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Question: QUESTION 6 – FORMING AN EFFECTIVE TEAM WITH YOUR MENTOR-TEACHER (ADAPTED FROM PEREZ, 2012:83) 1. When (date and time) will we meet to plan the lessons? Lesson 1 ………………………………. Lesson 2……………………………………. 2. What procedures will we establish for our classroom? (lining up, where are bags kept, where do pupils sit, how are they dismissed, etc) ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… 3. How will we handle disruptive behaviour? ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… 4. Will the physical setup in the classroom change? Lesson 1 …………………………………………………. Lesson 2 ………………………………………………… 5. How will we split groups for group work? ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… 6. Who is responsible for marking the assessment that we set based on the lesson? ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… 7. What are the rules for learners regarding going to the bathroom, talking to each other, asking a question, walking around, and so on? ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… 8. Which co-teaching model is best suited to the school, the subject, and the personalities of the two teachers? ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… 9. Our forms of co-teaching for each lesson (you must try different forms of co-teaching): Lesson 1: ……………………………………………………………. Lesson 2: ……………………………………………………………. QUESTION 6.1 – CO-TEACHING LESSON (10 MARKS) Tick the appropriate co-teaching method that you used for this lesson: A. One teaches, one assists B. Team teaching C. Parallel teaching D. Station teaching E. Alternative teaching Co-teaching preparation sheet: Lesson 1 General information Date: ………………………. Subject: …………………………………… Grade: ……………….….…. Topic: ………………………………………………… Duration of lesson………………(minutes) Number of learners in class: …………………….. Resources available at school (very good, sufficient, limited): ……………………….................................................................................................................................. Objectives/Outcomes What will the learners know/be able to do/understand by the end of the lesson? (Start with: “By the end of this lesson, the learners will be able to ....) ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………. The introduction phase Time allocation: ……………………………... (minutes) Resources needed (e.g., a projector, blackboard, textbook, page number, calculator, dictionary, tablet, magazine/newspaper, space for exploring outdoors, tools, or recycling. If a website/YouTube video was used copy the URL link): ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………. What prior knowledge do learners need to meet the outcomes of this lesson? ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………. How will you and your mentor-teacher establish prior knowledge? Be detailed and specific. ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………. What teaching strategy/method will you and your mentor-teacher use: ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………. List the questions that you and your mentor-teacher will ask: ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………. ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Body (the main section of the lesson) Time allocation: ……………………………... (minutes) Teacher activity (What will you and your mentor-teacher do and say?) ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………. List the questions that you and your mentor-teacher will ask. ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….…………………………………………………………………….……………………………………………….………………………. Learner activity (what will the learners be doing?). *Remember to keep ALL lessons LEARNER CENTRED and allow learners to participate in knowledge generation. ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………. How will you and your mentor-teacher check for understanding to ensure that ALL learners are meeting the outcomes of the lesson? ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………. Conclusion (quick quiz, class discussion, learners ask each other questions, etc. This is done IN class to end off the lesson and to determine if the learners have achieved the outcomes of the lesson. Connect this lesson with future learning). Time allocation: ……………………………... (minutes) What teaching strategy/method will you and your mentor-teacher use: ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… List the questions that you and your mentor-teacher will ask: ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Learner activity (what will the learners be doing?) ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… How will you and your mentor-teacher know whether your outcomes/objectives were achieved? Is it an informal or formal assessment? Is it a class assessment or homework? What resources will the learners need to complete this assessment/homework? ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Differentiated lesson: How did this lesson accommodate diverse learner needs? How can you/did you and your mentor-teacher cater for learners who need enrichment or for those who have special needs? BE SPECIFIC AND PLAN FOR THIS IN A DETAILED MANNER. You may also refer to the various teaching and learning strategies used in the lesson. ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………. ATTACHMENT OF LEARNING/TEACHING RESOURCES Attach an example of an activity that you used for this lesson. It could be a class activity, an assessment, a quiz, or a homework activity. It must be an activity that YOU DESIGNED. Do not copy and paste activities from textbooks, or attach the cover page of textbooks in this section. [Only make use of this space]. QUESTION 6.2 – CO-TEACHING LESSON (10 MARKS) Tick the appropriate co-teaching method you used for this lesson: A. One teaches, one assists B. Team teaching C. Parallel teaching D. Station teaching E. Alternative teaching Co-teaching preparation sheet: Lesson 2 General information Date: ………………………. Subject: …………………………………… Grade: ……………….….…. Topic: ………………………………………………… Duration of lesson………………(minutes) Number of learners in class: …………………….. Resources available at school (very good, sufficient, limited): ………………………................................................................................................................................. Objectives/Outcomes What will the learners know/be able to do/understand by the end of the lesson? (Start with: “By the end of this lesson, the learners will be able to ....) ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… The introduction phase Time allocation: ……………………………... (minutes) Resources needed (e.g., projector, blackboard, textbook, page number, calculator, dictionary, tablet, magazine/newspaper, space for exploring outdoors, tools, or recycling. If a website/YouTube video was used, copy the URL link.): ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… What prior knowledge do learners need to meet the outcomes of this lesson? ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… How will you and your mentor-teacher establish prior knowledge? Be detailed and specific. ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… What teaching strategy/method will you and your mentor-teacher use: ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………. List the questions that you and your mentor-teacher will ask: ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Body (the main section of the lesson) Time allocation: ……………………………... (minutes) Teacher activity (What will you and your mentor-teacher do and say?) ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… List the questions that you and your mentor-teacher will ask. ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….…………………………………………………………………….……………………………………………….…………………………….. Learner activity (what will the learners be doing?). *Remember to keep ALL lessons LEARNER-CENTRED and allow learners to participate in knowledge generation. ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… How will you and your mentor teacher check for understanding to ensure that ALL learners are meeting the outcomes of the lesson? ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………. Conclusion (quick quiz, class discussion, learners ask each other questions, etc. This is done IN class to end off the lesson, and to determine if the learners have achieved the outcomes of the lesson. Connect this lesson with future learning). Time allocation: ……………………………... (minutes) What teaching strategy/method will you and your mentor-teacher use: ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… List the questions that you and your mentor-teacher will ask: ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Learner activity (what will the learners be doing?) ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………. How will you and your mentor-teacher know whether your outcomes/objectives were achieved? Is it an informal or formal assessment? Is it a class assessment or homework? What resources will the learners need to complete the assessment/homework? ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………. Differentiated lesson: How did this lesson accommodate diverse learner needs? How can you/did you and your mentor-teacher cater for learners who need enrichment or for those who have special needs? BE SPECIFIC AND PLAN FOR THIS IN A DETAILED MANNER. You may also refer to the various teaching and learning strategies used in the lesson. ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………. ATTACHMENT OF LEARNING/TEACHING RESOURCES Attach an example of an activity that you used for this lesson. It could be a class activity, an assessment, a quiz, or a homework activity. It must be an activity that YOU DESIGNED. Do not copy and paste activities from textbooks, or attach the cover page of textbooks in this section. [Only make use of this space]. use grade 8 and 9
