BEI, BEF and PGC1: TE Modules

Addendum for updated IIE Lesson Plan Template

15 March 2022

To whom it may concern, This addendum serves to share the amendments made to
the IIE Lesson Plan Template. This addendum applies to the following specific
module/s:

TEIP5119

TEXP6219

TEIP6219

TEXP7319

TEIP7319

TEXP7419

TEIP7419

TESF7112p/w

Please note the amendment:

The current IIE Lesson Plan Template (uploaded as an additional reading in the
above-mentioned modules) is replaced with an updated IIE Lesson Plan Template.
This amendment is reflected from page 2 in this document. Please disregard any
previous Lesson Plan Template and only use the one included in this Addendum.

We apologise for any inconvenience caused.

Kind regards,
The Faculty of Education

1
TEIP5119 /TEIP6219/TEXP6219/TEIP7319/TEXP7319/TEIP7419/TEXP7419/TESF7112p/TESF7112w
 Addendum for updated IIE Lesson Plan Template TE105a/TE205a/TE305a/TE405a/TESF105a

2022 LESSON PLAN TEMPLATE

NOTE: All lesson plan templates are to be typed up, no handwritten lesson
plans will be accepted for final submission of the POE. Please use the template
below which will be made available to you as a dynamic form in MS Word format.

STUDENT INFORMATION

STUDENT NAME Erin Damons

STUDENT NUMBER ST10114404
QUALIFICATION B. Ed in Foundation Phase Teaching
YEAR OF STUDY BEF3

A. Lesson Details

GRADE Grade 2
TERM 3
SUBJECT (CAPS) English Home Language
TOPIC Shared Reading
DATE OF LESSON 31 September 2022
NUMBER OF LEARNERS 24
DURATION OF LESSON 45 minutes

B. Caps-Specific Focus

CAPS SPECIFIC FOCUS (link here) SHARED READING

• Reads book as a whole class with teacher,
identifying the sequence of events and the
setting
• Uses the cover of a book for prediction
• Answers higher order questions based on the
text read (“What would have happened if…?”)

2
TEIP5119 /TEIP6219/TEXP6219/TEIP7319/TEXP7319/TEIP7419/TEXP7419/TESF7112p/TESF7112w
 Addendum for updated IIE Lesson Plan Template TE105a/TE205a/TE305a/TE405a/TESF105a

• Gives an opinion on what was read

(CAPS, 2011:93)
CREATIVE ARTS
• Warming up the body: curling and stretching
the spine sitting on the floor, curling into a tight
ball, unfolding lengthening the spine, etc.
• Non-locomotor movements: turning, falling,
stamping, kicking on their own and with a
partner
(CAPS, 2011:48)
REFERENCES • Department of Basic Education. 2011.
Eg: Department of Basic Education (2011). Curriculum and Assessment Policy Statement:
Curriculum and Assessment Policy Statement English Home Language Grade R-3.
(CAPS), Grades 4-6 Government Printing Works. Pretoria
Mathematics. Retrieved…. from • Department of Basic Education. 2011.
http://www.thutong.doe.gov.za. p. Curriculum and Assessment Policy Statement:
English Life Skills Grade R 3. Government
Printing Works. Pretoria

C. Summary of the content to cover

Briefly describe ‘what’ content you need to cover. The teacher starts off the lesson with body warm
This will inform the lesson objectives and choice of ups to calm the learners before the story. The
teaching strategy. teacher then introduces the story to the learners
and then begin to read it. During the story and after
the story the teacher asks questions to grasp the
learners attention. The teacher will then hand out
a worksheet with questions based on the story.

