GRADE R LESSON PLANS

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					GRADE R LESSON PLANS



    TERM 2 2009
                                   GRADE R LESSON PLANS

                                      SECOND TERM 2009

1. The Eastern Cape Department of Education has embarked on an initiative to provide
   teachers with lesson plans in support of the Foundations for  Learning Campaign. These
   lesson plans were developed by Head Office Planners and ECD District Officials.

2. The Sunday Times of 29 March 2009 published a Grade R focussed supplement as part of the
   campaign to improve the Literacy and Numeracy levels of Foundation Phase Learners. A
   Daily Programme was included and the Lesson Plans developed are in line with the
   Programme to assist inexperienced and under qualified teachers to be able to follow a
   programme and teach in an integrated way.

3. Grade R Teachers should bear in mind that these Lesson Plans are not prescribed, nor perfect.
   It is a guide for teachers to assist in their planning, teaching and learning in Grade R. In the
   Foundation Phase 3 Learning Programmes must be addressed throughout the year. These
   lesson plans provides a detailed plan for integrated teaching, learning and assessment
   across the 3 Learning Programmes for the second term

4. Many ideas for teaching, learning and assessment are suggested, but could be deleted,
   added or adapted.

5. The Grade R Learning Outcomes (LOs) and Assessment Standards (ASs) contained in the
   National Curriculum Statement have been dealt with in many different places
6. Integration occurs within the backbone Learning Area LOs. Activities should be designed that
   reflect meaningful integration. Integration also occurs with other Learning Area LOs and ASs. It
   should not be forced, but should occur naturally and be reflected in activities.

7. Informal assessment must happen daily, but need not always be recorded. Informal notes
   and records of key milestones are very useful.
8. The Formal Assessment Tasks (FAT‟s) in these lesson plans are according to the tasks set out in
   the Learner Attainment Target Documents that have been developed by the Eastern Cape
   Province for Literacy and Numeracy. Teachers will need to decide how best to manage or
   adapt this plan according to their own context.


9. Specific resources mentioned will not be available in all schools. In many cases other similar
   resources could be used. For example, instead of viewing a Takalani Sesame video, one
   could discuss a poster. Where specific resources cannot be substituted, then the activity
   could be removed or replaced with something different.

10.     Grade R is a programme based on teaching and learning through play opportunities
  that are carefully planned. This requires lots of planning and preparation. Grade R teachers
  should networking with others in small cluster groups and meet regularly to share ideas, plan
  and even make teaching aids and resources such as puzzles, books, games etc.
11.   Teachers can use the Lesson Plans, elaborate and enrich it. We hope that this Lesson Plan
  exemplar will be used to generate curriculum discussion, critique and development amongst
  Grade R teachers and enhance quality teaching and learning in the classroom. The
  document is a working document .Critical engagement with the document is encouraged.
  Inputs, suggestions, recommendations are invited from all stakeholders, especially teachers
  and school managers

12.   For inputs into these Lesson Plans please contact:

  Dr T Reddy CES: ECD& Foundation Phase (Curriculum)                        040 608 4780

  Mrs W Pretorius DCES: ECD& Foundation Phase (Curriculum                 040 608
 HOW TO TEACH THE PHONIC OF THE WEEK:

The phonics will differ in the 4 official languages. The same methodology however can be followed
to expose learners to the phonic.

Example: Week 3 THEME: FOOD

   After discussing the posters and pictures of different fruit/vegetables the teacher says 3 words
starting with p
      potato                  plum
      pumpkin                 pear
Ask learners which sound they hear at the beginning of the word. Answer: the sound p

The teacher writes the letter on the chalkboard. Learners identify the letter on the alphabet chart

- Write p in the “air” with your finger   - Where else in the class can you see p? (Incidental
reading)

Learners identify the word paper on a box and pencils         in a tin filled with different types of
pencils

- Who‟s name in the classroom starts with a p?

- What word doesn‟t have a p? (pen, rubber )

- Clap your hands when you hear p sound (butter, pear, grass)
-   Let us make the letter in clay

- Write p in your sand tray /book

- Draw a picture of something starting with a p



 THE WRITING PATTERN OF THE WEEK: The pattern for the week is based on the phonic for the
  week

 VOCABULARY WORDS FOR THE WEEK

VERY IMPORTANT (THESE VOCABULARY WORDS ARE FOR INCIDENTAL READING ONLY)

Example: Week 4 THEME: DOMESTIC ANIMALS

- Select the pictures you are going to use for the lesson
- Select a number of vocabulary words e. g                       Make flashcards of these
words.
                                                    cat        dog       bird
- When you are discussing the theme, put the name of the animal together with the card on the
  chalkboard. All the names stay for the week on the vocabulary wall, together with the pictures.
  Learners should not be taught to read these names, but it serves for incidental reading

 BARRIERS TO LEARNING
              BARRIERS TO LEARNING THAT LEARNERS MIGHT EXPERIENCE IN ALL THE LESSON PLANS
              Type of Barrier and signs                                 Intervention

 Concentration problems and short attention span:                          Intervention by teacher
The learner:                                           - Start with easy tasks and encourage the learne
- Will have difficulty with starting and completing       the task
    tasks                                              - Restrict noise level in the class
- Is distractible /restless/ fidgety                   - Do not give the child a variety of choices
- Is not able to remember information/ instructions    - Have a set routine
- Is on the move all the time                          - Have lots of physical contact with the child. Le
- Is not able to pay attention for long / cannot pay      /her sit close to you
  attention in a group                                 - Remain calm as an educator- use a special no
- May be noisy and disruptive                             attention, then use calm, quiet speaking
- May be quiet, passive and a day-dreamer              Each time the teacher notices a child daydream
                                                       him / her and give a reminder to stay focussed
 Visual perception problems:                                                     Intervention by teacher
 The learner:                                          -   Talk about the task and how to do it
- Is not able to match colours. shapes and sizes       -   Make the task easy
- Has difficulty with:                                 -   Start with only one colour
           Sequencing of objects, numbers and          -   Use lots of repetition
           words                                       -   Link exercises to all classroom activities
           Drawing shapes
           Drawing himself/ herself
           Completing puzzles
 Hearing and auditory perception problems :                      Intervention by teacher :
    The learner:                                       - Speak slowly and clearly and in short simple se
- Does not respond to his her name/sounds behind        - Keep instructions short and simple – one at a ti
   his/her back                                         - Play lots of games that involve matching, sortin
- Is not able to follow instructions and asks for          following instructions
   repetitions                                          - Talk about the task and how to do it
- May seem to be naughty                                - Play listening and word games
- May be sensitive to loud noise made by others         - Help the child to perform activities so that he/s
- Cannot tell the difference between words                 achieve success. Give constructive feedback
- May have difficulty with word games e.g. unable          assisting the child
   to repeat what was being said
 The child cannot organise information :                                              Intervention :
   The learner:                                         - Talk about the task and how to do it
- Has difficulty with:                                  - Help the child to identify similarities and differ
             Sorting activities e.g. objects, sounds,     starting with simple pictures / objects
             shapes colours and actions                 - Do lots of sorting, matching tasks – starting wit
             Matching tasks e.g. colour/ object, drum     simple
             object / drum sound
 Memory of information problems:                                                      Intervention :
  The learner:                                          -   Play memory games where the child has to rec
- Has difficulty with remembering                            an object is
           instructions                                 -   Tell simple stories, retelling and asking question
           his/her age or name                          -   Teach simple, short songs and rhymes with act
           songs                                        -   Use movement and music
 The child that does not understand the meaning                                             Intervention :
  of something;                                            -   Simplify the instruction / story
  The learner;                                             -   Demonstrate the meaning using all the senses
- Has difficulty in:                                       -   Dramatise and draw what the meaning is
           following instructions                          -   Use objects and toys to explain
                  completing a story                       -   Play games of responding to instructions with p
           telling a story                                     Let the child give feedback to the puppet.
           trying to do tasks or activities , but do not
           succeed
 The child who cannot speak words and                                                  Intervention :
           sentences:                                      - Take all the attention away from the act of sp
  The learner:                                               focus on meaning in communication and fun
- Has difficulty combining words into meaningful             ideas
  sentences                                                - Speak clearly to give the child a simple clear
- Has difficulty in expressing ideas, needs and              model from which the child can learn
  feelings


 Assisting the child who cannot draw                                                     Intervention:
  The learner:                                             - Talk about the activity
- Avoids drawing and has difficulty with                   - Use thick crayons with bright colours
              Drawing                                      - Give lots of opportunities
              Talking about his/her drawing                - Do not allow ridicule
              Illustrating ideas                           - Give encouraging comments that acknowle
                                                           effort and progress
                                                      - Do not draw for the child or try to teach him
                                                      to draw objects such as                            a
                                                      person .It is better to give opportunities for the l
                                                      own exploration and practice

   Assisting the child who has problems with tasks                           Intervention:
    and activities                                    - Give fine motor and gross motor exercises
    The learner
                                                      - Give learners more time to do outdoor activit
    - Has difficulty with :
                                                        e.g. swinging, skipping, rolling, hopping, catc
                    Catching a ball
                                                      - Use play dough modelling, rolling, cutting, ma
            Dressing
                                                        balls
            Build a puzzle
            Balancing                                 - Clutching paper, cutting and folding
        - Is clumsy, bumps into things and drop things - Play bean bag games
                                 WORK SCHEDULE FOR GRADE R
TERM 2
 Week: 1          Date: _______________                                               Theme              :
SHAPES, COLOURS AND PATTERNS
                         LITERACY                             NUMERACY                              LIFE SKILLS

  Focus LO 1: Listening       LO 2: Speaking     LO 1:               LO 2: Patterns   LO 1:Health            LO 2: S
 Learning AS 1, AS 2, AS 3,                      NumberOperatio                       Promotion              Develo
                              AS 1, AS 2, AS 3,                      AS 1, AS 2
                                                 ns
 Outcom AS 4..1, AS 4.2       AS 5,     AS 6, AS                                               -             AS 2, A
   es &                       7, AS 10           AS 1, AS 2, AS 6,
                                                 AS 7.1 ,     AS
 Assessm                                         7.3, AS 8
   ent   LO 3: Reading       LO 4:Writing        LO 3: Space &      LO 4:              LO 3: Personal     LO 4: P
Standard AS 1.2, AS 1.3, AS AS 2, AS 8, AS 11    Shape              Measurement        Develop.           Dev. &
    s    1.4, ,AS 2, AS 3.3,                     AS 1, AS 2, AS     AS 2, AS 3         AS 1               AS 3, A
             AS 3.5, AS 4.3                      3,.3, AS 4, AS 5

             LO 5: Thinking &   LO6:Language     LO 5: Data
             Reasoning          Structure        Handling

             AS 1, AS 2         AS 1
                                                 AS 2

  Time                9 hours 10 minutes                   7hours 30 minutes                    5hours 50 minute


Integratio Social Science (H) : LO 2 AS 1, LO 2 AS 2         Social Science ( G ) LO 2 AS 1
    n      Natural Science:      LO 1 AS 1, LO 1 AS 2
           Technology :           LO 1 AS 1, LO 1 AS 2, LO 1 AS 3
           Arts and Culture : Visual Arts : LO 1 AS 4.1, LO 1 AS 4.2, LO 1 AS 4.3, LO1 AS 4.4 Visual Arts : LO 3
           Visual Arts: LO 4 AS 4.1
                                  Dance: LO 1 AS 3.3
                                   Music: LO 1
Continuou METHOD :                                METHOD :                               METHOD :
    s     Teacher                                 Teacher                                Teacher
assessme TOOL :                                   TOOL :                                 TOOL :
          Observation sheet                       Observation sheet                      Observation sheet
    nt
          RECORDING :                             RECORDING :                            RECORDING :
  Who     Informal                                Informal                               Informal
          FORMS :                                 FORMS :                                FORMS :
assesses?   Oral Responses                         Oral Responses                          Oral Responses
            Practical demonstration                Practical demonstration                 Practical demonstration
  How?

  What?



RESOURCES: (REQUIRED EVERY WEEK) :                                                        SPECIAL RESOURCES FOR TH

Discovery table items                                                                     Sport Balls e.g soccer balls
                                                                                          balls etc
Stories, Rhymes, Songs , Calendar, Name Chart, Birthday Chart, Weather, Theme
posters,                                                                                  Boxes of different sizes

Number Charts , Abacus, Counters, pegboards, colour charts,

Books , Puzzles, Games, Blocks, Construction toys, Manipulative toys

Creative materials and tools, Paint, Brushes, Crayons , Scissors , Glue , Paper Anti- waste material ,

CD payer and music, instruments ,

Fantasy area: remains set up as a home corner unless otherwise specified.

Outdoor play apparatus Jungle Gym, Sandpit, Balance beam, Hoops, Tyres, balls

Water play equipment, Sand play equipment

Barriers to Learning : SEE PAGE 5 and 6
                                                 Weekly Lesson Planning Exemplar
                                                        Term 2 : Week 1
                                               Theme: SHAPES,PATTERNS AND COLOUR
             Learning Outcomes
                                               Health check and Morning Circle ( Ring )        Assessment           Re
         and Assessment Standards
LITERACY :                                    Monday to Friday                              METHOD :            - Nam
Language HL                                                                                 Teacher             (Mont
LO 1 AS 1 Listens attentively to questions,     1. Health Check, Run a quick head to                            - Nam
instructions and announcements, and             toe check of each child. Keep a             TOOL :              cards(
responds appropriately                          health record of any sign of illness        Observation sheet   - Wea
 LO 1 AS 2 Demonstrates appropriate             observed or medication given. Refer                             - Birth
listening behaviour by listening without        cases that need attention.                  RECORDING :         - Date
interrupting, showing respect for the                                                       Informal            - Num
                                               2. Greetings and news
speaker, and taking turns to speak.
 LO 2 AS 1 Talks about family and friends       - Welcoming : Greet the teacher and         FORMS :
 LO 2 AS 2 Expresses own feelings and the     friends                                       Oral Responses
feelings of real or imaginary people           - News : Learners tell about news in their   Practical
LO 2 AS 3 Sings and recites simple songs       lives                                        demonstration
and rhymes                                     - News: News - country & around the
LO 2 AS 7 Recounts own personal                   world. (Ask children what did they see
experiences                                       on the news (TV), heard on the radio
LO 3 AS 1 Uses visual cues to make                and where did it happen?
meaning Looks carefully at pictures and        - Register: Who is absent? Counting
photographs to recognize common                   number of learners absent and present
objects and experiences                        - Birthdays : Who‟s birthday is it today?(
- identifies a picture or figure from the         Learners sing “Happy Birthday To You” )
background                                     - Religion : Moral story and songs
-matches pictures and words
                                              3. Days of the week
NUMERACY:                                    - Monday to Sunday
Mathematics                                      ( Learners say which day of the week it
LO 1 AS 1: Counts to at least 10 everyday    is )
objects                                      - Rhyme about days of the week
LO 1 AS 2: Says and uses number names        - Which day comes before …..?
in familiar contexts                         - Which day comes after …….?
 LO 4 AS 2: Orders recurring events in own
daily life                                   4.. Months of the year
LO 4 AS 3: Sequences events within one       - Which month of the year is it?
day                                          - January to December (song)
.                                            5. Date
                                             - Yesterday‟s date? Today‟s date?
                                             Tomorrow‟s date?
LIFE SKILLS:
Life Orientation                             6. Weather
LO 2 AS 3: Knows members of own family,      - Season? (Summer, Autumn, Winter,
peers and caregivers.                        Spring)?
LO 3 AS 1: Says own name and address.        - Weather? Ask a learner to go and look
                                               outside, How is the weather today?
INTEGRATION:                                   (Sunny, cloudy, rainy or windy)?
SS (H) LO 2 AS 1 Discusses personal          - Tell children to watch the temperature
experiences in the past and present            for tomorrow on the news (TV), listen on
(chronology and time)                          the radio or ask their parents to read in
LO 2 AS 2 Discusses own age in years           the newspaper
(chronology and time)
SS (G) LO 2 AS 1
Discusses personal experiences of familiar
people and places
  Weekly Lesson Planning Exemplar
         Term 2 : Week 1
Theme: SHAPES,PATTERNS AND COLOUR
              Learning Outcomes
                                                    Morning Circle - Theme Discussion                 Assessment            Re
           and Assessment Standards
  LITERACY:                                      Monday:                                           METHOD :            - Them
  Language HL                                    - Show learners a ball and a circle of            Teacher
  LO 1 AS 1: Listens attentively to questions,     paper and explain the difference                                    - Physi
  instructions and announcements, and              between the two. A circle is round and          TOOL :              related
  responds appropriately                           flat .A ball is not flat like a circle. It is   Observation sheet
  LO 1 AS 2: Demonstrates appropriate              “fat”.-                                         checklist           - Differ
  listening behaviour by listening without       - Show learners objects (balls e.g.soccer                             balls
  interrupting, showing respect for the            balls, tennis balls cricket balls, rugby        RECORDING :
                                                                                                                       - Differ
  speaker, and taking turns to speak.              balls etc.) and not quite round balls like      Informal
  LO 2 AS 5: Asks questions when the               a rugby ball - Asks the learners to roll                            boxes
  learner does not understand or needs             the balls on the floor                          FORMS :
  more information, and responds clearly to      - What will happen if I roll the rugby            Oral Responses
  questions asked of the learner                   ball? Show a soccer ball and discuss            Practical
  LO 2 AS 7: Recounts own personal                 patterns on the ball.                           demonstration
  experiences                                    - Talk about the use of different balls e.g.
  LO 2 AS 10: Shows sensitivity when               tennis balls, cricket balls, rugby balls
  speaking to others
- LO 5 AS 2: Uses language to think and
  reason: matches things that go                 Tuesday:
  together, and compares things that are         - The teacher holds a ball .She puts the
                                                   ball on the floor and kicks it. It rolls
  different
                                                   away. Now she holds up a square box
   NUMERACY                                        (cube) and asks the learners if it looks
  Mathematics                                      like a ball. No. Why?
                                                 - It cannot roll. Only a round object can
  LO 3 AS 1: Recognizes, identifies and
                                                   roll. The children feel the roundness of
  names 3-D objects in the classroom and           a ball and the squareness of the box or
in pictures, including: boxes (prisms)&         block. The block feels smooth, but it
balls (spheres)                                 has corners. It cannot roll, it can only
LO 3 AS 2: Describes 3-D objects using          slide.
                                              - Do the same with a rectangular box or
concrete materials, sorts and compares
                                                block .Open up a cereal box and
physical 3-D objects according to:              show the learners the difference
objects that roll and objects that slide        between a box and rectangle.
LO 3 AS 4: Recognizes symmetry in self
and own environment
                                              Wednesday:
INTEGRATION                                   - Children walk in the class and bring
NS LO 1 AS 1: The learner participates in a     something that has a pattern on it.
planned activity by explaining what is        - Discuss the objects that the learners
being done or played                            and bring encourage them to look at
                                                the shapes that can be identified.

                                              Thursday:
                                              - Shapes outside .Learners should
                                                discover observe and question
                                                patterns and discover symmetry (one
                                                side looks the same as the other) in
                                                nature. Talk about butterflies and how
                                                their bodies look the same and how it
                                                makes them beautiful.
                                              - Discuss how we would have looked if
                                                our bodies were not symmetrical.
                                               Friday:
                                               - Learners discover different shapes
                                                   and different colours in the classroom




                                                 Weekly Lesson Planning Exemplar
                                                        Term 2 : Week 1
                                               Theme: SHAPES,PATTERNS AND COLOUR
             Learning Outcomes
                                               Maths Routine ( Daily Monday to Friday)         Assessment           Re
         and Assessment Standards
LITERACY :                                     1. Counting:     (Monday to Friday)          METHOD :            - Num
Languages HL                                      Counting every day objects 1, 2, 3,       Teacher             - Abac
LO 1 AS 1: Listens attentively to questions,   4…………….                                                          - Block
instructions and announcements, and                                                         TOOL :              - Black
responds appropriately,                        2. Shapes and colours                        Observation sheet   chalk
LO 2 AS 10: Shows sensitivity when             - Flash shape cards                                              - Num
speaking to others                             - Flash colour cards                         RECORDING :         chart
LO 4: AS 8: shows in own writing attempts,                                                  Informal            - Num
beginning awareness of directionality          3. Before , after and between ( Look and
(e.g. starting from left to right, top to      point on number chart)                       FORMS :
                                               - Which number comes before 2? Which         Oral Responses
bottom)             LO 5 AS 1: Uses        number comes after 2? - Which number       Practical
language to develop concepts:              is between 1 and 3? Are 2 more or less     demonstration
Demonstrates developing knowledge of       than 3?
concepts such as quantity, , colour
                                           4. Number of the week : 3
NUMERACY :                                 - Number of the week‟s name ; 3 Three
Mathematics                                - How much is 3? Show 3 finger s( Show
LO 1 AS 1: Count to at least 10 everyday   3 on abacus )
objects ,                                  - Let a few learners collect 3 objects (
LO 1 AS 2: Says and uses number names      counters )
in familiar context                        - Write 3 in the “air” with your finger
LO 1 AS 6: Solves verbally stated          - Write a number 3 ( on your board /
additions and subtraction problems with    paper /sand trays)
solutions to at least 10                   - Draw 3 circles ( on your board / paper
LO 1 AS 7.1 and 7.3: Building up and       )
breaking down numbers using concrete       - Where else in the class can you see a
apparatus e.g. counters                    number 3?
LO 1 AS 8: Explains own solutions to
problems
 LO 3 AS 1: Recognise ,identify and
name 3-D objects
                                            SEE THAT LEARNERS HAVE THE CORRECT
                                           PENCIL GRIP AND NUMBERS ARE FORMED
                                           IN THE CORRECT WAY




                                           5. Learners build up/break down numbers
in the number range 1-3 Use concrete
apparatus e.g. in how many different
ways can you pack the number 3

             2 and 1 makes 3

             1 and 2 makes 3

             1 and 1 and 1 makes 3

6. Problem solving
Learners solve verbally stated addition
and subtraction problems with single digit
numbers and solutions to at least 3.
Learners use concrete apparatus to
pack out the solution to the problem
                                             Weekly Lesson Planning Exemplar
                                                       Term 2 : Week 1
                                          Theme: SHAPES, PATTERNS AND COLOUR
                                                                 Numeracy (
            Learning Outcomes
                                          Mathematics )                                  Assessment           Reso
         and Assessment Standards
                                              In Small Groups Monday to Friday
LITERACY                                  - Put a sorting box on the theme table        METHOD :        Discovery
Language HL                                 in the class, In it will be wooden blocks   Teacher         dimension
LO 5 AS 1: Use language to develop          with different shapes (e.g. squares and                     shapes/ob
concept of size ,shape and colour           rectangles) and in different colours        TOOL :
LO 5 AS 5.2: Use language to think and      (e.g. red, blue and yellow) as well as      Observation      Boxes , ba
reason classify things                      boxes with different shapes e.g.            sheet
                                            squares and rectangles .Children work       Raring Scale or Shape pos
NUMERACY                                    in groups differentiating between           Rubric
                                                                                                        Sports equ
Mathematics                                 colours and shapes.
LO3 AS 1: Recognises ,Identifies and      Colour:                                       RECORDING : (Balls)
names three dimensional objects in the    - They pick a block from the sorting box      Informal        Different c
classroom and in pictures including boxes    and say what colour it is                                  balls
[prisms] balls [ spheres]                 - They pick a given colour from the           FORMS :
LO 3 AS 5: Describes one three               sorting box e.g. blue                      Oral
dimensional object in relation to another - They find all the pieces of one colour      Responses
e.g. in front of or behind].                 from the sorting box and put them          Practical
LO 3 AS 2: Describes sorts and compares      together. Repeat with the colours          demonstration
physical three dimensional objects        - (red, yellow and green)
according to size, objects that roll,
objects that slide.                        Shapes :
LO 3 AS 4: Learners recognizes symmetry - Put all the blocks of the same shape
in environment                               together
LO 5 AS 2: Sort physical objects according - Learners pick up a piece and describe
to one tribute (property ) e.g. red shapes   what it looks like. Do the same with all
                                             the other objects.

