English HL: 2020 Revised National Teaching Planstarofthesea.co.za/wp...Lesson-Plan-GET-SP-Gr-7-EHL... · English HL: 2020 Revised National Teaching Plan GRADE 7 TERM 2 English HL

GET CURRICULUM DIRECTORATE / 1

English HL: 2020 Revised National Teaching Plan

GRADE 7 TERM 2 English HL

SKILLS Listening and Speaking Reading and Viewing Writing and Presenting Language Structures and Conventions

Week 3-4

Listening and Speaking strategies: Listening comprehension – Use a Visual text such as a Poster/ Advertisement / a Television news presentation Follow the listening process Pre-listening introduces learners to the listening situation. During listening – questioning, recognising, matching, note-taking, interpreting Post-listening follows up on the listening experience. Learners ask questions; talk about what the speaker said, etc.

• Summarise the presentation orally

• • Draw conclusions

Reading/Viewing for comprehension: Use a Written and/or Visual text such as an Advertisement

• Skimming

• Scanning

• Intensive reading

• Make inferences (characters, setting, milieu, message)

• Infer meaning of unfamiliar words by word attack skills

• Manipulative language

• Formal/informal language

OR Read a Literary text such as a novel

Focus on the key features of a literary text: such as characterisation, plot, conflict, background, setting, narrator, theme Follow the Reading Process:

• Pre-reading (Introduce text)

• During reading (features of text)

• Post-reading (answer questions,

compare, contrast, evaluate)

Write a Transactional text: Create an Advertisement / Poster (Select one)

• Requirements of format

• Purpose, target group and context

• Word choice and sentences

construction

• Visual elements such as font types and size, headings, symbols, colour

• Manipulating/persuasive language

Follow the Writing Process:

• Planning

• Drafting

• Revision

• Editing

• Proof-reading and presenting

Word level: Proper nouns, gender, plural, singular Adjectives: demonstrative, relative Sentence level: direct and indirect speech, simple and compound sentences Word meaning: synonyms, antonyms, literal and figurative meaning Punctuation and spelling: colon; semi- colon Dictionary use encouraged

GET CURRICULUM DIRECTORATE / 2

Directorate: Curriculum GET LESSON PLAN

Subject English Home

Language Term 2

Grade 7 Week 3&4

Link to Teaching

and Assessment

Plan

Build on listening skills taught in previous lessons (Lesson 1&2). Apply skills taught to be

able to answer listening comprehension and discuss what they’ve heard in the television news presentation

Drama /Novel and Short Story continuing from Term 1

Writing continuing

Language Structure and Conventions – expanding on terminology from previous

grades

Introduction Learners will gain experience with television news presentations, advertisements and

posters.

Learners will engage with television news presentation and be able to retell their

perceptions to an adult

Learners will engage with an advertisement or poster and answer the questions posed

Learners will engage with the advertisement and be able to make meaning and draw

on that knowledge and his/her own experience to make their own poster or

advertisement

Learners will engage with the language structure notes and apply their knowledge in

the worksheets provided.

Consolidation Learners are challenged with activities to apply their knowledge and skills after each

section.

Paper based resources:

Text

Dictionary

Digital resources:

https://wcedeportal.co.za/curriculum-

supporthttps://wcedeportal.co.za/partners/#103031

TEACHER’S ACTIVITIES

Skills

(WHAT I am

going to

teach/guide/s

upport)

Teaching Methodologies/

(HOW I am going to

teach/guide/support…)

Resources / LTSM

(WHAT I am going to use

to

teach/guide/support…)

Listening &

Speaking:

Read the television news presentation

Let the learners make notes on the

sheet provided

Have the learners make oral

summaries of the topic using their

notes

1. Worksheets

provided

2. https://www.slideshare.n

et/arzoosahni/television-

news-writing

3. https://www.scribd.com/d

oc/50957030/Script-for-

News-report Reading &

Viewing:

Make sure that learners has a firm grasp

on the following concepts and are able

to identify and define them:

GET CURRICULUM DIRECTORATE / 3

Heading/

question to

grab attention

Bold, clear, text

and images

Persuasive/emo

tive or figurative

language

Real people

using the

product

Information

(facts and “did you know’s)

Eye-catching

design and

colour

Appealing

gimmicks or

special offers

Catchy slogan

or jingle

Specific target

market

(teenagers,

ladies,etc)

4. https://www.youtube.co

m/watch?v=XIan8Xhp3HA

5. Grade 7 English: The Art

of Persuasion-Advertising

Campaign May-June

2017 – Al Hoda

International School 6. How to Create an

Entertaining

Advertisement for a

School Project |

Synonym 7. https://www.youtube.c

om/watch?v=FRwFrsple

5s

8. https://www.youtube.co

m/watch?v=wdjQjFyDeD0

9. https://www.youtube.co

m/watch?v=5o1Qg_zTyaw

10. https://www.youtube.co

m/watch?v=pGOYlbXbN0o

11. https://safetysigns.co.za/d

id-you-wash-your-hands-

sign?gclid=CjwKCAjw_qb3

BRAVEiwAvwq6VhLwNFIB

oIeJYlGBhtJ8y8u51YTGiD0i

DIfptmsaV7hxXpYtPF_lJxo

CQv0QAvD_BwE

12. https://www.google.com/

search?q=literal+and+figur

ative+language&safe=stric

t&rlz=1C1GCEA_enZA844Z

A844&sxsrf=ALeKk01JRI_C

d57rLxrnwBWzRQlVe1riH

Q:1592447616458&sourc

e=lnms&tbm=isch&sa=X&

ved=2ahUKEwihkoLUqYrq

AhVTqHEKHd9hDZQQ_AU

oAXoECBMQAw&biw=128

0&bih=561#imgrc=LpGtVU

g6br6kQM

Writing &

Presenting:

