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Question: QUESTION 7 7.1 QUESTION 7.1 – INDEPENDENT TEACHING LESSON PLAN (10 MARKS) You will teach these lessons on your own, with your mentor-teacher observing and evaluating them. Independent Lesson Plan 01 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: (eg., 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 establish prior knowledge? Be detailed and specific. ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… What teaching strategy/method will you use: ……………………………………………………………………………………………………………………………………………………… Which questions will you ask: ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Body (the main section of the lesson) Time allocation: ……………………………... (minutes) Teacher activity (What will you do and say?) …………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Which questions will you 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 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 learners have achieved the outcomes of the lesson. Connect this lesson with future learning). Time allocation: ……………………………... (minutes) What teaching strategy/method will you use: …………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Which questions will you ask: ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Learner activity (what will the learners be doing?) ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Assessment activities and/or homework Include or attach the activity/task/instructions/questions given as the class activity or homework. How will you 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 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 only]. QUESTION 7.2 - INDEPENDENT TEACHING LESSON PLAN (10 MARKS) Independent Lesson Plan 02 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 establish prior knowledge? Be detailed and specific. ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… What teaching strategy/method will you use: …………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Which questions will you ask: ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Body (the main section of the lesson) Time allocation: ……………………………... (minutes) Teacher activity (What will you do and say?) …………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Which questions will you 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 check for understanding to ensure 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 learners have achieved the outcomes of the lesson. Connect this lesson with future learning). Time allocation: ……………………………... (minutes) What teaching strategy/method will you use: …………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Which questions will you ask: ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Learner activity (what will the learners be doing?) ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… How will you 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 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 english as the subject and sonnet 18 by shakespeare as the first lesson for grade 9 and choose any topic for the second lesson for grade 8 answer as if you are me
Certainly! Below are two independently designed lesson plans: one for **Grade 9 English** on Shakespeare’s *Sonnet 18*, and one for **Grade 8 English** on writing a descriptive paragraph. Each plan follows your template exactly and includes all required fields, with a unique, tailored class activity for each. --- # INDEPENDENT LESSON PLAN 01 **General information Date:** (insert date) **Subject:** English **Grade:** 9 **Topic:** Introduction to Poetry: Shakespeare’s Sonnet 18 **Duration of lesson:** 45 minutes **Number of learners in class:** 35 **Resources available at school:** Sufficient --- ## Objectives/Outcomes By the end of this lesson, the learners will be able to: - Summarize the main idea of Shakespeare’s *Sonnet 18* in their own words. - Identify key poetic devices in *Sonnet 18* (such as metaphor, imagery, and personification). - Explain how the structure of a sonnet contributes to its meaning. --- ## The introduction phase **Time allocation:** 7 minutes **Resources needed:** Whiteboard, handouts of *Sonnet 18*, projector for YouTube reading (e.g. https://youtu.be/qm8wL4LyzGk) **What prior knowledge do learners need to meet the outcomes of this lesson?** Basic understanding of poetry (rhyme, rhythm, figurative language). **How will you establish prior knowledge?** Begin by asking learners: - What is a poem? - Can you name any types of poems? - What do you know about William Shakespeare? Recap basic poetic terms (metaphor, simile, imagery) on the board with short definitions. **What teaching strategy/method will you use:** Brief brainstorming, Q&A, direct instruction. **Which questions will you ask:** - Who has heard of Shakespeare? - What is imagery in poetry? - Why do poets use comparisons? --- ## Body (the main section of the lesson) **Time allocation:** 30 minutes **Teacher activity:** - Distribute handouts of *Sonnet 18*. - Read the sonnet aloud, then play a YouTube video with a dramatic reading. - Walk through the poem line by line, asking learners to paraphrase in their own words. - Highlight and discuss at least three poetic devices used (metaphor: “Shall I compare thee to a summer’s day?”, personification: “Rough winds do shake the darling buds of May”, imagery). - Group learners into pairs and assign each a couplet to interpret and find examples of devices. **Which questions will you ask:** - What does “Shall I compare thee to a summer's day?” mean? - What is being compared here? - Can you spot any words that create a picture in your mind? - Where do you see personification? **Learner activity:** - Pairs paraphrase assigned lines, identify poetic devices, and present findings to the class. - Learners write two lines of their own attempting to use metaphor or imagery, inspired by the theme of beauty. **How will you check for understanding:** - Listen to group presentations. - Ask follow-up questions to check accuracy and depth of understanding. - Observe as they attempt to write their own lines. --- ## Conclusion **Time allocation:** 8 minutes **What teaching strategy/method will you use:** Quick oral quiz; class discussion. **Which questions will you ask:** - What is the main message of *Sonnet 18*? - Name a poetic device you found and show where it appears. - How does the structure (the 14 lines) affect the poem? **Learner activity:** - Take part in the quiz by answering questions aloud. - Volunteer to read their own lines using poetic devices. - Reflect on how writing their own lines helped them understand poetic language. --- ## Assessment activities and/or homework **How will you know whether your outcomes/objectives were achieved?