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SDENG3J Assignment 2 (COMPLETE ANSWERS) 2024 - DUE 19 July 2024
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SDENG3JAssignment 2
(COMPLETE
ANSWERS)
2024 - DUE 19
July 2024
WhatsApp: 0700 422 256
,OPTION A: INTENSIVE READING OF POETRY QUESTION 1 LESSON
ACCOUNT QUESTION As a text, poetry is a suitable genre of writing that can
be used to teach the four teaching skills taught in a classroom: listening,
speaking, reading and writing. 1. Choose a Grade 10, 11 or 12 class. 2. With
reference to the given poem, show your learners how to interpret words to
teach poetry. 3. Write an account of a double-period lesson in which you use
questions and skill development to teach specific skills through a close
reference to the selected poem. 4. COMPULSORY: One of the activities must
be group work. 5. The follow-up activity should be a creative activity in which
learners create specific original critical analyses (a five-paragraph essay) to
present in the next lesson. 6. Ensure that your activities are learner-centred,
varied and stimulating, intensive and closely aligned with references to the
selected poem, and supported with clear justifications of your teaching
strategies. Question 1 Based on the poem Honey by Ruth Miller, demonstrate
through a lesson account how you would teach the skill of reading “poetry” to
the learners in your class. Provide a detailed description of the five activities
you select and develop to teach specific skills using the poem chosen: The
poet skilfully employs poetic devices (these could be how the poet uses either
imagery, a metaphor, alliteration, enjambement, personification, symbolism,
and contrasting or sensory language) to create a captivating and rich portrayal
of the bee’s work and the sweetness of the honey. Choose three of these
devices and indicate which ones you are using. Demonstrate how you would
teach these poetic devices to reveal how the poet created the poem’s
meaning. Do this through teaching activities that include a close reading of the
poem by referring to the lines of the poem. Your lesson account must contain
a close reading of the poem to identify and highlight the poetic devices and
artistry of the poet. A close reading activity provides the substance and
evidence for the points you wish the learners to make in their essay. 4 Honey
Ruth Miller The helicopter bee fines down 1 His motor to a midget drone. 2
The creamfurred throat engulfs him. Soon 3 His legs grow pantaloons of gold.
4 His thousand brothers sing and thrust 5 Their piston legs, their pinion gauze,
6 Blind to the plundering soft raid 7 On catacombs of murmuring halls. 8 Now
cool long jars gleam with the taste 9 Of amber hours suavely stolen 10 From
summer swooning in the heat; 11 Till smooth and pale, and pale and golden,
12 There slides like bliss upon the tongue 13 A bawd’s red kiss, a drudges
song. 14 For your convenience, we have included some background reading
about the life of Ruth Miller, which you can access through the following link:
, this information in your Lesson Account, but we thought you might find it
interesting as it provides a context for when the poem was written. Follow the
structure indicated below, which requires you to craft a series of five linked
activities. Please note: When we refer to pre-, while, and post-teaching in the
Assignment 02 text, we mean the teaching of one of the four teaching skills.
For instance, it can refer to either pre-, while, and post-teaching for listening,
speaking, reading and writing activities that teachers use to develop the
English skills of the learners. The skill learning activities are described from
the learners' point of view and what they would be doing under their teacher’s
guidance. You must use a listening, speaking, reading and writing activity in
your lesson account sequence and may choose when you want to use which
skill. 5 Activity 1: Pre-teaching activity (The focus is on activating students'
schemata). Use the following headings to structure your answer for each
activity: Grade’s composition [1 Mark] Duration (Indicate how long each
activity will take) [1 Mark] Two lesson outcomes: (SMART) [2 Marks]
Description of the activity (Justify relevance of text & describe activity) [5
Marks] Assessment strategy (Identify and justify chosen activity) [1 Mark]
Activity 2: While teaching activity (e.g., Students read relevant information
about the poem and relate this to the artistry applied by the poet or to the
poem’s content.) Use the following headings to structure your answer for each
activity: Grade’s composition [1 Mark] Duration (Indicate how long each
activity will take) [1 Mark] Two lesson outcomes: (SMART) [2 Marks]
Description of the activity (Justify relevance of text & describe activity) [5
Marks] Assessment strategy (Identify and justify chosen activity) [1 Mark]
Activity 3: Close reading activity (Students interpret the meaning of the poem
line-for-line in simplified English. What will you, the teacher, do to ensure the
learners’ content awareness of the poem’s artistry?). Use the following
headings to structure your answer for each activity: Grade’s composition [1
Mark] Duration (Indicate how long each activity will take) [1 Mark] Two lesson
outcomes: (SMART) [2 Marks] Description of the activity (Justify relevance of
text & describe activity) [5 Marks] Assessment strategy (Identify and justify
chosen activity) [1 Mark] Activity 4: While teaching activity Use the following
headings to structure your answer for each activity: Grade’s composition [1
Mark] Duration (Indicate how long each activity will take) [1 Mark] Two lesson
outcomes: (SMART) [2 Marks] Description of the activity (Justify relevance of
text & describe activity) [5 Marks] Assessment strategy (Identify and justify
chosen activity) [1 Mark] Activity 5: Post-teaching activity (For instance,
students are tasked with writing an essay using the analysis from the close
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