3
TEIP5119 /TEIP6219/TEXP6219/TEIP7319/TEXP7319/TEIP7419/TEXP7419/TESF7112p/TESF7112w
 Addendum for updated IIE Lesson Plan Template TE105a/TE205a/TE305a/TE405a/TESF105a

D. Lesson Objectives

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 Read a book as a whole class with teacher,
to… identifying the sequence of events and the setting
2. By the end of this lesson, learners will be able Use the cover of a book for prediction
to…
3. By the end of this lesson, learners will be able Answer higher order questions based on the text
to… read
4. By the end of this lesson, learners will be able Gives an opinion on what was read
to…

E. Curriculum Integration (if relevant)

In this lesson creative arts form the CAPS Life Skills document, body movements is
used in the introduction of this lesson to calm down the learners just before reading
the story

4
TEIP5119 /TEIP6219/TEXP6219/TEIP7319/TEXP7319/TEIP7419/TEXP7419/TESF7112p/TESF7112w
 Addendum for updated IIE Lesson Plan Template TE105a/TE205a/TE305a/TE405a/TESF105a
F. Rationale for Lesson Design
To frame your thinking and engage in purposeful
learning design, describe your conceptualisation,
teaching and assessment as/of/for knowledge as it
relates to this content and context. Consider the
following questions and write a paragraph that
responds to these questions:
1. How does the knowledge of this topic inform
choices for learning design?
• What is the main idea/s and most important
things to know about this topic?
• What ways of thinking and doing are important
for learning this topic?
• How do these inform the design of learning tasks
and sequencing of lesson steps?
2. How do learners and their diversities inform
choices for lesson design?
• How have I ensured that all learners may
participate and learn?
3. How do opportunities in this context inform
choices for lesson design?
• What possibilities and constraints have I
considered?
TEIP5119 /TEIP6219/TEXP6219/TEIP7319/TEXP7319/TEIP7419/TEXP7419/TESF7112p/TESF7112w
1. The teacher reads aloud to the class at this
time, pointing to certain passages so that the
students can follow along. Here is where you
demonstrate and instruct reading abilities.
During shared reading, you might put an
emphasis on enjoyment and significance.
Students can unwind and enjoy what they
are reading without feeling rushed It offers
the required assistance to difficult readers.
enables pupils to enjoy readings they might
not be able to do on their own. provides
assistance to the entire group, ensuring that
every kid feels successful. It can be used to
teach vocabulary, print concepts, alphabet
knowledge, phonological awareness, oral
language, and other factors that are
indicators of successful reading.
2. Peer assistance, flashcards, and extra time
for English First Additional Language
Learners. The teacher has been mindful to
second language learners and define new
terminology and topics, with key phrases on
key items to assist them. ADHD learners with
concentrating challenges will be required to
participate in self-monitoring when the
teacher is occupied by participating in
teacher-guided activities. Since this is a
whole-class lesson, the teacher will need to
work hand in hand with learners. When
creating an activity, the teacher must take
into account the learners' brain capacity, as
5
Addendum for updated IIE Lesson Plan Template TE105a/TE205a/TE305a/TE405a/TESF105a

many of them are unable to focus for

extended periods of time. The teacher must
serve all types of learners, from visual to
auditory, because the classroom is diverse.
As a result, the teacher will help any child
who needs it and urge them to do their best
and engage. Learners must accomplish the
task that has been allocated to them in order
to aid them. The teacher will give crucial
words for First Additional Language learners.
In addition, they will be given dictionaries to
use when working on the task.
3. The part where learners talk and answer
questions about the story,will be a success.
Behavioural problems will maybe get in the
way of this lesson, since learners may get too
excited during the sharing and some learners
may be disturbing when some of the learners
wants to share what they have wrote and
those learners might not give other learners
a chance to talk or interrupt them

6
TEIP5119 /TEIP6219/TEXP6219/TEIP7319/TEXP7319/TEIP7419/TEXP7419/TESF7112p/TESF7112w
 Addendum for updated IIE Lesson Plan Template TE105a/TE205a/TE305a/TE405a/TESF105a

G. Teaching and learning strategies

Select one or more of the teaching strategies you will ☒Direct Instruction
employ that is/are suitable for your content and ☒Discussion
context.
☐Small-group work

☐Case Study
Click on the strategy for more information.
☐Writing for learning

☐Inquiry-based learning

☐Cooperative Learning

☐Gamification

☐Play-based learning

☐Station-based
☒Whole class
☒Teacher-guided

☐Other
If you have selected ‘Other’ explain your strategy.
Justify your choice/s. Direct instruction:
• This is where the teacher explains what learners
need to do throughout the lesson
Discussion:
• Discussion on what the book before and after the
story has been read.
Whole class:
• Whole class teaching will be used throughout the
lesson, so the teacher will use the whole-class
teaching approach
Teacher-guided:
• The teacher is most likely to be in charge in this
lesson and the learners are just following the
instructions given to them.

