TEACHER GUIDELINE

LITERATURE PROJECT
INTERMEDIATE PHASE: ENGLISH

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 OVERVIEW
As per the ATP, learners will be assessed on a Creative writing (Task 6) in Term 3
The project consists of 3 stages:
Stage 1: Research (10 marks) Recorded as TASK 6
Stage 2: Writing (30 marks)
Stage 3: Oral Presentation (20 marks)- Recorded in Term 4 as TASK 7
• Remember that Stage 3 (Oral presentation) may be completed in Term 3 / 4. (Teacher’s
preference)
• The mark will only be recorded in Term 4.

1. PLANNING & TEACHING OF THE PROJECT

PLANNING: Now, more than ever, it is important to do thorough planning and be prepared for the ever-
changing conditions & scenarios that prevail currently.
TEACHING:
• Before you can assess, you should teach!!
• Use the Generic lesson plan/ overviews below, as a guide on how to TEACH for the Project.
THE PROJECT & THE ATP
• The Teaching of the ATP should still continue during the period of administering the project
• Designate at least 2 hours per week to Teach & Assess the project.
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 TEACHING DURING THE STAGES OF THE PROJECT

STAGE 1: TEACHING RESEARCH FOR THE PROJECT (LESSON 1)

✓ NEVER assume that learners know how to do research. They should be taught what research is
and be guided through the process.
✓ Learners should be given a research topic, as well as guiding questions / guiding headings to
gather information about the topic.
✓ Learners should bring the research material / data to class, to compile the content under the
teacher’s supervision.
✓ In cases, where learners do not have access to resources, the teacher should make the data /
research material available in class.

The learners will be taught how to:

✓ do research/ gather data
✓ work independently
✓ to design / create / develop their work on their own
✓ use a variety of resources (books, internet, etc.) to gather relevant information about the given
topic.

Consult Annexure A for guidelines on how to teach research.

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 STAGE 2: TEACHING THE PROCESSES OF WRITING (LESSON 2)
• Ensure that you demonstrate to learners how to write down the findings of the researched topic in
a coherent and creative way.
• Revise the writing processes with learners before they attempt this stage.
• Provide clear guidelines on what they should write about.
• The final writing piece may be typed or written out neatly.
• Ensure that the learners know how to write an Introductory paragraph / sentence as well as a
conclusion.
• Give clear instructions on what the headings or focus for each paragraph should be. Give frames
where needed.
• It is expected from learners to complete the project in the classroom, under the teachers’
supervision.
• Consult Annexure A for guidelines on how to teach writing after research. (Adapted)

Prescribed length of informational written creative and information text (CAPS)

Gr 4 Gr 5 Gr 6 Gr 7 Gr 8 Gr 9
Home 100 – 120 words 120 – 140 words 140 – 150 words 150 – 200 words 200 – 250 words 250 – 300 words
language 2-3 paragraphs 3-5 paragraphs 4-6 paragraphs 4-6 paragraphs 5-8 paragraphs 5-8 paragraphs
First 50 words 100 words 150 words 150 - 180 words 180 - 210 words 210 - 250 words
Additional 1 to 2 2-4 paragraphs 3-5 paragraphs 3-5 paragraphs 4-7 paragraphs 4-8 paragraphs
language paragraphs

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STAGE 3: ORAL PRESENTATION (LESSON 3)
• After their final writing product have been completed, learners will have to prepare and present it to
an audience (e.g. teacher and learners)
• Model/ teach learners how to do an oral presentation, before it is expected from them to do it.

• Consult Annexure A for guidelines on how to teach writing after research. (Adapted)

Prescribed duration of oral presentations, e.g. short talks (CAPS)

Gr 4 Gr 5 Gr 6 Gr 7 Gr 8 Gr 9
Home 2 minutes 2 minutes 2-3 2-3 minutes
language minutes
First 1 minute 1 minute 2 minutes 2-3 minutes
Additional
language

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 2. ASSESSMENT OF THE PROJECT

Examples/ possible Project Questions/ Instructions are explained in ANNEXURE B.

This is a guide and may therefore be adapted.
Ensure that learners are thoroughly prepared/ taught before it is expected from them to do the
project.