                                           Follow the instruction, ball game with
                                           direction.
                                           - Hold the ball above your head, next to
                                              your body, behind your back.
                                           - Put ball down, stand next to ball, in
                                              front of ball, behind the ball.
                                           - The teacher now holds objects in a
                                              place and learners describe the
                                              position.


                                           Objects that can roll and slide.
                                           - The teacher gives class objects with
                                             different sizes, objects that roll, objects
                                             that slide. Learners experiment with the
                                             objects. Teacher discusses with the
                                             learners why some objects can roll and
                                             some can only slide. Learners sort
                                             objects according to objects that can
                                             roll and slide. Learners bring objects
                                             from home to test whether they roll or
  slide.
- The teacher asks questions: Can you
  bring me something that is brown
  (green, yellow and blue) and that can
  slide. Can you bring me something
  that can roll and is ( blue/ red /
  yellow/ green )
Patterns
- The teacher puts objects in a row and
  learners discover that if shapes repeat
  it self it forms patterns .If an object
  looks exactly the same on both sides it
  is symmetrical. Discuss symmetry as
  seen on butterflies. Look at the shapes
  on the wings Learners walk around the
  class and collect an object with a
  pattern on it
                                                 Weekly Lesson Planning Exemplar
                                                        Term 2 : Week 1
                                               Theme: SHAPES,PATTERNS AND COLOUR
            Learning Outcomes
                                                          Creative Activities                Assessment           Re
         and Assessment Standards
LITERACY :                                     Monday:                                    METHOD :            - Scisso
Language                                                                                  Teacher             - Cray
LO 1 AS 1: Listens attentively to questions,   Group 1 : 3-D Construction from boxes                          - Pape
instructions and announcements, and            and toilet rolls                           TOOL :              - Paint
responds appropriately                                                                    Observation sheet   - Paint
                                               Group 2 : Cut + paint Learners open
LO 1 AS 2: Demonstrates appropriate                                                       checklist           - Play
                                               empty cereal box and paint patterns
listening behaviour by listening without                                                                      - Play
                                               inside on it by finger painting
interrupting, showing respect for the                                                     RECORDING :         equipm
speaker, and taking turns to speak.            Group 3 : Decorate a paper crown with      Informal            - Wast
LO 2 AS 10: Shows sensitivity when             zig zag pattern                                                -Toilet
speaking to others                                                                      FORMS :               - Glue
LO 4AS .11: manipulates writing tools like     Group 4 :Play dough: Learners make balls Oral Responses
crayons and pencils                            and boxes                                Practical
                                                                                        demonstration
NUMERACY :                                     Tuesday:                                 Rubric
Mathematics                                                                             Checklist
LO2 AS 2: Creates own patterns                 Group 1: Play dough: Learners make balls
LO 3 AS 1: Recognizes, identifies and          and boxes
names 3-D objects in the classroom and
in pictures, including: boxes (prisms)and      Group 2: 3-D Construction from boxes
balls (spheres)                                and toilet rolls
LO 3 AS 3.3: Builds 3-D objects using        Group 3: Cut + paint Learners open
concrete materials (e.g. building blocks     empty cereal box and paint patterns
                                             inside on it by finger painting
 INTEGRATION :
Technology                                   Group 4: Decorate a paper crown with
LO 1 AS 1: Investigates                      zig zag pattern
LO 1 AS 2: Designs
                                             Wednesday:
LO 1 AS 3: Makes
A/C                                          Group 1: Decorate a paper crown with
LO 1 Visual Arts AS 4..1 Freely creates      zig zag pattern
images of own world in various media.
LO 1 Visual Arts AS 4..2 :Uses play and      Group 2: Play dough: Learners make balls
fantasy in two-dimensional and three-        and boxes
dimensional work
                                             Group 3: 3-D Construction from boxes
LO 1 Visual Arts AS 4.3: Explores and
                                             and toilet rolls
experiments with a wide variety of art
materials, techniques) including waste
                                             Group 4: Cut + paint Learners open
materials), and colour in a spontaneous
                                             empty cereal box and paint patterns
and creative way.
                                             inside on it by finger painting
LO 1 Visual Arts AS 4.4: Uses and co-
ordinates motor skills in practical work
                                             Thursday:
and play (e.g. appropriate handling of
scissors, glue applicators, paintbrush and
                                             Group 1: Cut + paint Learners open
drawing instruments).
                                             empty cereal box and paint patterns
LO 3 Visual Arts AS 4.1: Demonstrates
                                             inside on it by finger painting
active involvement in individual and
group art-making activities and an ability
                                             Group 2: Decorate a paper crown with
to share art-making equipment.               zig zag pattern
LO 4 Visual Arts AS 4..1: Responds to what
the learner sees, perceives and              Group 3: Play dough: Learners make balls
experiences in own natural and               and boxes
constructed environment
                                             Group 4: 3-D Construction from boxes
                                             and toilet rolls

                                             Friday:

                                             Individual choice




                                                Weekly Lesson Planning Exemplar
                                                       Term 2 : Week 1
                                             Theme: SHAPES, PATTERNS AND COLOUR
          Learning Outcomes                                                                          Re
                                                Music, Drama, Dance & Movement          Assessment
       and Assessment Standards
 LITERACY :                                    Monday: Movement                             METHOD :           - Dra
Language HL                                    Hopscotch / Isikhoji                         Teacher              Pla
LO 1 AS 1: Listens attentively to questions,   In the playground draw a layout for                             - Blo
instructions and announcements, and            playing hopscotch Learners jump with         TOOL :             - Mu
responds appropriately                         one leg in the circle and both legs in the   Observation          inst
LO 1 AS 2: Demonstrates appropriate            rectangles                                   sheet
listening behaviour by listening without                                                    checklist
interrupting, showing respect for the          Tuesday: Drama                               Rubric
speaker, and taking turns to speak.            Learners dramatise parts of the story told
LO 3 AS 3. 1: Listens with enjoyment to        by the teacher on shapes on shapes           RECORDING :
oral texts (simple songs, rhymes, short                                                     Informal
poems and stories}, and shows                  Wednesday: Music
                                               Use music instruments such as triangles      FORMS :
understanding: acts out parts of the story,
                                               and boxes .The teacher sings a song with     - Oral Responses
song or rhyme                                                                               Practical
                                               a repetitive chorus.
                                               Thursday: Dance                              demonstration
NUMERACY :                                     The teacher plays music with a strong
Mathematics                                    beat and learners make a pattern using
LO2 AS 2: Creates own patterns                 their feet e.g. zigzag .Learners stand in
                                               one row. The other children weave in and
                                               out Put boxes on the floor in a row.
                                               Learners dance (skip) around the boxes.
LIFE SKILLS                                 Friday: Movement
Life Orientation
LO 4 AS 3: Performs expressive              Learners roll a ball :
                                                - to knock over blocks
movements using different parts of the
                                                - between two blocks
body                                            - to hit a ball rolled along by a
                                              partner
INTEGRATION :                               Roll a ball :
A/C LO 1 Dance AS 3: Participates in            - using either hand
simple dances based on formations and           - using both hands
patterns                                        - at different speeds in pairs and in
                                              groups
LO 1 Music AS 1 : Sings and moves
creatively to children‟s rhymes available
in own environment.
LO 1 Visual Arts AS 2: Uses play and
fantasy in two-dimensional and three-
dimensional work.
LO 2Drama AS 2.2 Uses concrete objects
to represent other objects in dramatic
play
                                         Weekly Lesson Planning Exemplar
                                                Term 2 : Week 1
                                       Theme: SHAPES,PATTERNS AND COLOUR
            Learning Outcomes
                                                    Outdoor Play                Assessment       Re
        and Assessment Standards
LIFE SKILLS :                          Monday:                               METHOD :        Sand
 Life Orientation                      - Sand play :Learners draw patterns   Teacher         equipm
LO 4: AS 4 Participates in free play   and shapes in the sand with a stick                   - Wate
activities                             - Water play                          TOOL :          & apro
                                       - Outside apparatus & Free play       Observation     - Outsid
INTEGRATION:                                Tuesday:                                  sheet              appara
                                            - Sand play :Learners draw patterns       checklist
NS LO 1: AS 2Participates in planned        and shapes in the sand with a stick
activity by following simple instructions   - Water play                              RECORDING :
                                            - Outside apparatus & Free play           Informal
                                            Wednesday:
                                            - Sand play : Learner draw patterns and   FORMS :
                                            shapes in the sand with a stick           - Oral Responses
                                            - Water play                              Practical
                                            - Outside apparatus & Free play           demonstration
                                            Thursday:
                                            - Sand play: L earners draw patterns
                                            and shapes in the sand with a stick
                                            - Water play
                                            - Outside apparatus & Free play
                                            Friday:
                                            - Sand play :Learners draw patterns and
                                            shapes in the sand with a stick
                                            - Water play
                                            - Outside apparatus & Free play


                                              Weekly Lesson Planning Exemplar
                                                     Term 2 : Week 1
                                            Theme: SHAPES,PATTERNS AND COLOUR
          Learning Outcomes
                                                                  Educational play        Assessment        Re
       and Assessment Standards
LITERACY :                                Monday:                                   METHOD :         - Educa
Language                                  Group 1: Building Blocks( pack out        Teacher          games
LO 1 AS 1: Listens attentively to         Patterns according to colour and shapes                    - Puzzle
questions, instructions and               )                                         TOOL :           - Buildi
announcements, and responds               Group 2: Sequencing cards                 Observation      - Sequ
appropriately                             Group 3: Lacing shapes                    sheet            cards
LO 1 AS 2: Demonstrates appropriate       Group 4: Geo boards                       checklist        - Lacin
listening behaviour by listening without  Tuesday:                                  Rubric           - Geo
interrupting, showing respect for the     Group 1: Geo boards
speaker, and taking turns to speak.       Group 2: Building Blocks ( pack out       RECORDING :
LO 3 AS 3.5: Listens with enjoyment to    Patterns according to colour and shapes   Informal
oral texts (simple songs, rhymes, short   )
poems and stories}, puts pictures in the  Group 3: Sequencing cards                 FORMS :
                                          Group 4: Lacing shapes                    Oral Responses
right sequence
                                          Wednesday:                                Practical
NUMARACY :                                Group 1: Lacing shapes                    demonstration
Mathematics                               Group 2: Geo boards                       Rubric
LO 2 AS 1: Copies and extends simple      Group 3: Building Blocks( pack out
patterns using physical objects and       Patterns according to colour and shapes
                                          )
drawings ( e.g. using colours and shapes
                                          Group 4: Sequencing cards
)
                                          Thursday:
INTEGRATION:                              Group 1: Sequencing cards
NS LO 1 AS 2: Explains what is being done Group 2: Lacing shapes
or played                                 Group 3: Geo boards
                                          Group 4: Building Blocks( pack out
                                          Patterns according to colour and shapes
                                          )
Friday:
Group 1: Free choice
Group 2: Free choice
Group 3: Free choice
Group 4: Free choice
                                                Weekly Lesson Planning Exemplar
                                                         Term 2 : Week 1
                                             Theme: SHAPES,PATTERNS AND COLOUR
           Learning Outcomes                           Literacy (Language )
                                                                                            Assessment          Re
        and Assessment Standards               In Small Groups Monday to Friday
LITERACY:                                   - The teacher talks about Soccer and         METHOD :           - Balls
Language HL                                    ask learners what do the people           Teacher              diffe
 LO 1 AS 1: Listens attentively to             wave at the games (Our National                              - Pictu
questions, instructions and                    Flag) Answer questions about the flag.    TOOL :               socc
announcements, and responds                    Which colours do you see on the flag?     Observation          spor
appropriately                                  Which shapes do you see in the flag?      sheet              - Pictu
LO 1 AS 4..1: Develops phonic                                                            checklist            Nati
awareness: segments spoken multi-            - Telephone game about shapes in            Rubric               the c
syllabic words into syllables ( e.g. ba-na-    groups e. g. “The ball is round”(pass
                                               on the message)                           RECORDING :
na) using clapping or drumbeats
                                                                                         Informal
LO 1 AS 4 .1: Develops phonic awareness - Make a booklet about shapes that
and recognizes that words are made up          can roll. Cut out pictures about          FORMS :
of sounds                                      different types of sport and balls used   - Oral Responses
LO 1 AS 4.2: Develops phonic awareness         for that sport. Learners‟ can also draw   Practical
and distinguish between different sounds       pictures. The teacher writes the words    demonstration
especially at the beginning and ending         while the children are watching (one
                                               word on a page) Learners “read” the
of words                             LO 2 AS
                                               book for classmates.
6: Passes on messages
LO 3 AS 2: Role-plays reading: holds a       - Recognise words are made up of
book the right way up, turns pages            sounds
appropriately, looks at words and           - Clap words out in syllables, e.g. Soc-
pictures and understands the relationship     cer, ball; Net-ball
between them, and uses pictures to
construct idea „Reads‟ picture books        PHONIC OF THE WEEK : See Page 3
with simple captions or sentences           and 4
LO 3 AS 4.3: Starts recognizing and
making meaning of letters LO 4 AS 2:        PATTERN OF THE WEEK
Forms letters in various ways (e.g.) by
using own body to show the shapes,          VOCABULARY WORDS FOR THE WEEK
writing in sand )
LO 5 AS .1: Uses language to develop
concepts as colour                   LO 6
AS 1.1 and 1.2 Relates sounds to letters
and words by recognising words are
made up of sounds and recognises the
sounds at beginning of some words

NUMERACY:
Mathematics :
LO3 AS 1: Recognises, identifies and
names three- dimensional objects in
pictures including balls [spheres
LO 3 AS2: Describes, sorts and compares
physical three- dimensional objects
according to size, objects that roll,
objects that slide.

LIFE SKILLS:
Life Orientation

LO 2 AS 2: Recognises the South African
Flag
                                             Weekly Lesson Planning Exemplar
                                                    Term 2 : Week 1
                                           Theme: SHAPES,PATTERNS AND COLOUR
            Learning Outcomes
                                                        Story (Reading)                   Assessment      Re
        and Assessment Standards
LITERACY:                                  Monday:                                     METHOD :
Language HL                                                                            Teacher         - Stor
LO 1 AS 3: Listen with enjoyment and       - Read a story about how/where our                          - Rea
understanding to oral text such as           grandparents played games with balls      TOOL :            per
stories/poems                                )                                         Observation         te
LO 3 AS 1.2: Uses visual cues to make      - Memory and comprehension                  sheet
meaning by looking carefully at pictures     questions:                                checklist
and photographs to recognize common          What did you like best about the story?   Rubric
objects and experiences to makes sense
                                           Tuesday:                                    RECORDING :
of picture stories                                                                     Informal
LO 3 AS 1.3: Uses visual cues to make      - Ask a person/parent who participate in
                                             any ballgame to come and talk to the      FORMS :
meaning by looking carefully at pictures
                                             learners                                  - Oral
and photographs to recognize common                                                    Responses
                                           - Memory and comprehension questions
objects and experiences : matches            What happened first? What happened        Practical
pictures and words                           last?                      What           demonstration
                                             would you have done if you were …..?
LO 3 AS 1.4: Uses visual cues to make      - Did this story have a happy ending?
meaning by looking carefully at pictures
and photographs to recognize common           Wednesday:
objects and experiences: uses illustrations
to understand simple captions in story        - Learners dramatize a part of the story
                                                that was told by the teacher / parent
books
                                              - Memory and comprehension
LO 3 AS 3.3: Makes meaning of written
                                                questions:                          Did
text: makes links to own experience when
                                                this story have a happy ending?
reading with the teacher, viewing
                                                Can you think of another idea to add
television or pictures
                                                to the story?
LO 3 AS 4..3 :Starts recognizing and
making meaning of letters
LO 3 AS 2: Role-plays reading: holds a        Thursday:
book the right way up, turns pages
                                              Children watch a video / listen to a tape
appropriately, looks at words and
                                              - Takalani Sesame
pictures and understands the relationship     Questions and discussion
between them, and uses pictures to
construct idea „Reads‟ picture books
with simple captions or sentences             Friday:
LO 3 AS 3. 1: Listens with enjoyment to
                                              - Teacher tells own story about a group
oral texts (simple songs, rhymes, short
                                              of children whose balls got mixed and
poems and stories}, and shows                 who used the wrong size and shape ball
understanding: acts out parts of the story,   to play different sport with e.g. the
song or rhyme                                 children who had to play cricket, played
                                              with a rugby ball. The children who
INTEGRATION :                                 played soccer played with a gholf ball
SS(H)
LO 1 AS 1: Answers simple questions           - Ask questions
about stories from the past                    Who / What was the story about?
LO 3 AS 1: Responds to stories about the       What would have happened if
past e. g listen to a story about the past.    ……?




                                      WORK SCHEDULE FOR GRADE R
TERM 2
Week: 2           Date: _______________                                   Theme   :   DOMESTIC
ANIMALS
                          LITERACY                         NUMERACY                       LIFE SKILLS
 Focus       LO 1: Listening    LO 2: Speaking      LO 1:               LO 2: Patterns       LO 1:Health         LO 2: S
Learning                                            NumberOperatio                           Promotion           Develo
             AS 1, AS 2, AS     AS 1, AS 2, AS 3,                       AS 1
                                                    ns
Outcom       3.5, AS 4.1, AS    AS 5,   AS 7, AS                                                       -         AS 3
  es &       4.2                10                  AS 1, AS 2, AS 6

Assessm      LO 3: Reading      LO 4:Writing        LO 3: Space &       LO 4:                LO 3: Personal      LO 4: P
   ent                                              Shape               Measurement          Develop.            Dev. &
             AS 1, AS 2.2, AS   AS 1, A2, AS 4 ,
Standard     3.1, AS 3.3 AS     AS 12                         -         AS 2, AS 3           AS 1                AS 1,
    s        3.4, AS 3.5                                                                                         AS 4



             LO 5: Thinking &   LO6:Language        LO 5: Data
             Reasoning          Structure           Handling

             AS 3, AS 2.2, AS    AS 1.1, AS 1.2     AS 1, AS 2, AS
             2.3                                    4



  Time                9 hours 10 minutes                      7hours 30 minutes                        5hours 50 minute


Integratio   Social Science (H) : LO 2 AS 1, LO 2 AS 2        Social Science ( G ) LO 2 AS 1
    n        Natural Science:     LO 1 AS 2
             Technology :          LO 1 AS 1, LO 1 AS 2, LO 1 AS 3
             Arts and Culture : Visual Arts : LO 1 AS 4..1, LO 1 AS 4.. 3, LO 1 AS 4. .4 Visual Arts : LO 3 AS 4. .1 , V
             LO 4 AS 4.1                                                                     Dance: LO 1 AS 2, LO
             Drama LO 1 AS 2, LO 2 AS 2.2

Continuou METHOD :                                  METHOD :                                 METHOD :
    s     Teacher                                   Teacher                                  Teacher
assessme TOOL :                                     TOOL :                                   TOOL :
           Observation sheet                        Observation sheet ,checklist, rubric     Observation sheet
    nt
          RECORDING :                               RECORDING :                              RECORDING :
  Who     Informal                                  Informal                                 Informal
assesses? FORMS :                                   FORMS :                                  FORMS :
            Oral Responses                          Oral Responses                           Oral Responses
  How?    Practical demonstration                   Practical demonstration                  Practical demonstration

  What?

RESOURCES: (REQUIRED EVERY WEEK) :                                                           SPECIAL RESOURCES FOR T

Discovery table items                                                                        - Pictures of animals and
                                                                                               homes
Stories, Rhymes, Songs , Calendar, Name Chart, Birthday Chart, Weather, Theme
                                                                                             - CD or Tape with anima
posters,                                                                                     - Pictures of all kinds of p
Number Charts , Abacus, Counters, pegboards, colour charts,                                  - A bird in a cage
                                                                                             - A fish in a bowl
Books , Puzzles, Games, Blocks, Construction toys, Manipulative toys                         - Real puppies and kitten
                                                                                               brought
 Creative materials and tools, Paint, Brushes, Crayons , Scissors , Glue , Paper Anti- waste material , to class
                                                                                             - Pictures of wild animals
CD payer and music, instruments ,                                                            - Play dough
Fantasy area: remains set up as a home corner unless otherwise specified.                    - Paper plates
                                                                                             - Wool for whiskers
Outdoor play apparatus Jungle Gym, Sandpit, Balance beam, Hoops, Tyres, balls                - Glue
                                                                                             - Elastic
Water play equipment, Sand play equipment   - Box and blanket




Barriers to Learning : SEE PAGE 5 and 6
                                               Weekly Lesson Planning Exemplar
                                                       Term 2 : Week 2
                                                  Theme: DOMESTIC ANIMALS
             Learning Outcomes               Health check and Morning Circle ( Ring
                                                                                               Assessment          R
        and Assessment Standards                               )
LITERACY :                                   Monday to Friday                              METHOD :            - Nam
Language HL                                                                                Teacher              (Mon
LO 1 AS 1: Listens attentively to             1. Health Check, Run a quick head to                             - Nam
questions, instructions and                    toe check of each child. Keep a             TOOL :              cards
announcements, and responds                    health record of any sign of illness        Observation sheet   - Wea
appropriately                                  observed or medication given. Refer                             - Birth
 LO 1 AS 2: Demonstrates appropriate           cases that need attention.                  RECORDING :         - Dat
listening behaviour by listening without                                                   Informal            - Num
                                              2. Greetings and news
interrupting, showing respect for the
speaker, and taking turns to speak.            - Welcoming : Greet the teacher and         FORMS :
 LO 2 AS 1 :Talks about family and friends   friends                                       Oral Responses
LO 2 AS 2: Expresses own feelings and the     - News : Learners tell about news in their   Practical
feelings of real or imaginary people          lives                                        demonstration
LO 2 AS 3: Sings and recites simple songs     - News: News - country & around the
and rhymes                                           world? (Ask children what did they
LO 2 AS 7: Recounts own personal                     see on the news (TV), heard on the
experiences                                          radio and where did it happen?
LO 3 AS 1: Uses visual cues to make           - Register: Who is absent? Counting
meaning Looks carefully at pictures and               number of learners absent and
photographs to recognize common                       present
objects and experiences                       - Birthdays : Who‟s birthday is it today?(
- identifies a picture or figure from the              Learners sing “Happy Birthday To
                                                       You” )
background                   - matches      - Religion : Moral story and songs
pictures and words
                                            3. Days of the week
NUMERACY:                                   - Monday to Sunday
Mathematics                                     ( Learners say which day of the week it
LO 1 AS 1: Counts to at least 10            is )
everyday objects                            - Rhyme about days of the week
LO 1 AS 2: Says and uses number names       - Which day comes before …..?
in familiar contexts                        - Which day comes after …….?
LO 4 AS 2: Orders recurring events in own
daily life                                  4.. Months of the year
LO 4 AS 3: Sequences events within one      - Which month of the year is it?
day                                         - January to December (song)


                                            5. Date
LIFE SKILLS:                                - Yesterday‟s date? Today‟s date?
Life Orientation                            Tomorrow‟s date?
LO 2 AS 3: Knows members of own
family, peers and caregivers.               6. Weather
LO 3 AS 1: Says own name and address.       - Season? (Summer, Autumn, Winter,
                                            Spring)?
INTEGRATION:                                - Weather? Ask a learner to go and look
                                              outside, How is the weather today?
SS (H) LO 2 AS 1: Discusses personal          (Sunny, cloudy, rainy or windy)?
experiences in the past and present         - Tell children to watch temperature for
(chronology and time)                         tomorrow on the news (TV) listen on the
LO 2 AS 2: Discusses own age in years         radio or ask their parents to read in the
(chronology and time)                         newspaper,.
SS (G) LO 2 AS 1: Discusses personal
experiences of familiar people and
places




                                         Weekly Lesson Planning Exemplar
                                                Term 2 : Week 2
                                           Theme: DOMESTIC ANIMALS
          Learning Outcomes
                                        Morning Circle - Theme Discussion   Assessment   Res
       and Assessment Standards
LITERACY:                              Monday                               METHOD :
Language                                       - Role of pets? Why do we keep pets?        Teacher          - Pictu
LO 1 AS 1: Listens attentively to questions,     Any animal kept for fun is a pet. Pets                       kinds
instructions and announcements, and              have special needs and children           TOOL :           - A bird
responds appropriately                           should realise that pets need a lot of    Observation      - A fish
LO 1 AS 2: Demonstrates appropriate              care. Which animals are suitable as       sheet            - Real
listening behaviour by listening without         pets? Dogs and cats are the most                             and
interrupting, showing respect for the            popular pets. Dogs protect us. Blind      RECORDING :        be b
speaker, and taking turns to speak.              people have guide dogs. Cats keep         Informal           class
LO 2 AS 5: Asks questions when the               mice and rats away from the house                          - Pictu
learner does not understand or needs           - Where do these animals sleep?             FORMS :            anim
more information, and responds clearly         - Children need to know that if they        Oral Responses
to questions asked of the learner                want pets they must also understand       Practical
LO 2 AS 7: Recounts own personal                 that they must look after them and        demonstration
experiences                                      care for them. You have to look after
LO 2 AS 10: Shows sensitivity when               or care for your pet and you cannot
speaking to other                                keep a big dog in a flat or a parrot in
LO 5 AS 3: Uses language to investigate          a small cage.
and explore: asks questions and                - Some people also keep strange pets
searches for explanations gives                  for example snakes, parrots, mice,
                                                 hamsters, rabbits.
explanations and offers solutions
                                               - Investigation: What do pets need?


