Directorate: Curriculum GET LESSON PLAN

English First Additional

Subject Term 1
Language
Grade 7 Week 5&6
• TEXT: DRAMA
• Listening to and speaking about a radio drama
Link to Teaching • Critically discuss the radio drama
and Assessment • Reading and Viewing of the drama script, discuss and answer set questions
Plan • Use of video to gain knowledge on the writing process of a dialogue
• Use previously gained knowledge to complete a worksheet on Subject Verb
Agreement.
Introduction • TEXT: DRAMA
• Learners listen to a radio drama and discuss it with their peers.
• Learners discuss set questions to encourage higher order cognitive thinking.
• Learners read a drama script and analyze the literature elements used by the writer.
• Learners demonstrate their understanding of the text by answering the set questions on
the text.
• Learners engage with a video on dialogues and gain knowledge on the writing of the
text
• Learners write a dialogue with a picture as an inspiration
• Learners complete the Subject Verb Worksheets
Consolidation • Learners will engage with worksheets to consolidate learning
• Learners will engage with videos to revise Subject Verb Agreement knowledge and
apply in completion of a worksheet.
Paper based resources: Digital resources:
Worksheets are provided. https://wcedeportal.co.za/curriculum-
Flashcards supporthttps://wcedeportal.co.za/partners/#103031
Magazines
Textbook
Dictionary

Skills Teaching Methodologies/ Resources / LTSM

(WHAT I am going to (HOW I am going to (WHAT I am going to use
teach/guide/support) teach/guide/support…) to teach/guide/support…)

Listening & Speaking: • Learners listen to the radio https://episodes.castos.com/

drama “We can all dream. 5e91c164da3659-
Can’t we” on the link 36785733/We-Can-All-
provided. Dream-Can-t-We.mp3
• Learners discuss their
understanding of the
content of the radio drama
TEACHER’S • Learners use the questions
ACTIVITIES provided as a guide to
critically discuss the radio
drama.
Reading & Viewing: • Learners read the drama
script “This is my song”.

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 • Learners make meaning of
the content by discussing it
with their peers.
• Learners refer to the
elements of literature video
from week 1 for
consolidation
• Learners complete the
template on elements of
literature from the drama.
• Learners complete the
sentences to demonstrate
their understanding of the
text.
Writing & Presenting: • Learners watch the video
https://www.youtube.co
on writing of a dialogue
m/watch?v=94XHCpmzN
• Learners complete the
writing frame practice their Wc
dialogue writing and
demonstrate their
comprehension.
• Learners write a dialogue on
the picture provided.
• Learners refer to the
checklist to ensure that they
have done what is required
with regards to writing a
dialogue.
Language Structures • Learners use previous
& Conventions: knowledge gained to
complete the Subject Verb
Agreement worksheet.
• Listen to the radio drama
with the learner and
question him or her on the
content. Let them make
inferences.
• Support the learners with
vocabulary that may be
difficult for them.
• Read the drama script with
them and discuss the
content.
PARENT’S • Ask difficult (higher order
ACTIVITIES cognitive) questions of
them. Push them to think out
of the box.
• Ask learners to answer in full
sentences where possible so
that they can practice using
the language.

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 LISTENING AND SPEAKING
Activity 1: Listen to the radio drama “We can all dream. Can’t we”
Use the question words below as your guide to try and understand the story.

Activity 2: Discuss the following questions in class.

READING AND VIEWING

Activity 1: Read the drama “This is my song” and discuss the content with your peer /
facilitator / teacher.

Activity 2: Refer to the Video (week 1) on the Literature elements on stories and complete
the template

WRITING AND PRESENTING

LEARNER’S Activity 1: Click on the link below and watch the videos on the tips for writing dialogue.
ACTIVITIES You next tasks will be to write a dialogue so take heed of the presenters’ tips that they
provide to make you a better writer.

Activity 2: Use the below image as an inspiration to write a dialogue of one-page long.
Plan your work. Use the checklist below to support your writing process.

LANGUAGE STRUCTURE AND CONVENTIONS

Activity 1: Complete the worksheet on Subject Verb Agreement.

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 LISTENING AND SPEAKING

ACTIVITY 1: LISTEN

Listen to the radio drama “We can all dream. Can’t we”

Use the question words below as your guide to try and understand the story.

https://episodes.castos.com/5e91c164da3659-36785733/We-Can-All-Dream-Can-t-We.mp3

WHO WHAT WHERE HOW WHY WHEN

ACTIVITY2: CLASS DISCUSSION

Discuss the following questions in class.

