SANTS Private Higher Education
Institution
GRADES R, 1, 2 and 3 LESSON
NAME: STUDENT NO.
1. SUBJECT e.g. English HL 2. KNOWLEDGE/CONTENT AREA e.g. Phonics
1.2 DATE 3. THEME e.g. Healthy living, My body etc.
y y y y m m d d
2 0 - -
1.3 GRADE 4. TYPE of LESSON / LESSON FOCUS
e.g. Outdoor lesson, group work, class work etc.
(Mark the grade you will be teaching with an X)
R 1 2 3
PLEASE NOTE THAT THIS LESSON PLANNING TEMPLATE IS AVAILABLE IN ELECTRONIC
FORMAT ON MySANTS
5. NCS AIMS/General aims (tick boxes)
Learners are able to:
Identify and solve problems and make decisions using critical and creative thinking.
Work effectively with others as members of a team, group, organisation and community.
Organise and manage themselves and their activities responsibly and effectively.
Collect, analyse, organise and critically evaluate information.
Communicate effectively using visual, symbolic and/or language skills in various modes.
Use science and technology effectively and critically showing responsibility towards the environment
and the health of others.
Demonstrate an understanding of the world as a set of related systems by recognising that problem-
solving contexts do not exist in isolation.
6. SUMMARY OF THE CONTENT TO COVER IN THIS LESSON
(Briefly summarise the content that you will be presenting in this lesson.)
7. LESSON OBJECTIVE(S):
7.1 PRE-KNOWLEDGE
(Write down learners’ existing knowledge, skills and values.)
At the start of this lesson the learners should already know… and can do…
7.2 CONCEPTS and NEW KNOWLEDGE
(Write down the new knowledge, skills and values that you are going to teach taking INTEGRATION into consideration.)
Language: English (HL/FAL) Mathematics Life Skills
7.3 LESSON OBJECTIVES
(In your own words, write the lesson objectives based on the general and specific aims from CAPS.)
By the end of the lesson the learners should be able to…
7.4 FUTURE LEARNING
(Briefly describe what the learners will learn in the lesson that follows this one)
7.5 DIFFERENTIATION
(Briefly describe how you will present this lesson taking the following aspects into consideration)
Learner support Enrichment activities Concerns
(Indicate what measures are in place for (Indicate what measures are in place for (e.g. Loadshedding – won’t be able to
learners who struggle to grasp the learners who grasped concepts quickly. listen to audio book. Will have to read
concepts. How will you support them How will you challenge them and keep story instead, using instruments for
and keep them from getting negative them from getting bored?) sound effects.)
and frustrated?)
8. LESSON PHASES:
8.1 INTRODUCTION OF THE LESSON 8.1.1 Time allocated:
(Give a detailed description of how you plan to begin your lesson by explaining: you will
greet the learners, set the atmosphere for the lesson, awaken the learners’ prior knowledge,
and create a link between what they already know to the new knowledge that you will be
presenting. Also explain how the THEME you selected in 3 above will help you do this.): 8.1.2 LTSM:
(Describe the resources and media
you will be using in the introduction
phase of the lesson)
8.2 DEVELOPMENT – PRESENTING THE NEW KNOWLEDGE 8.2.1 Time allocated:
(Give a detailed description of WHAT content you will be presenting (selected in 7.2), HOW
you will present it, and WHAT ACTIVITIES THE LEARNERS WILL BE DOING.):
8.2.2 LTSM:
(Describe the resources and media
you will be using in the development
phase of the lesson)
8.3 CONSOLIDATION 8.3.1 Time allocated:
(Give a detailed description of how you plan to end the lesson by explaining how you will
consolidate the new knowledge, incorporate assessment of the objectives and wrap up. If
applicable, mention here any HOMEWORK/FUNWORK that you will give the learners.):
8.3.2 LTSM:
(Describe the resources and media
you will be using in the consolidation
phase of the lesson)
9. ASSESSMENT
At the end of the lesson, I will assess whether the learners have achieved the objectives in the following ways (tick the
appropriate blocks):
9.1 FORMS OF ASSESSMENT:
Written work (drawings, painting etc.)
Demonstrations (performing actions, experiments etc.)
Performances (answers questions, making a speech, presenting a poem, reading aloud, role play, dialogue)
Models (artwork, constructions, collages etc.)
Assessment strategy Assessor Assessment instrument
Observation Teacher Checklist
Listening Self Assessment scale
Reading Peer Analytical rubric
Interpreting Holistic rubric
Reviewing
Questioning
Writing
10. REFLECTION
Briefly reflect on your lesson by discussing its strengths (what went well), its weaknesses (what did not work), what did you find
challenging, if the lesson objectives were met and what would you improve if you had to teach this lesson again. Use the following
questions to guide your reflection:
Describe aspects of your lesson that worked really well.
Which areas of your lesson did not go according to plan? Explain why you think this may have happened.
Look again at your lesson objectives. Did you meet them? Why/why not?
What did you learn about the learners in your class today?
What was your most challenging moment in this lesson and why? How will you respond next time?
To what extent were the learners productively engaged in the learning process? Discuss.
If you had the opportunity to teach this lesson again to this same group of learners, what would you do differently? Why?
What evidence/ feedback do you have that the learners achieved an understanding of the lesson objective(s)?
11. REFERENCE LIST
(List all the text books, workbooks, documents such as the CAPS document, websites etc. that you used to prepare this lesson.)
