SDENG3J Assignment 2 marked script and questions (2021) - 60%
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SDENG3J - FET Subject Didactics English (SDENG3J)
Instelling
University Of South Africa (Unisa)
I achieved 60% for this assignment.
I have attached the marked script from the lecturer who included detailed comments and constructive criticism. You will learn from my mistakes and you can score amazing marks because of that!
, QUESTION ONE
Subject and English HL – Grade 10 Examiner
grade comments:
Lesson Learners will learn about:
Outcomes • Speaking skills: Learners will learn to voice their opinions constructively through an oral presentation
• The skill of predicting text
• South African history and apartheid
• Poetic devices and poetic style
• How to analyse a poem line by line
• How to write poetry of their own
Duration 2 hours (2 periods)
Resources Paper based resources
• Notes (poem and activities), whiteboard, markers
Introduction: Pre-Reading Activity 1:
Pre-reading • I as the teacher showed the learners pictures of abandoned babies in dumpsters and the conditions of poverty. I then
phase asked the learners to predict what the poem is about by looking at the pictures on the whiteboard. I created a brainstorm
of the learners’ predictions on the board.
• I read the poem out loud to the learners first (this is an important step in the lesson is the teacher will read the poem with
the correct pronunciation and intonation therefore including the weaker learners in the class) and asked the learners to
write down two questions that they have about the poem; I then explained the kinds of questions that can be asked for
example: “What does this word mean?”, “What figure of speech is used here?”
• After the questions have been written, I put the learners into small groups (being careful to put weaker students with
more advanced students to create diversity in each group). The learners had to generate answers to each other’s
questions.
• I was the facilitator and went around the classroom to assess the different answers of the learners
• A learner was appointed for each group and summarized for the whole class the questions that were brought up. I
encouraged the class to provide additional interpretations for any questions that the respective group found challenging.
• The above approach is collaborative in nature as it is used to generate individual meanings and insights from the
learners, this allows for creative problem solving and thinking instead of traditional style of learning where the teacher
provides all the content, and the learners copy down.
Questions the teacher will ask:
1. Can you predict what the poem will be about by looking at the pictures on the board?
2. What does this picture illustrate?
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