                                               Tuesday

                                               - Just as we have families some pets
                                                 belong to families that include wild
                                                 animals. Dogs come from a family
                                                 that includes wolves and cats come
  from the cat family that includes lions,
  tigers, cheetahs and leopards. What
  is the same and what is different to
  these animals?




Wednesday

- Explain why it is important to look after
  the pet and give the pet clean water
  and eat fresh food. We can also buy
  pet food. What type of food should
  we not give to our animals?
- A veterinary surgeon is a special
  doctor for animals
   Why must I take my animal to the vet
   regularly?
   There are some people who make
   sure that animals are looked after. (
   SPCA)
- Animals also need exercise
-
Thursday

- Explain steps that can be taken to
  ensure personal hygiene, e.g. wash
  your hands regularly if you have
                                             touched the animal. Animals need to
                                             be groomed and the place where
                                             they sleep need to be cleaned

                                          Friday

                                          - Homes of different pets. What do we
                                            call the homes where animals sleep?




                                             Weekly Lesson Planning Exemplar
                                                    Term 2 : Week 2
                                               Theme: DOMESTIC ANIMALS
           Learning Outcomes
                                             Maths Routine ( Daily Monday to Friday)      Assessment           Res
        and Assessment Standards
LITERACY :                                   1. Counting:     ( Monday to Friday )     METHOD :            - Numb
Language HL                                     Counting every day objects 1, 2, 3,    Teacher             - Abacu
LO 1 AS 1: Listens attentively to questions, 4…………….                                                       - Numb
instructions and announcements, and                                                    TOOL :              - Chalkb
responds appropriately                       2. Shapes and colours                     Observation sheet   chalk
 LO 1 AS 2: Demonstrates appropriate         - Flash shape cards                                         - Numb
listening behaviour by listening without     - Flash colour cards                       RECORDING :      chart
interrupting, showing respect for the                                                   Informal         - Numb
speaker, and taking turns to speak.          3. Before , after and between
 LO 2 AS 1: Talks about family and friends   - Which number comes before 2?             FORMS :
 LO 2 AS 2: Expresses own feelings and       Which number comes after 2? Which          Oral Responses
the feelings of real or imaginary people     number is between 1 and 3? Are 2 more      Practical
 LO 2 AS 3: Sings and recites simple songs   or less than 3?                            demonstration
and rhymes
 LO 2 AS 7:Recounts own personal             4. Number of the week : 3
experiences                                  - Number of the week‟s name ; 3 Three
LO 3 AS 1: Uses visual cues to make          - How much is 3? Show 3 finger s(
meaning Looks carefully at pictures and      Show 3 on abacus )
photographs to recognize common              - Let a few learners collect 3 objects (
objects and experiences                      counters )
- identifies a picture or figure from the    - Write 3 in the “air” with your finger
    background                               - Write a number 3 ( on your board /
- matches pictures and words                 paper /sand trays)
                                             - Draw 3 circles ( on your board /
                                             paper )
NUMERACY:                                    - Where else in the class can you see a
Mathematics                                  number 3?
LO 1 AS 1: Counts to at least 10
everyday objects                     LO       SEE THAT LEARNERS HAVE THE CORRECT
1 AS 2: Says and uses number names in        PENCIL GRIP AND NUMBERS ARE FORMED
familiar contexts      LO 4 AS 2: Orders     IN THE CORRECT WAY
recurring events in own daily life
                                             5. Learners build up/break down
LO 4 AS 3: Sequences events within one       numbers in the number range 1 -3. Use
day.                                    concrete apparatus e.g. in how many
                                        different ways can you pack the number
                                        3


LIFE SKILLS:
Life Orientation                        6. Problem solving
                                        Learners solve verbally stated addition
LO 2 AS 3: Knows members of own         and subtraction problems with single
family, peers and caregivers.           digit numbers and solutions to at least 3.
LO 3 AS 1: Says own name and address.   Learners use concrete apparatus to
                                        pack out the solution to the problem
INTEGRATION:

SS (H) LO 2 AS 1: Discusses personal
experiences in the past and present
(chronology and time)
LO 2 AS 2: Discusses own age in years
(chronology and time)
SS (G) LO 2 AS 1: Discusses personal
experiences of familiar people and
places
                                             Weekly Lesson Planning Exemplar
                                                     Term 2 : Week 2
                                                Theme: DOMESTIC ANIMALS
                                                              Numeracy (
           Learning Outcomes
                                          Mathematics )                                  Assessment          Res
        and Assessment Standards
                                             In Small Groups Monday to Friday
LITERACY:                                 Pictures of animals on chalkboard or play   METHOD :            - Pictu
Language HL                               (toy) animals                               Teacher               Dom
LO 5 AS 2.2:Uses language tot think and   - Set out a given number of animals, e.g.                         anim
reason : matches things that go together,    3 dogs. Learners count concretely        TOOL :              - Cha
and compares things that are different    - How many paws does your dog have?         Observation sheet
LO AS 5 2.3::Matches things that go       - How many legs does a bird have?           Checklist
together, and compares things that are    - Learn number names.                       Rubric
different
                                          Teacher place two posters on wall ( cat     RECORDING :
NUMERACY :                                and dog )                                   Informal
Mathematics
LO 1 AS 1: Count to at least 10 everyday -     The teacher asks learners whether      FORMS :
objects ,                                     they have a cat or dog at home.         Oral Responses
LO 1 AS 2: Says and uses number names         Learners draw a picture of a cat or a   Practical
in familiar context                                                                   demonstration
                                              dog. Learners must each sort their
LO 1 AS 6: Solves verbally stated
additions and subtraction problems with       pictures and paste the cats/dogs
solutions to at least 10                      under the teacher‟s pictures.
LO 5 AS 1: Collects physical objects          Afterwards learners count how many
(alone and/or as a member of a group or       learners have cats in the class? How
team) in the environment according to         many have dogs? How many pets do
stated features (e.g. collects 10 dead        all the learners have altogether?.
flowers)
                                              Answer questions. Which one has the
LO 5 AS 2: Sorts physical objects
according to one attribute (property)         most, least, etc?
(e.g. red shapes)                         -     Write the names of learners who
LO 5 AS 4: Draws a picture as a record of
                                              have no pets and count them.
collected objects




                                              Weekly Lesson Planning Exemplar
                                                     Term 2 : Week 2
                                               Theme:: DOMESTIC ANIMALS
         Learning Outcomes
                                                     Creative Activities                Assessment     Res
      and Assessment Standards
LITERACY:                                  Monday:                                    METHOD :           - Scissor
Language HL                                Group 1: Cut + paste: pictures of          - Teacher          - Crayo
LO 4 AS 12 : Manipulates writing tools likedifferent pets from magazines                                 - Paper
crayons and pencils                        Group 2: Colour in a picture of a dog or   TOOL :             - Paint
                                           cat: “ pet picture”                        - Observation      - Paint b
                                           Group 3: Make an animal mask from            sheet            - Play d
INTEGRATION                                paper plates. Learners must cut out and    - Rubric           - Play d
Technology LO 1 AS 1: Physically           colour in the mask. Make whiskers from                        equipm
manipulates products to explore their      wool The teacher will assist to cut out    RECORDING :        - Paper
shape, size, colour and the materials      eyes and staple the elastic,               - Informal         - Wool f
they are made of.                          Group 4: Paint: “My dog or cat”                               - Glue
LO 1 AS 2: Chooses from a given range,     Tuesday:                                   FORMS :            - Elastic
                                                                                      - Oral Responses   - Colou
materials or substances that can be used Group 1: Paint: “My dog or cat”
                                           Group 2: Cut + paste: pictures of          - Practical
to make simple products.                                                              demonstration
                                           different pets from magazines
LO 1 AS3: Makes simple products from a Group 3: Colour in a picture of a dog or
range of materials provided.               cat: “ pet picture”
A/ C LO 1 AS 3 Visual Arts: Explores and   Group 4: Make an animal mask from
experiments with a wide variety of art     paper plates.
materials, techniques) including waste     Wednesday:
materials), and colour in a spontaneous    Group 1: Make an animal mask from
and creative way.                       LO paper plates
1 AS 4 Visual Arts: Uses and co-ordinates Group 2: Paint: “My dog or cat”
motor skills in practical work and play    Group 3: Cut + paste: pictures of
(e.g. appropriate handling of scissors,    different pets from magazines
glue applicators, paintbrush and           Group 4: Colour in a picture of a dog or
drawing instruments).                      cat: “ pet picture”
LO 3 AS 4 Visual Arts: Demonstrates          Thursday:
active involvement in individual and         Group 1: Colour in a picture of a dog or
group art-making activities and an ability   cat: “ pet picture”
to share art-making equipment.               Group 2: Make an animal mask from
LO 4 AS 4 Visual Arts: Responds to what      paper plates elastic
the learner sees, perceives and              Group 3: Paint: “My dog or cat”
experiences in own natural and               Group 4: Cut + paste: pictures of
constructed environment.                     different pets from magazine
                                             Friday:
                                             Individual choice




                                                Weekly Lesson Planning Exemplar
                                                         Term 2 : Week 2
                                                  Theme:: DOMESTIC ANIMALS
           Learning Outcomes                                Music, Drama, Dance &
                                                                                           Assessment           Res
       and Assessment Standards              Movement
 LITERACY                                    Monday: Movement                           METHOD :            Music in
Language                                     - Cat and Mouse                            Teacher             - CD / ta
LO 2 AS 3 : Sing and recites songs           - Children make a big circle holding                           - Song/r
                                               hands. The teacher chooses one           TOOL :              posters
LIFE SKILLS                                    learner to be a cat and one to be a      Observation sheet   - Bean B
Life Orientation                               mouse. The cat goes on the outside
LO 4 AS 1: Plays running, chasing and          and the mouse on the inside. Children    RECORDING :
dodging games using space safety               let the cat in or out of the circle by   Informal
LO 4 AS 2: Explores different ways to          raising their hands up or down. If the
locomote                                       cat catches the mouse ,the teacher       FORMS :
LO 4 AS 3: Performs expressive               chooses a new mouse. The game               Oral Responses
movements using different parts of the       continues so that many have a turn.         Practical
body.                                                                                    demonstration

INTEGRATE
A/ C                                       Tuesday: Drama
LO 1 AS 2 Dance: Draws on play, fantasy    - Learners pretend that they are cats.
and imagination to explore a wide            Demonstrate how a cat goes to sleep
variety of movement words, rhythms and       and wake up .Learners can curl in a
changes in tempo.                            small ball, stretch out and stretch their
LO 3 AS 1 Dance: Responds to                 legs out. Learners can also imitate the
movement instructions that cover space       sounds that a cat make and
without bumping or hurting others when       demonstrate how it drinks milk.
moving forwards and backwards                Learners now choose an animal and
LO 1 AS 2 Drama: Participates in make-       makes gestures. The other learners
believe situations based on imagination,     must try and guess what animal the
fantasy and life experiences                 learner is imitating.
LO 2 AS 2 Drama: Uses concrete objects
to represent other objects in dramatic     Wednesday: Music
play                                       - Learners sing a song :
                                               Two little birds sitting on a wall
                                               One’s name Peter, the other’s name
                                           Paul
                                               Fly away Peter ,fly away Paul
                                               Come back Peter, Come back Paul
                                           - The learners play the song with
                                              percussion instruments l
                                             ( Make own music instruments like
                                             shakers with empty bottles and beans
  and drums from coffee tins and tyre




Thursday: Dance

- The teacher plays music and the
  learners pretend they are birds If the
  learners hear high notes they fly and
  low notes they sit down,.
- Learners flap their arms like wings and
  run in a circle. When the music is soft
  they dance on the tip of their toes
  and flutter like birds.
- Learners dance and if the music stops
  they stand on one leg.

Friday: Movement

- Learners move on their hands and
  feet like cats, dogs and ponies. The
  teacher beats on a drum to indicate
  that the learners must stop and
  “freeze” until the teacher says they
  may go again.
- Put hoops on the floor Learners jump
  from one hoop to another just like a
  cat.
                                           -     Learners pretend tat they are dogs.
                                               The learners play a game chasing the
                                               dog‟s tail. Tie an old cut off stocking
                                               stuffed with paper or material to the
                                               pants or belt of one learner (the dog).
                                               This is the tail. The learner runs away
                                               while the other learners are counting
                                               to ten. The child who catches the tail
                                               has a turn to be the dog.




                                               Weekly Lesson Planning Exemplar
                                                      Term 2 : Week 2
                                                 Theme: DOMESTIC ANIMALS
           Learning Outcomes
                                                          Outdoor Play                      Assessment          Res
       and Assessment Standards
 LITERACY :                                Monday:                                       METHOD :            - Sand
Language                                                                                 Teacher                equi
LO 2 AS 1: Expresses own feelings and      - Sand play: Draw letter for the week in                          - Wat
the feelings of real or imaginary people   the sand                                      TOOL :                 equi
LO 4 AS 2: Forms letters in various ways   - Water play                                  Observation sheet      apro
(e.g. by using own body to show the        - Outside apparatus & Free play                                   -   Ou
shapes, writing in sand)                    Tuesday:                                  RECORDING :      appara
                                                                                      Informal
LIFE SKILLS :                               - Sand play Draw letter for the week in
Life Orientation                            the sand                                  FORMS :
LO 4: AS 4: Participates in free play       - Water play                              Oral Responses
activities                                  - Outside apparatus & Free play           Practical
                                            Wednesday:                                demonstration
INTEGRATION:
NS LO 1 AS 2: Participates in planned       - Sand play Draw letter for the week in
activity by following simple instructions   the sand
                                            - Water play
                                            - Outside apparatus & Free play
                                            Thursday:

                                            - Sand play Draw letter for the week in
                                            the sand
                                            - Water play
                                            - Outside apparatus & Free play
                                            Friday:

                                            - Sand play Draw letter for the week in
                                            the sand
                                            - Water play
                                            - Outside apparatus & Free play


                                              Weekly Lesson Planning Exemplar
                                                     Term 2 : Week 2
                                                Theme: DOMESTIC ANIMALS
            Learning Outcomes
                                                                      Educational play       Assessment         Re
         and Assessment Standards
LITERACY :                                     Monday:                                     METHOD :         - Educa
Language                                       Group 1: Animal Dominoes                    Teacher          games
LO 1 AS 1: Listens attentively to questions,   Group 2: Puzzles                                             - Puzzle
instructions and announcements, and            Group 3: Fantasy Play. Cut a hole in the    TOOL :           - Anim
responds appropriately                         side of a large cardboard to make a         Observation      Domin
LO 1 AS 2: Demonstrates appropriate            kennel. The learners can creep inside and   sheet            - Pegb
listening behaviour by listening without       lie on a blanket as a dog would.                             - Box a
interrupting, showing respect for the          Group 4:Sequencing of pictures              RECORDING :
                                               Tuesday:                                    Informal
speaker, and taking turns to speak.
                                               Group 1: Sequencing of pictures
LO 3 AS 3. 1: Listens with enjoyment to oral                                               FORMS :
                                               Group 2: Animal Dominoes
texts (simple songs, rhymes, short poems       Group 3: Puzzles                            Oral Responses
and stories}, and shows understanding:         Group 4: Fantasy Play. Cut a hole in the    - Practical
acts out parts of the story, song or rhyme     side of a large cardboard to make a         demonstration
LO 3 AS 3.5: Listens with enjoyment to oral    kennel. The learners can creep inside and
texts (simple songs, rhymes, short poems       lie on a blanket as a dog would
                                               Wednesday:
and stories}, puts pictures in the right
                                               Group 1: Fantasy Play. Cut a hole in the
sequence                                       side of a large cardboard to make a
LO 5 AS 3.4: Solves and completes              kennel. The learners can creep inside and
puzzles                                        lie on a blanket as a dog would
                                               Group 2: Sequencing of pictures
                                               Group 3: Animal Dominoes
NUMARACY :                                     Group 4: Puzzles
Mathematics                               Thursday:
LO 2 AS 1 Copies and extends simple       Group 1: Puzzles
patterns using physical objects and       Group 2: Fantasy Play. Cut a hole in the
drawings e.g. using colours and shapes    side of a large cardboard to make a
                                          kennel. The learners can creep inside and
(on pegboard)
                                          lie on a blanket as a dog would.
INTEGRATION:                              Group 3: Sequencing of pictures
NS                                        Group 4: Animal Dominoes
LO 1 AS 2Explains what is being done or   Friday:
played                                    Group 1: Free choice
                                          Group 2: Free choice
                                          Group 3: Free choice
                                          Group 4: Free choice
                           Weekly Lesson Planning Exemplar
                                  Term 2 : Week 2
                             Theme: DOMESTIC ANIMALS
   Learning Outcomes               Literacy (Language )
                                                              Assessment   Res
and Assessment Standards   In Small Groups Monday to Friday
 LITERACY :                                    - Develop auditory discrimination:            METHOD :          - Pictu
Language HL                                      recognise pet and animal sounds. Play       Teacher             anim
LO 1 AS 1: Listens attentively to questions,     a CD with different sounds. Make as                             their
                                                 many sounds and ask learners to             TOOL :            - Book
instructions and announcements, and
                                                 identify them e.g. dog – barking; cat-      Observation sheet - Pen
responds appropriately                           meowing.                                    Rubric            - CD o
LO 1 AS 3.5: Listens with enjoyment to         - Tell in own words how you care for your                         with
oral texts (simple songs, rhymes, short          pet.                                        RECORDING :         soun
poems and stories}, puts pictures in the       - Listen carefully to instructions and        Informal
right sequence                                   respond appropriately.
LO 1 AS 4 .1: Develops phonic awareness        - Draw and glue a picture of your pet.        FORMS :
                                                 Include your pet‟s home in your             Oral Responses
and recognizes that words are made up
                                                 drawing. Use drawings to describe pet.      Practical
of sounds                                        Use full sentences in describing the pet.   demonstration
LO 1 AS 4.2: Develops phonic awareness         - Look at and examine pictures to
and distinguish between different sounds         identify common objects
especially at the beginning and ending         - Look at and examine the homes of
of words                   LO 1 AS 2:            different pets on pictures.
Demonstrates appropriate listening             - Correct handling of a book.
                                               - “Read” picture book on pets. Learners
behaviour by listening without
                                                 are given books of domestic animals
interrupting, showing respect for the            to „read‟ and the teacher should
speaker, and taking turns to speak.              ensure that learners can distinguish
LO 2 AS 10: Shows sensitivity when               between pictures and print.Recognises
speaking to others                       LO3     words are made up of sounds
AS 2.2: Role-plays reading by
distinguishing pictures from print (e.g. by
                                               PHONIC OF THE WEEK : See Page 3
pointing at words rather when „reading‟)
LO 3 AS 3, 3 : Makes meaning of written      and 4
text: by making links to own experiences
when reading with the teacher, viewing       PATTERN OF THE WEEK
television or pictures.
                                             VOCABULARY WORDS FOR THE WEEK
LO 3 AS 3. 1: Listens with enjoyment to
oral texts (simple songs, rhymes, short
poems and stories}, and shows
understanding: acts out parts of the story,
song or rhyme                           LO
3 AS 3.3: Listens with enjoyment to oral
texts (simple songs, rhymes, short poems
and stories}, draws a picture of the story,
song or rhyme
LO 4 AS 1: Experiments with writing
:creates and uses drawings to convey a
message, and as a starting point for
writing                                   LO
4 AS 2: Forms letters in various ways (e.g.)
by using own body to show the shapes,
writing in sand
LO 4 AS 4: Talks about own drawing and
„writing‟                           LO 4 AS
12: Manipulates writing tools like crayons
and pencils             LO 6 AS 1.1 and 1.2
Relates sounds to letters and words by
recognising words are made up of sounds
and recognises the sounds at beginning
of some words

INTEGRATION
A/C LO 1 AS 4.1 Visual Arts: Freely creates
images of own world in various media.
A/C LO 1 AS 4.3 Visual Arts: Explores and
experiments with a wide variety of art
materials, techniques) including waste
materials), and colour in a spontaneous
and creative way.
A/C LO 4 AS 4.1 Visual Arts: Responds to
what the learner sees, perceives and
experiences in own natural and
constructed environment
                                               Weekly Lesson Planning Exemplar
                                                      Term 2 : Week 2
                                                 Theme: DOMESTIC ANIMALS
             Learning Outcomes
                                                          Story (Reading)                Assessment         Res
        and Assessment Standards
LITERACY                                     Monday:                                   METHOD :         - Story
Language                                                                               Teacher
LO 1 AS 4: Develop Phonic awareness by       -  Read a story about pets
recognising that words are made up of        - Ask memory and comprehension            TOOL :
sounds.                                        questions:                              Observation
                                               Who was the main character?             sheet
LO 2 AS 10: Shows sensitivity when
                                               What did you like best about the
speaking to others                             story?                                  RECORDING :
LO 3 AS 1: Starts recognizing and making                                               Informal
meaning of words and text by:: looking       Tuesday:
carefully at pictures and photographs to                                               FORMS :
recognize common objects and                 - The teacher tells a story about how a   Oral Responses
experiences.                                   dog saved a child‟s life                Practical
                                             - Ask questions about story. Memory       demonstration
– identifying a picture or figure from the
                                               and comprehension questions
background.                           –      - What happened first? What
making sense of picture stories.               happened last?               What
LO 3 AS 3. 1: Listens with enjoyment to        would you have done if you were …..?
oral texts (simple songs, rhymes, short      - Did this story have a happy ending?
poems and stories) and shows                  Wednesday:
understanding: acts out parts of the story,
song or rhyme                                 - Learners Dramatize a part of the story
                                              that was told by the teacher.
LO 3 AS 2: Role-plays reading: holds a
                                              Memory and comprehension questions:
book the right way up, turns pages
                                              Did this story have a happy ending?
appropriately, looks at words and
                                              Can you think of another idea to add to
pictures and understands the relationship
                                              the story?
between them, and uses pictures to
construct idea „Reads‟ picture books
with simple captions or sentences
LO 3 AS 3. 1: Listens with enjoyment to
oral texts (simple songs, rhymes, short       Thursday:
poems and stories}, and shows
understanding: acts out parts of the story,     - Teacher reads a story about
song or rhyme                                   domestic animals introducing the
                                                learners to words. She also creates
                                                opportunities for learners to link the
                                                story to their own experiences. Learners
                                                are given a chance to tell their own
INTEGRATION:                                    stories about domestic animals and to
A/ C                                            create sounds made by the animals in
                                                the story.
LO 4 AS 2. 2 Drama Creates sound effects Friday:
to accompany stories told by the teacher
                                         - The teacher reads a story about a dog
                                             who help a blind man and ask
                                             questions

                                             Who / What was the story about?