Write/ Create own

advertisement/poster using applying

the following:

Audience (Who is it aimed at)

Purpose (Why)

Language/text/ word choice/

Sentence construction

(emotive/literal/emotive

language)

Layout

Colour and design

Special offers

Language

Structures &

Conventions:

Explain Key concepts of:

Direct and Indirect Speech

Simple and Compound Sentences

Literal and Figurative Meaning

GET CURRICULUM DIRECTORATE / 4

PARENT’S

ACTIVITIES

Read the text to your child

Share thoughts

Show that you are also making

connections to the text i.e. relate the text

to your own life experiences.

Offer support and guidance

LEARNER’S

ACTIVITIES

Learner activities:

Activity 1: Listening and Speaking: Television News Report

1. Listen to the news report as it is being read to you. It may be read more than once.

2. Make notes on the worksheet provided

3. Make meaning of the news report by referring to your notes

4. Summarise your understanding of the news report

5. Discuss impact of report

Activity 2: Reading and Viewing: Analyse Advertisement

Look at the advertisement given to you and make sure that you have a firm grasp of the

following and can identify and define them:

1. Answer the questions that follow

Activity 3: Writing and Presenting: Create your own advertisement/ poster, keeping the

following in mind (and applying the checklist of techniques used above):

Audience (Who is it aimed at)

Purpose (Why)

Language/text/ word choice/ Sentence constructive (emotive/literal/emotive

language)

Layout

Colour and design

Special offers

Language Structure and Conventions: Direct and Indirect Speech, Simple and Compound

Sentences, Literal and Figurative Meaning

1. Familiarize yourself with the notes on the three topics

2. Explain to a sibling or adult your thoughts on it.

3. Refer to the videos explaining the concepts for further clarity.

4. Complete the worksheets.

Heading/question to grab attention Bold, clear, text and images

Persuasive/emotive or figurative

language

Real people using the product

Information (facts and “did you know’s) Eye-catching design and colour

Appealing gimmicks or special offers Catchy slogan or jingle

Specific target market (teenagers,

ladies,etc)

GET CURRICULUM DIRECTORATE / 5

Activity 1: Listening and Speaking: Listen to a Television News Report

Using the template below, organize your thoughts about the television news report.

Keep the following in mind while you listen to the television news report.

What is the news report about?

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

GET CURRICULUM DIRECTORATE / 6

Who does it involve?

____________________________________________________________________________________________________________

How does the news report make you feel?

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

When does this take place?

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

Why do you think that this was newsworthy?

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

To whom would the news report have an impact on? Why?

__________________________________________________________________________________________________

__________________________________________________________________________________________________

Write down any other thoughts you have on the poem

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

GET CURRICULUM DIRECTORATE / 7

Activity 2: Reading and Viewing : Analyze an Advertisement

GET CURRICULUM DIRECTORATE / 8

1. What is being advertised or promoted and who is the target market?

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

2. What is the main idea? What does it want you to do?

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

3. Use the list of techniques to analyse it. Organise your answers in a table using examples of each technique.

4. Comment on whether you think the advert could be manipulating the reader in any way. Give examples.

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

5. Comment on whether you think it’s a good advert. Give reasons from the text to support you answer.

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

Heading/question to grab attention Bold, clear, text and images

Persuasive/emotive or figurative language Real people using the product

Information (facts and “did you know’s) Eye-catching design and colour

Appealing gimmicks or special offers Catchy slogan or jingle

Specific target market (teenagers, ladies,etc)

GET CURRICULUM DIRECTORATE / 9

Activity 3: Writing and Presenting:

Design your own poster. Make a poster or advertisement in which you create awareness about the

importance of sanitizing and washing your hands to prevent the spread of the novel Corona virus

(COVID-19). Use the table in Activity 2 to help you.

Plan

• Draw up a planning board, using a copy of the table above and include one or more persuasive techniques mentioned in the previous lessons

• Use enticing and persuasive language. Steer clear of manipulative language

Draft

• Draw a draft of your design on a sheet of A4 paper and then have a parent/sibling check it for feedback.

Revise

and

Edit

• Revise your design and redraw it onto another sheet of A4.

• Do not finalise it until you have checked the spelling and grammar

Proofread

• Finalise your text and advert after proofreading it carefully one more time.

• If possible, have a parent/sibling proofread again. It is often easier to proofread someone else's work.

Publish

• Complete your advert and present it to the class, explaining your process from the planning board to final product and giving reasons for the choices you made. First, write your process down.

GET CURRICULUM DIRECTORATE / 10

Now design your poster/ advertisement:

GET CURRICULUM DIRECTORATE / 11

Activity 4: Language Structures and Conventions:

Direct and Indirect Speech

GET CURRICULUM DIRECTORATE / 12

GET CURRICULUM DIRECTORATE / 13

Literal and Figurative Meaning

GET CURRICULUM DIRECTORATE / 14

Complete the chart with the missing literal and non-literal meanings below:

Non-Literal Phrase Literal Meaning

It’s raining very hard outside.

My brother is a couch potatoe.

I was really in a jam at school.

That was very easy.

Dad is a bear when he wakes up in the morning.

My new baby sister is a doll.

I was busy the whole day at school.

Actions speaks louder than words.

It’s harder for older people to learn something new.

She was very sick.