TWO OCEANS GRADUATE INSTITUTE

PGCE LESSON PLANNING

TAKE HOME EXAM ENGLISH (highlight one) HOME LANGUAGE FIRST ADDITIONAL LANGUAGE
PART A PART B PART C
LESSON PLAN TECHNOLOGY RICH ENVIRONMENT TECHNOLOGY POOR ENVIRONMENT
This lesson was: No This lesson was: No
OBSERVED (just circle the FORMALLY ASSESSED
answer)
YES NO
YES NO
STUDENT Your name and surname STUDENT NUMBER
GRADE 10 TERM 3
DATE 2023/11/04 DURATION OF LESSON 60 minutes
SCHOOL TOGI LOL English
SUBJECT English FAL LESSON TOPIC Analyzing Literature - "The Necklace" by Guy de Maupassant
CAPS
English First Additional Language, Grade 10
REFERENCE
LESSON
Analysing and interpreting a short story from the CAPS curriculum.
FOCUS
By the end of the lesson, students should be able to:
 Identify key themes and literary elements in "The Necklace."
EXPECTED
 Analyse the characters, setting, and plot.
OUTCOMES
 Interpret the story's central message.
 Engage in a meaningful class discussion.

KNOWLEDGE (key SKILLS (general and subject- KNOWLEDGE SKILLS KNOWLEDGE SKILLS
concepts, new vocabulary, specific]
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 etc.)
 Learners will  Digital literacy  Reading Component
 Understand the  Reading comprehension acquire digital skills, such as Listening Component (Classic Literature):
importance of skills: Reading and literacy skills, effective online (Storytelling):  Reading
literature analysis. understanding the including the research,  Listening and comprehension
 Acquire the initial story. ability to website comprehension skills, including
context of the short  Critical thinking skills: navigate navigation, and skills to identifying
story "The Necklace." Analyzing the plot, online proficiency in understand main ideas,
 Familiarize characters, and themes. resources, using digital narrative summarizing,
themselves with the  Communication skills: critically platforms for elements, and making
title of the story. Engaging in a class evaluate learning. characters, and inferences.
discussion and digital  Reading plot  Analyzing and
collaborating with content, and comprehensio development. interpreting
peers. understand n skills, as  Identification classic
 Writing skills: Answering how to utilize learners of story literature in a
comprehension technology analyze and themes and group context.
questions. effectively for interpret the moral lessons.  Developing
learning. literature Speaking Component critical thinking
 Knowledge of component. (Group Discussion): skills while
the literature  Digital  Oral evaluating the
component, communicatio communication text.
which includes n skills, skills, including  Listening Component
understanding including active listening, (Storytelling):
the themes, effective articulation,  Active listening
characters, participation in and discussion. skills, which
and narrative online  Effective involve
elements discussions and collaboration concentration
within the the ability to within small and focus.
text. express ideas groups.  Note-taking
 Understandin and opinions  Capacity to abilities to
g how to clearly. express capture key
participate in  Critical opinions, elements of
online thinking and interpretations the story.
discussions analysis, as , and ideas  Speaking Component
and learners coherently. (Group Discussion):
collaborate engage in Writing Component  Effective verbal
effectively in a discussions and (Creative Responses): communication
digital evaluate digital  Creative skills.
environment. and literary writing skills,  Collaboration
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 content. including and discussion
 Problem- imagination skills, such as
solving skills, and engaging with
particularly in expression. peers and
digital tools  Articulating sharing diverse
and online personal viewpoints.
collaboration. interpretations  Critical thinking
and reactions skills, as
to literary learners
works. analyze and
 Ability to critique the
synthesize literature.
information  Writing Component
from reading (Creative Responses):
and discussions  Creative
into written writing skills
form. for crafting
imaginative
and expressive
responses.
 Effective
written
communication
in response to
literature.
 Synthesizing
information
from reading
and discussions
into written
responses.