                                             Would you like to be…..? Why?

                                             What would have happened if
                                             ……?
              WORK SCHEDULE FOR GRADE R                    (FORMAL ASSESSMENT TASK )
TERM 2
Week: 3         Date: _______________                                           Theme: FOOD
                        LITERACY                          NUMERACY ( FAT 1 )                          LIFE SKILLS

 Focus LO 1: Listening         LO 2: Speaking      LO 1:               LO 2: Patterns   LO 1:Health         LO 2: S
Learning AS 1, AS 2, AS 3,                         NumberOperatio                       Promotion           Develo
                               AS 1, AS 2, AS 3,                       AS 2
                                                   ns
Outcom AS 4.1, AS 4.2          AS 5, AS 7, AS 10                                        AS 1                AS 3
  es &                                             AS 1, AS 2, AS 3,
                                                   AS 4, AS 6, AS
Assessm                                            7.1, AS7.3, As 8
   ent
         LO 3: Reading         LO 4:Writing        LO 3: Space &       LO 4:            LO 3: Personal      LO 4: P
Standard
                                                   Shape               Measurement      Develop.            Dev. &
    s     AS 1, AS 2.1,        AS 2, AS 8, AS 12
          AS 3.1,         AS                       AS 1, AS 2, AS 6    AS 2, AS 3       AS 1                AS 3,
          3.3, AS 4. .3 , AS
          6,

          LO 5: Thinking &     LO 6:Language       LO 5: Data
          Reasoning            Structure           Handling

          AS 1, AS 2.2, AS     AS 1.1, AS 1.2      AS 2
          4
  Time               9 hours 10 minutes                      7hours 30 minutes                      5hours 50 minute


Integratio Social Science (H) : LO 2 AS 1, LO 2 AS 2        Social Science ( G ) LO 2 AS 1
    n      Natural Science:     LO 1 AS 1, LO 1 AS 2
           Technology :          LO 1 AS 1, LO 1 AS 2, LO 1 AS 3
           Arts and Culture : Visual Arts : LO 1 AS 4.3, LO1 AS 4.4 Visual Arts : LO 3 AS 4. .1 , Visual Arts: LO 4 AS
                                 Dance: LO 1 AS 2        LO 3 AS 1
                                 Drama: LO 1 AS 2        LO 2 AS 2
Continuou METHOD :                             METHOD :                            METHOD :
    s     Teacher                              Teacher                             Teacher
assessme TOOL :                                TOOL :                              TOOL :
          Observation sheet, checklist         Observation sheet ,Rubric           Observation sheet
    nt
          RECORDING :                          RECORDING :                         RECORDING :
  Who     Informal                             Formal Assessment Task 1 ( FAT 1)     Informal
assesses? FORMS :                              FORMS :                              FORMS :
          Oral Responses                       Oral Responses                      Oral Responses
  How?    Practical demonstration              Practical demonstration             Practical demonstration

  What?

RESOURCES: (REQUIRED EVERY WEEK) :                                                   SPECIAL RESOURCES FOR THE W
Discovery table items                                                                - Posters of different kinds of v
                                                                                       and fruit.
Stories, Rhymes, Songs , Calendar, Name Chart, Birthday Chart, Weather, Theme        - Posters with pictures of meat
posters,                                                                               bread, eggs, milk etc.
                                                                                     - Food on theme table
Number Charts , Abacus, Counters, pegboards, colour charts,                          - Healthy and unhealthy
Books , Puzzles, Games, Blocks, Construction toys, Manipulative toys                    - Real fruit
                                                                                        - Skipping rope
 Creative materials and tools, Paint, Brushes, Crayons , Scissors , Glue , Paper Anti- waste material , boxes that fruit
                                                                                        - Different size
                                                                                          (collected from shop)
CD payer and music, instruments ,                                                       - Ball
                                                                                        - Whistle
Fantasy area: remains set up as a home corner unless otherwise specified.
                                                                                        - Tape or C
Outdoor play apparatus Jungle Gym, Sandpit, Balance beam, Hoops, Tyres, balls - Shopkeeper
                                                                                        - Play money
Water play equipment, Sand play equipment                                               - Fruit Dominoes
                                                                                        - Books
                                                                                        - 12/20 or 36 piece puzzles on




                                                  Weekly Lesson Planning Exemplar
                                                         Term 2 : Week 3
                                                           Theme: FOOD
            Learning Outcomes
                                                Health check and Morning Circle ( Ring )      Assessment            Res
         and Assessment Standards
LITERACY :                                     Monday to Friday                            METHOD :        - Name
Language HL                                                                                Teacher           ( Mon
LO 1 AS 1: Listens attentively to questions,    1. Health Check, Run a quick head to toe                   - Nam
instructions and announcements, and            check of each child. Keep a health        TOOL :               ( Day
responds appropriately                         record of any sign of illness observed or Observation sheet - Weat
 LO 1 AS 2: Demonstrates appropriate           medication given. Refer cases that need   Checklist         - Birthd
listening behaviour by listening without       attention.                                                  - Date
interrupting, showing respect for the      2. Greetings and news                          RECORDING :      - Numb
speaker, and taking turns to speak.          - Welcoming : Greet the teacher and          Informal
LO 2 AS 1: Talks about family and friends friends
LO 2 AS 2: Expresses own feelings and the - News : Learners tell about news in their      FORMS :
feelings of real or imaginary people        lives                                         Oral Responses
LO 2 AS 3: Sings and recites simple songs - News: News - country & around the             Practical
and rhymes                                         world? (Ask children what did they     demonstration
LO 2 AS 7: Recounts own personal                   see on the news (TV), heard on the
experiences                                        radio and where did it happen?
LO 3 AS 1: Uses visual cues to make         - Register: Who is absent? Counting
meaning. Looks carefully at pictures and            number of learners absent and
photographs to recognize common                     present
objects and experiences                     - Birthdays : Who‟s birthday is it today?(
 - identifies a picture or figure from the           Learners sing “Happy Birthday To
background                       - matches           You” )
pictures and words                          - Religion : Moral story and songs

NUMERACY:                                   3. Days of the week
Mathematics                                 - Monday to Sunday
LO 1 AS 1: Counts to at least 10 everyday       ( Learners say which day of the week it
objects                                     is )
LO 1 AS 2: Says and uses number names       - Rhyme about days of the week
in familiar contexts                        - Which day comes before …..?
LO 4 AS 2: Orders recurring events in own   - Which day comes after …….?
daily life
LO 4 AS 3: Sequences events within one      4.. Months of the year
day                                         - Which month of the year is it?
.                                           - January to December (song)
LIFE SKILLS:
Life Orientation
LO 2 AS 3: Knows members of own family,      5. Date
peers and caregivers.                        - Yesterday‟s date? Today‟s date?
LO 3 AS 1: Says own name and address.        Tomorrow‟s date?
INTEGRATION:
SS (H) LO 2 AS 1: Discusses personal         6. Weather
experiences in the past and present          - Season? (Summer, Autumn, Winter,
(chronology and time)                        Spring)?
LO 2 AS 2: Discusses own age in years        - Weather? Ask a learner to go and look
(chronology and time)                          outside, How is the weather today?
SS (G) LO 2 AS 1                               (Sunny, cloudy, rainy or windy)?
Discusses personal experiences of familiar   - Tell children to watch temperature for
people and places                              tomorrow on the news (TV) listen on the
                                               radio or ask their parents to read in the
                                               newspaper
                                                Weekly Lesson Planning Exemplar
                                                       Term 2 : Week 3
                                                         Theme: FOOD
            Learning Outcomes
                                                 Morning Circle - Theme Discussion           Assessment        Re
         and Assessment Standards
 LITERACY:                                     Monday                                      METHOD :         - Pos
Language HL                                    - The teacher displays the pictures of      Teacher            diff
LO 1 AS 1: Listens attentively to questions,     healthy and unhealthy food. She asks                         of v
instructions and announcements, and              learners to identify healthy and          TOOL :             and
responds appropriately                           unhealthy food from the displayed         Observation      - Pos
LO 1 AS 2: Demonstrates appropriate              pictures.                                 sheet              pic
listening behaviour by listening without       - Learners discover by tasting that some                       me
interrupting, showing respect for the            of the food we eat and that are           RECORDING :        bre
speaker, and taking turns to speak.              healthy may not taste as nice as those    Informal           milk
LO 2 AS 5: Asks questions when the               food that are not healthy.                                 - Foo
learner does not understand or needs           - The teacher places different food         FORMS :            the
more information, and responds clearly to        charts on the chalkboard and learners     Oral Responses   - Hea
questions asked of the learner                   discuss the different food that has       Practical          unh
LO 2 AS 7 :Recounts own personal                 been pasted on the charts. Can my         demonstration    - Rea
experiences                                      body grow strong if I eat unhealthily?                     - Skip
LO 2 AS 10: Shows sensitivity when               What is healthy food?
speaking to others                             - Explain to be healthy we need to eat
LO 3 AS 3.1: Uses visual cues to make            more than one kind of food. Meat, fish
meaning by looking carefully at pictures         and eggs gives us a healthy body and
and photographs to recognize common              strong muscles Fruit and vegetables
                                                 gives us energy and a healthy skin Milk
objects and experiences
                                                 and dairy products help to make our
LO 3 AS 3.3 : Uses visual cues to make           teeth strong., To give us energy we
meaning by matching pictures and                 need to eat bread and cereals.
    words                                      - Identify unhealthy food such as sweets,
    LO 5 AS 2: Uses language to think and        cake, cookies etc.
    reason: matches things that go together,
    and compares things that are different     Tuesday
                                               Where does the food come from?
    NUMERACY
                                               - The teacher puts a picture of a cow on
    Mathematics                                  the chalkboard
    LO 5 AS 2 Sorts physical objects (food)    - Discuss that we get milk from the cow.
                                                 What dairy products can be made
    according to one attribute e.g Healthy
                                                 from the milk? Butter, cheese, cream,
    or unhealthy food                            amasi etc.
                                               - Put a picture of a chicken on the
                                                 board and ask what do we get from a
                                                 chicken. Eggs and meat.
                                               - Mutton comes from sheep,
- LIFE SKILLS                                  - Bacon, ham and pork from pigs.
  Life Orientation                             - Show learners a tin of jam. Jam is
  LO 1 AS 1: Explains the importance of          made from fruit. Explain that fruit
  drinking only clean water and eating           mainly grow on trees.
                                               - Show learners a tin of mealies. Explain
  fresh food.
                                                 that these come from vegetables.
-    INTEGRATION                                 Vegetables mainly grow under the
    NS LO 1 AS 1: Plans :Learner asks and        ground or on top of the ground. Put a
                                                 skipping rope on the floor. On the top
    answers questions about the
                                                 learners put pictures of all the
    investigation                                vegetables that grow on top or above
-    LO 1 AS 2 Does: Participates in planned     the ground and at the bottom learners
                                                 put pictures of vegetables that grow
    activity                                     under the ground (The teacher assists
-   LO 1 AS 3 Reviews: Thinks and talks and      learners )
    explains about what has been done         Wednesday
                                              Fruit
                                              - The teacher shows learners pictures of
                                                 different fruit. The teacher also show
                                                 some real fruit and learners have to
                                                 match it with the fruit in the picture.
                                              - Are all fruit the same colour? Learners
                                                 name the different colours of fruit. The
                                                 learners can cut up the fruit and make
                                                 a fruit salad
                                              Thursday
                                              Vegetables
                                              - Learners identify and discuss different
                                                 types of vegetables. Talk about the
                                                 different colours of vegetables e.g.
                                                 cabbage, lettuce, broccoli, peas and
                                                 green beans are all green
                                              - . Tomatoes are red.
                                              - White vegetables are unions and
                                                 mealies.
                                              - Mealies can also be yellow.
                                              - Carrots and pumpkin is orange.
                                              - Some vegetables are one colour on
                                                 the outside and another colour inside
                                                 Potatoes are brown outside, but white
                                                 inside
                                              - . Identify which vegetables grow under
  the ground and which grow above the
  ground



Friday (Vegetable Garden at school )
- Learners work in groups to plant seeds.
   The teacher lines a glass with cotton
   wool. Pour enough water in to wet the
   cotton wool. Place dry maize kernels or
   dry beans halfway down the side of
   the glass between the glass and
   cotton wool. Keep the wool moist and
   in a warm place. After a few days the
   maize kernels and beans will start to
   get small roots growing down and
   stems growing up. By observing the
   plants as they grow children, will
   understand how they grow in the soil.
   (Activity can also be done in
   vegetable garden )
- Just as you must care for your body, so
   the fruit and vegetable farmers must
   protect their produce on the land
   against sicknesses.
- What must we do to fruit before we
   eat it?
- Wash hands before you work with any
   food
                    Weekly Lesson Planning Exemplar
                            Term 2 : Week 3
                              Theme: FOOD
Learning Outcomes   Maths Routine ( Daily Monday to Friday)   Assessment   Re
         and Assessment Standards
LITERACY :                                     2. Counting:                               METHOD :         - Num
Languages HL                                   Counting every day objects 1, 2, 3         Teacher          - Aba
LO 1 AS 1: Listens attentively to questions,   (Story of the three bears. Count three                      - Bloc
instructions and announcements, and            plates. three bowls of porridge ,three     TOOL :           - Cha
responds appropriately,                        slices of bread , three spoons, three      Observation      chalk
LO 2 AS 10:        Shows sensitivity when      chairs, three cups etc                            sheet     - Num
speaking to others                                                                        Rubric           chart
LO 4: AS 8: Shows in own writing               2. Shapes and colours                                       - Num
attempts, Beginning awareness of               - Flash shape cards                        RECORDING :      - Sand
directionality (e.g. starting from left to     - Flash colour cards                       Informal
right, top to bottom)
                                               3. Before , after and between              FORMS :
LO 5 AS 1: Uses language to develop                                                       Oral Responses
                                               - Which number comes before 2? Which
concepts: Demonstrates developing              number comes after 2? Which number is       Practical
knowledge of concepts such as quantity,        between 1 and 3? Are 2 more or less than    demonstration
colour                                         3?

                                               4. Number of the week : 3
NUMERACY :                                     - Number of the week‟s name ; 3 Three
Mathematics                                    - How much is 3? Show 3 finger s( Show
LO 1 AS 1 Count to at least 10 everyday        3 on abacus )
objects ,                                      - Let a few learners collect 3 objects (
LO 1 AS 2 Says and uses number names in        counters )
familiar context                               - Write 3 in the “air” with your finger
LO 1 AS 6 Solves verbally stated additions     - Write a number 3 ( on your board /
and subtraction problems with solutions        paper /sand trays)
to at least 10                                 - Draw 3 circles ( on your board / paper
LO 1 AS 7.1 and 7.3 building up and            )
breaking down numbers using concrete     - Where else in the class can you see a
apparatus e.g. counters                  number 3?
LO 1 AS 8 Explains own solutions to
problems                                  SEE THAT LEARNERS HAVE THE CORRECT
LO 3 AS 1 Recognise ,identify and name   PENCIL GRIP AND NUMBERS ARE FORMED
3-D objects                              IN THE CORRECT WAY




                                         5. Learners build up/break down numbers
                                         in the number range 1-3 Use concrete
                                         apparatus e.g. in how many different
                                         ways can you pack the number 3
                                                       1 and 2 makes 3

                                                      2 and 1 makes 3

                                                       1 and 1 and 1 makes3

                                         6. Problem solving
                                         Learners solve verbally stated addition
                                         and subtraction problems with single digit
                                         numbers and solutions to at least 3.
                                         Learners use concrete apparatus to
                                         pack out the solution to the problem
                                         - Mama Bear made three bowls of
                                            porridge. The little girl ate one bowl.
                                            How many bowls of porridge left?
                              Weekly Lesson Planning Exemplar
                                      Term 2 : Week 3
                                        Theme: FOOD
                                             Numeracy (
   Learning Outcomes
                           Mathematics )                        Assessment   Re
and Assessment Standards
                             In Small Groups Monday to Friday
LITERACY:                                  -Learners collect fruit from the classroom    METHOD :            - Fru
Language                                   and count apples, pears, bananas etc up       Teacher               (Ve
LO 5 AS 1 : Uses language to develop       to     number      3.     One-   to    one-                         rea
concepts such as quantity size, direction                                                TOOL :                ma
                                           correspondence (touch each fruit and
                                                                                         Observation sheet   - Diff
NUMERACY                                   count) ( FAT 1 )                              Rubric                bo
Mathematics                                -Learners count vegetables ( one carrot ,     Rating Scale          frui
LO 1 AS 1 : Counts to at least 10 everyday two carrots , three carrots ) by saying                             in (
                                           the number names ( FAT 1 )                    RECORDING :           fro
objects reliably )
                                           - The teacher shows number cards with         Formal
LO 1 AS 2: Says and uses number names the symbols 1, 2 and 3 and the number              ( FAT 1 )
in familiar context                        names one, two and three. Learners
LO 1 AS 3: Knows the number names and                                                    FORMS :
                                           pack out the number of fruit or               Oral Responses
symbols for 1 - 10              LO 1 AS 4:
                                           vegetables to match the number symbol         Practical
Orders and compares collection of
                                           and the number name.( FAT 1 )                 demonstration
objects using the words ‘more’, ‘less’ and    1        2         3
‘equal’
LO 2 AS 2 : Create own pattern              and the number names

LO 3 AS 2: Describes, sorts and compares      one      two         three
physical three-dimensional objects
                                                                           
according to: 2.1 size
LO 3 AS 6: Follows directions (alone       -The teacher gives each learner 3
and/or as a member of a group or team ) packets. In the one packet is one orange
place self within the classroom            , In the other packet two oranges and in
                                           the third packet three oranges Learners
                                           order the packets from least to most and
                                           most to least. ( FAT 1 )
                          



- Learners pack out a pattern using 3
  different colour vegetables e.g. red
  tomato , brown potato , orange carrot
  ........ red tomato , brown potato ,
  orange carrot ( FAT 1
- Learners sort boxes that fruit are sold in
  according to size. E.g. Smallest to
  biggest, biggest to smallest Learners
  compare and describe boxes. E.g.
  Which is the biggest? Which is the
  smallest? Do the same now with
  apples of different sizes ( FAT 1 )
- The teacher gives the following
  instructions. Learners should all face
  the same direction. e.g. Stand to the
  left of your friend ( pumpkin ) on the
  floor Stand to the right of your friend
  (pumpkin) placed on the floor Stand
  behind/in front of your partner/object (
  FAT 1)
                                             Weekly Lesson Planning Exemplar
                                                    Term 2 : Week 3
                                                      Theme: FOOD
            Learning Outcomes
                                                      Creative Activities              Assessment          Res
        and Assessment Standards
LITERACY :                                                                          METHOD :          - Scissor
Language HL                                4 GROUPS. ROTATE ACTIVITIES DAILY        Teacher           - Crayo
 LO 3 AS 3.3: Listens with enjoyment to    FROM MONDAY TO THURSDAY. FRIDAY          Self              - Paper
oral texts (simple songs, rhymes, short    INDIVIDUAL CHOICE                        peer              - Paint
poems and stories}, draws a picture of                                                                - Paint b
                                           Activity 1                               TOOL :            - Play d
the story, song or rhyme
                                           DRAWING                                  Observation sheet - Play do
LO 4 AS 12: Manipulates writing tools like The learners draw a picture of healthy   Rubric            equipm
crayons and pencils                        food                                                       - Paper
                                                                                    RECORDING :
INTEGRATION                                Activity 2                               Informal
                                           PAPER COLLAGE
A /C LO 1 AS 3 Visual Arts: Explores and   The teacher draws the outline of a fruit FORMS :
experiments with a wide variety of art     e.g. an apple on a piece of paper. Oral Responses
materials, techniques) including waste       Learners break small pieces of egg - Practical
materials), and colour in a spontaneous      already painted and paste it on the demonstration
and creative way.                            paper
A /C LO 1 AS 4 Visual Arts: Uses and co-
                                             Activity 3
ordinates motor skills in practical work
                                             CUTTING AND PASTING: “ My healthy
and play (e.g. appropriate handling of
                                             plate of food”
scissors, glue applicators, paintbrush and
drawing instruments).                        ( Draw a plate and cut healthy food
A /C LO 3 AS 4 Visual Arts: Demonstrates     pictures from magazines to paste on a
active involvement in individual and         “paper plate” )
group art-making activities and an ability
to share art-making equipment.
                                             Activity 4
A /C LO 4 AS 4 Visual Arts: Responds to      MODELLING:
what the learner sees, perceives and         Learners model with play dough the
experiences in own natural and               different
constructed environment.                     kinds of fruit or vegetables




                                               Weekly Lesson Planning Exemplar
                                                      Term 2 : Week 3
                                                        Theme: FOOD
          Learning Outcomes
                                               Music, Drama, Dance & Movement        Assessment   Res
       and Assessment Standards
LITERACY :                                 Monday: Movement                              METHOD :            - Ball
Language                                   The learners play HOT POTATO                  Teacher             - Whist
LO 5 AS 1: Uses language to develop        Learners stand in a circle and they pass                          - Tape
concept such as speed , sequence           a ball to each other in a clockwise           TOOL :
LO 2 AS 3: Sing and recites songs          direction (Do not throw the ball) .They       Observation sheet
                                           should pass it without letting it drop. The
LO 3 AS 3. 1 : Listens with enjoyment to   teacher blows a whistle to stop. The          RECORDING :
oral texts (simple songs, rhymes, short    learner holding the ball must leave the       Informal
poems and stories}, and shows              circle and sit on the grass.
                                           Tuesday: Drama
understanding: acts out parts of the
                                           The learners dramatise the story of the       FORMS :
story, song or rhyme                       three bears.                                  Oral Responses
LIFE SKILLS                                Wednesday: Music                              - Practical
Life Orientation                           The learners sing the song with actions :     demonstration
LO 4 AS 3: Performs expressive             „Siyalima in ngloluva‟ Doing all the
movements using different parts of the     actions from sowing the seed, reaping,
body.                                      stamping, kneading the dough and
                                           baking.
INTEGRATE
A/ C LO 1 AS 2 Dance: Draws on play,       Thursday: Movement
fantasy and imagination to explore a       The learners play HOT POTATO WITH
wide variety of movement words,            MUSIC
rhythms and changes in tempo.              Learners stand in a circle and they pass
LO 3 AS 1 Dance: Responds to               a ball to each other in a clockwise
movement instructions that cover space     direction (Do not throw the ball) .They
without bumping or hurting others when     should pass it without letting it drop. The
moving forwards and backwards              teacher plays music When she stops the
LO 1 AS 2 Drama: Participates in make-     music, the learner holding the ball must
                                           leave the circle and sit on the grass.
believe situations based on imagination,      Friday :
fantasy and life experiences                  - CD / tape player
LO 2 AS 2 Drama: Uses concrete objects        - Song/rhyme posters
to represent other objects in dramatic        - Listen to Takalani Sesame
play



