Topic: Development of the self in society

Theme: SEXUALITY
GRADE 8: Life Orientation
WHO?
My mentor, myself (student teacher) and the 28 grade 8 learners are the participants of the
lesson. Most if not all learners are fluent and proficient in English as it is their language of
learning. The class is culturally diverse as each learner comes from a different home with
different cultural values. On average the emotional state of learners is stable however as
individual homes differ, circumstances may differ. St. Barnabas SOS is a school built on
Christian values therefore most if not all learners are Christian (the school still
accommodates learners that are of other religions). The learners with special needs within
this class has been narrowed down to those that are visually impaired.

WHAT FOR?
Lesson outcomes

By the end of this lesson learners should be able to:

1. Define sexuality, sexual identity, and sexual orientation.

2. Identify personal feelings that impact their sexuality.
3. Identify their own sexuality.
4. Identify and respect the sexuality of others.
5. Identify and explain how peers or friends can influence one’s sexuality and use it to
avoid being pressurised.
6. Know what to do when experiencing feelings about their sexuality and apply that
knowledge within their lives.

WHEN?
Friday, 10 February 2023. During the two periods/lessons directly after first break. Each
lesson is 40 minutes long.

WHERE?
Learning takes place at St Barnabas School of Specialisation which is situated in
Johannesburg Bosmont. There are not many learners and staff, so it is a relatively small
school. The classrooms are spacious. The lesson will take place in lab 2 which is the grade 11
science/physics classroom, each of my mentor teachers’ classes are given in different
classrooms because my mentor teacher does not have his own classroom and has a floating
timetable. The class has windows all around the class therefore there is good/adequate
lighting and good ventilation, with tables and chairs lined up in rows to face the front of the
classroom. All the classes have access to Wi-Fi, whit boards and smartboards.

WHAT?
The topic is sexuality. It introduces the learners to sexuality and the various aspects included
therein. This topic equips learners with the ability to identify personal feelings and how they
impact the development/discovery of their sexuality. Furthermore, how to identify how
their peers influence their sexuality to avoid being pressurised into assuming a particular or
false identity as well as equipping learners with knowledge they can apply, on what to do
when encountering feeling about their sexuality and lastly ensuring that they can respect
the sexuality of others irrespective of the differences in their sexuality, preferences, and
beliefs.

KNOWLEDGE SKILLS VALUES AND ATTITUDES

- Define sexuality, - Identifying one’s own - Identify and respect the
sexual identity, and sexuality. sexuality of others.
sexual orientation. - Knowing what to do when
- Identify personal encountering/experiencing
feelings that impact feeling about their sexuality
one sexuality. and apply that knowledge
- Identify and explain within their lives.
how one’s peers can
influence one’s
sexuality and use it to
avoid being
pressurised.

LESSON CONTENT AND POTENTIAL QUESTIONS:

• What is sexuality?
• Sexuality is who you are as a sexual being. Your desires, fantasies, preferences, and
feelings. Sexuality includes a combination of many different aspects; aspects such as
sexual orientation, sexual behavior, and sexual identity as well as your relationships
with others.
• What do you do when encountering feelings about your sexuality?
1. You need to establish what you feel about your sexuality and how you are
going to cope with it.
2. Feelings about your sexuality can be disruptive, learn to stay focused.
3. Get more information about your growing sexual awareness and the changes
you are going through to help you understand or deal with your curiosity.
4. Find a trusted older person you can speak to.
 5. Remember it is better to embrace your feelings and know what is going on.
• What is the difference between sexual identity, orientation, and behaviour?
• Sexual identity is how someone thinks of themselves or how you identify yourself as
being in terms of who they are romantically or sexually attracted to. E.g., Lesbian
• Sexual orientation is our feelings of physical and romantic attraction.
• Sexual behaviour refers what we do sexually with ourselves and with others.
Sometimes people feel an attraction or have sexual feelings but do not act on it.
• What are the different types of sexual identities?
1. Heterosexuality - Sexually or romantically attracted exclusively to people of the
opposite sex.
2. Homosexuality - Sexually or romantically attracted exclusively to one’s own
gender.
3. Bisexuality - Being sexually or romantically attracted to more than one sex.
4. Asexuality - A lack of sexual attraction to others or a low or absent interest in
sexual activity.
5. Pansexuality - Sexually or romantically attracted to someone regardless of their
sex.
• How do personal feelings impact your sexuality?
• You may have certain feelings/views about right or wrong in terms of sexual
behaviour, sexual orientation, sexual identity, gender roles and correct social
etiquette.
• At time you will feel you have to pretend or hide parts of your feelings and thoughts
in order to fit in. WHY? Because you are afraid of and want to avoid prejudice.
• How do your peers influence your sexuality?
• You and some of your friends and peers may not all necessarily share the same views
on sexuality and sexual behaviour.
• We all want to people to like us, and we want to feel a sense of belonging however
you should not let your friends sway your values if you do not share their views on
sexuality.
• It will not make you feel very good about yourself if you want to impress your friends
by going against your values.
• As a friend it is important to be supportive and to allow your friends to feel confident
enough to declare their identities.

