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Grade 8: Noun Lesson Plan
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- University Of Pretoria (UP)
Grade 8 Noun Lesson Plan. Includes a brief lesson outline and noun worksheet with memo.
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WIL2020 SHORT LEARNING EXPERIENCE FORM (BEd and PGCE)Student name and surname: Student number:
K A I T L I N J E R I C E V I C H 1 9 0 1 3 4 5 2
Programme:
X B.Ed PGCE
Learning Experience
number: 2
Learning encounter:
2
WIL2020 Short Form
PRO 280 /PRO 380 / PRO 410
1. SUBJECT: 2. KNOWLEDGE AREA INTEGRATION (Foundation Phase):
English N/A
1.2. DATE: 3. TOPIC
2 0 2 0 0 1 2 4
Language Structures and Conventions
1.3. GRADE:
(Indicate with an X on the appropriate box)
4. THEME
RR R 1 2 3 4 5 6 7 8 9 10 11 12
Parts of Speech – nouns
1. LEARNING EXPERIENCE OUTCOME(S):
Outcome/s based on General and Specific Aims from CAPS, in your own words:
1.1. At the start of this learning experience the learners should already know… and can do…
(state existing knowledge, skills and values)
At the start of the lesson, the learners should already know what a subject and predicate is, sentence
structure, phrases and clauses as well as subject verb agreement. Leaners should be able to identify and
use these components in writing.
1.2. By the end of the learning experience the learners should be able to…
(state new knowledge, skills and values)
By the end of the lesson, learners should be able to identify different noun types and explain the
meaning of each type of noun. Learners should also be able to give an example of each type of noun.
2. LTSMs (Educational media)
(Name LTSMs used in learning encounters and reference ALL your resources under Bibliography/List of references. Pay attention to
the variety, relevance, effectiveness and applicability of the LTSM you selected for the learning experience).
2.1 Noun worksheet
3. Bibliography (abridged Harvard method) of All sources consulted
(e.g. Smit, L. 2011.Teaching. Pretoria: Van Schaik)
• St. Mary’s School for Girls, Waverley. 2010. Parts of Speech: Nouns. Johannesburg: St. Mary’s
Print.
, 4. PHASES OF THE LEARNING EXPERIENCE:
4.1 THEME (Context; big idea):
(What theme will you use to contextualise your learning experience, link it to learners' real world and introduce your topic? How will
you ensure active learning in multiple contexts, not only the classroom? What will learners have to do outside the classroom to
prepare for the learning experience?)
The theme of food will once again be used to contextualise the new content. I will ask the learners for
examples of different types of food. I will write these explains on the board and will use the examples to
begin explaining what a noun is. By using food as an example, it will begin to link the concept of a noun
to the learners’ real world and it will link to the theme of the first and third learning encounters.
4.2 PREPARATION/INTRODUCTION (Time allocated 5 minutes)
(Capture attention, stimulate interest, create learning atmosphere, encourage active inquiry, teacher-learner dialogue, awaken prior
knowledge. Explain how you will use your theme in 7.1 to introduce the learning experience):
I will begin the lesson by asking the learners for examples of different types of food to begin explaining
what a noun is. I will then ask the learners if they know anything about nouns. I will explain to the
learners that there are different types of nouns and different ways these nouns can be used.
The worksheets will be printed before the lesson begins. I will handout the worksheets before the start
of the developmental phase of the lesson.
4.3 ENGAGEMENT/DEVELOPMENTAL (Time allocated 25-30 minutes)
(Continue teacher-learner dialogue to start with new knowledge, learner-centred activities, applicable content, consider questions to
guide learners towards critical thinking, show sequence of teaching events, scaffolding, etc.):
Before the start of the developmental stage, I will handout the worksheets to the learners. The
worksheets will be used as a teaching tool and an assessment tool. I will ask the learners to read the
bullet points out loud to the class. Each learner would have a turn to read an explanation. The worksheet
covers the general knows of the noun, common nouns, collective nouns, gender of nouns, proper nouns,
abstract nouns and the singular and plural forms of various nouns. After each of the sections is an
exercise. The learners will do the exercise after each section. Learners are encouraged to work together
on the exercises and ask for help where it is required.
10 minutes of the developmental phase will be allocated to the seven exercises over the course of the
lesson.
4.4 CONSOLIDATION (Time allocated 5 minutes)
(Consider ways to ascertain that learners have achieved the outcomes, recapping of main teaching points, assessment, wrap up,
how does the learning experience lead to further learning?):
I will end the lesson by briefly recapping what a noun is, what a collective noun is, what a proper noun is,
what an abstract noun is and I will reiterate that nouns can have a gender, singular forms and plural
forms. The assessment portion of the lesson will take place in the form of questions asked in class, the
reading of explanations from the worksheet and the completion of the exercises in the worksheet.
Any exercises not completed during the lesson, will be required to be completed as homework.
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