                                                Weekly Lesson Planning Exemplar
                                                       Term 2 : Week 3
                                                         Theme: FOOD
           Learning Outcomes
                                                            Outdoor Play                Assessment           Res
        and Assessment Standards
 LITERACY :                                   Monday:                                METHOD :            Sand
Language                                                                             Teacher             equipm
LO 1 AS 1 Listens attentively to questions,   - Sand play Make fruit or vegetables                       - Water
instructions and announcements, and           from mud                               TOOL :              & apron
responds appropriately                        - Water play                           Observation sheet   - Outsid
LO 1 AS 2 Demonstrates appropriate            - Outside apparatus & Free play                            appara
listening behaviour by listening without      Tuesday:                               RECORDING :
interrupting, showing respect for the                                                Informal
speaker, and taking turns to speak.           - Sand play Make fruit or vegetables
LO 2 AS 5 Asks questions when the             from mud                               FORMS :
learner does not under -stand or needs        - Water play                           Oral Responses
more information, and responds clearly        - Outside apparatus & Free play        - Practical
to questions asked of the learner       Wednesday:                                demonstration

LIFE SKILLS                             - Sand play Make fruit or vegetables
Life Orientation                        from mud
LO4 AS 4 Participates in Free Play      - Water play
                                        - Outside apparatus & Free play
INTEGRATION:                            Thursday:
NS LO 1 AS 2Contributes towards
planning an investigative activity by   - Sand play Make fruit or vegetables
asking and answering questions about    from mud
the activity                            - Water play
                                        - Outside apparatus & Free play
                                        Friday:

                                        - Sand play Make fruit or vegetables
                                        from mud
                                        - Water play
                                        - Outside apparatus & Free play


                                          Weekly Lesson Planning Exemplar
                                                 Term 2 : Week 3
                                                   Theme: FOOD
          Learning Outcomes
                                                               Educational play     Assessment    Reso
       and Assessment Standards
LITERACY :                                  Monday:                                  METHOD :          - Educa
Language                                    Group 1: Be an entrepreneur by selling   Teacher             equip
LO 3 AS 2 :Role-plays reading: holds a      fruit in the fantasy corner.                               - Shopk
book the right way up, turns pages          Group 2: Puzzle                          TOOL :            - Play m
appropriately, looks at words and           Group 3: Fruit Dominoes                  Observation sheet - Fruit D
                                            Group 4: „Reading books on food ‟        Checklist         - Books
pictures and understands the relationship
                                            Tuesday:                                                   - 12/20
between them, and uses pictures to                                                   RECORDING :         piece
                                            Group 1: : „Reading books on food ‟
construct idea „Reads‟ picture books        Group 2: Be an entrepreneur by selling   Informal            on foo
with simple captions or sentences           fruit in the fantasy corner.
LO 5 AS 3.4: Solves and completes           Group 3: Puzzle                          FORMS :
puzzles                                     Group 4: Fruit Dominoes                  Oral Responses
                                            Wednesday:                               - Practical
NUMARACY                                    Group 1: Fruit Dominoes                  demonstration
Mathematics                                 Group 2: „Reading books on food ‟
LO 1 AS 1: Count to at least 10 everyday    Group 3: Be an entrepreneur by selling
objects(one-to-one correspondence           fruit in the fantasy corner.
                                            Group 4: Puzzle
playing dominoes
                                            Thursday:
LIFE SKILLS:                                Group 1: Puzzle
Life Orientation                            Group 2: Fruit Dominoes
                                            Group 3: : „Reading books on food ‟
LO4 AS 4:Participates in Free Play
                                            Group 4: Be an entrepreneur by selling
INTEGRATION                                 fruit in the fantasy corner.
NS LO 1 AS 2: Participates in planned       Friday:
activity by following                       Group 1: Free choice
Simple instructions with assistance and     Group 2: Free choice
explains what is being done or played       Group 3: Free choice
                                            Group 4: Free choice
                                              Weekly Lesson Planning Exemplar
                                                         Term 2 : Week 3
                                                            Theme: FOOD
            Learning Outcomes                            Literacy (Language )
                                                                                              Assessment        Reso
         and Assessment Standards               In Small Groups Monday to Friday
 LITERACY                                   - Identify fruit, vegetables, grain            METHOD :          - Them
Language HL                                     products (cereals). Sort.                  Teacher             of foo
LO 1 AS 4 .1: Develops phonic awareness     - Talk about different fruits and                                - Real f
and recognizes that words are made up           vegetables.                                TOOL :            - Alpha
of sounds                                   - Process difficult information about          Observation sheet   Chart
                                                where grain products come from. E.g.       Checklist         - Voca
LO 1 AS 4.2: Develops phonic awareness
                                                how cornflakes are made.                                       Cards
and distinguish between different sounds    - The teacher says four words, one of          RECORDING :         Incide
especially at the beginning and ending          which does not fit with the rest. The      informal            Read
of words      LO 3 AS 3 : Make meaning of       children have to pick out the one tat is
written text by recognizing and making          different and the teacher asks class
meaning of words and text by                    why it is different                        FORMS :
recognizing and reading print in the                   Banana, apple, orange, ball         Oral Responses
                                            (fruit)                                        - Practical
environment
                                                       Potato, sweets, carrot, cabbage     demonstration
LO 3 AS.4 Starts recognizing and making     (vegetables)
meaning of words and text by                           Milk,, Cheese,, bread, butter (
recognising high frequency words and              dairy –cow products)
print in the environment                    - Recognises and names familiar kinds
LO3 AS 5: Begin to develop phonic               of food from advertisements or
awareness by recognizing initial                packaging materials
consonant sounds
LO 4 AS 2: Forms letters in various ways
(e.g. by using own body to show the          PHONIC OF THE WEEK : See Page 3
shapes writing in sand )                     and 4
LO 4 AS 12 manipulates writing tools like
crayons and pencils                          PATTERN OF THE WEEK
LO 5 AS 2.2 Use language to think and
                                             VOCABULARY WORDS FOR THE WEEK
reason by matching things that go
together and compares things that are        :
different (fruit and vegetables)
LO 5 AS 2.2 Use language to think and
reason by classifying things ( put all the
fruits together or put all the vegetables
together )
LO 6 AS 1.1 and 1.2 Recognising words
are made up of sounds and recognises
the sounds at beginning of some words
                                                 Weekly Lesson Planning Exemplar
                                                        Term 2 : Week 3
                                                          Theme: FOOD
           Learning Outcomes
                                                           Story (Reading)             Assessment        Resou
       and Assessment Standards
LITERACY                                     Monday:                                  METHOD :
Language HL                                                                           Teacher       - Story boo
 LO 1 AS 1: Listens attentively to           The teacher reads the story of „The      Self          - Pictures o
questions, instructions and                  Three Little Bears‟ where Mama bear                      stories of
announcements, and responds                  made porridge for the bears. The bears   TOOL :          Little Bea
appropriately                                went for a walk before they ate their    Observation     The Little
LO 1 AS 2: Demonstrates appropriate          food and the little girl came in their   sheet
listening behaviour by listening without   house and ate the food.
interrupting, showing respect for the      Memory and comprehension questions:        RECORDING :
speaker, and taking turns to speak.        Who was the main character/s ?             Informal
                                           What did you like best about the story?
LO 3 AS 3. 1 : Listens with enjoyment to   What lesson can we learn from the story
oral texts (simple songs, rhymes, short    Tuesday:                                   FORMS :
poems and stories}, and shows                                                         Oral
                                          Repeat the story                            Responses
understanding: acts out parts of the
                                          - Questions about story                     Practical
story, song or rhyme                                                                  demonstration
                                          - Memory and comprehension questions
LO 3 AS 2 : Role-plays reading: holds a      What happened first?
                                             What happened last?
book the right way up, turns pages
                                             What would you have done if you
appropriately, looks at words and            were …..?
pictures and understands the relationship - Did this story have a happy ending?
between them, and uses pictures to
construct idea „Reads‟ picture books      Wednesday:
with simple captions or sentences
                                          The story of the little Red Hen

INTEGRATION                                A little ed hen found some grains of
                                           wheat. She wanted to know who will
A/C LO 1 AS 2 Drama: Participates in       help her to plant it. She asked the cow,
make-believe situations based on           the sheep and the pig, but all said “I
fantasy and life experiences
                                           won‟t” So the planted it herself. When
                                           the wheat was ripe she asked them to
                                           gather the wheat. Again all said” I
                                           won‟t” When the wheat was ripe and
gathered the animals said no when she
asked them to take it to the mill When it
was grounded to flour they refused to
help her bake it. The hen did everything
herself. When the bread was baked they
all wanted to eat but the little hen said
she will eat it herself.

Dramatise the story. Four children play
the roll of the hen and the animals


Thursday:

- Children watch a video / listen to a
  tape - Takalani Sesame
-   Tell their own stories about food,
Questions and discussion


Friday:

- The teacher tells a story about the
  importance of fruit. Learners answer
  questions from the story.

          And ask questions :
                                                Who / What was the story about?

                                                Would you like to be…..? Why?

                                                What would have happened if
                                                ……?




                                 WORK SCHEDULE FOR GRADE R
TERM 2
Week: 4          Date: _______________                                                Theme : MY SENSES
                   LITERACY ( FAT 1)                         NUMERACY                                  LIFE SKILLS

 Focus LO 1: Listening      LO 2: Speaking       LO 1:               LO 2: Patterns      LO 1:Health         LO 2: S
Learning AS1, AS 2, AS 3,                        NumberOperatio                          Promotion           Develo
                            AS 1, AS 2, AS 3,                        AS 1
                                                 ns
Outcom AS 4.1, AS 4.2       AS 5, AS 6, AS 7,                                            AS 2                AS 3
  es &                      AS 10                AS 1, AS 2, AS 3,
                                                 AS 6, AS 7.1, AS
Assessm                                          7.2, AS 7.3, AS 8
   ent   LO 3: Reading          LO 4:Writing       LO 3: Space &       LO 4:              LO 3: Personal    LO 4: P
Standard AS 1.1, AS 1.2,                           Shape               Measurement        Develop.          Dev. &
                                AS 2, AS 9
    s    AS 1.3, AS 3.1,                           AS 1                AS 2, AS 3         AS 1              AS 1
             AS 3.3, AS 3.5,
             AS 4.2

             LO 5: Thinking &   LO6:Language       LO 5: Data
             Reasoning          Structure          Handling

             AS 1, AS 2.1, AS   AS 1.1, AS 1.2
             2.4, AS 3

  Time                9 hours 10 minutes                     7hours 30 minutes                     5hours 50 minute


Integratio   Social Science (H) : LO 2 AS 1, LO 2 AS 2        Social Science ( G ) LO 2 AS 1
    n        Natural Science:     LO 1 AS 2
             Technology :          LO 1 AS 1, LO 1 AS 2, LO 1 AS 3, LO 1 AS 4
             Arts and Culture : Visual Arts : LO 1 AS 4.4
                                    Dance: LO 3 AS 1, LO 4 AS 1
                                    Music : LO 4 AS 3.1, LO 4 AS 3.2, LO 4 AS 3.1
                                    Drama : LO 1 AS 2, LO 3 AS 2
Continuou METHOD :                               METHOD :                              METHOD :
    s     Teacher                                Teacher                               Teacher
assessme  TOOL :                                 TOOL :                                  TOOL :
          Observation sheet                      Observation sheet                       Observation sheet
    nt
          Rubric                                 Rubric                                Checklist
  Who     Checklist                              Checklist                             Rubric
assesses? RECORDING :                            RECORDING :                           RECORDING :
          FORMAL FAT 1                           Informal                                 Informal
  How?    FORMS :                                FORMS :                                FORMS :
          Oral Responses                         Oral Responses                        Oral Responses
 What?    Practical demonstration                Practical demonstration
RESOURCES: (REQUIRED EVERY WEEK) :                                                      SPECIAL RESOURCES FOR THE W
Discovery table items                                                                   - Discovery table:
Stories, Rhymes, Songs , Calendar, Name Chart, Birthday Chart, Weather, Theme posters,  - Picture of body
                                                                                        - Spectacles and sunglasses
Number Charts , Abacus, Counters, pegboards, colour charts,
                                                                                        - Real objects for smelling ,tas
Books , Puzzles, Games, Blocks, Construction toys, Manipulative toys                      touching
                                                                                        - Soap perfume, rose or flowe
 Creative materials and tools, Paint, Brushes, Crayons , Scissors , Glue , Paper Anti- waste material ,
                                                                                        - Dolls
CD payer and music, instruments ,                                                       - Handkerchiefs
Fantasy area: remains set up as a home corner unless otherwise specified.               - Pictures of Animals
Outdoor play apparatus Jungle Gym, Sandpit, Balance beam, Hoops, Tyres, balls
Water play equipment, Sand play equipment
Barriers to Learning : SEE PAGE 5 and 6
                                              Weekly Lesson Planning Exemplar
                                                       Term 2 : Week 4
                                                      Theme: MY SENSES
             Learning Outcomes               Health check and Morning Circle ( Ring
                                                                                          Assessment          Reso
        and Assessment Standards                                )
LITERACY :                                   Monday to Friday                          METHOD :           - Name
Language HL                                                                            Teacher              ( Mont
LO 1 AS 1: Listens attentively to              1. Health Check,                                           - Name
questions, instructions and                   - Run a quick head to toe check of each TOOL :              Days)
announcements, and responds                     child. Keep a health record of any sign Observation sheet - Weath
appropriately                                   of illness observed or medication given. Checklist        - Birthda
 LO 1 AS 2: Demonstrates appropriate            Refer cases that need attention.                          - Date C
listening behaviour by listening without                                                  RECORDING :     - Numb
                                              2. Greetings and news
interrupting, showing respect for the                                                     Informal
speaker, and taking turns to speak.            - Welcoming : Greet the teacher and
 LO 2 AS 1: Talks about family and friends   friends                                      FORMS :
LO 2 AS 2: Expresses own feelings and the     - News : Learners tell about news in their Oral Responses
feelings of real or imaginary people          lives                                       Practical
LO 2 AS 3: Sings and recites simple songs     - News: News - country & around the         demonstration
and rhymes                                             world? (Ask learners what did they
LO AS 7: Recounts own personal                         see on the news (TV), heard on the
experiences                                            radio and where did it happen?
LO 3 AS 1: Uses visual cues to make           - Register: Who is absent? Count the
meaning Looks carefully at pictures and                 number of learners absent and
photographs to recognize common                         present
objects and experiences                       - Birthdays : Who‟s birthday is it today?(
- identifies a picture or figure from the                Learners sing “Happy Birthday To
background                       - matches               You” )
pictures and words                            - Religion : Moral story and songs
                                          3. Days of the week
NUMERACY:                                 - Monday to Sunday
Mathematics                                   ( Learners say which day of the week it
LO 1 AS 1: Counts to at least 10          is )
everyday objects                          - Rhyme about days of the week
LO 1 AS 2: Says and uses number names     - Which day comes before …..?
in familiar contexts                      - Which day comes after …….?
 LO 4 AS 2: Orders recurring events in
own daily life                            4.. Months of the year
LO 4 AS 3 : Sequences events within one   - Which month of the year is it?
day                                       - January to December (song)
.
                                          5. Date
LIFE SKILLS:                              - Yesterday‟s date? Today‟s date?
Life Orientation                          Tomorrow‟s date?
LO 2 AS 3: Knows members of own
family, peers and caregivers.             6. Weather
LO 3 AS 1: Says own name and address.     - Season? (Summer, Autumn, Winter,
                                          Spring)?
INTEGRATION:                              - Weather? Ask a learner to go and look
SS (H) LO 2 AS 1: Discusses personal        outside, How is the weather today?
experiences in the past and present         (Sunny, cloudy, rainy or windy)?
(chronology and time)                     - Tell children to watch temperature for
LO 2 AS 2: Discusses own age in years       tomorrow on the news (TV) listen to the
(chronology and time)                       radio or ask their parents.
SS (G) LO 2 AS 1: Discusses personal
experiences of familiar people and
places
                           Weekly Lesson Planning Exemplar
                                  Term 2 : Week 4
                                 Theme: MY SENSES
   Learning Outcomes
                           Morning Circle - Theme Discussion   Assessment   Reso
and Assessment Standards
LITERACY :                                    Learners must be aware of their five         METHOD :         - Disco
Languages HL                                  senses and be able to differentiate          Teacher            table
LO 1 AS 1: Listens attentively to questions, between things they can see, sounds           Peers            - Pictur
instructions and announcements                                                             Self
                                              they can hear, things they can smell,                         - Spect
LO 1 AS 2: Demonstrates appropriate
listening behaviour by listening without      things they touch and feel and things        TOOL :             and s
interrupting, showing respect for the         they can taste.                              Observation      - Real o
speaker, and taking turns to speak.                                                        sheet              smelli
                                              Monday
LO 2 AS 5: Asks questions when the                                                         Rating Scale       ,tastin
                                             Sight- My eyes
learner does not understand or needs                                                                          touch
                                              - Last term we have learned about my
more information, and responds clearly                                                     RECORDING :      - Soap
                                                 body. Which of these body parts do
to questions asked of the learner                                                          Informal
                                                 we find on the head (eyes, ears,                             rose o
LO 2 AS 7 :Recounts own personal
                                                 nose, mouth etc?)                                          - Pictur
experiences                                                                                FORMS :
                                              - Our eyes – How many? What do we                               Anima
LO 2 AS 10:Shows sensitivity when                                                          Oral Responses
                                                 do with our eyes? (see, cry, wink
speaking to other                                                                          - Practical      - Pictur
                                                 ,read ,learn )
LO 5 AS 2.1 :Uses language to think and                                                    demonstration      blind
                                              - Talk to the learners why they it is
reason: matches things that go together,                                                                      sugar
                                                 important to look after their eyes. We
and compares things that are different                                                                      - lemon
                                                 use our eyes to read and learn. Some
LO5 AS 2.4 :Identifies parts from the                                                                       - salt ( b
                                                 people cannot see clearly and need
whole (e.g. parts of the body)                                                                              - bitter
                                                 glasses to help them to see well.
LO 5 AS3 :Uses language to investigate                                                                        medic
                                              - Let learners close their eyes with their
and explore: asks questions and
                                                 hands and try to walk in the class
searches for explanations gives
                                                 some people cannot see at all and
explanations and offers solutions
                                                 are „blind‟. What comes out of your
                                                 eyes if you are sad and cry? (Tears)
                                              - Some people wear dark glasses to
                                                 protect their eyes from the sun. Never
   look into the sun or sharp light. It can
   damage your eyes. Do not wear
   other peoples‟ glasses. If your eyes
   are red you have to go and see a
   doctor.



Tuesday
Hearing – my ears
- Our ears- How many? What do we do
  with our ears? (hear. listen to music,
  listen to sounds )
- Some animals e.g. dogs can hear
  better that we can. Learners close
  their ears with their fingers. The
  teacher makes some sounds.
- Tell learners that some people were
  born that they cannot hear at all .They
  are „deaf‟.
- Sometimes we cannot see a thing
  ,but we hear the sound and know
  what it is ,
         - if you hear barking , you know
  it is a dog
         - if they hear meowing they
  know it is a cat
         - if you hear a siren ,you know it
  is an ambulance
- Some sounds can be loud and some
  soft, some can be high and some low,
  some can be far and other near some
  can be long and other short
- We must look after our ears by not
  putting things in our ears and not to
  shout in someone‟s ears.
Wednesday
Smell – my nose
- Our nose. How many? What do we
  use our nose for? (smelling, breathing)
- What happens when I am sick and
  have flu? My nose runs or it is closed
  and I cannot smell and breathe.
- What else can you do with your nose?
  Sneeze. Learners close their noses with
  their forefinger and thumb.
- Are all the smells the same? No. We
  have things that smell nice like flowers
  and things that smell bad. (Ask
  learners to give examples)
- Some animals smell better than
  people e.g. dogs. Tell learners that the
  police use dogs to help them to sniff
  out things.
- Some animals give off a bad smell to
  protect them. We can recognise
  some food and spices by their smell. If
  we smell smoke we know food is
  burning,




Thursday
Taste – m y tongue
- Ask learners what is inside their mouth
   (teeth, tongue). What do we do with
   our tongue?( Talk and taste our
   food)Some food taste :
               - sweet like sugar
               - ( learners give more
   examples )
               - sour like lemons
               - ( learners give more
   examples )
               - salt ( biltong )
               - bitter ( medicine)
 - Some animals use their tongues to
drink milk or water like dogs, cats etc. If
a dog is tired or hot its tongue hangs out
Why?
Friday
Touch – my hands
Put articles in a box like :
- Something hard ( stone) and
   something soft( wool)
- Something smooth (tomato) and
                                             something rough (pineapple).Tie a
                                             cloth over the Learners eyes and let
                                             them describe what they are feeling.
                                             Do the same with something wet and
                                             something dry and something hot and
                                             something cold a cloth over. Tell
                                             learners that some blind people “see”
                                             by feeling things.




                                             Weekly Lesson Planning Exemplar
                                                    Term 2 : Week 4
                                                   Theme: MY SENSES
           Learning Outcomes
                                           Maths Routine ( Daily Monday to Friday)      Assessment        Reso
        and Assessment Standards
LITERACY :                                 1. Counting:       (Monday to Friday)     METHOD :          - Numbe
Language HL                                   Counting every day objects 1, 2, 3,    Teacher           - Abacu
LO 1 AS 1: Listens attentively to          4…………….                                                     - Blocks
questions, instructions and                2. Shapes and colours                     TOOL :            -Chalkbo
announcements, and responds                - Flash shape cards                       Observation sheet chalk
appropriately                              - Flash colour cards                      Rubric            - Numbe
LO 1 AS 2: Demonstrates appropriate        3. Before , after and between                               chart
listening behaviour by listening without   -     Which number comes before 2?        RECORDING :       - Numbe
interrupting, showing respect for the      Which number comes after 2? Which         Formal FAT 1
speaker, and taking turns to speak.        number is between 1 and 3? Are 2 more
                                           or less than 3?                           FORMS :
NUMERACY :                                 4. Number of the week : 4                 Oral Responses
Mathematics                                 -  Number of the week‟s name; four 4 Practical
 LO 1 AS 1: Count to at least 10 everyday     How much is 4? Show 4             fingers ( demonstration
objects ,                                     Show 4 on abacus )
 LO 1 AS 2: Says and uses number names      - Let a few learners collect 4 objects (
in familiar context                         counters )
LO 1 AS 6: Solves verbally stated           - Write 4 in the “air” with your finger
additions and subtraction problems with     - Write a number 4 ( on your board /
solutions to at least 10                    paper /sand trays)
 LO 1 AS 7.1 and 7.3: Building up and       -   Draw 4 circles ( on your board /
breaking down numbers using concrete        paper )
apparatus e.g. counters                     - Where else in the class can you see a
 LO 1 AS 8: Explains own solutions to       number 4?
problems
LO 3 AS 1 : Recognise ,identify and          SEE THAT LEARNERS HAVE THE CORRECT
name 3-D objects                            PENCIL GRIP AND NUMBERS ARE FORMED
                                            IN THE CORRECT WAY
                                            5. Learners build up/break down
                                            numbers in the number range 1-4 Use
                                            concrete apparatus e.g. in how many
                                            different ways can you pack the number
                                            4

                                            6. Problem solving
                                            Learners solve verbally stated addition
                                            and subtraction problems with single
                                            digit numbers and solutions to at least 4.
                                            Learners use concrete       apparatus to
                                            pack out the solution to the problem
                            Weekly Lesson Planning Exemplar
                                     Term 2 : Week 4
                                    Theme: MY SENSES
                                              Numeracy (
   Learning Outcomes
                           Mathematics )                        Assessment   Reso
and Assessment Standards
                             In Small Groups Monday to Friday
LITERACY                                  - Learners count How many noses ,eyes,      METHOD :
Language HL                                   hands ,ears in their small groups How   Teacher             Body pa
LO 5 AS 1 Uses language to develop            many noses do you have (one)            Peers               Counter
                                               - Double the number 1. Learners pack   Self                Dolls
concepts such as quantity
                                          out 2 counters.                                                 Handker
                                               - How many eyes or ears do you         TOOL :
NUMERACY                                  have? (two)                                 Observation sheet
Mathematic                                     - Double the number 2. Learners pack
LO 1 AS 1: Learners count to at least 10     out 4 counters.                          RECORDING :
every day objects            LO 1 AS 3:    - Learners halve numbers without a         Informal
Knows the number names and symbols           remainder (even numbers) in the
                                             number range 1 –4 .e.g.                  FORMS :
for 1 to 10           LO 1 AS 6: Solves
                                                                                      Oral Responses
verbally stated additions and subtraction - Halve the number 2. (Learners pack        - Practical
problems with single digit numbers            out 1 counter). Halve the number 4.     demonstration
LO 1 AS 7.2: Uses the following               (Learners pack out 2 counters).
techniques: Doubling and halving to at    - Learners use concrete apparatus
least 10                                      when counting, building up, breaking
LO 1 AS 7.3 Using concrete apparatus          down, doubling and halving
e.g. counters)                                numbers.- Use dolls to count the body
                                              parts
LIFE SKILLS
Life Orientation                          Problem solving:
LO 1 AS 2: Describes steps that can be
taken to ensure personal hygiene.         I am sick and use one handkerchief
(handkerchief)                            every day to blow my nose to keep it
                                          clean. How many handkerchiefs will I use
                           in four days?