1. The radio play is called a monologue. Why is that? How would the dialogue be different
from the monologue?
2. Where does the speaker stay? What evidence is there in the monologue that supports
your answer?
3. Discuss the relationship between the speaker and her daughter. Provide evidence from
the monologue to support your answer.
4. The speaker’s father supported her dreams. Do you agree with this statement? Provide
evidence to support your answer.
5. Why do you think the speaker married her husband if she didn’t love him?
6. How did the speaker use her voice to express emotion to the listener?
7. What was the speaker’s approach to discussing personal issues?
8. The speaker had experienced many low moments in her life. Can you identify some of
them?
9. How did you feel about the ending of the radio drama? What emotion did it provoke in
you?

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 READING AND VIEWING

ACTIVITY 1: Read he drama “This is my song” and discuss the content with your peer / facilitator /
teacher.

THIS IS MY SONG
A comedy skit for 2 actors
(male or female)
By D. M. Larson

(JINGLE is trying to sing)

JINGLE: This is my song. This is my song! THIS IS MY SONG!

BODO: What are you doing?
JINGLE: Trying to make up a song. Make up a song! MAKE UP A SONG!
BODO: Why?
JINGLE: There’s this contest, see. And I want to win. Want to win! WANT TO WIN!
BODO: What’s the prize?
JINGLE: A prize? You think I’m doing this merely to win some prize?
I do this for the art of song. I do this for the joy of singing.
I do this to brighten the world through song.
BODO: No, seriously. What’s the prize?
JINGLE: There might be a cash prize… and a trip… and a television appearance.
BODO: I see.
JINGLE: But that’s not important. It’s about the music.
BODO: But the prize helps.
JINGLE: Are you going to help me or not?
BODO: Fine. But have you ever written a song?
JINGLE: How hard can it be? I’m always singing. I’m always listening to music.
I was made to make music.
BODO: Well, it’s probably important to pick a topic for the song.
JINGLE: A topic… hmmm.
BODO: Maybe you can sing about something you like?

(JINGLE tries singing)

JINGLE: I could make a song about puppies. Puppies are so very cute to me.

(JINGLE stops singing)

JINGLE: What rhymes with puppies?

BODO: Duppies, buppies…
JINGLE: What are duppies and buppies?
BODO: Yuppies!

(JINGLE sings)

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JINGLE: I could make a song about puppies. Puppies are so very very cute.
I would share them with the yuppies. Their sweetness is something you can’t refute.

BODO: Not bad.

JINGLE: What are yuppies anyway?
BODO: Young urban professionals.
JINGLE: I still don’t know what that is.
BODO: Maybe the song should be about dogs.

(JINGLE sings)

JINGLE: This is my song about a puppy dog. Puppies are so very very cute.
A dog is better than a smelly hog. This is something you can’t refute.

(BODO laughs)

BODO: Not bad.

JINGLE: Thank you.
BODO: You’re welcome.
JINGLE: I’m glad you like it.
BODO: I’m glad you’re glad.
JINGLE: I’m so glad that you’re glad that I’m glad.
BODO: Do you think you’ll win?
JINGLE: It’s not about the winning.
BODO: Oh, that’s right. It’s about the music.
JINGLE: Correct-a-mundo.

(They sing together and exit)

JINGLE and BODO (together): This is my song about a puppy dog.

Puppies are so very very cute. A dog is better than a smelly hog.
This is something you can’t refute.

END OF SCENE

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 Resource acknowledgement: https://freedramaplays.blogspot.com/2020/02/this-is-my-song-funny-comedy-skit-for-2.html

ACTIVITY 2: CRITICAL THINKING AND COMPREHENSION

Refer to the Video (week 1) on the Literature elements on stories and complete the template

ELEMENTS OF LITERATURE: ‘This is my song’ by DM Larson

Characters

Characterization

Theme

Setting

Conflict

Mood

Point of view

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Complete the sentences to demonstrate your understanding of the above text.

1. I liked the drama because ____________________________________________________

______________________________________________________________________________
______________________________________________________________________________
2. I can describe the characters in the story as ___________________________________
______________________________________________________________________________
______________________________________________________________________________
3. Jingle had a lot of confidence in writing his own song. I know this because in the
drama he ____________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
4. Bodo was a good friend because he __________________________________________
______________________________________________________________________________
______________________________________________________________________________
5. Winning is not everything for Jingle because in the drama he___________________
______________________________________________________________________________
______________________________________________________________________________
6. If I could write a song it would be about_____________________________________
because _____________________________________________________________________
______________________________________________________________________________

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 WRITING AND PRESENTING

ACTIVITY 1: Click on the link below and watch the videos on the tips for writing dialogue. You next tasks
will be to write a dialogue so take heed of the presenters tips that they provide to make you a better
writer.

https://www.youtube.com/watch?v=94XHCpmzNWc

Complete the dialogue by adding the words of the characters. This dialogue is between a
teacher and a student about home work

Teacher: Good morning, learners.

