FACULTY OF EDUCATION: DEPARTMENT OF CHILDHOOD EDUCATION

LESSON DESIGN TEMPLATE

Student surname and initials Mogale D Student number 222062331

Name of school Rhulani primary school Name of class teacher Nkhwashu GL
Grade 5. This are 5 learners that come from a variety of African cultural backgrounds, with the
Grade (Who are the learners): majority belonging to working-class families. most of them are multilingual, speaking different
African languages, and they all study English as home additional language.
Subject area: English home language
Topic from CAPS: Reading and viewing
Content strand: Reading a poem
Yes this lesson is part of a series of three lessons where in the first lesson learners are going to be
Is this lesson part of a series?: introduced to reading a poem, the second lesson will be focusing on reading a poem precisely and
the third lesson will be focusing on reflecting on texts read.
The key question that this lesson addresses is: Are learners able to analyse a poem and identify and give correct similes from the poem?

To teach learners …
The aim of the lesson (links to the key question):
• To analyse a poem and give correct similes from the poem.
The aim of the lesson in relation to competencies To infuse
for a changing world: • collaboration, communication, critical thinking, and creativity in poem analysis
 • Communication and critical thinking with their reasoning on a learning task given
• Critical thinking about the relationships between title of poem and aspects inside a poem.
By the end of the lesson, learners should be able to:
1.analyse the poem and have at least 75% of the learners to be able to explain the message found in the poem and have
75% get the correct answers.
The objectives of the lesson are: 2. explain what a simile is and why it is useful in writing and 50% of the learners should be able to see where there is a
simile in a poem.
3. write an activity of writing there own poems and show where there is a simile

How the lesson will unfold Teaching practices to elicit and support Competencies infused and an
Principles invoked
learner engagement explanation of how these will be infused
Initiation/ Introduction phase

Principle 1: We understand 1. Communication:

Introduction (2 minutes)
new ideas by relating them to Throughout the lesson, students
1. the teacher will begin the lesson 1. Learners will engage in the what we already know are encouraged to communicate
by greeting the learners and getting teacher and recall what I am activating learners' prior their thoughts, predictions, and
their attention. they know about similes. knowledge by asking what they answers. For example, in the
2.the teacher will then distribute 2. The learners will then remember about similes. This introduction, they share their
poem papers to the learners. answer questions being checks what learners already understanding of similes.
3.Since it will not be the first-time asked by the teacher and know to build on it.
hearing about similes in poems, the participate to give
teacher will refresh their memory by answers.
asking them what they remember 3. Learners will engage with
about what simile is and elicit their the teacher when she
prior knowledge. paste papers on the board.
4.the teacher will then take the
learners’ responses and
acknowledge them.
5.Then the teacher will paste papers
where she wrote down what simile
is and its importance when writing.

Engaging with the new content phase

Engaging with new content

(6 minutes) Principle 5: Learning requires Critical Thinking:

1. The learners will listen to cognitive engagement students critically analyze the
1. The teacher will ask the learners what the teacher is saying supported by moderate poem by identifying similes and
to understand the lesson
to look at the title of the poem she objectives deeper. challenge: interpreting the comparisons. This
gave and the picture and predict 2. The learners will have to students predict the meaning develops their critical thinking skills
elicit their prior knowledge
what the poem would be about. and engage with the of the poem’s title and identify as they reflect on the content and
2. The teacher will take the learners’ teacher. similes. These activities structure of the poem.
3. Learners will look at the
responses and acknowledge them. poems given by the encourage engagement
teacher. . Creativit:
3.Then the teacher will read the through moderate challenges
4. Learners will listen to the Creativity is infused as students
poem to the learners and will ask teacher and engage with such as prediction and
the teacher as she reads are tasked with predicting the
them if their predictions were analysis.
the poems. content of the poem and later
correct.
creating their own poem that
4.The teacher will ask the learners
includes similes. This requires
to identify the similes in the poem.
them to think outside the box and
5.Then will ask the learners what is
connect ideas.
being compared to what, then I will
take the learner’s responses and
acknowledge them.

Consolidation phase

Consolidation (closure)
(2 MINUTES)
1. Learners will listen to Principle 1: We Collaboration:
1. the teacher will divide the
the teacher’s summary understand/learn new things by In the conclusion, when students
learners into pairs or groups and
to get correction of relating them to what we work in pairs or groups to write
ask them to come up with a stanza
thing they missed or already know. their own poems, they are
with 4 lines where they are going to
didn’t understand. In the conclusion, the teacher collaborating. This fosters
include a simile in their writing.
2. Learners will share will summarize the key teamwork and shared
2.Then I will ask the groups to
what they learned concepts discussed during the responsibility.
exchange their poems and each
individually lesson, helping students
give the simile they found.
3. Learners will tell the connect what they’ve learned to
3. Simile Charades:Ask learners to
teacher of any their prior knowledge. By
act out different similes while their
misconceptions they reflecting on the activities and
peers guess what they are
have. discussing the outcomes,
comparing. For example, "as fast as
4. Learners will engage in students can relate the new
a cheetah" could be acted out by
the simile charades information about poems to
pretending to run quickly. This game
what they already know,
will combine creative expression
reinforcing their understanding.
with learning.

Principle 3: Proficiency/skill
requires
engagement/practice/rehearsal:
 - students work in pairs to
create their own poem using
similes. This provides an
opportunity for practice and
rehearsal of the skills they've
learned..

Resources/ teaching aids

 Reflection on the teaching of the lesson

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