LEARNER WORKBOOK (ANNEXURE C):

✓ Each learner may receive this workbook.
✓ All the Instructions, templates & rubrics are available for each stage of the project.
✓ The instructions are not topic and grade specific and should therefore be adapted.
✓ The teacher has to include the relevant grade and topic
✓ This only serves as a guide.

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 BEFORE YOU
CAN ASSESS,
(ANNEXURE A) YOU SHOULD
TEACH
GENERIC PROJECT LESSON OVERVIEW:
This lesson may be adapted to the level and grade of the learners.

STAGE 1: RESEARCH LESSONS

DURATION CONTENT/ TOPIC POSSIBLE TEACHING ACTIVITIES POSSIBLE
/ TIME LEARNER ACTIVITIES
Conducting Research Explain the term research to learners.
1. Define the Information Teacher demonstrates/ model how to define the topic or define the
Define the topic/ title hypothesis of a research title.
2. Locate the information Demonstrate how to do research.
WEEK 1-2 Select the relevant source/es to obtain Demonstrate how to Gather data/ information (websites, books,
information magazines, etc.)
1 HOUR (Websites, books, magazines, etc.)
PER WEEK 3. Select the information Demonstrate to learners how the most relevant information may be
Select the most relevant information to identified form different sources by e.g. looking for key words
address research topic.

4. Organise the information [Also addressed in Stage 2: writing]

Summarise the relevant information
• Check validity of information & Show learners how to present researched information as a well-
adherence to the topic structured systematic essay creative essay / report/ power point
• Avoid plagiarism presentation. E.g. Use mind-mapping
• Safe Internet practice Model the writing processes to create a final product.
5. Present information Adhere to the correct format.
• Presentation method (e.g. Power
point, essay, report, visual/
charts, etc.)

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 • Organise material coherently
• Choose and develop main ideas
and supporting ideas with
examples
• Correct format, vocabulary,
language and conventions
Use a Checklist (Rubric criteria) Demonstrate to learners how they can use the criteria to guide them
to create a top-quality product. (Assessment For Learning)
Adherence to Covid -19 safety Always remind learners of the importance to follow safe Covid-19
regulations

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 BEFORE YOU
CAN ASSESS,
YOU SHOULD
STAGE 2: WRITING LESSONS TEACH

WEEKS 3-5 Stage 2: WRITING After the research lesson, demonstrate to the learners how to choose
Criteria the relevant information for the essay.
1 Hour per INSTRUCTIONS:
week [Link] the researched information in a • Ensure that you create your own final product in the class.
well- structured informational essay / • Learners should experience each step with you.
presentation • Ensure that you go over the criteria of the Writing rubric with
2. Use a suitable title learners.
3. Write an interesting Introduction • Model the following in class, using your own researched
4. Write each element in a different information as an example:
paragraph. Pre-writing/planning
5. Write a suitable heading for each • Consider target audience and purpose
• Consider type of writing
paragraph.
• Brainstorm using mind-maps/lists
6. Use pictures to show examples of each
• Organise ideas
element.
Drafting
6. Write a conclusion • Word choice
7. Use at least THREE resources & tools • Structuring sentences
to collect the information. • Main and supporting ideas
8. List the THREE sources. • Specific features of the required text (headings & sub-headings)
9. Transfer the written information to an • Reads own writing critically
A3 chart. (Optional) • Gets feedback
10. Remember to show how you have • Revising, editing, proofreading and presenting
planned before writing the essay. • Revises: improves content and structure of ideas
Include all drafts. • Refines word choice, sentence and paragraph structure
11. Use the correct grammar and • Edits: corrects mistakes in grammar, spelling and punctuation
spelling. • Presents neat, legible final version
12. Study the rubric to ensure that you
have covered all the criteria

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 BEFORE YOU
CAN ASSESS,
YOU SHOULD
TEACH
STAGE 3: ORAL LESSONS

STAGE 3: ORAL HOW TO MAKE AN ORAL PRESENTATION

WEEK 6 Criteria for an oral presentation: • Teachers should Model/ teach/ the following presentation
1 hour per • tone of voice, criteria to learners.
week • voice projection • How to make cue cards (key words)
• pace • Ensure that criteria are demonstrated adequately. Never
(Will • eye contact assume that learners will know what e.g. ‘Pace’ means
continue • posture and gestures • These lessons may be done during the Listening & Speaking
in term 4) • effective introduction and periods
conclusion
• Incorporate appropriate visual,
audio and/or audiovisual aids
such as charts, posters, drawings
(OPTIONAL)

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 ANNEXURE B
ASSESSMENT: RESEARCH TOPIC EXAMPLES
GRADE 4 FAL / HL
DURATION STAGES 1: RESEARCH [10 MARKS]
/ TIME (In cases, where learners do not have access to resources, the teacher should make the data / research material available in class)

INSTRUCTIONS
Learners bring the gathered data / information to the class and start working on the project.
All the write-ups should be done in class.
A frame/ template may be provided to complete this part.