7
TEIP5119 /TEIP6219/TEXP6219/TEIP7319/TEXP7319/TEIP7419/TEXP7419/TESF7112p/TESF7112w
 Addendum for updated IIE Lesson Plan Template TE105a/TE205a/TE305a/TE405a/TESF105a

H. LESSON PHASES

Phases Write, in detail, every element/step of your lesson for each phase. Resources
Include time on task for each phase.
Required

The teacher will:

INTRODUCTORY PHASE

• Do body warm ups with the learners:

- Warming up the body: curling and stretching the spine sitting on the
floor, curling into a tight ball, unfolding lengthening the spine, etc.

- Non-locomotor movements: turning, falling, stamping, kicking on their

own

8
TEIP5119 /TEIP6219/TEXP6219/TEIP7319/TEXP7319/TEIP7419/TEXP7419/TESF7112p/TESF7112w
 Addendum for updated IIE Lesson Plan Template TE105a/TE205a/TE305a/TE405a/TESF105a

The teacher will: • Storybook: Animals of

the sea
• Call learners to the mat to sit in a halfmoon circle

• Explain to learners that we will be reading a story, and while

reading the story, questions will be asked and after the story they
will go back to their desks and do a worksheet based on the book.

• Introduce the story by discussing the title, cover.

-Ask learners to read the title

-Ask learners what they think it means

-Ask learners to look at the cover picture of the book

-Ask what they think the story will be about

• Read the story aloud to the learners using appropriate inflection

and tone.

• Pause and ask the students to make predictions by just looking at

the pictures on each page of the book and ask after a few pages
what they think will happen next

• Ask brief questions to determine students' comprehension level.

TEACHING & LEARNING PHASE

-What they think quarrel means, add that it means a disagreement

• Conclude the reading by reserving time for reactions and

comments.

- Ask questions about the story and relate the story to the students'
similar experiences.

-Ask the children to retell the story in their own words.

-Ask what they have learnt out of the story.

9
TEIP5119 /TEIP6219/TEXP6219/TEIP7319/TEXP7319/TEIP7419/TEXP7419/TESF7112p/TESF7112w
 Addendum for updated IIE Lesson Plan Template TE105a/TE205a/TE305a/TE405a/TESF105a

The teacher will: • Worksheet based on

the book
• Ask learners to go back to their desks
CLOSURE PHASE

• Do cooling down the body and relaxation by asking learners to

clench their shoulders a few times and roll their neck around

• Hand out worksheet based on the book, the worksheet is sentence

strips, where learners need to correct them in to the right order

After the lesson the teacher will assess the learners on:
• Are the learners able to read a book as a whole class with teacher, identifying the sequence
ASSESSMENT

of events and the setting

• Are the learners able to use the cover of a book for prediction
• Are the learners able to answer higher order questions based on the text read
• Are the learners able to give an opinion on what was read

10
TEIP5119 /TEIP6219/TEXP6219/TEIP7319/TEXP7319/TEIP7419/TEXP7419/TESF7112p/TESF7112w
 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?
Being able to get everyone’s opinion on the book. Next time I will make the learners
comfortable to speak their mind.
To what extent were the learners productively engaged in the learning process?
Discuss.
Discussing and answering questions based on the book
If I had the opportunity to teach this lesson again to this same group of learners,
what would I do differently? Why?
Playing or finding a movie based on the book to spark the learners interest and
imagination on the storybook
What evidence/ feedback do I have that the learners achieved an understanding of
the lesson objective(s)?
The worksheets given based upon the storybook
Any additional reflections?

11
TEIP5119 /TEIP6219/TEXP6219/TEIP7319/TEXP7319/TEIP7419/TEXP7419/TESF7112p/TESF7112w