Instructional Methods
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Assignment 3
Lesson Plan & Rationale
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In partial fulfilment
of the requirements in Post Graduate Certificate in Education (Foundation Phase)
(PGCE FP)
At
Cornerstone Institute
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By
LM. Jaffe
38483
18 April 2019
,Description of teaching context
The school is specialized for learners with learning disabilities; some of the learners
are positioned on the lower level of the autism spectrum and are high functioning.
Other learners, for example, are dyslexic or simply cannot cope with large classrooms
and need one on one attention to better their capabilities.
There are nine learners in the class. This lesson plan was planned for the grade R
class and learners are in this class are from all walks of life. Many learners first
language is not English but all of the parents want their children to learn English as a
home language from the beginning of their schooling career to increase their linguistic
abilities.
The school follows the Curriculum Assessment Policy Statement (CAPS) curriculum
but different teachers use different approaches to meet the goals of the curriculum and
to suit each learners needs and capabilities / competency levels. The aims of the
CAPS curriculum are imbedded in every day activities at this school. Every structural
element of teaching and learning follows a democratic approach to education in
attempt to provide an environment that reflects the principles embedded in the South
African Constitution of 1996 (DBE, 2011).
The classroom climate is made up of creativity, continuous development, dynamic
learning structures, inclusion of all diverse learners values, beliefs, norms which brings
the notion of respect for diverse learning abilities and cultures into the classroom
(Nieman & Monyai, 2006). There is open and honest communication to facilitate a
positive classroom environment. The educator aims to bridge the gap by asking
questions allowing the learners to gain a better understanding of each other’s cultures
and opinions (Nieman & Monyai, 2006). The ecology of the classroom is minimalistic
yet effective as learners have sensory issues, the classroom is neatly organised and is
not a crowded physical environment (Nieman & Monyai, 2006)
Lessons are split into 3 stages. The first stage of the lesson is teaching which includes
diverse techniques and teaching strategies to suit learner’s capabilities and to
enhance their development and understanding. The second stage of the lesson is an
independent station/activity where learners work autonomously and they are assessed
on their ability to be independent. Lastly, the third stage of the lesson is interactive
game/activity. The purpose of this is because all learners are at different levels and
constantly need individual attention from the teacher to reach their full potential.
Splitting the class allows the teacher to focus on each child’s individual needs and to
allows learners to take responsibility for themselves in the independent activities as
well as to work in groups in the interactive time allocated to the lesson.
The lesson plan below focuses on phonics as a pre-reading activity for a grade R
class. The aims of this lesson include:
- Increasing Listening and Speaking skills
- Developing Phonics awareness and Pre- reading abilities
- Ability to work in groups and Independently
- Practicing Handwriting skills
- Speaking English and ability to form sentences (verbally)
, LESSON PLAN
Compiled by: Teacher Laura
Learning area: Phonics and Handwriting Lesson Chain:
(English Home Language)
Grade: R 1. Written Communication (Handwriting)
Date/week: 02.08.19 / Week 2 2. Phonics (Recognising beginning Sounds)
Duration of lesson: 1 hour 3. Oral Communication
Goals/outcomes of lesson:
Knowledge: Handwriting, listening and understanding as per course outline (CAPS),
Recognising beginning sounds and the ability forming sentences with words beginning with
“Rr”.
Attitude: Confident with routines, able to work independently and in small groups.
Practice: Jolly phonics sounds, handwriting (writing the letter “Rr”), speaking English, listening
politely and understanding basic English, recognising phonetic sounds and practicing sentence
structure (verbally)
Focus/content of lesson: Phonics, letter “Rr” and Handwriting and Verbal
Communication
Teaching approaches/activities: Required resources:
Demonstration, explaining to the whole class, Pencils, handwriting assessment
Small group discussion (Group work) / activity, work sheet, phonics flashcards,
engaging in multi media / digital resource Smart TV, A3 paper for group
activity, chalk and chalkboard, video
camera (iPhone).
Introductory activity/warmer:
Explaining to the whole class sitting on the mat, teacher sitting in front of them with 10 min
smart TV next to teacher. On other side of classroom is chalkboard where students
will turn to once video is finished.
Multi-media: Sing jolly phonics (warn leaners we are going to make our own video
for “jolly phonics” at the end of the lesson if there is time (Teacher will hold up
flashcards and learners need to say sound and word as a whole class – recorded
for YouTube)
Learners turn to chalk board. Introduce letter of the week - “Rr”
, Stages of lesson/learning activities:
- Stage 1: Teaching
Whole Class – Students still on the mat and teacher shows students the
correct formation of the letter “Rr”. Elicit Rr words from students; discuss the 5 min
meaning of some words. E.g. Rug, rat, rain, ring, rabbit, rock…
Demonstrating - Teacher has drawn lines on the board and demonstrates
formation of letter “Rr”. - Learners to air draw “Rr”. Teacher calls students up 10 min
one by one to write their own “Rr”. Only learners who are sitting nice and
quietly. After the teacher calls learners one by one to observe letter
formation, learners have the opportunity to gather items in the classroom that
begin with the letter “Rr”.
- Stage 2: Independent Activity:
Assessment – Handwriting Worksheet 15 min
- Stage 3: Interactive Activity
Small group discussion – learners think of words beginning with the letter “Rr”
and as a group they create their own “Rr” spider diagram. Divide class into
groups of four. Each learner gets the chance to draw a picture with a word 10 min
beginning with the letter “Rr”. Teacher puts these on phonics boards outside
the classroom when complete.
Assessment - Encourage learners to use words in a sentence as part of oral
mark for the term (summative).
10 min
- Multi media jolly phonics song, flashcards, and recordings (if there is time)
otherwise learners can play flashcard game in groups as they finish their
Handwriting worksheet and recording can be done in next lesson.
(Remind learners to bring objects beginning with a “Rr” for the phonics table)
Planned assessment (formative):
- Oral mark, to use the words from activity to make a sentence - (Formative)
- Handwriting worksheet (Formative)