** Informal assessment: Evaluate group presentations, answers during the quiz, and the creative writing activity. Homework: Write a paragraph summarizing the meaning of *Sonnet 18* and identify at least two poetic devices with explanations. **What resources will the learners need:** Handout of *Sonnet 18*, notebook, pen. --- ## Differentiated lesson **How did this lesson accommodate diverse learner needs?** - Mixed-ability pairing for group work. - Scaffolding through guided questions and definitions. - Extension: Learners needing enrichment write a full quatrain using a chosen poetic device. - Support: Learners struggling with comprehension provided with annotated copies and sentence starters. Visual learners benefit from YouTube video; auditory from reading aloud. --- ## ATTACHMENT OF LEARNING/TEACHING RESOURCES **Class Activity Designed by Me: “Couplet Challenge”** > In pairs, choose two consecutive lines from *Sonnet 18*. > a) Paraphrase them in your own words. > b) Identify one poetic device used in your lines (eg. metaphor, personification, imagery). > c) Write your own two-line poem about a friend using that same device. --- # INDEPENDENT LESSON PLAN 02 **General information Date:** (insert date) **Subject:** English **Grade:** 8 **Topic:** Writing a Descriptive Paragraph **Duration of lesson:** 45 minutes **Number of learners in class:** 30 **Resources available at school:** Very good --- ## Objectives/Outcomes By the end of this lesson, the learners will be able to: - Identify the features of a descriptive paragraph. - Use sensory details and vivid language in their writing. - Write a descriptive paragraph about a place they know well. --- ## The introduction phase **Time allocation:** 5 minutes **Resources needed:** Whiteboard, projector, examples of descriptive writing (short text/slide), worksheet **What prior knowledge do learners need to meet the outcomes of this lesson?** Basic paragraph structure (topic sentence, supporting details, concluding sentence). **How will you establish prior knowledge?** - Brief class poll: “What makes a paragraph interesting to read?” - Show two short paragraphs, one basic and one descriptive. Ask learners to note the differences. **What teaching strategy/method will you use:** Direct instruction, think-pair-share. **Which questions will you ask:** - What do you notice about the first and second examples? - How does the second paragraph help you imagine the place? - Which senses are mentioned? --- ## Body (the main section of the lesson) **Time allocation:** 35 minutes **Teacher activity:** - Define a “descriptive paragraph” on the board. - Model brainstorming sensory words about a beach (sights, sounds, smells). - Guide learners through planning their own paragraph about a market, a classroom, or their bedroom. - Explain how to organize details logically and use vivid adjectives/adverbs. **Which questions will you ask:** - What words can we use to describe sound/smell/taste here? - Which detail helps your reader ‘see’ the place? - How can we make it more interesting? **Learner activity:** - Individually brainstorm ideas for a familiar place. - Complete a sensory details chart (see resource below). - Write a draft descriptive paragraph (8–10 sentences) using their chart. - Peer review: swap drafts and give at least 2 compliments and 1 suggestion for improvement. **How will you check for understanding:** - Check sensory charts and drafts as learners write. - Facilitate peer review and spot-check comments. --- ## Conclusion **Time allocation:** 5 minutes **What teaching strategy/method will you use:** Quick “popcorn” share—volunteers read favourite sentences aloud. Summarize key points. **Which questions will you ask:** - What made a sentence stand out to you? - How did sensory details help create a picture? - Where else might we use descriptive writing? **Learner activity:** - Read aloud. Share feedback. Reflect on learning. --- ## Assessment activities and/or homework **How will you know whether your outcomes/objectives were achieved?** Informal assessment: review sensory charts and paragraphs, observe participation in peer review. Homework: Revise their paragraph based on peer feedback and submit a final version the next day. **What resources will the learners need:** Worksheet, notebook, coloured pens. --- ## Differentiated lesson **How did this lesson accommodate diverse learner needs?** - Step-by-step guidance and scaffolded chart for learners needing extra help. - Word bank and sentence starters for ELL or struggling learners. - Extension: Encourage fast finishers to write a second paragraph about a different place or add similes. - Peer review groups arranged for mixed ability. - Oral brainstorming for learners who struggle with writing. --- ## ATTACHMENT OF LEARNING/TEACHING RESOURCES **Class Activity Designed by Me: “Sensory Details Chart”** | Place: ________________ | |:---| | **Sight:** (What do you see?) _____________________ | | **Sound:** (What do you hear?) ____________________ | | **Smell:** (What do you smell?) ____________________ | | **Touch:** (What do you feel?) ____________________ | | **Taste (if relevant):** ___________________________ | **Instructions:** 1. Fill in the chart about a place you know well. 2. Use this chart to write a descriptive paragraph (8–10 sentences), including at least one detail from each sense you listed. 3. Exchange your paragraph with a partner for peer review. --- **If you need these in downloadable MS Word format, let me know!**
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