Mental Health Awareness Lesson - Grade 9

Question: choose a interesting and fun topic in life orientation for grade 9s MICRO LESSON-ACTIVITY 01 (10) LESSON OBJECTIVES Objective: For this micro lesson; you will learn how to develop lesson objective/s. Task: Please choose the theme/ topic of the subject of your choice and write the learning objectives that you would like to achieve at the end of your lesson. Begin each objective using the following statement: At the end of the lesson, learners should be able to: Subject Theme/Topic Grade Time Objective/s As you develop your lesson objective/s, ensure that your objective/s meet the following criteria: • are specific and clearly state what learners will be able to do at the end of the lesson. • are measurable. • are achievable. • are learner centred. • Action verbs are used to describe specific, measurable and achievable objectives. Assessment (Peer Assessment) Allow students to share their learning objective/s with their group members, and discuss the strengths and weaknesses of each objective, and offer constructive feedback. MICRO LESSON -ACTIVITY 02 LESSON INTRODUCTION Objective: For this micro lesson; you will learn how to introduce the lesson. Please make use of the objectives in Activity 1 to introduce the lesson. Task: For this task, you will prepare and deliver the lesson introduction of 5-7 minutes. The content should be something you are familiar with or have prepared in advance. While one student presents their lesson introduction, the others will observe and take notes using the rubric provided. Introduction: The lesson introduction must cover the following: • The introduction of the lesson must be relevant to the learners’ experiences, interests, or prior knowledge. • The introduction assess learners' prior knowledge or understanding of the topic. • The introduction must provide sufficient background information or context for the lesson. • The introduction must encourage learner participation or interaction (e.g., through questions, discussion, or brainstorming). Self-Reflection: After receiving peer feedback, each student will take a few minutes to reflect on their performance. They should consider: o What went well in my introduction? o What could I improve based on the feedback received? o How will I apply this feedback to future lessons? RUBRIC Objective and Introduction (20 Marks) Description Excellent 5 Good 4 Satisfactory 3 Needs Improvement 2 Not Achieved 1 Objective Lesson objective/s are specific, measurable, achievable, relevant, and time-bound (SMART), clearly stating what learners will be able to do at the end of the lesson. Lesson objective/s are specific and clear, stating what learners will be able to do at the end of the lesson, but may lack some SMART criteria. Lesson objective/s are somewhat specific but may be vague or lack clarity on what learners will be able to do at the end of the lesson. Lesson objective/s are unclear, vague, or lacking in specificity, making it difficult to determine what learners will be able to do at the end of the lesson. Lesson objective/s are absent, unclear, or completely lack specificity. Introduction Introduction is highly relevant to learners' experiences, builds on prior knowledge, provides necessary background information, and effectively captures learners' interests and attention. Introduction is relevant to learners' experiences, builds on prior knowledge, and provides some background information, but may not fully capture learners' interests and attention. Introduction is somewhat relevant, but may lack clear connections to learners' experiences, prior knowledge, or background information, and may not effectively capture learners' interests and attention. Introduction is unclear, lacks relevance, or fails to build on prior knowledge, making it difficult to capture learners' interests and attention. Introduction is absent, unclear, or completely lacks relevance. Confidence of the student Student shows exceptional confidence throughout the lesson, demonstrating a clear understanding of the material and effective classroom management. Student shows good confidence, but may show some nervousness or uncertainty, particularly when dealing with challenging questions or situations. Student displays some confidence, but may appear uncertain or hesitant at times, which can impact the effectiveness of the lesson. Student lacks confidence, appearing uncertain, hesitant, or overwhelmed, which significantly impacts the effectiveness of the lesson. Student exhibits no confidence, appearing extremely uncertain, hesitant, or overwhelmed, making it difficult to deliver the lesson. Presentation Student delivers an engaging, well-structured presentation, maintaining strong eye contact, encouraging participation, and using a clear, audible voice. Student delivers a good presentation, maintaining some eye contact, encouraging participation, and using a clear voice, but may lack some engagement or structure. Student delivers a satisfactory presentation, but may lack eye contact, participation, or clear vocal projection, which can impact engagement. Student delivers a weak presentation, lacking eye contact, participation, and clear vocal projection, which significantly impacts engagement. Student fails to deliver a coherent presentation, lacking eye contact, participation, and clear vocal projection, making it difficult to engage learners.