HOW?
THE INVITATION (20 minutes)
Teacher Activities Learner Activities Media/resources
- The lesson will start - Learners will - YouTube video
off with me watch the https://www.youtube.com/wa
introducing the video. tch?v=ztVAqPmYlU0
 topic by playing a - Learners can - Slideshow presentation.
short YouTube offer answers, - Textbook.
video. ideas, and
- Then I will invoke a participation
discussion by asking in discussion.
the learners what
their thoughts of the
video are or what
stood out to them.
- I will then discuss
my thought and
views based on the
video.

ENGAGING WITH NEW CONTENT (40 minutes)

Teacher Activities Learner Activities Media/resources
- I will show them a - Offer their - Slideshow presentation
vogue article. This will different - Vogue article
test their perspectives ideas/perspecti file:///C:/Users/Shaniece/One
on sexuality and ves and Drive/Documents/BeD/4th%2
generate a discussion. participate in 0year/WIL%20Documents/Me
discussion.
- Teach and explain the n%E2%80%99s%20Heels%20A
- Listen and pay
content according to attention. re%20on%20the%20Rise%E2
the lesson objectives. - Ask any %80%94Here%E2%80%99s%2
- Ask learners questions they 0Where%20to%20Shop%20fo
questions as teaching may have r%20Them%20_%20Vogue.ht
progresses to check ml
the understanding as - Textbook.
you move along.

SUMMARY AND INTEGRATION (20 minutes)

Teacher Activities Learner Activities Media/resources
- Provide learners the - Ask any final - Slideshow
opportunity to ask questions. presentation.
any final questions. - Take down/copy the - Textbook.
- Draw up a summary mind map summary - Crossword puzzle
mind map on the into their (set up by me on
smart board. workbooks. TheTeachersCorner.
- Handout a crossword - Complete the Net)
puzzle (as a crossword puzzle.
summative - Discuss answers and
assessment/summary complete
activity) and give corrections where
learners the necessary.
 opportunity to
complete it.
- Once all the learners
have completed the
activity, I will go over
the activity and
provide the learners
with corrections.

Expanded opportunity.
The learners will have to complete the case study exercise from the textbook as homework
which will be discussed and marked the next lesson.
 REPORT
The lesson took place in the science and physics lab. The classroom/lab is
spacious enough which facilitated easy movement for me around the
classroom to engage with the learners and monitor their work whenever they
were given tasks/activities. There are smart boards and access to Wi-Fi within
every classroom in the school, the influence this had was that I was able to
present a PowerPoint presentation to the class, therefore during the lesson
they could take down notes from the presentation into their workbooks.
Furthermore, because there was access to Wi-Fi I was able to play a YouTube
video and go online to show and read the article to the class.

There weren’t many significant challenges I experienced during my lesson

presentation. However, there was load shedding and because of this I had to
invoke a short discussion while waiting for the backup power to kick in, this
meant that my lesson went somewhat off track. Once the backup power kicked
in about 5 minutes later, I was able to continue my lesson as planned.
Considering the fact that Life Orientation is very interactive and subjective, we
tended to dwell off of the topic; broadening the discussion thus spending
inefficient time discussing many different perspectives of the learners because
of this time was being lost and I wasn’t able to cover the various factors I
needed to in the planned time according to my lesson preparation. When I
started noticing this problem, I stayed cognoscente of the time and only
allowed selective discussions and questions that were relevant to the topic.
One significant opportunity was being able to see through the eyes of my
grade 8 learners by hearing their perspectives and how they vary from my own
as well as from some of their peers. Discussions allowed me to get to know the
learners through their willing interaction and participation within my lesson.

