Lesson planning

contents

‐ Learning objectives ‐ Integration‐ Progression‐ Assessment strategies‐ Lesson phases

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1.Learning objectives (LO)

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• The learning that needs to take place.

• The goals for learning that you set out for the learners to achieve.

• Derived (drawn) from the topic and focus area stated in your lesson plan.

• Include the kinds of knowledge, skills and values that you want your learners to acquire during the lesson.

• Guide for creating different learning opportunities within the lesson.

What is a learning objective?

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• Clear and specific - as they guide you in exactly what subject content, methodology for teaching and activities need to be used in order for the learners the achieve the LOs indicated.

• Guide you when generating assessments – LOs need to be specific and measurable so that you as a teacher can assess whether or not your learners have succeeded in achieving them.

• Must be developmentally appropriate (DAP) and culturally responsive.

Considerations when forming an LO

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‐ Teaching that focusses on how children generally learn and develop.

‐ Gordon & Browne (2011, p.556) state that DAP is “that which is suitable or fitting to the development of the child. It also refers to learning experiences that are relevant to and respectful of the social and cultural aspects of the children and their families”.

‐ Opportunities are created taking into consideration the learners’ typical milestones and backgrounds.

Developmentally appropriate Practices (DAP)

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• Refer to CAPS documents: https://www.education.gov.za/Curriculum/CurriculumAssessmentPolicyStatements(CAPS)/CAPSIntermediate.aspx

• Find correct Grade, Term, Week and language component.

• Choose skill.

• Formulate LO: at the end of the lesson, learners will be able to what (content and/or ability) by how (through which kinds of activity).

How to construct an LO

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How to construct an LO cont.

At the end of the lesson learners will be able to (what) relate their life experiences to the story “Searching for the Spirit of Spring” (how) by interviewing a friend.

- specific

- measurable

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2.Integration

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What is integration?

‐ Integration is about presenting avariety of experiences through which different kinds of knowledge, skills, values and attitudes (KSVAs)are combined and work together for learning to take place.

‐ Multi disciplinary integration focusses learning of all subjects around one theme.

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How to integrate learning?

• Review your lesson idea and refer to your main LO.• Refer to CAPS and choose a DAP skill from another subject

and/or study area.• Insert into SANTS lesson plan.• Amend or embed teaching and learning opportunities that reflect

new skill selected.

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How to integrate learning cont.

‐ Home Language

LO1: at the end of the lesson, the learners will be able to listen to the story “Giraffes Can’t Dance” and (what) participate in the discussions by (how) sharing their opinion on the behaviour of the various animals towards the Giraffe.

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How to integrate learning cont.

‐ Life Skills - Performing Arts

LO2: At the end of the lesson, learners will be able to (what) explore locomotor and non-locomotor movements (how) by showing how they dance to their own music based upon the story “Giraffe’s Can’t Dance”.

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How to integrate learning cont.

‐ Mathematics – Data Handling

LO3: At the end of the lesson, learners will be able to (what) tally their different opinions on alternative endings to the story of “Giraffes Can’t Dance” by (how) drawing a bar graph.

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3.Progression

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What is progression?

• Progression refers to the learners’ ability to realise a required objective which in turn allows them to advance to the next gradeor level of learning.

• Similar to how a learner’s zone of proximal development (ZPD) keeps developing in difficulty as and when the learner achieves success.

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How to plan for progression?

• Refer to current lesson’s LO.• Refer to the same CAPS document (the same subject and study

area and Grade) as lesson’s LO – see how that same skill progresses in the following weeks in CAPS.

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How to plan for progression? At the end of the lesson learners will be

able (what) write their weekend news as a (how) newspaper article creating an appropriate headline and paragraphs.

At the end of the lesson, learners will be able to (what) edit their writing when creating an A3 newspaper (how) using their weekend news as the topics for the various articles, images etc.

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4.Assessment strategies

• Linked to your lesson objectives. • Designed to enable the learners to showcase the KSVAs they

have obtained from the presentation of the lesson as well as inform you, the teacher on your teaching practices and your learners’ learning.

• Provide a way for teachers to see if learners understand the content knowledge and to adjust their instruction.

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What are assessment strategies?

• Review you lesson’s LO.• Review your lesson plan.• Decide what activities you can present to assess your learners

within your lesson – remember assessment needs to be differentiated and varied in order to be fair.