LEARNING AND TEACHING SUPPORT MATERIALS LTSM LTSM***

(LTSM)***
 Copies of the short story "The Necklace" by Guy de 1. Interactive Whiteboard Materials Needed:
Maupassant. 2. Online Literature Resources 1. Prescribed literature textbook
 Projector for displaying the story on the board. 3. Digital Worksheets and Quizzes 2. Chalkboard or whiteboard
 Whiteboard and markers. 4. Discussion Forums 3. Chalk or markers
 Worksheets with comprehension questions. 5. Multimedia Content 4. Handouts (printed pages or photocopies)
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  Rubric for assessment. 5. Pens and paper

LESSON DELIVERY LESSON DELIVERY LESSON DELIVERY

Lesson Introduction (10 minutes) Lesson Introduction (10 minutes) Lesson Introduction (10 minutes)
ACTIONS OF THE TEACHER ACTIONS OF THE LEARNERS TEACHER ACTIONS LEARNER ACTIONS TEACHER ACTIONS LEARNER ACTIONS
 Welcome the students  Listen attentively to the  Open the  Log in to the  Greet the students and  Greet the teacher and
and introduce the teacher's introduction. virtual virtual create a welcoming peers.
topic.  Engage in class discussion classroom or classroom or atmosphere.  Settle down and prepare
 Explain the importance by responding to the learning learning  Briefly explain the to listen attentively.
of analyzing literature. teacher's questions. platform. platform. context of the lesson  Listen to the teacher's
 Display the title "The  Show interest in the  Share the  Access the and its relevance. explanation of the lesson's
Necklace" on the upcoming topic. context and relevance.
objectives and digital agenda  Encourage students to
board.
agenda for the and objectives.  Share any personal
share their experiences
experiences or insights
day.  Click on the or insights related to related to the topic if
 Provide clear link to the the topic. comfortable.
instructions online  Emphasize the  Engage actively in the
on how to materials. importance of active introductory discussion
access the  Engage in the participation in the and ask questions when
online virtual lesson. needed.
materials and discussion
the discussion forum or chat
forum. and introduce
 Encourage themselves.
active  Confirm their
participation understanding
and set the of the technical
tone for a setup and ask
collaborative for clarification
and if needed.
interactive
session.
 Address any
technical
issues that
may arise
during the

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 introduction.

Learning Experience and Engagement (40 minutes): Learning Experience and Engagement: Learning Experience and Engagement:
Also indicate the length of different steps during the
lesson presentation
ACTIONS OF THE TEACHER ACTIONS OF THE LEARNERS TEACHER ACTIONS LEARNER ACTIONS TEACHER ACTIONS LEARNER ACTIONS
 Read the story either  Present a brief  Navigate to the Reading Component: Classic Reading Component: Classic
 Distribute copies of silently or aloud (as overview of shared online Literature (20 minutes) Literature (20 minutes)
"The Necklace" to directed by the the short story materials and  Assign a short classic  Learner Actions:
students. teacher). using follow along literature text (a short  Receive the
 Read the story aloud  Actively participate in interactive with the story or poem) from the assigned text
as a class or have the discussion by tools, such as teacher's shared textbook. from the
students read sharing their thoughts an interactive presentation.  Instruct students to shared
silently. and insights. whiteboard or  Actively read the assigned text textbook.
 Discuss the story's  Collaborate with peers screen participate in carefully and mark any  Read the text
setting, characters, during the class sharing. the online unfamiliar words or carefully,
and initial discussion.  Facilitate a discussion by passages. underlining
impressions.  Answer comprehension structured answering  Encourage them to unfamiliar
 Analyze the plot and questions on the online questions, identify key themes and words or
key events. provided worksheets. discussion by sharing literary elements in the passages.
 Engage students in a asking open- thoughts, and text.  Identify key
class discussion ended responding to  Divide students into themes and
about the story's questions, peers' small groups and literary
themes and central guiding the comments. facilitate discussions elements
message. conversation,  Interact with regarding their within the text.
 Use the whiteboard and providing multimedia understanding and  Participate in
to jot down key context when elements and interpretation of the small group
points from the needed. engage with text. discussions,
discussion.  Monitor the the text using  Listen to the group sharing your
 Provide worksheets virtual e-readers or discussions and provide understanding
with comprehension discussion digital tools. guidance or answer and
questions for forum or chat  Complete questions when interpretations
students to answer for digital necessary. .
individually. participation worksheets or Listening Component:  Ask questions
and respond quizzes and Storytelling (10 minutes) and seek
to questions submit their  Share a classic story clarification
or comments. answers that complements the from the
 Share through the reading material. teacher during