                           Mother washes two handkerchiefs today.
                           Tomorrow she washes double the
                           number. How many handkerchiefs will
                           she wash tomorrow?




                             Weekly Lesson Planning Exemplar
                                    Term 2 : Week 4
                                   Theme: MY SENSES
   Learning Outcomes
                                      Creative Activities           Assessment   Reso
and Assessment Standards
LITERACY :                                    Monday:                                     METHOD :         -   Scisso
Language                                      Group 1: Introduces left to right           Teacher          -   Crayo
LO 1 AS 1: Listens attentively to             awareness (Drawing lines from left to       Peers            -   Pape
questions, instructions and                   right) through creative activities and      Self             -   Paint
announcements                                 educational games (FAT 1) ( wax                              -   Paint
LO 2 AS 5: Asks questions when the            crayons )                                   TOOL :           -   Play d
learner does not understand or needs          Group 2: Painting. Learners paint a         checklist        -   Play d
more information, and responds clearly        picture of something they can hear                               equip
to questions asked of the learner             Group 3: Cutting and pasting. Learners      RECORDING :
LO 2 AS 7: Recounts own personal              cut out pictures of something hot, cold,    Formal FAT 1
experiences                                   sour, sweet, etc. from magazines and
LO 4: AS 9 : ( Shows in own writing           paste them on a piece of paper .            FORMS :
attempts, beginning awareness of              Group 4 :Modelling.: Learners use clay or   Oral Responses
directionality ( e.g. starting from left to   dough to create glasses (spectacles or      Practical
                                              sunglasses)                                 demonstration
right, top to bottom )
                                              Tuesday:
 INTEGRATION :                                Group 1: Modelling :Learners use clay or
Technology                                    dough to create glasses (spectacles or
LO 1 AS 1: Investigates                       sunglasses)
                                              Group 2: Introduces left to right
LO 1 AS 2: Designs
                                              awareness (Drawing lines from left to
LO 1 AS 3: Makes
                                              right) through creative activities and
LO1 AS 4: Evaluates
                                              educational games (FAT 1) ( wax
                                              crayons )
                                              Group 3: Painting. Learners paint a
A/ C
                                              picture of something they can hear
LO 1 AS 4.,4 Visual Arts: Uses and co-
                                              Group 4: Cutting and pasting. Learners
ordinates motor skills in practical work
                                              cut out pictures of something hot, cold,
and play (e.g. appropriate handling of
                                              sour, sweet, etc. from magazines and
scissors ,glue applicators, paintbrush and   paste them.
drawing instruments)



                                             Wednesday:
                                             Group 1: Cutting and pasting. Learners
                                             cut out pictures of something hot, cold,
                                             sour, sweet, etc. from magazines and
                                             paste them.
                                             Group 2: Modelling :Learners use clay or
                                             dough to create glasses (spectacles or
                                             sunglasses)
                                             Group 3: Introduces left to right
                                             awareness (Drawing lines from left to
                                             right) through creative activities and
                                             educational games (FAT 1) ( wax
                                             crayons )
                                             Group 4: Painting. Learners paint a
                                             picture of something they can hear
                                             Thursday:
                                             Group 1: Painting. Learners paint a
                                             picture of something they can hear
                                             Group 2: Cutting and pasting. Learners
                                             cut out pictures of something hot, cold,
                                             sour, sweet, etc. from magazines and
                                             paste them.
                                             Group 3: Modelling :Learners use clay or
                                             dough to create glasses (spectacles or
                           sunglasses)
                           Group 4: Introduces left to right
                           awareness (Drawing lines from left to
                           right) through creative activities and
                           educational games (FAT 1)

                           Friday:
                           Individual choice




                           Weekly Lesson Planning Exemplar
                                    Term 2 : Week 4
                                   Theme: MY SENSES
   Learning Outcomes
                              Music, Drama, Dance & Movement        Assessment   Reso
and Assessment Standards
 LITERACY                                  Monday                                         METHOD :         Music in
Language HL :                                                                             Teacher          - CD / ta
LO 3 AS 3. 1 : Listens with enjoyment to   Pots and pans                                  Peers            - Song/rh
oral texts (simple songs, rhymes, short                                                   Self             posters
                                           -The teacher divides the learners in two
poems and stories}, and shows              groups One group is called the pots and        TOOL :
understanding: acts out parts of the       the other the pans.                            checklist
story, song or rhyme                       -- - The two rows of learners stand about
LO 3 AS 3.3: Listens with enjoyment to     10 metres apart facing each other and          RECORDING :
oral texts (simple songs, rhymes, short    stretching out their arms to the front with    Informal
poems and stories}, draws a picture of     their palms of their hands down.
the story, song or rhyme                                                                  FORMS :
                                           - - - The teacher asks one of the learners
LO 2 AS 3: Sings and recites songs and                                                    Oral Responses
                                           from the pots group to stroke her hands        Practical
rhymes
                                           over all the hands of the learners in the      demonstration
LIFE SKILLS :                              pans group .She picks one child by
Life Orientation                           hitting her palms and runs away back to
LO 4 AS 1: Plays running ,chasing and      her group.
dodging games ,using space safely          -The child from the pans group must
                                           catch the one that hit her before she
                                           gets back to the pots group. .If she is
                                           caught she belongs to the group of the
                                           child that has caught her. . If she runs
                                           back safely she joins her friends. The child
                                           that she has selected must now stroke
                                           the hands.
INTEGRATION:                                  Tuesday

A/C: LO 3 AS 1 Dance: Listens and             Music The learners sing a song doing the
moves to music, stories, songs and            action by touching the body parts :
sounds. Responds to movement                  Eyes and ears and nose and mouth.
instructions that cover space                 Nose and mouth, nose and mouth
A/C LO 4 AS 1 Dance: Expresses ideas          Eyes and ears and nose and mouth
and stories creatively through movement       We all clap hands together.
activities
A/C LO 4 AS 3.1 Music: Sings and moves
                                              Wednesday
creatively to children‟s rhymes available
                                              Movement
in own environment
                                          -   - Learners throw beanbags( balls ) in the
A/C LO 3 AS 3.2 Music: Responds in            air and catch it                   - Throw a
movement to a variety of rhythms and          beanbag in the air and catch it with one
changes tempo in sounds ,songs and            hand                            - Throw a
stories                                       beanbag(ball ) in the air ,clap the hands
A/C LO 4 AS 3.1 Music : Listens and           once                            - Throw the
                                              ball or beanbag to a friend
moves creatively to stories, songs and
                                              - Throw the balls or bean bags into a
sound                                         basket
A /C LO 1 AS 2 Drama: Participates in         Thursday
make-believe situations based on              Drama
imagination, fantasy and life experiences     The teacher reads the poem and the
A/C LO 3 AS 2 Drama: Participates in          children dramatise         Mittens = Gloves
drama games – takes turns, waits for          Three little kittens they lost their mittens,
                                              and they began to cry,
signals, responds to cues, and shares   "Oh mother dear, we sadly fear that we
space                                   have lost our mittens."
                                        "What! Lost your mittens, you naughty
                                        kittens!
                                        Then you shall have no pie."
                                        "Meow, meow, meow, now we shall
                                        have no pie."
                                        The three little kittens they found their
                                        mittens,
                                        And they began to cry,
                                        "Oh mother dear, see here, see here
                                        For we have found our mittens."
                                        "Put on your mittens, you silly kittens
                                        And you shall have some pie"
                                        "Meow, meow, meow,
                                        Now let us have some pie."
                                        The three little kittens put on their mittens
                                        And soon ate up the pie,
                                        "Oh mother dear, we greatly fear
                                        That we have soiled our mittens."
                                        "What! Soiled you mittens, you naughty
                                        kittens!"
                                        Then they began to cry, "Meow, meow,
                                        meow"
                                        Then they began to sigh.
                           The three little kittens they washed their
                           mittens
                           And hung them out to dry,
                           "Oh mother dear, do you not hear
                           That we have washed our mittens."
                           "What! Washed your mittens, you are
                           good kittens."
                           Friday
                           Music     Sing the song „Three blind mice
                           “

                           Three blind mice, three blind mice,
                           See how they run!
                           They all run after the farmer's wife,
                           And she cut off their tails with a carving
                           knife,
                           Did you ever see such a thing in your life
                           As three blind mice
                           Play the song with percussion instruments
                           like bells, tambourines, blocks, wooden
                           sticks etc. playing fast and slow


                             Weekly Lesson Planning Exemplar
                                    Term 2 : Week 4
                                   Theme: MY SENSES
   Learning Outcomes
                                                   Educational play     Assessment   Reso
and Assessment Standards
LITERACY                                   Monday:                                   METHOD :         - Educa
Language HL                                Group 1: Puzzles of senses.               Teacher            equip
LO 1 AS 1: Listens attentively to          Group 2: Sequencing cards                 Peers            - Matc
questions, instructions and                Group 3: Matching shape cards Learners    Self               cards
announcements, and responds                compare things (pictures, objects) that                    - Buildin
                                           are different ( FAT 1 )                   TOOL :           - Seque
appropriately
                                           Group 4: Pegboards                        checklist          Cards
LO 3 AS 3.5: Listens with enjoyment to                                                                - Pegb
                                           Tuesday:
oral texts (simple songs, rhymes, short    Group 1: Pegboards                        RECORDING :
poems and stories}, puts pictures in the   Group 2: Puzzles of senses.               Formal
right sequence                             Group 3: Sequencing cards                 FAT 1
LO 1 AS 2: Demonstrates appropriate        Group 4: Matching shape cards Learners
listening behaviour by listening without   compare things (pictures, objects) that   FORMS :
interrupting, showing respect for the      are different ( FAT 1 )                   Oral Responses
speaker, and taking turns to speak.                                                  Practical
                                           Wednesday:
                                                                                     demonstration
                                           Group 1: Matching shape cards Learners
LO 5 AS 2: Matches things that go          compare things (pictures, objects) that
together, and compares things that are     are different ( FAT 1 )
different                                  Group 2: Pegboards
LO 5 AS 3 : Uses language to investigate   Group 3: Puzzles of senses.
and explore by solving and completing      Group 4: Sequencing cards
                                           Thursday:
puzzles
                                           Group 1: Sequencing cards
NUMARACY :
                                           Group 2: Matching shape cards Learners
Mathematics
                                           compare things (pictures, objects) that
LO 2 AS 1: Copies and extends simple
                                           are different ( FAT 1 )
patterns using physical objects and        Group 3: Pegboards
                                           Group 4: Puzzles of senses.
drawings ( e.g. using colours and shapes     Friday:
)                                            Group 1: Free choice
INTEGRATION:                                 Group 2: Free choice
NS                                           Group 3: Free choice
LO 1: AS 2: Explains what is being done or   Group 4: Free choice
played
                           Weekly Lesson Planning Exemplar
                                   Term 2 : Week 4
                                  Theme: MY SENSES
   Learning Outcomes               Literacy (Language )
                                                              Assessment   Reso
and Assessment Standards   In Small Groups Monday to Friday
LITERACY:                                      - The teacher reads a story about people       METHOD :         - Story
Language HL                                    with disabilities, how they feel, so that      Teacher          - Telep
LO 1 AS 4 .1: Develops phonic awareness        learners will be sensitive to those people.    Peers            - Pictur
                                               - Learners will talk about people with         Self
and recognizes that words are made up
                                               disabilities in their homes and how they
of sounds                                      cope. Learners draw with more detail a         TOOL :
LO 1 AS 4.2: Develops phonic awareness         picture of story, Draws a picture (FAT 1)      checklist
and distinguish between different sounds       -Learners clap 2 and 3 syllable words
especially at the beginning and ending         Clapping, stamping, jumping activities.        RECORDING :
of words                         LO 3 AS       Clapping etc. activities during Music          Formal
3.3: Listens with enjoyment to oral texts                                                     FAT 1
                                               Ring. ( FAT 1 )
(simple songs, rhymes, short poems and         -Learners talk confidently about own           FORMS :
stories}, draws a picture of the story, song   experiences Discussion in a group ( FAT        Oral Responses
or rhyme                                       1)                                             Practical
LO 3 AS 3.5: Listens with enjoyment to         -Learners identify a simple picture or         demonstration
oral texts (simple songs, rhymes, short        figure from the background (FAT 1 )
poems and stories}, puts pictures in the       -Recognises own name and names of
right sequence                                 peers. Discussion in a group       ( FAT 1 )
LO 1 AS 4 Segments spoken multi-               -Place belongings/pictures in own
syllabic words into syllables ( e.g. Ba-na-    marked place ( FAT 1)
na ) using clapping or drumbeats               Games ( telephone games where
LO 2 AS 6: Passes on messages.                 learners pass on messages)
LO 2 AS 7: Recounts own personal
experiences
LO 3 AS 1.2: Identifies a picture or figure    PHONIC OF THE WEEK : See Page 3
from the background. Uses visual cues to       and 4
make meaning:                            PATTERN OF THE WEEK
LO 3 AS 4..2: Recognizes and reads high
frequency words such as own name and VOCABULARY WORDS FOR THE WEEK
print in the environment such as STOP
LO 4 AS 2: Forms letters in various ways
(e.g.) by using own body to show the
shapes, writing in sand )
LO 6 AS 1.1 and 1.2: Relates sounds to
letters and words by recognising words
are made up of sounds and recognises
the sounds at beginning of some words




                                   Weekly Lesson Planning Exemplar
                                          Term 2 : Week 4
                                         Theme: MY SENSES
            Learning Outcomes
                                                           Story (Reading)                  Assessment        Reso
         and Assessment Standards
LITERACY                                      Monday:                                    METHOD :         - Story b
Language HL                                   - Teacher reads a story about people       Teacher
LO 1 AS 2: Demonstrates appropriate           with disabilities, how they feel so that   Peers
listening behaviour by listening without      learners will be sensitive to those        Self
interrupting, showing respect for the         people. - Learners will talk about
speaker, and taking turns to speak.           people with disabilities in their homes    TOOL :
LO 1 AS 3: Listen with enjoyment and          and how they cope                          checklist
understanding to oral text such as            Tuesday:
stories/poems                                 - Questions about story                    RECORDING :
LO 3 AS 2: Role-plays reading: holds a        - Comprehension question:                  formal\
book the right way up, turns pages            - Memory questions                         FAT 1
appropriately, looks at words and pictures
                                              Wednesday:                                 FORMS :
and understands the relationship between
                                              - Learners Dramatize a part of the story   Oral Responses
them, and uses pictures to construct idea                                                Practical
                                              that was told by the teacher.
„Reads‟ picture books with simple captions                                               demonstration
                                              Thursday:
or sentences                                  - Learner tells their own stories about
LO 3 AS 1.1: Uses visual cues to make         disabled people in the community.
meaning by looking carefully at pictures
and photographs to recognize common
objects and experiences to makes sense
                                              Friday:
of picture stories
                                              - Teacher tells own story about learners
LO 3 AS 1.3: Uses visual cues to make         with disabilities
meaning by looking carefully at pictures      - And ask questions
and photographs to recognize common
objects and experiences: uses illustrations
to understand simple captions in story
books
LO 3.3: Makes meaning of written text:
linking to experience when reading with
the teacher, viewing television or picture


                                     WORK SCHEDULE FOR GRADE R
TERM 2
Week: 5            Date: _______________                                                 Theme : SAFETY
                    LITERACY ( FAT 2 ) )                        NUMERACY                                 LIFE SKILLS

 Focus     LO 1: Listening      LO 2: Speaking      LO 1:               LO 2: Patterns     LO 1:Health         LO 2: So
Learning                                            NumberOperatio                         Promotion           Develo
           AS 1, AS 2, AS       AS 1, AS 2, AS 3,                       AS 2
                                                    ns
Outcom     3.1, AS 3.5, AS      AS 4, AS 5, AS 6,                                          AS 1, AS 2, AS 4,   AS 3
  es &     4.1, AS 4.2          AS 7,               AS 1, AS 2, AS 6,                      AS 5
                                                    AS 7.1, AS 8
Assessm
   ent   LO 3: Reading     LO 4:Writing             LO 3: Space &       LO 4:              LO 3: Personal      LO 4: Ph
Standard                                            Shape               Measurement        Develop.            Mov.
          AS 1, AS 1.7, AS AS 11 AS 12
    s
           2, AS 3.1, AS 3.3,                       AS 1                AS 2, AS 3         AS 1, AS 2,         AS 1, A
           AS 4.2, AS 4.3                                                                                      AS 4,
             LO 5: Thinking &   LO6:Language       LO 5: Data
             Reasoning          Structure          Handling

             AS 2, AS 3, AS     AS 1,1, AS 1.2     AS 2
             3.4

  Time               9 hours 10 minutes                     7hours 30 minutes                      5hours 50 minute


Integratio Social Science (H) : LO 2 AS 1, LO 2 AS 2        Social Science ( G ) LO 2 AS 1
    n      Natural Science:     LO 1 AS 2.2
           Arts and Culture : Visual Arts : LO 1 AS 4.3, LO1 AS 4.4 Visual Arts : LO 3 AS 4. .1 , Visual Arts: LO 4 AS
                                 Dance: LO 4 AS 1
                                 Music: LO 4 As 3
                                  Drama LO1 AS 2, LO 3 AS 2
Continuou METHOD :                             METHOD :                            METHOD :
    s     Teacher                              Teacher                               Teacher
assessme TOOL :                                TOOL :                              TOOL :
          Observation sheet                    Observation sheet                   Observation sheet
    nt
          Rubric                               Rubric                              Rubric
  Who     Checklist                            Checklist                           Checklist
assesses? RECORDING :                          RECORDING :                         RECORDING :
          FORMAL FAT 2                         Informal                              Informal
  How?    FORMS :                              FORMS :                             FORMS :
          Oral Responses                       Oral Responses                      Oral Responses
 What?    Practical demonstration              Practical demonstration             Practical demonstration
RESOURCES: (REQUIRED EVERY WEEK) :                                                   SPECIAL RESOURCES FOR THE W
Discovery table items
Stories, Rhymes, Songs , Calendar, Name Chart, Birthday Chart, Weather, Theme         - Kitchen equipment that are
posters,                                                                                plastic containers, cups,
                                                                                      - Unsafe equipment such as k
Number Charts , Abacus, Counters, pegboards, colour charts,                           - Dress up in Dentist, Nurse, Po
Books , Puzzles, Games, Blocks, Construction toys, Manipulative toys                    Traffic Cop clothes

Creative materials and tools, Paint, Brushes, Crayons , Scissors , Glue , Paper Anti- waste material ,
CD payer and music, instruments ,
Fantasy area: remains set up as a home corner unless otherwise specified.
Outdoor play apparatus Jungle Gym, Sandpit, Balance beam, Hoops, Tyres, balls
Water play equipment, Sand play equipment
Barriers to Learning : SEE PAGE 5 and 6




                                              Weekly Lesson Planning Exemplar
                                                      Term 2 : Week 5
                                                       Theme: SAFETY
          Learning Outcomes                  Health check and Morning Circle ( Ring         Assessment           Reso
        and Assessment Standards                                  )
LITERACY :                                   Monday to Friday                              METHOD :          - Name
Language HL                                                                                Teacher           ( Months
LO 1 AS 1: Listens attentively to              1. Health Check, Run a quick head to                          - Name
questions, instructions and                     toe check of each child. Keep a            TOOL :            (Days)
announcements, and responds                     health record of any sign of illness       Observation sheet - Weath
appropriately                                   observed or medication given. Refer        Checklist         - Birthda
 LO 1 AS 2: Demonstrates appropriate            cases that need attention.                                   - Date C
listening behaviour by listening without                                                   RECORDING :       - Numb
                                              2. Greetings and news
interrupting, showing respect for the                                                      Informal
speaker, and taking turns to speak.            - Welcoming : Greet the teacher and
 LO 2 AS 1: Talks about family and friends   friends                                       FORMS :
LO 2 AS 2: Expresses own feelings and the     - News : Learners tell about news in their   Oral Responses
feelings of real or imaginary people          lives                                        Practical
LO 2 AS 3: Sings and recites simple songs     - News: News - country & around the          demonstration
and rhymes                                           world? ( Ask children what did they
LO 2 AS 7: Recounts own personal                     see on the news (TV), heard on the
experiences                                          radio and where did it happen?
LO 3 AS 1: Uses visual cues to make           - Register: Who is absent? Counting
meaning. Looks carefully at pictures and              number of learners absent and
photographs to recognize common                       present
objects and experiences                       - Birthdays : Who‟s birthday is it today?(
- identifies a picture or figure from the               Learners sing “Happy Birthday To
    background                     -                    You” )
    matches pictures and words                - Religion : Moral story and songs

NUMERACY:                                    3. Days of the week
Mathematics                                  - Monday to Sunday
LO 1 AS 1: Counts to at least 10               ( Learners say which day of the week it
everyday objects                            is )
LO 1 AS 2: Says and uses number names       - Rhyme about days of the week
in familiar contexts                        - Which day comes before …..?
LO 4 AS 2: Orders recurring events in own   - Which day comes after …….?
daily life
LO 4 AS 3: Sequences events within one      4.. Months of the year
day                                         - Which month of the year is it?
.                                           - January to December (song)
LIFE SKILLS:
Life Orientation
LO 2 AS 3: Knows members of own             5. Date
family, peers and caregivers.               - Yesterday‟s date? Today‟s date?
LO 3 AS 1: Says own name and address.       Tomorrow‟s date?
INTEGRATION:
SS (H) LO 2 AS 1: Discusses personal
experiences in the past and present         6. Weather
(chronology and time)                       - Season? (Summer, Autumn, Winter,
LO 2 AS 2: Discusses own age in years       Spring)?
(chronology and time)                       - Weather? Ask a learner to go and look
SS (G) LO 2 AS 1: Discusses personal          outside, How is the weather today?
experiences of familiar people and            (Sunny, cloudy, rainy or windy)?
places                                      - Tell children to watch temperature for
                                              tomorrow on the news (TV) listen to the
                                              radio or ask their parents.
                                                 Weekly Lesson Planning Exemplar
                                                         Term 2 : Week 5
                                                          Theme: SAFETY
            Learning Outcomes
                                                   Morning Circle - Theme Discussion            Assessment      Reso
        and Assessment Standards
LITERACY :                                       Monday:                                  -   METHOD :       - Theme
Languages                                        The teacher and learners discuss what is -   Teacher         on   S
LO 1 AS 1 : Listens attentively to questions,    safety and identify dangerous situations                    - Theme
instructions and announcements                   in and around the house                  -   TOOL :         resource
LO 2 AS 5: Asks questions when the           -    - What is safety? Who keeps you safe? -     Observation    - Theme
learner does not understand or needs              How? When do you not feel safe?             sheet          equipm
more information, and responds clearly -          - Don‟t play with sharp objects like    -   Checklist
to questions asked of the learner                 scissors, why not?                   -
LO 2 AS 7:Recounts own personal                   Can I play with matches? Why not?       -   RECORDING :
experiences                                       - Must I go close to swimming pools and-    Informal
LO 5 AS 3: Uses language to investigate       water? Why not? ( can drown )
and explore: asks questions and searches      - Can I play with electricity and plugs? -   FORMS :
for explanations gives explanations and       Why not? ( can shock )             - Can-    Oral Responses
offers solutions                              I play with knifes and forks? Why not?   -   - Practical
                                              - Why must I not play with hot boiling       demonstration
LIFE SKILLS                                   water? ( Keep warm taps closed, they
Life Orientation                              can burn )
LO 1 AS 1: Explains the importance of         - Can I get into a car with strangers?
drinking only clean water and eating          Why not?
fresh food                                    Tuesday
LO 1 AS 2: Describes steps that can be       Clean water and clean hands at home
taken to ensure personal hygiene             and school
LO 1 AS 4: Explains safety in the home        - The teacher asks probing questions
and school                                        about the importance of drinking only
LO 1 AS 5: Explains the right to say no to        clean water
sexual abuse and describes ways in            - The teacher explains to the learners
which to do so.                                   the importance of clean hands.
                                                  Performing hygiene activities and
                                                  classroom routine e.g. Wash hands
                                                  before you eat and after you have
                                                  being to the toilet
                                              - The teacher describes the steps that
                                                  can be taken to
                                                   urge personal hygiene.
                                             Wednesday:
                                             Tuesday:
                                             Safety on the road
                                             - There are many cars on the roads.
                                                 Learners who cross the road without
  looking at the cars can easily be hurt.
  Learners must always look at on
  coming traffic before crossing the
  road. Roads can be crossed at traffic
  signs or where there is a traffic cop or
  at a crossing for people and at a
  scholar patrol.
Thursday:
Safety to school and at school

- May I talk to strangers at home, or
  walk with them or get a lift? Explain
  why may we not talk to strangers or
  accept bribery gifts? Explain the
  child‟s right to say “no” to sexual
  abuse.