I believed I developed professionally by being able to, through my lesson

presentation and interaction with the class, gain more confidence in myself
and my teaching. My confidence levels increased as a result of equipping
myself with sufficient subject/content knowledge not just from the textbook
but from various sources as well as taking out the time to observe and get to
know my students, this way I was able to cater to most, if not all the learners
within my class. Even the less talkative learners participated in my lesson. I was
able to learn the importance of finding and making use of sources which are
relevant and relatable to my students.
 Topic: Development of the self in society
Theme: TIME MANAGEMENT (reading
and writing for different purposes)
GRADE 9: Life orientation
WHO?
My mentor, myself (student teacher) and the 27 grade 9 learners are the participants of the
lesson. Most if not all learners are fluent and proficient in English as it is their language of
learning. The class is culturally diverse as each learner comes from a different home with
different cultural values. On average the emotional state of learners is stable however as
individual homes differ, circumstances may differ. St. Barnabas SOS is a school built on
Christian values therefore most if not all learners are Christian (the school still
accommodates learners that are of other religions). The learners with special needs within
this class has been narrowed down to those that are visually impaired.

WHAT FOR?
Lesson outcomes
By the end of the lesson learners should be able to:

• Define time management.

• Identify various skills required in time management.
• Obtain accountability in carrying out responsibilities.
• Know how to organize one’s work.
• Identify tools needed in order to plan time effectively.
• Know how to use time effectively and efficiently.
• Explain the different purposes for reading.
• Differentiate between skimming and scanning.
• Explain the different purposes for writing.
• Value the skills that come with keeping a journal.
• Identify summarizing as a useful skill.
• Know the two main ways to summarize.
• Implement ways to improve reading and writing skills.
• Value the importance of good writing skills.
• Obtain good time management skills.
 WHEN?
Tuesday, 07 February 2023. The lesson will take place in two period. Each 40 minutes long.

WHERE?
Learning takes place at St Barnabas School of Specialisation which is situated in
Johannesburg Bosmont. There are not many learners and staff, so it is a relatively small
school. The classrooms are spacious. The lesson will take place in room 23 which is the
grade 9 mathematics classroom, each of my mentor teachers’ classes are given in different
classrooms because my mentor teacher does not have his own classroom and has a floating
timetable. The class has windows all around the class therefore there is good/adequate
lighting and good ventilation, with tables and chairs lined up in rows to face the front of the
classroom. All the classes have access to Wi-Fi, whit boards and smartboards.

WHAT?
The topic is about the importance of managing ones’ time and using it effectively and
efficiently, the key to obtaining good time management skills through prioritizing and
scheduling. The topic is about teaching learners how to gain accountability through time
management, how to organize, how to summarize, improve reading and writing skills and the
importance thereof.

KNOWLEDGE SKILLS VALUES AND ATTITUDES

- Define time - Planning time - Accountability in
management. effectively. carrying out
- Different purposes for - Summarizing skills. responsibilities.
reading. - Implementation of - Proactivity through
- Difference between ways to improve organizing skills.
skimming and scanning. reading and writing. - Importance of good
- Different purposes for - Organizing skills. writing skills.
writing. - Time management - Proactivity through
- Two main ways to skills. good time
summarize. management skills.
- Value the skills
acquired through
journal keeping.

Lesson content and potential questions:

• What is time management?
• Time management refers to a person’s ability to identify different priorities and
decide when to do them and how much time will be required for each priority.
With the goal to increase efficiency or productivity.
• Why is it important to learn about time management skills and apply it?
 • Learning about and applying good time management skills allows you to take
accountability for your responsibilities. Furthermore, it teaches you how to
prioritize, plan and organize your time and prioritize effectively.
• Range of skills, tools, and techniques: planning, setting goals, analyzing the time
spent on tasks, organizing, scheduling your time, and prioritizing.
• As a grade 9 student what are some of the responsibilities you need to be
accountable for?
• If you manage your time effectively you will be able to balance your schoolwork
with your other commitments, have time to relax, get enough sleep to be fresh
and participate in the class activities as well as complete your homework, meet
deadlines and find enough time to study. (Why time management skills are
important/effective)
• There are different people and systems put into place to help you as learners
namely, the principal, school governing body, parents, and teachers. However, you
are still in charge of your own success or failure.
How to organize one’s work. In order to manage your time, you need to organize yourself
and your work. Use a year planner, find out when you have formal assessments and mark
the dates on your planner, identify other school commitments you will have and add it to
your year planner as well and write to-do lists every day.