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 additional platform.  Encourage students to group
multimedia  Engage in real- listen attentively while discussions.
resources or time online you narrate the story. Listening Component:
interactive discussions  Prompt them to make Storytelling (10 minutes)
elements to with peers, notes or mental  Learner Actions:
enhance the sharing insights summaries of the story  Listen
learning and seeking to compare it with the attentively to
experience. clarification text they read. the teacher's
 Distribute when Speaking Component: Group storytelling.
digital necessary. Discussion (5 minutes)  Make notes or
worksheets or  Form discussion groups mental
quizzes and and assign specific summaries of
provide questions or prompts the story to
instructions related to the text and facilitate
for completing the story. comparisons.
them.  Guide the group  Prepare to
 Use discussions and ensure discuss the
technology to that all students have story and its
check the opportunity to relation to the
learners' express their thoughts. assigned text.
understanding  Promote meaningful Speaking Component: Group
in real-time. conversations about the Discussion (5 minutes)
similarities and  Learner Actions:
differences between the  Form small
text and the story. discussion
Writing Component: Creative groups as
Responses (5 minutes) instructed.
 Instruct students to  Engage actively
write brief creative in group
responses based on the discussions by
discussions and their sharing
own interpretations. thoughts and
 Encourage them to perspectives.
share their written  Use the
responses with their assigned
peers or read them questions or
aloud in the class if time prompts to
allows. guide the
discussion.

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  Collaborate
with peers to
foster
meaningful
conversations.
Writing Component: Creative
Responses (5 minutes)
 Learner Actions:
 Write brief
creative
responses
based on the
discussions and
personal
interpretations
.
 Share your
written
responses with
peers if
directed to do
so by the
teacher.
 Prepare to
read aloud
your responses
if there's time
for it.

Conclusion (10 minutes) Conclusion (10 minutes) Conclusion (XX minutes)

ACTIONS OF THE TEACHER ACTIONS OF THE LEARNERS TEACHER ACTIONS LEARNER ACTIONS TEACHER ACTIONS LEARNER ACTIONS
 Summarize the key  Reflect on the key  Summarize  Summarize the key  Listen to the teacher's
points discussed points discussed during the key points  Reflect on the points of the lesson and summary of the lesson.
during the lesson. the lesson. discussed key points highlight the  Ask any remaining
 Reiterate the  Prepare to write a short during the discussed importance of classic questions or share final
importance of reflection on the story's virtual during the literature. thoughts on the
literature analysis. central message. discussion. virtual  Allow students to ask material.
 Assign a short-  Provide an discussion. questions or share their  Be attentive to the

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 written reflection on opportunity  Share their final thoughts on the teacher's feedback on
the story's central for learners to reflections in a material. responses and
message. reflect and digital format,  Provide brief feedback discussions.
share their such as a blog on their responses and  Show enthusiasm for
insights in a post or discussions. the next class.
digital format, discussion  Conclude the lesson by
such as a blog forum. expressing enthusiasm
post or  Engage with for the next class.
discussion peers by
forum. reading and
 Offer responding to
guidance on their
effective reflections.
digital writing
and reflection.

Assessment Assessment Assessment

 Informal assessment: Class participation and
engagement during the discussion (10 points).
 Formal assessment: Review students' answers to the
comprehension questions (20 points).
Assessment: Assessment remains similar to Part Informal assessment will be based on students' active participation
A but we can now incorporate technology for in reading, discussions, and their written creative responses. No
online quizzes, virtual discussions, and digital formal assessments due to the lack of technology.
submission of assignments. The rubric for these
assessments should also include criteria related
to digital proficiency and collaboration.

COMPREHENSIVE LESSON RATIONALE COMPREHENSIVE LESSON RATIONALE COMPREHENSIVE LESSON RATIONALE

The rationale for this lesson is to engage students in the critical
analysis of literature, which is an essential skill for their English
language development. Analyzing a short story like "The
Necklace" allows students to explore themes, characters, and
literary elements while improving their comprehension and
interpretation abilities. The lesson follows a structured
approach, starting with an introduction to the story, followed by
an in-depth analysis and class discussion. It concludes with a
written reflection to reinforce their understanding.
Lesson Rationale for a Technology-Rich
Environment:
The use of technology in the modern classroom
offers numerous advantages, and it plays a
crucial role in shaping the learning experiences
of 21st-century students. In adapting this lesson
for a technology-rich environment, several key
considerations guided the choices and decisions:
1. Engagement and Accessibility:
 The inclusion of digital tools,
such as an interactive
whiteboard, screen sharing,
 The lesson plan for a technology-poor environment
focuses on utilizing shared textbooks and promoting
active engagement through reading, listening, speaking,
and writing components. It encourages critical thinking,
communication, and creativity while considering the
limitations of resources. This approach ensures that
learning can continue even in challenging conditions and
supports the development of essential skills.
This lesson provides a rich literary experience for students and
aligns with the CAPS curriculum for Grade 10 English FAL, which
emphasizes the study of classic literature and related creative
activities. It allows students to explore classic texts and develop

