This will help
learners who have not grasped hyperboles to
get help from their peers to understand the
hyperboles. I will give the learners 2 minutes to
do this group discussion. Learners will then
say their hyperbole for the class.
 Addendum for updated IIE Lesson Plan Template TE105a/TE205a/TE305a/TE405a/TESF105a
H. LESSON PHASES

Phase Write, in detail, every element/step of your lesson for each Resour
s phase. Include time on task for each phase. ces
Require
d

I will start the lesson by informing the learners that the only things that
need to be on their desks are their pencil cases and English books and all
their attention needs to be focused on me and listening to what I say as
well as following my instructions without talking or communicating with
each other. I will proceed to confirm that all the learners have their books
and tell them to get their page ready.

l will then inform the learners that we will be learning about tall stories and
that they will and then doing an activity of writing their own tall story. I will
then explain to the learners that this is testing their English language skills
INTRODUCTORY PHASE

to see how much they understand. Therefore, the activity is an assessment

of learning and an assessment for learning. I will then ask learners what tall
stories are, to check learners’ prior knowledge, and then I will proceed to
explain tall stories to them.

I will then play a game with the learners to encourage their creativity and
critical thinking skills. The game is Madlibs. Madlibs are short, silly stories
based on random words. I will choose a learner to come to the computer to
type the words in. I am only choosing one learner as this will save time and
there will be less competing. I will pick learners to suggest a word to place
in the story. After clicking on the “generate Madlib” button and I will read
the short story the learners have created. The words will test learner’s prior
knowledge of parts of speech, nouns, adjectives, verbs, etc., and help them
to

This part the lesson will take 10 minutes.

 Addendum for updated IIE Lesson Plan Template TE105a/TE205a/TE305a/TE405a/TESF105a

Learning Objective 1: By the end of this lesson, learners will be able to Take
photo’s
analyse and create their own hyperbole.
of
I will read and explain Hyperboles to the learners. “A hyperbole is a phrase activity
Copy
or sentence, which uses exaggeration to emphasise a point. It is often used
and
to make something sound much more dramatic than it really is. This is not paste it
here
meant to be taken literally but to emphasise.” I will go over lots of examples
of the hyperboles, I will then ask the learners to discuss and create their own
hyperbole. Learners will do this activity in the groups where they are sitting.
This will help learners who have not grasped hyperboles to get help from
their peers to understand the hyperboles. I will give the learners 2 minutes to
do this group discussion. Learners will then say their hyperbole for the class.
The class will then evaluate each hyperbole.

Learning Objective 2: By the end of this lesson, learners will be able to

TEACHING & LEARNING PHASE

discuss and summarize the story topic.

I will then hand out a handout that gives writing tips for excellent stories and
story openings. I will inform the learners to stick the handout in their books.
Once they have done that, I will read and discuss the handout with the
learners, while giving examples at the same time. I will then briefly expand
on what the handout says. I will ask learners’ opinions to gauge where
learners are with their understanding. I can then further expand and re-
explain certain areas. I will give all the learners the handout with the story
topic on. The story topic is “The day the vegetables and salad came alive at
Spur.” I will then do a mind map on the board for learners to help break down
the topic into places to focus on. I will ask the learners questions and write
down some of their ideas on the board.

Learning Objective 3: By the end of this lesson, learners will be able to

develop a tall tale of their own.
I will then show learners a video called “VeggieTales”. This video is a trailer
or introduction of a show about talking vegetables. VeggieTales is an
animated direct video series for children that feature humanlike vegetables in
stories. The video shows different vegetables and fruits living together on the
same kitchen countertop and having lots of adventures. I will then inform
learners that they must start writing their own story now. I will walk around
and monitor the learners while they are writing.
 Addendum for updated IIE Lesson Plan Template TE105a/TE205a/TE305a/TE405a/TESF105a

Learning Objective 1: By the end of this lesson, learners will be able to Photo of
analyse and create their own hyperbole. activitie
s
I will recap the lesson objective by checking learners’ stories to see if they
have included a hyperbole. I will ask the learners, that haven’t attempted to
create one, if they need any help and I will give them extra help to create a
hyperbole.

Learning Objective 2: By the end of this lesson, learners will be able to

discuss and summarize the story topic.
CLOSURE PHASE

This was achieved in the Teaching and Learning Phase. I will revise this
lesson objective by going over some of the weak points I have noticed after
walking around. I will then recap the lesson by asking learners what they
have learnt in this lesson.

Learning Objective 3: By the end of this lesson, learners will be able to

develop a tall tale of their own.
I will check for understanding during the lesson so that learners will be able
to write their own story. This will be done during class discussions as a way
for students to think about their ideas. I will ask more questions as a closing
activity so that students can review what was learned in the lesson.

This phase will take 5 minutes.

 Addendum for updated IIE Lesson Plan Template TE105a/TE205a/TE305a/TE405a/TESF105a

Learning Objective 1: By the end of this lesson, learners will be able to analyse and
create their own hyperbole.
I will then ask the learners to discuss and create their own hyperbole. Learners will
discuss and create their own hyperbole. Learners will do this activity in the groups
where they are sitting. This will help learners who have not grasped hyperboles to
get help from their peers to understand the hyperboles. I will give the learners 3
minutes to do this group discussion. Learners will then say their hyperbole for the
class. The class will then evaluate each hyperbole.

Learning Objective 2: By the end of this lesson, learners will be able to discuss and
summarize the story topic.
ASSESSMENT

This was achieved in the Teaching and Learning Phase. Learners have been given
all the information, handouts and planning was done as a class. Therefore, learners
have all the skills to complete it to show their understanding.

Learning Objective 3: By the end of this lesson, learners will be able to develop a tall
tale of their own.
I will check for understanding during the lesson so that learners will be able to write
their own story. This will be done during class discussions as a way for students to
think about their ideas. I will ask more questions as the assessment tool to check
learners' level of understanding and progress.

The purpose of this assessment is so I can do my research and identify the students
who are doing well and those who are struggling, so as an educator, I know where to
improve my teaching skill. I want to see if they received comprehensible input and
understood the topic.
 Addendum for updated IIE Lesson Plan Template TE105a/TE205a/TE305a/TE405a/TESF105a
LESSON REFLECTION
B.Ed Year 3 and 4 (only) and PGCE TESF7112p/TESF7112w
(Answer the following questions after each lesson)

What was my most challenging moment in this lesson and why? How will I respond next time?

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

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


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

Any additional reflections?

The IIE Supervisor’s Signature Date:Click or tap to enter a

OR date.

Mentor Teacher’s Signature Date:Click or tap to enter a

date.

Student’s Signature Date:Click or tap to enter a

date.