• using your time effectively and efficiently means that you know what you need to do
and when to do it and that you find way to get it done without wasting time or
effort.
• Tips to use in order to learn how to use your time effectively and efficiently:
1. Know the amount of work you have to do and how much time you have for it.
2. Set mini goals and make sure you do not fall behind schedule.
3. Break up your time and study over a longer period.
4. Have at least one hour per day to study.
5. Start with the difficult work first.
• Reading for different purposes: reading for understanding, to find out information,
to summarize, for fun/pleasure, reading to expand your vocabulary (improve your
writing skills) and reading to interpret knowledge to be able to covey it.
• two ways to read: skimming and scanning.
• Skimming: reading something quickly to get the main idea, without paying attention
to the details.
• Scanning: reading quickly until you find what you are looking for/ reading to look for
something specific.
 • Writing for different purposes: one of the most import forms of communication.
Writing to express yourself/creative writing and writing to retain knowledge (note
making for studying)
• Journal keeping:
 Keeping a journal provides an opportunity for you to write down your
personal/private thoughts and feelings.
 It is also a way of improving your writing skills through describing situations,
experiences, or feelings, reflecting on them, and evaluating them.
 The most important part of writing a journal or keeping a diary is enjoyment
and the opportunity to write about anything you want thus freedom, to
explore.
 You will also be exploring different ideas, thoughts and topics through journal
keeping and learning to enjoy writing. You will then be able to apply these
skills to other types of writing.
• Summarizing:
 A very useful skill that involves identifying the main points of a piece of
written text or something that you have listened to.
 The important task is to record the main ideas using keywords or phrases as
well as any key facts that need to be remembered.
 There are two main ways to summarize something:
1. Writing a short paragraph
2. Writing a bulleted list

HOW?
THE INVITATION (10 minutes)
Teacher Activities Learner Activities Media/resources
- Evoke discussion by - Respond to - Introductory slides
asking learners why question. of the slideshow
they think time - Learners can offer presentation
management skills answers, ideas, and
are important. participation in
- Introduce the topic discussion.
with a time - Engagement in
management exercise.
exercise called “How
long is a minute”

ENGAGING WITH NEW CONTENT (40 minutes)

Teacher Activities Learner Activities Media/resources
- Teach and explain - Listen and pay - Slideshow
the content. attention. presentation
- Textbook
 - Ask learners - Ask any questions
questions as they may have
teaching progresses
to check the
understanding as
you move along as
well as to spark
discussions to keep
learners interested
and engaged.

SUMMARY AND INTEGRATION (30 minutes)

Teacher Activities Learner Activities Media/resources
- Provide learners the - Ask any final - YouTube video
opportunity to ask questions. https://youtu.be/SqGR
any final questions. - Watch video and nlXplx0
- Play video based on discuss thought
the importance of thereof
time management afterwards.
and prioritizing. - Learners
- After playing video complete the
explain and generate summative/
discussion based on summary activity.
the video and ask
learners their
thoughts.
- As a
summative/summary
activity I requested
learners to draw up a
study timetable for
their assignments
and upcoming tests.

Expanded opportunity.
Time management exercise/activity from textbook. This will allow learners to put what they
have learnt into practice.
 REPORT
All the classrooms within the school are nicely knitted classrooms, all equipped with
the same resources. There were enough desks and chairs to accommodate all the
learners within the classroom with enough space to accommodate their
comfortability as well as space for my movement around the classroom. As a teacher
I enjoy being able to engage with the class while walking around and because the
classroom is spacious I was able to do so. This also allowed me to monitor as
learner’s complete activities. Access to Wi-Fi and a smartboard made it possible for
me to present a PowerPoint presentation and play a video for the class. The
classroom has windows all around it, thus promoting adequate sunlight and
ventilation which promotes better concentration and focus.
One of the challenges I experienced during my lesson presentation was learners not
seeing the relevance or purposes of learning about time management and felt as
though they had sufficient knowledge about the topic. Learners showed no to very
little interest and seemed to be bored by the topic as soon as I told them what the
topic is that we will be dealing with in the lesson. In order to overcome this challenge
and generate interest or grab the learner’s attention I started the lesson off with a
game. Another challenge was that learners seemed very bored with the normal one
way conversation style teaching, to overcome this I made my lesson interactive by
including many questions to spark classroom discussions, I included a game and a
video within my lesson. I believe I developed professionally through equipping
myself with sufficient content/subject knowledge, making the learning collaborative,
providing constant support and constantly revisiting and keeping track of lesson
objectives/goals throughout the lesson.