Friday:
Safety on the playground
- The teacher discusses with the learners
   why there are safety rules on the
   playground at school. Explain why
   learners are not allowed to play with
   sticks. Encourage learners to talk
   freely.
- Learners are not allowed to throw
   stones. The teacher explains what
   harm can be done by throwing
   stones.
                                           - They must not touch a learner who is
                                             bleeding, but call the teacher. Explain
                                             in very simple way the dangers of
                                             blood. They must not run on the stoep
                                             or push learners.




                                            Weekly Lesson Planning Exemplar
                                                    Term 2 : Week 5
                                                     Theme: SAFETY
           Learning Outcomes
                                           Maths Routine ( Daily Monday to Friday)       Assessment      Reso
        and Assessment Standards
 LITERACY :                                1.   Counting:        (Monday to Friday)    METHOD :       - Numb
Language HL                                  Counting every day objects 1, 2, 3,       Teacher        - Abacu
LO 1 AS 1: Listens attentively to          4…………….                                                    - Blocks
questions, instructions and                2. Shapes and colours                       TOOL :         - Chalkb
announcements, and responds                - Flash shape cards                         Observation    chalk
appropriately                              - Flash colour cards                        sheet          - Numb
LO 1 AS 2: Demonstrates appropriate        3. Before , after and between                              chart
listening behaviour by listening without   - Which number comes before 2? Which        RECORDING :    - Numb
interrupting, showing respect for the      number comes after 2? Which number is       Informal
speaker, and taking turns to speak.        between 1 and 3? Are 2 more or less than
LO 3 AS 1. 7: Uses known letters and     3?                                           FORMS :
numerals to represent written language   4. Number of the week : 4                    Oral Responses
especially from own name and age         - Number of the week‟s name; four -          Practical
LO 4 AS 12: Manipulates writing tools    How much is 4? Show 4 fingers( Show 4        demonstration
like crayons and pencils                 on abacus )
                                         - Let a few learners collect 4 objects (
NUMERACY :                               counters )
Mathematics                              - Write 4 in the “air” with your finger
LO 1 AS 1: Count to at least 10 everyday - Write a number 4 ( on your board /
objects ,                                paper /sand trays)
LO 1 AS 2: Says and uses number names - Draw 4 circles ( on your board / paper
in familiar context                      )
LO 1 AS 6: Solves verbally stated        - Where else in the class can you see a
additions and subtraction problems with number 4?
solutions to at least 10
LO 1 AS 8: Explains own solutions to      SEE THAT LEARNERS HAVE THE CORRECT
problems                                 PENCIL GRIP AND NUMBERS ARE FORMED
LO 3 AS 1: Recognise ,identify and       IN THE CORRECT WAY
name 3-D objects
                                         5. Problem solving
                                         Learners solve verbally stated addition
                                         and subtraction problems with single digit
                                         numbers and solutions to at least 4.
                                         Learners use concrete apparatus to pack
                                         out the solution to the problem

                                            Weekly Lesson Planning Exemplar
                                                   Term 2 : Week 5
                                                    Theme: SAFETY
           Learning Outcomes                 Learning Activities Maths (Numeracy)
                                                                                          Assessment          Reso
        and Assessment Standards                In Small Groups Monday to Friday
LITERACY                                                                                 METHOD :        - Kitchen
Language HL:                                 - Learners build up and break down          Teacher         equipmen
LO 1 AS 1: Listen attentively to questions     numbers in the number range 1 -4. See                     safe e.g. p
                                               in how many different ways can they       TOOL :          container
instructions and announ- cements
                                               pack out counters to get 4                Observation     - Unsafe e
LO 2 AS 5: Asks Questions and respond                      2 and 2 makes 4           sheet           such as kn
LO 5 A2: Uses language to claassify                                                      Rubric
things (e.g safe and dange- rous)                         1 and 3 makes 4
                                                                                         RECORDING :
                                                          3 and 1 makes 4
NUMERACY                                                                                 Informal
Mathematics                                             2 and 1 and 1 makes 4
LO 1 AS 2: Say number names in familiar                                                  FORMS :
context                                      - Add and subtract orally to 4 Learner      Oral
LO 1 AS 7.1 Building up and breaking            use concrete apparatus to pack out       Responses
down of numbers to at least 10                  solution of problem                      Practical
LO 1 AS 6: Solves and explain verbally       - Patterning safe and unsafe objects        demonstration
stated solutions to problems with single     with kitchen equipment
digit numbers and with solutions to 10        safe object = plastic cup/ unsafe object
LO 2 AS 2: Creates own pattern                = knife, / safe object =spoon / unsafe
LO 5 AS 2: Learners sort physical objects     object = knife
according to one tribute
                                             - Who can think of another pattern with
LIFE SKILLS                                  kitchen objects? S how the class how you
Li fe Orientation                            will arrange it
LO 1 AS 4: Explains safety at home and       - Sort physical objects according to
                                                specific characteristics, e.g.
at school
                                                Sharp/blunt, poisonous and non-
                                              poisonous, dangerous and not
                                              dangerous, colour pills etc.
                                            - Draw picture of collected objects.
                                            - Answer questions on sorted objects /
                                              pictures
                                            - Know number names and symbols:
                                              telephone numbers, own address
                                            -
                                              Weekly Lesson Planning Exemplar
                                                      Term 2 : Week 5
                                                       Theme: SAFETY
             Learning Outcomes
                                                       Creative Activities             Assessment         Reso
        and Assessment Standards
LITERACY                                    Monday:                                  METHOD :         Scissors
Language                                    Group 1: Learners draw own choice of     Teacher          - Crayo
LO 1 AS 1: Listens attentively to           picture on Safety                                         - Paper
questions, instructions and                 (Observe Pencil Grip FAT 2)              TOOL :           - Paint
announcements, and responds                                                          Rubric           - Paint b
                                            Group 2: Play Dough. Make any
                                                                                                      - Play d
appropriately                               dangerous object e.g. Pills              RECORDING :      - Play d
LO 3 AS 3.3: Listens with enjoyment to      Group 3 Painting. Paint where you feel   Formal FAT 2     equipm
oral texts (simple songs, rhymes, short     unsafe                                                    - Scissor
poems and stories}, draws a picture of      Group 4: Cutting and pasting. Cut out    FORMS :          - Maga
the story, song or rhyme                    safe objects and unsafe objects in the   Oral Responses
LO 2 AS 5: Ask Questions and respond        house out of magazines and paste them    Practical
LO 4 AS 1 .1 Creates and uses drawings to                                            demonstration
                                            on a class poster
convey a message, and as a starting        Tuesday:
point for writing (FAT)                    Group 1: Cutting and pasting Cut out
LO 4 AS 12 : Manipulates writing tools likesafe objects and unsafe objects in the
                                           house out of magazines and paste them
crayons and pencils (FAT 2)
                                           on a class poster
                                           Group 2 Learners draw own choice of
LIFE SKILLS                                picture on Safety. Observe pencil grip
Life Orientation                           (FAT 2)
LO 1 AS 4: Explains safety in the home     Group 3: Play Dough Make any
and school                                 dangerous object e.g. Pills
LO 1 AS 5: Explains the right to say no to Group 4: Painting Paint where you feel
sexual abuse and describes ways in         unsafe
which to do so.                            Wednesday:
                                           Group 1: Painting Paint where you feel
                                           unsafe
INTEGRATION :                              Group 2: Cutting and pasting
A/C                                        Group 3: Learners draw own choice of
LO 1 Visual Arts AS 3: Explores and        picture on Safety. Observe pencil grip
experiments with a wide variety of art     (FAT 2)
materials, techniques) including waste     Group 4: Play Dough Make any
materials), and colour in a spontaneous    dangerous object e.g. Pills
and creative way.                          Thursday:
LO 1 Visual Arts AS 4: Uses and co-        Group 1: Play Dough Make any
ordinates motor skills in practical work   dangerous object e.g. Pills
and play (e.g. appropriate handling of     Group 2: Painting Paint where you feel
scissors, glue applicators, paintbrush and unsafe
drawing instruments).                      Group 3: Cutting and pasting Cut out
LO 3 Visual Arts AS 4: Demonstrates active safe objects and unsafe objects in the
involvement in individual and group art-   house out of magazines and paste them
making activities and an ability to share   on a
art-making equipment.                       class poster
LO 4 Visual Arts AS 4: Responds to what     Group 4: : Learners draw own choice of
the learner sees, perceives and             picture on Safety . Observe Pencil Grip
experiences in own natural and              (FAT 2)
constructed environment.
                                            Friday:
                                            Individual choice
                                                      Weekly Lesson Planning Exemplar
                                                             Term 2 : Week 5
                                                              Theme: SAFETY
             Learning Outcomes
                                                       Music, Drama, Dance & Movement                Assessment         Res
        and Assessment Standards
 LITERACY                                           Monday: Movement                              METHOD :
Language HL                                         - Outdoor game: (Hand-eye co-                 Teacher           Music i
LO 1 AS 1: Listens attentively to instructions        ordination)                                                   - CD / t
and respond appropriately. Responds to              - Explore different ways of moving - Run      TOOL :            - Song/
movement instructions that cover space                then “Stop, drop and roll!”                 Observation sheet posters
                                                    Tuesday: Drama
LO 3 AS 3. 1: Listens with enjoyment to
                                                    Role play dangerous situations.               RECORDING :
oral texts (simple songs, rhymes, short                                                           Informal
                                                    - A child got hurt by a stone that
poems and stories}, and shows
                                                      someone threw. Explain to learners
understanding: acts out parts of the story,                                                       FORMS :
                                                      that we all going to do a “play” of a
song or rhyme                                                                                     Oral Responses
                                                      child that got seriously hurt .Give         Practical
LIFESKILLS:                                           learners roles in their groups              demonstration
Life Orientation                                    -    1st one is the learner who saw the
LO 1 AS 4: Explains safety in the home and school      child falling down and tells the teacher
 LO 3 AS 2 :Describe what own body can                 about the accident. The 2nd learner
do                                                     plays the teacher who phones the
LO 4 AS 1: Plays running, chasing and                  ambulance. The 3rd learner answers at
dodging games using space safely                       the hospital and the 4th learner is the
LO 4: AS 3: Performs expressive                        ambulance driver. .The 5th learner is
movements using different parts of the         the doctor who must put stitches in the
body                                           child‟s head.
LO 4: AS 2: Explores different ways to
                                            Wednesday: Music
locomote, rotate, elevate and balance
                                            Learner learn the song
INTEGRATION                                 - If you see a stranger run away x2
A/C LO 3 Dance AS 1 : Responds to                 Runaway, run away, run away x2
movement instructions that cover space             Repeat
A/C LO 4 Dance AS 1 :Expresses ideas               Do the action with arms moving the
and stories creatively through movement         first time and running away the
activities                                      second time
A/C LO 4 Music AS 3 : Listens and moves     Thursday: Dance
creatively to stories, songs and sound      - Run on the spot to get nice and warm.
A /C LO 1 Drama AS 2: Participates in       Run faster and faster
make-believe situations based on            - Dancing patterns
imagination, fantasy and life experiences   - Play a song with beat, teacher shows
A/C LO 3 Drama AS 2 :Participates in          movement actions and learners must
drama games – takes turns, waits for
                                              follow Example: left foot out, right foot
signals, responds to cues, and shares
                                              out, right arm up, left arm up, both arms
space
                                              up
                                            - Repeat actions throughout the song
                                            Friday: Movement
                                            Learners
                                            - The children walk to the playground
                                               pretending that they are on the way to
                                               school. What do you see on the way to
                                               school?
                           - A dog running fast ( learners run fast)
                           - A car driving very slowly past you (
                             move slowly forward pretending to
                             hold the steering wheel, then run to
                             the gate and back ,making the sound
                             of a motor car)
                           - The car stops at the traffic light (Stop)

                           Play music
                           - People walking ( walk in time to music)
                           - Children running (run with fast music )
                           - Old people walking ( slow music and
                              slow movements)
                           - Pass a lorry ( fast music)
                           - A bicycle ( soft music ,lie on back and
                              circle legs)




                             Weekly Lesson Planning Exemplar
                                    Term 2 : Week 5
                                     Theme: SAFETY
   Learning Outcomes
                                                                         Assessment   Res
and Assessment Standards
LIFE SKILLS :                                Monday:                           METHOD :
LO 4 AS 4: Participates in free play                                           Teacher           Sand
activities                                   - Sand play                                         equipm
                                             - Water play                      TOOL :            - Wate
INTEGRATION:                                 - Outside apparatus & Free play   Observation sheet equipm
NS                                           Tuesday:                          Checklist         aprons
LO 1: AS 2Participates in planned activity                                                       - Outsid
by following simple instructions             - Sand play                       RECORDING :       appara
                                             - Water play                      Informal
                                             - Outside apparatus & Free play
                                             Wednesday:                        FORMS :
                                                                               Oral Responses
                                             - Sand play                       - Practical
                                             - Water play                      demonstration
                                             - Outside apparatus & Free play
                                             Thursday:

                                             - Sand play
                                             - Water play
                                             - Outside apparatus & Free play
                                             Friday:

                                             - Sand play
                                             - Water play
                                             - Outside apparatus & Free play
                                             Weekly Lesson Planning Exemplar
                                                      Term 2 : Week 5
                                                       Theme: SAFETY
           Learning Outcomes                            Learning Activity
                                                                                              Assessment        Res
        and Assessment Standards                                   Educational play
LITERACY                                   Monday:                                         METHOD :
Language                                   Group 1: Dress up - fantasy play                Teacher           - Educ
LO 1 AS 3.5: Puts pictures in the right    Group 2: Reading books in book area                                 equ
sequence (FAT 2 )                          Group 3: Builds 12-piece puzzle                 TOOL :            - Dres
LO2 AS 4: Use language for imaginatively   confidently. Learners are introduced to         Observation sheet   Den
                                           building puzzles (sorting side pieces first ,   Rubric              Polic
for fun and fantasy
                                                                                                               Traff
LO 5 AS 3.4: Solves and completes          building the frame and then the inside )
                                                                                           RECORDING           cloth
puzzles                                    (FAT 2)                                         Formal (FAT 2)    - 12- p
                                           Group 4: Learners are required to                                   Puzz
NUMARACY                                   sequence 3 pictures (FAT 2)                     FORMS :           - Rea
Mathematics                                Tuesday:                                        Oral Responses
LO 4 AS 3: Sequences events within one     Group 1: : Learners are required to             Practical
day                                        sequence 3 pictures (FAT 2)                     demonstration
                                           Group 2: Dress up - fantasy play
LIFE SKILLS                                Group 3: Reading books in book area
Life Orientation                           Group 4: Builds 12- piece puzzle
LO 4 AS 4: Participates in free play       confidently Learners are introduced to
activities                                 building puzzles (sorting side pieces first ,
                                           building the frame and then the inside)
INTEGRATION:                               (FAT 2)
 NS                                         Wednesday:
LO 1: AS 2.2: Explains what is being done   Group 1: Builds 12- piece puzzle
or played                                   confidently Learners are introduced to
                                            building puzzles (sorting side pieces first ,
                                            building the frame and then the inside)
                                            (FAT 2)
                                            Group 2: : Learners are required to
                                            sequence 3 pictures (FAT 2)
                                            Group 3: Dress up- fantasy play
                                            Group 4: Reading books in book area
                                            Thursday:
                                            Group 1: Reading books in book area
                                            Group 2: Builds 12-piece puzzle
                                            confidently Learners are introduced to
                                            building puzzles (sorting side pieces first ,
                                            building the frame and then the inside)
                                            (FAT 2)
                                            Group 3: : Learners are required to
                                            sequence 3 pictures (FAT 2)
                                            Group 4: Dress up- fantasy play
                                            Friday
                                            Group 1: Free choice
                                            Group 2: Free choice
                                            Group 3: Free choice
                                            Group 4: Free choice
                           Weekly Lesson Planning Exemplar
                                  Term 2 : Week 5
                                     Theme: SAFETY
   Learning Outcomes               Literacy (Language )
                                                              Assessment   Res
and Assessment Standards   In Small Groups Monday to Friday
LITERACY                                                                                    METHOD :         - Old
Language HL                                     -Can follow 2 instructions, answer 2        Teacher          - Song
LO 1 AS 1 : Listens attentively to questions,   questions and listen to 1 announcement                       - Flash
                                                Learner carries out a simple sequence of    TOOL :
instructions and announcements, and
                                                                                            Checklist
responds appropriately.                         instructions -announcements, answers,
                                                                                            Rubric
LO 1 AS 4 .1 : Develops phonic awareness        questions       ( FAT 2 )
and recognizes that words are made up                                                       RECORDING :
                                                -Learners listen to song, story song or
of sounds                                                                                   Formal
                                                rhyme about safety and participates by
LO 1 AS 4.2: Develops phonic awareness                                                      FAT 2
                                                acting out certain parts indicated by
and distinguish between different sounds
                                                teacher        ( FAT 2)                     FORMS :
especially at the beginning and ending
                                                                                            Oral Responses
of words LO 2 AS 6: Passes on messages          -Learners must be able to convey a
                                                                                            Practical
LO 1 AS 3.1 : Acts out parts of the basic       simple message in the classroom during
                                                                                            demonstration
                                                game activities (Telephone game) The
song, story or rhyme                 LO 3 AS
                                                police number “
4 .2 : Recognizes and reads high
                                                 ( FAT 2 )
frequency words such as own name and
print in the environment such as “ STOP “       -Recognises own name and names of
LO 4 AS 2 : Forms letters in various ways       peers. Group discussion. Flash cards with
(e.g.) by using own body to show the            names on. Learner tries to identify names
shapes, writing in sand )                       of peers.(FAT 2)
LO 6 AS 1.1 and 1.2: Relates sounds to
                                                PHONIC OF THE WEEK : See Page 3
letters and words by recognising words
are made up of sounds and recognises
                                                and 4
the sounds at beginning of some words           PATTERN OF THE WEEK
                           VOCABULARY WORDS FOR THE WEEK
                           .