Below you will find sample answers and templates for both Grade 8 and Grade 9, which you can adapt and refine as needed. I used English as the subject, but you can tailor these for other subjects. **These are just examples to guide your own completion**. --- # QUESTION 6 – FORMING AN EFFECTIVE TEAM WITH YOUR MENTOR-TEACHER **1. When (date and time) will we meet to plan the lessons?** Lesson 1: 14 March 2024, 15:00–16:00 Lesson 2: 17 March 2024, 14:30–15:30 **2. What procedures will we establish for our classroom?** - Learners line up quietly outside and enter when greeted. - Bags are placed at the back of the classroom. - Learners are seated as per the seating plan (groups of 4). - They are dismissed row by row after the bell rings. - Homework is checked at the start of each lesson. **3. How will we handle disruptive behaviour?** - Give a verbal warning. - Move the learner to another seat. - Private discussion after class if behaviour continues. - Inform parents and escalate as per school policy if repeated. **4. Will the physical setup in the classroom change?** Lesson 1: Desks arranged in groups for discussion. Lesson 2: Desks in a U-shape for presentations and debates. **5. How will we split groups for group work?** - Pre-assigned mixed-ability groups to ensure collaboration. - Groups rotated after two lessons. **6. Who is responsible for marking the assessment that we set based on the lesson?** - I will mark short formative tasks, mentor-teacher will co-mark the summative activity. **7. What are the rules for learners regarding going to the bathroom, talking to each other, asking questions, walking around, and so on?** - Learners raise a hand to ask for bathroom permission. - Quiet discussion only during group activities. - Hands up for questions during teacher-led time. - Walking around allowed only during group work and with permission. **8. Which co-teaching model is best suited to the school, the subject, and the personalities of the two teachers?** - Team teaching and station teaching suit our collaborative style and the learners’ active engagement needs. **9. Our forms of co-teaching for each lesson:** Lesson 1: Team teaching Lesson 2: Station teaching --- # QUESTION 6.1 – CO-TEACHING LESSON (10 MARKS) **Co-teaching method used:** ☒ A. One teaches, one assists ☑ B. Team teaching ☐ C. Parallel teaching ☐ D. Station teaching ☐ E. Alternative teaching --- ## Co-teaching preparation sheet: Lesson 1 ### General information **Date:** 15 March 2024 **Subject:** English **Grade:** 8 **Topic:** Introduction to Descriptive Writing **Duration of lesson:** 50 minutes **Number of learners in class:** 36 **Resources available at school:** Sufficient (blackboard, textbooks, dictionaries, A4 paper, markers) --- ### Objectives/Outcomes By the end of this lesson, the learners will be able to identify descriptive language in text, use sensory details to describe an object, and write a descriptive paragraph. --- ### The introduction phase **Time allocation:** 10 minutes **Resources needed:** Blackboard, textbook (Pg 64), sample objects (e.g., fruit, a flower, a toy) **What prior knowledge do learners need?** - Know basic sentence structure - Understand adjectives **How will you and your mentor-teacher establish prior knowledge?** We will ask learners to describe their favourite place or object in one sentence. Then we will write some sentences on the board and identify adjectives together. **Teaching strategy:** Questioning, brainstorming, think-pair-share **List the questions:** - “Who can tell me what an adjective is?” - “Can you describe your desk in one sentence?” - “Which words show us what something looks or feels like?” --- ### Body (main section of the lesson) **Time allocation:** 30 minutes **Teacher activity:** - Introduce a short descriptive text and read aloud. - Both teachers model how to pick out descriptive phrases. - Distribute objects around the classroom. - Guide groups to list words describing each object using senses. - Circulate and give feedback. **Questions asked:** - “What do you smell/hear/see/touch/taste?” - “How can we make this description more interesting?” - “What other words can we use instead of ‘nice’ or ‘good’?” **Learner activity:** - Read text in pairs, underline descriptive words. - In small groups, describe assigned object using all five senses. - Share descriptions with class. **How will you and your mentor-teacher check for understanding?