WEEKS 3-6 EXAMPLE:

1 hour per
INSTRUCTION: Use a variety of SOURCES to explain the following elements of a story:
week
• Theme
• Author
• Characters
• Plot
• Setting

1. Conduct research on the provided topic

2. Consult a variety of at least TWO/ MORE resources & tools to collect the information.
3. Select the most relevant information from these sources to address the topic.
4. Avoid using the direct words from the sources. Instead, paraphrase/ state the information in your own words.
5. Provide your own, interesting title for this research essay. This may be in the form of a question/ statement (E.g. ‘WHAT MAKES A STORY A
STORY?’)
6. Present the gathered information in a well- structured presentation / essay/ Visual form(chart)

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 GRADE 4 FAL / HL : STAGE 2: WRITING [30 MARKS]
Teacher note: Consult the guidelines/ CAPS Section 2 for length of essay.
INSTRUCTIONS:
1. Write the researched information in a well- structured informational essay / presentation
2. Use a suitable title
3. Write each element in a different paragraph.
WEEK 3-6 4. Write a suitable heading for each paragraph.
1 HOUR [Link] an interesting conclusion. (1-2 sentences)
PER WEEK 6. Use pictures to show examples of each element.
7. Use at least TWO/ MORE resources & tools to collect the information.
8. List the THREE/ MORE sources.
9. Transfer the written information to an A3 chart. (Optional)
10. Remember to show how you have planned before writing the essay. Include all drafts.
11. Use the correct grammar and spelling.
12. Study the rubric to ensure that you have covered all the criteria
Teacher note: Consult the guidelines/ CAPS Section 2 for length of essay.
STAGE 3: ORAL: [20 MARKS]
NB: [THIS ORAL WILL BE COMPLETED IN TERM 4]
INSTRUCTIONS
Present your research presentation orally to the class/ teacher.
You may do your presentation, using Microsoft power point / chart/ your preferred way.
Remember to Practice well before you present.
You may use cue cards for the presentation.
WEEKS 7-8 You may do the presentation with a friend (adhere to Covid-19 regulations)
Always remember the following criteria when making an oral presentation:
1 Hour per • Vary the tone of your voice,
week • project your voice (speak clear and loudly enough for your audience to hear)
(To • maintain a good pace (not too fast or to slow)
Practice) • try to maintain as much eye contact with your audience as possible
• posture and gestures
• effective introduction and conclusion
• Incorporate appropriate visual, audio and/or audiovisual aids such as charts, posters, drawings (If possible)

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 GRADE 5: EFAL / HL
STAGES 1& 2: RESEARCH & WRITING [10 MARKS]
DURATION RESEARCH TOPIC EXAMPLES
/ TIME

INSTRUCTIONS
Information / data should be brought to class. All the write-ups should be done in class.
A frame/ template may be provided to complete this part.
EXAMPLE:
INSTRUCTION: Use a variety of resources to explain the following concepts/ elements in poetry:
• Rhythm
WEEK 3-6
• Rhyme
1 HOUR
• Simile
PER WEEK
• Metaphor
• Personification

1. Conduct research on the provided topic

2. Consult a variety of at least TWO/ MORE resources & tools to collect the information.
3. Select the most relevant information from these sources to address the topic.
4. Avoid using the direct words from the sources. Instead, paraphrase/ state the information in your own words.
5. Provide your own, interesting title for this research essay. This may be in the form of a question/ statement (E.g. ‘POETRY IN MOTION‘)
6. Present the evidence of gathered information in any form, where possible.

