search.noResults

search.searching

saml.title
dataCollection.invalidEmail
note.createNoteMessage

search.noResults

search.searching

orderForm.title

orderForm.productCode
orderForm.description
orderForm.quantity
orderForm.itemPrice
orderForm.price
orderForm.totalPrice
orderForm.deliveryDetails.billingAddress
orderForm.deliveryDetails.deliveryAddress
orderForm.noItems
Example of a lesson plan


Some may find daily lesson plans useful, although these are not a formal policy requirement. An example of how to complete a lesson plan is below.


Sample lesson plan Grade 5 Date:


Module: 1


Grade: 5 Unit: 1


Term: 1 Contact time: 5 hours


Content/concept: Development of the self


Activities: 1 – 2


Resources required: Life Skills Learner’s Book. Books about self-concept formation such as All about Me: Self-Awareness, Self-Concept, and Life Skills for Kids by Susanna Palomares, Innerchoice Publishing, ISBN: 9781564990587.


Activity 1: Think about Ann’s goal Links with previous activity: n/a


Links with next activity: Set goals to improve your self-concept Teaching plan: y Check prior knowledge: Ask learners to write down a list of five things that they like about themselves or are good at. Allow them to share their answers with the class. Explain that these positive things they see in themselves form a part of their self-concept. Explain how being good at things helps to build a positive self-concept.


y Teaching procedures/guidelines (methods you will use): class discussion, reading, pictures and case studies, written work.


y Differentiation (how you will deal with extension/remedial tasks): Additional case studies as extension activities. Spend extra time with learners who do not grasp concepts.


y Progress checks: check understanding by getting learners to share their answers with the class during the report-back session.


Assessment: Informal assessment Confidential information/Teacher reflection:


© Oxford University Press Southern Africa (Pty) Ltd. This page may be reproduced for use in the purchaser’s institution only.


24 Section 2: Planning and assessment


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36  |  Page 37  |  Page 38  |  Page 39  |  Page 40  |  Page 41  |  Page 42