Addendum for updated IIE Lesson Plan Template TE105a/TE205a/TE305a/TE405a/TESF105a
2022 LESSON PLAN
STUDENT INFORMATION
STUDENT NAME
STUDENT NUMBER
QUALIFICATION
YEAR OF STUDY
Kayleigh Beyers
ST10114932
B.Ed in Intermediate Phase Teaching
BEI3
A. Lesson Details
GRADE
SUBJECT (CAPS)
TOPIC
DATE OF LESSON
NUMBER OF LEARNERS
DURATION OF LESSON
Grade 6
English
Tall Tales
2021/09/03
27
60 minutes
B. Caps-Specific Focus
CAPS SPECIFIC FOCUS ( link here)
‘Writing and Presenting
Writing is a powerful instrument of communication
that allows learners to 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.’
REFERENCES
Department of Basic Education (2011). Curriculum and
Assessment Policy Statement (CAPS), Grades 4-6
English Home Language. Retrieved…. from
http://www.thutong.doe.gov.za. p.
C. Summary of the content to cover
Briefly describe ‘what’ content you need to cover. This will
inform the lesson objectives and choice of teaching strategy.
A tall tale is a unique heroic story in which the
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.
Collaboration means that learners can work in
Addendum for updated IIE Lesson Plan Template TE105a/TE205a/TE305a/TE405a/TESF105a
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 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 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 Integration (if relevant)
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. How do opportunities in this context inform
choices for lesson design? What possibilities and constraints
have I considered?
I will consider the learner’s prior knowledge, and
give them practical examples that relate to the
learner’s real life. The in-class activities will
include group work. The skill that will be
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
the lesson.
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 employ
that is/are suitable for your content and context.
Click on the strategy for more information.
Each Lesson Objective must have its own Teaching Strategy
Choose from those in blue.
Highlight the chosen strategy
If you have selected ‘Other’ explain your strategy.
Justify your choice/s.
☒Direct Instruction
☒Discussion
☒Small-group work
☐Case Study
☒Writing for learning
☐Inquiry-based learning
☐Cooperative Learning
☐Gamification
☐Play-based learning
☐Station-based
☐Whole class
☐Teacher-guided
☐Other
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 eachphase.
s
Include time on task for each phase.
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
INTRODUCTORY PHASE
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 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.
Resourc
es
Require
d
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 read and explain Hyperboles to the learners. “A hyperbole is a phrase or
sentence, which uses exaggeration to emphasise a point. It is often used to make
something sound much more dramatic than it really is. This is not 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
TEACHING & LEARNING PHASE
each hyperbole.
Learning Objective 2: By the end of this lesson, learners will be able to 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.
Take
photo’s
of
activity
Copy
and
paste it
here
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 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
CLOSURE PHASE
and summarize the story topic.
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.
Photo of
activities
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
ASSESSMENT
summarize the story topic.
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?
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