** - Monitor group discussions. - Sample group responses aloud. - Collect descriptive paragraphs for quick review. --- ### Conclusion **Time allocation:** 10 minutes **Teaching strategy/method:** Quick oral quiz and class discussion **Questions:** - “Why is using descriptive language important?” - “Who can give us one new descriptive word they used today?” **Learner activity:** - Volunteers share their best descriptive sentences. - Formative class discussion to recap lesson objectives. --- ### Assessment - Informal, in-class assessment (mark descriptive paragraph). - No homework; feedback during the lesson. - Learners use their notebooks, worksheet, and dictionaries. --- ### Differentiated lesson - Advanced learners expand descriptions to a paragraph. - Learners with language barriers get a word bank and sentence starters. - For special needs, allow oral rather than written descriptions. - Use visual aids and group work for varied support. --- ## ATTACHMENT OF LEARNING/TEACHING RESOURCES **Sample Activity Designed:** **Descriptive Writing Group Activity** *Instructions:* 1. In your group, take the object given to you. 2. Write down at least two words for each sense (sight, smell, taste, touch, sound) that fit your object. 3. Together, write three sentences using at least three different senses. 4. Share your sentences with the class. --- # QUESTION 6.2 – CO-TEACHING LESSON (10 MARKS) **Co-teaching method used:** ☐ A. One teaches, one assists ☐ B. Team teaching ☑ C. Parallel teaching ☐ D. Station teaching ☐ E. Alternative teaching --- ## Co-teaching preparation sheet: Lesson 2 ### General information **Date:** 18 March 2024 **Subject:** English **Grade:** 9 **Topic:** Writing and Presenting a Persuasive Speech **Duration of lesson:** 55 minutes **Number of learners in class:** 30 **Resources:** Blackboard, paper, projector, newspaper articles (sufficient) --- ### Objectives/Outcomes By the end of this lesson, learners will be able to identify main points in a persuasive text, structure a persuasive speech, and present a short speech with clear arguments. --- ### The introduction phase **Time allocation:** 8 minutes **Resources needed:** Projector, sample persuasive speech (video) **Prior knowledge required:** - Basic paragraph writing - Understanding of opinions versus facts **How will you and your mentor establish prior knowledge?** Discuss recent advertisements and how they try to convince buyers. Watch a short video ad. **Teaching strategy:** Class discussion, direct questions **Questions:** - “Who has seen an advert that really made you want to buy something?” - “What words did they use to convince you?” --- ### Body (main section) **Time allocation:** 35 minutes **Teacher activity:** - Class splits: Each teacher takes half for a parallel session. - Teacher 1: Discuss structure (introduction, three points, conclusion). - Teacher 2: Model writing a short opening of a speech. - Groups pick a topic from a set list: e.g., “School uniform should be compulsory.” - Teachers guide and monitor as groups write speeches. **Questions:** - “What is the main reason for your opinion?” - “What evidence supports your view?” - “How would you convince someone who disagrees?” **Learner activity:** - In small groups, write and present a two-minute persuasive speech. - Each group presents to their half of the class. **Checking for understanding:** - Thumbs up/down if they can identify argument structure in example speech. - Listen to presentations; provide feedback. --- ### Conclusion **Time allocation:** 12 minutes **Teaching methods:** Whole-class reflection and peer feedback **Questions:** - “Which argument was most convincing and why?” - “How could this speech be improved?” **Learner activity:** - Peer assessment of speeches using a simple rubric. - Self-reflection: What was easy/difficult about persuasive writing? --- ### Assessment - Informal oral assessment (group speeches presented in class) - No homework for this lesson; completed in class. - Learners use notebooks and given articles as resources. --- ### Differentiated lesson - Extra support (scaffolded worksheet, sentence starters) for those with difficulty. - Extension: Advanced learners create an additional argument or rebuttal. - Special needs: Option to present in pairs or use visual aids. - Visual, oral, and written tasks to cater for all learning styles. --- ## ATTACHMENT OF LEARNING/TEACHING RESOURCES **Persuasive Speech Group Task** *Instructions:* 1. In your group, choose one topic from the list. 2. Plan your speech using the template provided (introduction, three main points, conclusion). 3. Use at least one fact or example to support your main idea. 4. Assign parts and practice presenting. 5. Present your speech to the class/group. --- **Feel free to fill in more details or adapt these templates and activities to suit your teaching context, subject, or the specific learners in your placement.**
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