Learners: Good morning, sir.

Teacher: ___________________________________________________________________________________

Llewelyn: Sorry sir. I forgot my DBE workbook at home.

Teacher: Did you do your homework?

Llewelyn: ___________________________________________________________________________________

Teacher: How is it possible? I think you have not completed your homework and it is just an
excuse.

Llewelyn: Sorry sir. In fact, ____________________________________________________________________

Teacher: Do you prefer other things to your studies? Very strange thing.

Llewelyn: ____________________________________________________________________________________

Teacher: That's right. After coming back, you could have completed your homework.

Llewelyn: ____________________________________________________________________________________

Teacher: If you do not work regularly, you will fail in the Exam. Keep in mind that regularity
conquers the mountains.

Llewelyn: Next time, _________________________________________________________________________

Teacher: One more thing. There is nothing important than studies in the world.

Llewelyn: ____________________________________________________________________________________

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 ACTIVITY 2: WRITING

1. Use the below image as an inspiration to write a dialogue of one-page long.

2. Plan your work.
3. Use the checklist below to support your writing process.

PLANNING FOR DIALOGUE

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 RUBRIC: TRANSACTIONAL WRITING (HL & FAL) 10 marks
Outstanding Substantial Adequate Elementary Not
Criteria (Meritorious) (Very good) (Satisfactory) (Very weak)
achieved
(Ambiguous)
5 4 3 2 0−1
Content outstanding or Content very good. Content satisfactory Content not always clear. Content Does not stick to
CONTENT exceptional or exceeded - Ideas are relevant, response to topic. Sometimes off topic. the topic.
and expectations.
- Ideas are intelligent or creative.
interesting and convincing.
Planning good, with a well-
- Ideas reasonably - Few ideas explored.
- Deviates from and/or is not
- Ideas loose-standing or
ambiguous or confusing.
structured and convincing.
PLANNING It makes the reader reflect. structured plot. Planning developing the plot. - Deviates from and/or is not
Planning: outstanding - Good introduction, body - Organisation reasonable; - Repetitive. developing the plot.
organisation and plot. and conclusion or end. introduction, conclusion or Planning evident but not - Repetitive.

5 marks
- A unique introduction, body end. thorough. Planning of no use. / No
and conclusion or end. planning.

5 4 3 2 0−1
- Grammar, vocabulary and - Grammar, vocabulary and - Grammar, vocabulary - Grammar, vocabulary and - Grammar, vocabulary
LANGUAGE, punctuation is effectively punctuation is good; a few and punctuation punctuation do not suit the title, and punctuation do not suit
applied, almost error-free. mistakes. adequate; meaning is purpose and audience. Weak the title, purpose and
- Figurative language, e.g. - Figurative language, e.g. conveyed. and/or almost no punctuation. audience. Very weak and
STYLE figurative language is emotive figurative language is used. - Sporadic use of - Limited choice of words or not incoherent.
and suitable. - A few errors after editing figurative language. suitable for the topic. - Unsuitable grammar and
EDITING - Almost error-free after editing and proofreading. - Mistakes after - Frequent mistakes even after punctuation used has the
STRUCTURE and proofreading.
Outstanding, clear features of
- Logical development of the
introduction, body and
proofreading and editing
not too disturbing.
editing and proofreading.
- Ideas difficult to follow.
result that the text is difficult
to read or that one can hardly
FORMAT detail.
- Sentences and paragraphs
conclusion.
- Good / logical sequencing
- Introduction, body and
conclusion develops
- Sentences and paragraphs
incorrect and/or inconsistent.
understand what is written.
- Numerous mistakes;
beautifully structured. of sentences and satisfactory and makes Length: Either too long or too Evidently no editing or
Length is correct. paragraphs. sense. short. proofreading.
Format: Excellent, suitable, Length is correct. - Sentences and Format: Quite a few serious - Very poor presentation.
Format: Correct with a few paragraphs are well - No clear paragraphing
5 marks
accurate mistakes.
mistakes. constructed. and/or inconsistent sentences
Length is almost correct. that confuse the reader.
Format: A few mistakes. - Length: Much too long or
too short.
Format: Inappropriate.

MARK: ________________

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 LANGUAGE STRUCTURE AND CONVENTIONS

ACTIVITY 1: Subject Verb Agreement

Complete the worksheet on Subject Verb Agreement.

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