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 and online discussion forums, their skills in reading, interpreting, and expressing their thoughts,
aims to make the lesson all of which are essential components of the curriculum.
content more engaging and
accessible to learners.
 The use of multimedia
resources and e-readers
enhances the accessibility of
the literature component and
accommodates diverse
learning styles.
2. Active Learning and Collaboration:
 Leveraging technology fosters
a collaborative learning
environment. The virtual
discussion forum encourages
learners to actively
participate, share their
thoughts, and engage in
meaningful peer-to-peer
discussions.
 Interactive elements and
multimedia resources
stimulate active learning by
allowing learners to interact
with the text and engage in
critical thinking.
3. Digital Literacy:
 Digital literacy is a critical skill
in today's world. By
conducting the lesson in a
technology-rich environment,
learners are exposed to digital
tools and platforms, enhancing
their digital literacy skills.
 The integration of digital
worksheets, quizzes, and
online submission of
assignments allows learners to
practice using digital tools

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 effectively.
4. 21st Century Learning Skills:
 The lesson aims to develop
21st-century skills, including
critical thinking,
communication, and
collaboration. Technology
facilitates these skills through
online discussions and
engagement with multimedia
content.
 Information literacy is also
addressed as learners navigate
digital resources and evaluate
their relevance.
5. Flexibility and Real-Time Assessment:
 The use of technology
provides flexibility in how
learners access and engage
with the lesson materials.
They can participate from
various locations, promoting
personalized learning.
 Real-time assessment is
possible through online
quizzes and discussions,
enabling immediate feedback
and adjustments to
instruction.
6. Adapting to Digital Age Learning:
 The lesson aligns with the
changing landscape of
education, which increasingly
relies on digital tools and
resources.
 Preparing learners to navigate
and utilize technology for
learning is a valuable skill for
their future education and

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 careers.
Adjustments for the Specific Situation:
 The specific technology-rich situation
allows for the integration of advanced
digital tools, such as interactive
whiteboards, screen sharing, and real-
time collaboration.
 Digital content, multimedia resources,
and e-readers are readily available,
enhancing the literature component.
 Assessments are conducted digitally,
enabling timely feedback and the use
of technology for evaluating learner
performance.
In summary, the adaptation of this lesson for a
technology-rich environment aims to create a
dynamic and interactive learning experience. It
capitalizes on the benefits of technology to
engage learners, foster collaboration, and
enhance their digital literacy and 21st-century
skills. These adjustments prepare learners for
success in the digital age, aligning with the
evolving landscape of education.

21 CENTURY LEARNING DESIGN****** 21 CENTURY LEARNING DESIGN 21 CENTURY LEARNING DESIGN******

In this lesson, we aim to develop the 21st-century learning skill 21st Century Learning Skills: The lesson fosters critical thinking as students analyze classic
of "Critical Thinking and Problem Solving." By encouraging  Critical Thinking and Problem Solving: literature and storytelling, make connections, and engage in
students to analyze and interpret a literary work, we promote Learners engage in critical thinking by meaningful discussions. Communication skills are also enhanced
their ability to think critically, consider different perspectives, analyzing the text and discussing it with through group discussions and creative responses.
and draw meaningful conclusions from the text. This skill is peers.
essential for their academic growth and prepares them for real-  Communication and Collaboration:
world challenges. Learners collaborate effectively
through online discussions, promoting
communication and teamwork.
 Digital Literacy: Learners use various
digital tools and platforms to enhance
their learning experience, improving
their digital literacy.
21st Century Learning Skill:
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  Digital Literacy: Learners use digital
platforms for reflection and sharing,
enhancing their digital literacy.
21st Century Learning Skill:
 Information Literacy: Learners will
demonstrate their ability to find,
evaluate, and use digital information
effectively.

LESSON PLAN TECHNOLOGY RICH ENVIRONMENT TECHNOLOGY POOR ENVIRONMENT

PART A PART B PART C
LESSON PLAN GRADE TECHNOLOGY RICH ENVIRONMENT GRADE TECHNOLOGY POOR ENVIRONMENT GRADE
TAKE HOME EXAM ENGLISH (highlight one) HOME LANGUAGE FIRST ADDITIONAL LANGUAGE

12