• Decide on the assessment strategy that will work best i.e. observation, a checklist, a rubric.

• Decide on the assessment method that will work best i.e. self-assessment, peer review, teacher-based etc.

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How to plan for assessment according to your LO?

• LO: at the end of the lesson learners will be able to (what) listen attentively to a listening story (how) without interrupting and by remembering key details.

• Assessment:

The teacher will ask the learners questions after they have heard the story and make notes regarding who is answering. Afterwards, the learners will then be expected to role play the story. This will be assessed by the teacher using a rubric.

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How to plan for assessment according to your LO cont.

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5.Learning phases

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Inform the learners that you have lost something (a flower). Encourage them to ask you questions about what it is you have lost, similar to the game 20 questions. Do not tell them what the object is, but describe its features (characteristics) to them. Once the

learners have guessed correctly what you have lost, ask them to search the classroom to help you find it. When the flower is found, settle the learners back in their seats or on the carpet and ask them if they have ever lost anything – allow some of the learners to

share their stories before telling them that you have a story about a village who has lost something too.

introduction

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• Learners are encouraged to listen to the description of the object you have lost in order to guess what it is.

• Similarly, you are encouraging them to ask you questions, and thus speak.

• By creating a game and a sense of mystery with a lost object, the learners will become engaged and intrigued (interested) in what you and they will be doing.

• Lastly, relating the story to their life experiences of losing things, connects them to it and provides a context for them to comprehend (understand) the story before you have even begun reading it.

Introduction review

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Show the learners the front cover of the story and read the title to them, “Searching for the Spirit of Spring” (Mahlaba, [s.a.]). Encourage them to predict what the story is about by asking the following questions:

Who can tell us what Spring is?

What does the word ‘spirit’ mean in this title?

What do you think the spirit of Spring is?

If they are searching (looking) for it, where do you think it has gone?

Can you search for the spirit of something?

Why do you think the spirit of Spring has gone?

Who is the little girl on the cover?

What do you think the little girl does in the story? Why do you think this?

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development

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Read the story to the learners. As you read, ask learners to clarify, summarise and question what you have read, as well as engage them in predicting what will happen next.

• At the end of the story, ask learners the following question:

What do you think the story was really about?

Why do you think the village lost the spirit of Spring?

What does your family celebrate? Describe the celebration.

What does your family need in order to make it a happy celebration?

As a class, mind map 10 questions they would ask someone if they wanted to know more about one celebration that person values. Write learners ideas on the board so everyone can see.

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development

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• Learners are encouraged to listen and speak throughout the development in order to participate.

• There are strategies in place that allows the teacher to call upon learners who may avoid interacting.

• The development also provides a platform for learners to share their different cultures and practices with each other, thus embracing multi-culturalism and differences amongst the learners and integrating Life Skills into the lesson.

• The questions at the end of the story are open-ended, foster higher order-thinking skills and reflection.

• Lastly, by working as a class when coming up with the 10 questions, learners need to listen to each other’s’ suggestions so as not to repeat the same idea as well as think about syntax when generating a cohesive question.

• These activities all foster learners’ 21st century skills (communication, collaboration, creativity and critical thinking) as well as the ability to listen and speak with regards to relating a story to their life experiences.

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Development review

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Instruct the learners to get into pairs and find a space in the class in which they can sit together and do the next activity. Tell the learners that they must now interview their partner by asking

them the 10 questions which were generated as a class. Inform them that they need to listen to their partners answers carefully and cannot write them down. Give the learners 10 minutes to conduct their interviews. While they are busy walk around the class, making notes of how the

learners are speaking to each other, if they are following the instructions by asking the questions that were generated, and make notes of these on a checklist. Once the time is up ask the learners to sit back at their desks. Now allow each learner to tell the class as much as they can remember

about their partner’s celebration.

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consolidation

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‐ Learners are encouraged to listen and speak throughout the conclusion of the lesson.

‐ There are ample opportunities for the teacher to observe and make notes of learner’s development with regards to the learning objective.

Consolidation review

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A flower“Searching for the Spirit of Spring” (Mahlabe, [s.a.]) (book)

Chalk (if using a chalkboard)Whiteboard marker (if using a whiteboard)

Learning and teaching support material (LTSM)