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 GRADE 5: EFAL / HL
STAGE 2: WRITING [30 MARKS]
INSTRUCTIONS:
1. Write the researched information in a well- structured informational essay / presentation
2. Use a suitable title
3. Write each element in a different paragraph.
WEEKS 3-6 4. Write a suitable heading for each paragraph.
1 HOUR [Link] an interesting conclusion. (1-2 sentences)
PER WEEK 6. Use pictures to show examples of each element.
7. Use at least THREE/ MORE resources & tools to collect the information.
8. List the THREE/ MORE sources.
9. Transfer the written information to an A3 chart. (Optional)
10. Remember to show how you have planned before writing the essay. Include all drafts.
11. Use the correct grammar and spelling.
12. Study the rubric to ensure that you have covered all the criteria
Teacher note: Consult the guidelines/ CAPS Section 2 for length of essay.
STAGE 3: ORAL: [20 MARKS]
NB: [THIS ORAL WILL BE COMPLETED IN TERM 4]
INSTRUCTIONS
Present your research presentation orally to the class/ teacher.
You may do your presentation, using Microsoft power point / chart/ your preferred way.
Remember to Practice well before you present.
You may use cue cards for the presentation.
WEEKS 7-8 You may do the presentation with a friend (adhere to Covid-19 regulations)
Always remember the following criteria when making an oral presentation:
1 Hour per • Vary the tone of your voice,
week • project your voice (speak clear and loudly enough for your audience to hear)
(To • maintain a good pace (not too fast or to slow)
Practice) try to maintain as much eye contact with your audience as possible
• posture and gestures
• effective introduction and conclusion
• Incorporate appropriate visual, audio and/or audiovisual aids such as charts, posters, drawings (If possible)

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 GRADE 6 FAL/ HL
STAGES 1& 2: RESEARCH & WRITING [10 MARKS]
DURATION RESEARCH TOPIC EXAMPLES
/ TIME

INSTRUCTIONS
Information / data should be brought to class. All the write-ups should be done in class.
A frame/ template may be provided to complete this part.
EXAMPLE:
Question:
[E.g. Comparison between Fictional & Non-fictional stories.
• Definitions of both concepts
• Two examples of each story type
WEEK 3-6
• Characteristics of these examples
1 HOUR
• Pictures of book covers for each example (Optional)
PER WEEK

1. Conduct research on the provided topic

2. Consult a variety of at least TWO/ MORE resources & tools to collect the information.
3. Select the most relevant information from these sources to address the topic.
4. Avoid using the direct words from the sources. Instead, paraphrase/ state the information in your own words.
5. Provide your own, interesting title for this research essay. This may be in the form of a question/ statement (E.g. THE ‘TRUTH’ BEHIND
FICTIONAL & NON-FICTIONAL STORIES’)
6. Present the evidence of gathered information in any form, where possible.

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 GRADE 6 FAL/ HL
STAGE 2: WRITING : [30 MARKS]
INSTRUCTIONS:
1. Write the researched information in a well- structured informational essay / presentation
2. Use a suitable title
3. Write each element in a different paragraph.
WEEK 3-6 4. Write a suitable heading for each paragraph.
1 HOUR [Link] an interesting conclusion. (1-2 sentences)
PER WEEK 6. Use pictures to show examples of each element.
7. Use at least FOUR/ MORE resources & tools to collect the information.
8. List the THREE/ MORE sources.
9. Transfer the written information to an A3 chart. (Optional)
10. Remember to show how you have planned before writing the essay. Include all drafts.
11. Use the correct grammar and spelling.
12. Study the rubric to ensure that you have covered all the criteria
Teacher note: Consult the guidelines/ CAPS Section 2 for length of essay.
STAGE 3: ORAL: [20 MARKS]
NB: [THIS ORAL WILL BE COMPLETED IN TERM 4]
INSTRUCTIONS
Present your research presentation orally to the class/ teacher.
You may do your presentation, using Microsoft power point / chart/ your preferred way.
Remember to Practice well before you present.
You may use cue cards for the presentation.
WEEKS 7-8 You may do the presentation with a friend (adhere to Covid-19 regulations)
Always remember the following criteria when making an oral presentation:
1 Hour per • Vary the tone of your voice,
week • project your voice (speak clear and loudly enough for your audience to hear)
(To • maintain a good pace (not too fast or to slow)
Practice) try to maintain as much eye contact with your audience as possible
• posture and gestures
• effective introduction and conclusion
• Incorporate appropriate visual, audio and/or audiovisual aids such as charts, posters, drawings (If possible)

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