                               Weekly Lesson Planning Exemplar
                                      Term 2 : Week 5
                                       Theme: SAFETY
   Learning Outcomes
                                         Story (Reading)         Assessment   Res
and Assessment Standards
LITERACY                                    Monday:                                        METHOD :
Language HL                                 - The teacher reads a story about              Teacher             - Story
LO 1 AS 3: Listen with enjoyment and           unsafe utensils (situations) in the house
understanding to oral text such as             - introducing the learners to new           TOOL :
stories/poems                                                                              Observation sheet
                                               vocabulary words. She also creates
LO 3 AS 2: Role-plays reading: holds a
                                               opportunities for learners to bring in      RECORDING :
book the right way up, turns pages
                                               their own experiences about safety.         Informal
appropriately, looks at words and
                                            - Memory and comprehension
pictures and understands the relationship
                                            questions:                                     FORMS :
between them, and uses pictures to          - What should we not do in the kitchen?        Oral Responses
construct idea „Reads‟ picture books        - What did you like best about the story?      Practical
with simple captions or sentences           Tuesday:                                       demonstration
LO 3 AS 4.3: Starts recognizing and         - Questions about story about a little boy
making meaning of letters                      or girl who was approached by a
                                               stranger
                                            - What happened first?
                                            - What happened last?
                                            - What would you have done if you
                                               were …..?:
                                            - Who should you tell?
                                            Wednesday:
                                            - Learners dramatize a part of the story
                                            that was told by the teacher. Dramatise
                                            how they tell the teacher or the police
Thursday:
- Learner tells their own stories about
Safety
- Ask a fireman/policeman to come and
explain to the learners how they help us
Friday:
- Teacher tells own story about Safety,
- And ask memory and comprehension
questions:
     - Who was the story about?
     - Would you like to be…..? Why?
         - What would have happened
if? ……
                                    WORK SCHEDULE FOR GRADE R
TERM 2
Week: 6          Date: _______________                                        Theme : FARM ANIMALS
                         LITERACY                         NUMERACY ( FAT 2)                       LIFE SKILLS

 Focus     LO 1: Listening   LO 2: Speaking     LO 1:              LO 2: Patterns   LO 1:Health         LO 2: S
Learning                                        NumberOperatio                      Promotion           Develo
           AS 1, AS 2, AS    AS 1, AS 2, AS 3,                     AS 1
                                                ns
Outcom     3.5, AS 4.1, AS   AS 5, AS 7, AS 8,                                      AS 1, AS 2          AS 3
  es &     4.2               AS 10             AS 1, AS 2, AS 3,
                                               AS 6, AS 7.1, AS
Assessm                                        7,3, AS 8
   ent   LO 3: Reading         LO 4:Writing        LO 3: Space &        LO 4:              LO 3: Personal      LO 4: P
Standard AS 1.1, AS 1.2,                           Shape                Measurement        Develop.            Dev. &
                               AS 1, AS 2, AS 4,
    s    AS 1.3, AS 2,         AS 12               AS 1                 AS 2, AS 3, AS 4   AS 1                AS 1, A
             AS 3.1, AS 3.3,
             AS 5

             LO 5: Thinking & LO6:Language         LO 5: Data
             Reasoning        Structure            Handling

             AS 1, AS 2, AS 3, AS 1.1, AS 1.2              -
             AS 3.4

  Time                9 hours 10 minutes                        7hours 30 minutes                    5hours 50 minute


Integratio   Social Science (H) : LO 2 AS 1, LO 2 AS 2         Social Science ( G ) LO 2 AS 1
    n        Natural Science:      LO 1 AS 1
             Technology :           LO 1 AS 1, LO 1 AS 2, LO 1 AS 3
             Arts and Culture : Visual Arts : LO 1 AS 4.3, LO 1 AS 4..1, LO 1 AS 4.2, LO1 AS 4.4    Visual Arts : LO 3
             Visual Arts: LO 4 AS 4.1
                                    Dance: LO 1 AS 2 , LO 3 AS 1
                                     Drama: LO 1 AS 2, LO 2 AS 2.1,
Continuou METHOD :                              METHOD :                              METHOD :
    s     Teacher                               Teacher                                Teacher
assessme  TOOL :                                TOOL :                                TOOL :
          Observation sheet                     Observation sheet                      Observation sheet
    nt
          Rubric                                Rubric                                Rubric
  Who     Checklist                             Checklist                             Checklist
assesses? RECORDING :                           RECORDING :                            RECORDING :
          Informal                              FORMAL ( FAT 2)                       Informal
  How?    FORMS :                               FORMS :                               FORMS :
          Oral Responses                        Oral Responses                        Oral Responses
 What?    Practical demonstration               Practical demonstration               Practical demonstration
RESOURCES: (REQUIRED EVERY WEEK) :                                                    SPECIAL RESOURCES FOR THE W
Discovery table items
                                                                                      - Poster with farm animals
Stories, Rhymes, Songs , Calendar, Name Chart, Birthday Chart, Weather, Theme         - Pictures of Farm animal
posters,                                                                              - Play farm animals
Number Charts , Abacus, Counters, pegboards, colour charts,
Books , Puzzles, Games, Blocks, Construction toys, Manipulative toys
Creative materials and tools, Paint, Brushes, Crayons , Scissors , Glue , Paper Anti- waste material ,
CD payer and music, instruments ,
Fantasy area: remains set up as a home corner unless otherwise specified.
Outdoor play apparatus Jungle Gym, Sandpit, Balance beam, Hoops, Tyres, balls
Water play equipment, Sand play equipment
Barriers to Learning : SEE PAGE 5 and 6
                                             Weekly Lesson Planning Exemplar
                                                       Term 2 : Week 6
                                                    Theme: FARM ANIMALS
             Learning Outcomes              Health check and Morning Circle ( Ring
                                                                                            Assessment           Res
        and Assessment Standards                                )
LITERACY :                                 Monday to Friday                              METHOD :            - Name
Language HL                                1. Health Check, Run a quick head to          Teacher                ( Mon
LO 1 AS 1: Listens attentively to           toe check of each child. Keep a                                  - Name
questions, instructions and                                                              TOOL :                 (Days
                                            health record of any sign of illness
announcements, and responds                                                              Observation sheet   - Weath
appropriately                               observed or medication given. Refer          Checklist           - Birthd
 LO 1 AS 2: Demonstrates appropriate        cases that need attention.                                       - Date
listening behaviour by listening without                                                 RECORDING :         - Numb
interrupting, showing respect for the       2. Greetings and news                        Informal
speaker, and taking turns to speak.          - Welcoming : Greet the teacher and
 LO 2 AS 1: Talks about family and friends friends                                       FORMS :
LO 2 AS 2 Expresses own feelings and the - News : Learners tell about news in their      Oral Responses
feelings of real or imaginary people        lives                                        Practical
LO 2 AS 3: Sings and recites simple songs - News: News - country & around the            demonstration
and rhymes                                         world? ( Ask learners what did they
LO 2 AS 7 :Recounts own personal                   see on the news (TV), heard on the
experiences                                        radio and where did it happen?
LO 3 AS 1: Uses visual cues to make         - Register: Who is absent? Counting
meaning Looks carefully at pictures and             number of learners absent and
photographs to recognize common                     present
objects and experiences                     - Birthdays : Who‟s birthday is it today?(
  - identifies a picture or figure from the          Learners sing “Happy Birthday To
background                        - matches          You” )
pictures and words                          - Religion : Moral story and songs
NUMERACY:                                3. Days of the week
Mathematics                              - Monday to Sunday
LO 1 AS 1 : Counts to at least 10            ( Learners say which day of the week it
everyday objects                         is )
LO 1 AS 2: Says and uses number names    - Rhyme about days of the week
in familiar contexts                     - Which day comes before …..?
LO 4 AS 2: Orders recurring events in    - Which day comes after …….?
own daily life
LO 4 AS 3: Sequences events within one   4.. Months of the year
day                                      - Which month of the year is it?
.                                        - January to December (song)
LIFE SKILLS:
Life Orientation
LO 2 AS 3: Knows members of own          5. Date
family, peers and caregivers.            - Yesterday‟s date? Today‟s date?
LO 3 AS 1: Says own name and address.    Tomorrow‟s date?

INTEGRATION:                             6. Weather
SS (H) LO 2 AS 1 :Discusses personal     - Season? (Summer, Autumn, Winter,
experiences in the past and present      Spring)?
(chronology and time)                    - Weather? Ask a learner to go and look
LO 2 AS 2: Discusses own age in years      outside, How is the weather today?
(chronology and time)                      (Sunny, cloudy, rainy or windy)?
SS (G) LO 2 AS 1: Discusses personal     - Tell children to watch temperature for
experiences of familiar people and         tomorrow on the news (TV) listen on the
places                                     radio or ask their parents.
                                     Weekly Lesson Planning Exemplar
                                              Term 2 : Week 6
                                           Theme: FARM ANIMALS
           Learning Outcomes
                                      Morning Circle - Theme Discussion       Assessment       Res
       and Assessment Standards
 LITERACY:                          Monday:                                METHOD :
Language                            - What is a farm animal? What is the   Teacher         - Theme
LO 1 AS 1: Listens attentively to   difference between farm, and wild                      Play Far
questions, instructions and                animals? And pets?                         TOOL :              - Theme
announcements, and responds                Cows                                       Observation sheet   resourc
appropriately                              - What does a cow look like? How many      Rubric              - Theme
LO 1 AS 2: Demonstrates appropriate        legs? Where do we find cows during the                         equipm
listening behaviour by listening without                                              RECORDING :
                                           day and at night? What do we call the
interrupting, showing respect for the                                                 Informal
speaker, and taking turns to speak.        daddy, mommy and baby cow? What
LO 2 AS 5: Asks questions when the         sound does a cow make? What do they        FORMS :
learner does not understand or needs       eat? What do they give us?                 Oral Responses
more information, and responds clearly                                                Practical
to questions asked of the learner          Tuesday:                                   demonstration
LO 2 AS 7: Recounts own personal           Sheep
experiences                                - The teacher puts a picture of a sheep
LO 2 AS 10: Shows sensitivity when           on the chalkboard .Learners discuss
speaking to other                            the sheep. If sheep wool is available
LO 5 AS 2: Uses language to think and
                                             let the learners touch it and say what
reason: matches things that go together,
                                             it feels like
and compares things that are different
LO 5 AS 3: Uses language to investigate    - What does a sheep look like? How
and explore: asks questions and              many legs? Where do we find sheep
searches for explanations gives              during the day and at night? What do
explanations and offers solutions            we call the daddy, mommy and baby
                                             sheep? What sound does a sheep
NUMERACY :
                                             make? What do they eat? What do
Mathematics
                                             they give us?
 LO 1 AS 1: Count to at least 10 everyday Wednesday
objects ,                                 Horses and donkeys
LO 1 AS 2: Says and uses number names     The teacher puts a picture of a horse
in familiar context                       and donkeys on the chalkboard
                                          .Learners discuss the horse and donkey. .
INTEGRATION:
NS LO 1 AS 1 :                            - What does a horse/donkey look like?
The learner participates in a planned        How many legs? Where do we find
activity by explaining what is being done    horses /donkeys during the day and at
or played                                    night? What? What sound does a
                                             horse/donkey make (imitate the
                                             sound)? What do they eat? What are
                                             they used for?
                                          - What is different between a donkey
                                             and a horse?
                                          Thursday:
                                          Chickens
                                          - What does a chicken look like? How
                                             many legs? Where do we find
                                             chickens during the day and at night?
                                             What do we call the daddy, mommy
                                             and baby chicken? What sound does
                                             a chicken make? What do they eat?
                                             What do they give us
                                 Friday:
                                 Pigs
                                 The teacher puts a picture of a pig on
                                 the chalkboard .Learners discuss the pig
                                 - What does a pig look like? How many
                                   legs? Where do we find pigs during the
                                   day and at night? What do we call a
                                   baby pig? What sound does a sheep
                                   make? What do they eat? What do
                                   they give us




                                   Weekly Lesson Planning Exemplar
                                            Term 2 : Week 6
                                         Theme: FARM ANIMALS
         Learning Outcomes
                                 Maths Routine ( Daily Monday to Friday)       Assessment      Res
      and Assessment Standards
LITERACY :                       1. Counting:     (Monday to Friday)        METHOD :        - Numb
Language HL                                    Counting every day objects 1, 2, 3,     Teacher             - Abac
LO 1 AS 1: Listens attentively to           4…………….                                                        - Blocks
questions, instructions and                 2. Shapes and colours                      TOOL :              - Chalk
announcements, and responds                    - Flash shape cards                     Observation sheet   chalk
appropriately                                  - Flash colour cards                                        - Numb
 LO 1 AS 2: Demonstrates appropriate        3. Before , after and between              RECORDING :         chart
listening behaviour by listening without    - Which number comes before 2?             Informal            - Numb
interrupting, showing respect for the       Which number comes after 2? Which
speaker, and taking turns to speak.         number is between 1 and 3? Are 2 more      FORMS :
 LO 2 AS 1: Talks about family and          or less than 3?                            Oral Responses
friends                                     4. Number of the week : 4                  Practical
 LO 2 AS 2: Expresses own feelings and      - Number of the week‟s name; Four -        demonstration
the feelings of real or imaginary people    How much is 4? Show 4 fingers ( Show 4
 LO 2 AS 3: Sings and recites simple        on abacus )
songs and rhymes                            - Let a few learners collect 4 objects (
 LO 2 AS 7: Recounts own personal           counters )
experiences                                 - Write 4 in the “air” with your finger
LO 3 AS 1: Uses visual cues to make         - Write a number 4 ( on your board /
meaning. Looks carefully at pictures and    paper /sand trays)
photographs to recognize common             - Draw 4 circles ( on your board /
objects and experiences                     paper )
- identifies a picture or figure from the   - Where else in the class can you see a
    background                              number 4?
- matches pictures and words
                                             SEE THAT LEARNERS HAVE THE CORRECT
NUMERACY :
                                            PENCIL GRIP AND NUMBERS ARE FORMED
Mathematics
                                            IN THE CORRECT WAY
LO 1 AS 1 : Count to at least 10
everyday objects ,
                                            5. Learners build up/break down
LO 1 AS 2: Says and uses number names
in familiar context                       numbers in the number range 1-4 Use
LO 1 AS 6: Solves verbally stated         concrete apparatus e.g. in how many
additions and subtraction problems with   different ways can you pack the number
solutions to at least 10                  4
LO 1 AS 7.1 and 7.3: Building up and
breaking down numbers using concrete      6. Problem solving
apparatus e.g. counters                   Learners solve verbally stated addition
LO 1 AS 8 : Explains own solutions to     and subtraction problems with single
problems                                  digit numbers and solutions to at least 4.
LO 3 AS 1 : Recognise ,identify and       Learners use concrete apparatus to
name 3-D objects                          pack out the solution to the problem.
                                             Weekly Lesson Planning Exemplar
                                                      Term 2 : Week 6
                                                  Theme: FARM ANIMALS
                                                              Numeracy (
         Learning Outcomes
                                          Mathematics )                                Assessment   Res
      and Assessment Standards
                                             In Small Groups Monday to Friday
LITERACY
Language HL                                  -Learners count farm animals on a                       METHOD :           - Poste
LO 5 AS 1: Uses language to develop          picture up to number range 4 . How any                  Teacher              anim
concepts of quantity,                        legs does a cow have? Let‟s count? How                                     - Pictu
                                                                                                     TOOL :
                                             many legs does a sheep have? Let‟s                                           anim
NUMERACY:                                                                                            Rubric checklist
Mathematics                                  count? How many legs does 1 chicken
                                                                                                                        - Play
LO 1 AS 1 : Counts to at least 10            have? And 2 chickens? ( one -to -one                    RECORDING :          anim
everyday objects reliably                    correspondence) ( FAT 2)                                FORMAAL
LO 1 AS 2: Says and uses number names                                                                FAT 2
in familiar context                          -Learners count animals on a picture by touching the
LO 1 AS 3: Knows the number names and         animal on the picture and by saying the number names   FORMS :
symbols for 1-10           LO 2 AS 1:         (FAT 2)                                                Oral Responses
Copies and extends simple patterns                                                                   Practical
                                                                                                     demonstration
using physical objects and drawings (        - The teacher shows number cards with
e.g. using colours                           the symbols 1,2,3 and 4 and the number
LO4 AS 4: Works concretely comparing         names one, two, three and four - --
and ordering objects using appropriate       Learners pack out the number of
                                             counters ( play farm animals) to match
vocabulary to describe: mass ( e.g. light,
                                             the number symbol and the number
heavy, heavier                               name ( FAT 2 )

                                             - Learners copy a given pattern.,
                                             Learners colour and copy a given colour
                                             pattern using at least 4 colours e.g.
                                             Colour beads on a picture ( FAT 2)

                                             -The teacher gives learners objects of
                    different mass. Learners order the
                    objects from heaviest to lightest and
                    lightest to heaviest. Learners compare
                    animal weight e.g. chicken and cow)
                    and answers questions e.g. Which animal
                    do you think is the heaviest? Which is the
                    lightest? ( FAT 2)




                      Weekly Lesson Planning Exemplar
                             Term 2 : Week 6
                          Theme: FARM ANIMALS
Learning Outcomes             Creative Activities                Assessment   Res
       and Assessment Standards
LITERACY                                     Monday:
Language                                     Group 1: Paint: a cow                          METHOD :            - Scisso
LO 4 AS 12: Manipulates writing tools like   Group 2: Finger print. Mix paint with corn     Teacher             - Crayo
crayons and pencils                          flour. Show learners to put three fingers in                       - Pape
                                                                                            TOOL :              - Paint
                                             the paint and print it on paper
                                                                                            Observation sheet   - Paint
INTEGRATION                                  Group 3: Cut and paste. Cut farm               Rubric              - Play d
Technology                                   animals from magazines. Sort and                                   - Brown
LO 1 AS 1: Physically manipulates            classify in which group?                       RECORDING :         - maga
products to explore their shape, size,                                                      Informal
                                             Group 4 Play dough: Make a pig
colour and the materials they are made
of.                            LO 1 AS 2:    Tuesday:                                       FORMS :
Chooses from a given range, materials or     Group 1: Play dough: Make a pig                Oral Responses
substances that can be used to make          Group 2: Paint: a cow                          Practical
simple products.                             Group 3: Finger print. Mix paint with corn     demonstration
LO 1 AS 3: Makes simple products from a
                                             flour. Show learners to put three fingers in
range of materials provided.
A/ C LO 1 AS 3 Visual Arts Explores and      the paint and print it on paper
experiments with a wide variety of art       Group 4: Cut and paste. Cut farm
materials, techniques) including waste       animals from magazines. Sort and
materials), and colour in a spontaneous      classify in which group?
and creative way.                            Wednesday:
A/C LO 1 AS 4 Visual Arts : Uses and co-     Group 1: Cut and paste. Cut farm
ordinates motor skills in practical work     animals from magazines. Sort and
and play (e.g. appropriate handling of       classify in which group?
scissors, glue applicators, paintbrush and   Group 2: Play dough: Make a pig
drawing instruments).                        Group 3: Paint: a cow
A/C LO 3 AS 4 Visual Arts: Demonstrates
                                             Group 4: Finger print. Mix paint with corn
active involvement in individual and         flour. Show learners to put three fingers in
group art-making activities and an ability   the paint and print it on paper
to share art-making equipment.
A/C LO 4 AS 4 Visual Arts: Responds to
what the learner sees, perceives and
experiences in own natural and               Thursday:
constructed environment.                     Group 1: Finger print. Mix paint with corn
                                             flour. Show learners to put three fingers in
                                             the paint and print it on paper
                                             Group 2: Cut and paste. Cut farm
                                             animals from magazines. Sort and
                                             classify in which group?
                                             Group 3: Play dough: Make a pig
                                             Group 4: Paint: a cow

                                             Friday:
                                             Individual choice
                                                Weekly Lesson Planning Exemplar
                                                        Term 2 : Week 6
                                                     Theme: FARM ANIMALS
          Learning Outcomes                                  Learning Activity
                                                                                              Assessment        Re
       and Assessment Standards                  Music, Drama, Dance & Movement
                                              Monday: Movement                              METHOD :
LITERACY                                      - How do animals move on the farm?            Teacher          Music i
Language HL                                   - The learners stand up straight like a                        - CD /
LO 3 AS 3. 1 Listens with enjoyment to oral     cock ,flap their wings(arms and make        TOOL :           player
texts (simple songs, rhymes, short poems        the sound of a cock crowing)                Observation      - Song/
and stories}, and shows understanding:        - They fly like a dove to the tree            sheet            posters
                                              - They stand still and imitate the sound of   Rubric
acts out parts of the story, song or rhyme
                                                a donkey, stand on feet and hands
LO 2 AS 3 Sing and recites songs                and kick like a donkey or horse             RECORDING :
                                              - The teacher plays now plays music and       Informal
LIFE SKILLS :                                   the learners imitate animal movements
Life Orientation                                e.g.                                        FORMS :
LO 4 AS 1:Plays running, chasing and          - Walk like a horse by lifting their knees    Oral Responses
dodging games using space safety                high up. Gallop like a horse.               Practical
LO 4 AS 2: Explores different ways to       Tuesday: Music                                demonstration
locomote                                    Learners learn the song
LO 4 AS 3: Performs expressive              Mary had a little lamb, little lamb, little
movements using different parts of the      lamb
body.                                       Mary had a little lamb, its fleece was
                                            white as snow,
INTEGRATION :                               And everywhere that Mary went ,Mary
A/C LO 1 Dance AS 2 Draws on play,          went, Mary went
fantasy and imagination to explore a        Everywhere that Mary went, the lamb was
wide variety of movement words, rhythms     sure to go.
and changes in tempo.
A/C LO 3 Dance AS 1: Responds to            Play the song using percussion instruments
movement instructions that cover space      e.g. a tambourine, a drum made from
without bumping or hurting others when      empty coffee tins, shakers made from
moving forwards and backwards               empty 500ml plastic cool drink bottles
A/C LO 1 Drama AS 2: Participates in        filled with seeds and stones
make-believe situations based on            Wednesday:
imagination, fantasy and life experiences   Drama
A/C LO 2 Drama AS 2.1: Thinks about and     The learners dramatise the story of the
shows how people and animals move           Little Red Hen who wanted to bake a
                                            bread ( See FOOD Story)

                                            Thursday : Movement (Dance)
                                            One learner is the farmer and stands in
                                            the middle of the group who skip around
                                            him holding hands and singing:
                                            The farmers in the dell (2x)
                                            Heigh Ho the dairy oh ,the farmer‟s in the
                                            dell
The farmer wants a wife (2x )
Heigh Ho the dairy oh ,the farmer wants a
wife
They drop hands and scatters and the
farmer has to catch a wife. The group
joins hands again and sing the same song
using the words
The wife wants a child …..
The child wants a horse …..
The horse wants a cow …..
The cow wants a pig …….
Every time they drop hands and scatter
and the horse/cow/pig has to catch
someone. The group joins hands again
and sing the same song

Friday: Music
Learners sing the song with actions
Old McDonald had a farm,
Hey-hi, hey hi ho!
And on the farm he had some chicks,
Hey-hi, hey hi ho!
With a chick chick here ,and a chick
chick there
Here a chic, there a chick, everywhere a
chick-chick
Old McDonald had a farm,
Hey-hi, hey hi ho!
                                           Sing the same song ,but instead of using
                                           chicks use
                                           Dogs ( woof- woof here and woof- woof
                                           there )
                                           Sheep (baa-baa here and baa-baa
                                           there)
                                           Cows (moo-moo here and moo-moo
                                           there)

                                             Weekly Lesson Planning Exemplar
                                                    Term 2 : Week 6
                                                 Theme: FARM ANIMALS
            Learning Outcomes
                                                         Outdoor Play                      Assessment         Re
         and Assessment Standards
 LITERACY :                                Monday:                                      METHOD :
Language                                   - Sand play .Play with play animals in the   Teacher           - Sand
LO 1 AS 1: Listens attentively to          sand making a farm                                             equipm
questions, instructions and                - Water play                                 TOOL :            - Wate
announcements, and responds                - Outside apparatus & Free play              Observation sheet equipm
appropriately                              Tuesday:                                                       aprons
LO 1 AS 2: Demonstrates appropriate        - Sand play. Play with play animals in the   RECORDING :       - Outsid
listening behaviour by listening without   sand making a farm                           Informal          appara
interrupting, showing respect for the      - Water play
speaker, and taking turns to speak.        - Outside apparatus & Free play              FORMS :
LO 2 AS 10: Shows sensitivity when         Wednesday:                                   Oral Responses
speaking to others                         - Sand play. Play with play animals in the   Practical
                                           sand making a farm                           demonstration
INTEGRATION :                              - Water play
                                           - Outside apparatus & Free play
Technology                                   Thursday:
LO 1 AS 1 : Investigates                     - Sand play. Play with play animals in the
LO 1 AS 2: Designs                           sand making a farm
LO 1 AS 3: Makes                             - Water play
A/ C LO 1 Visual Arts AS 4.1: Freely         - Outside apparatus & Free play
creates images of own world in various       Friday:
media.                                       - Sand play. Play with play animals in the
A/ C LO 1 Visual Arts AS 4.2: Uses play      sand making a farm
and fantasy in two-dimensional and           - Water play
three-dimensional work                       - Outside apparatus & Free play
A/ C LO 3 Visual Arts AS 4.1: Demonstrates
active involvement in individual and
group art-making activities and an ability
to share art-making equipment.
A/C LO 4 Visual Arts AS 4.1 : Responds to
what the learner sees, perceives and
experiences in own natural and
constructed environment

                                               Weekly Lesson Planning Exemplar
                                                      Term 2 : Week 6
                                                   Theme: FARM ANIMALS
           Learning Outcomes
                                                                    Educational play         Assessment         Re
       and Assessment Standards
LITERACY :                                   Monday:                                      METHOD :
Language                                     Group 1: Matching cards (mother and          Teacher           - Educa
LO 1 AS 1: Listens attentively to            baby animal)                                                   games
questions, instructions and                  Group 2: Beads (String 4 beads               TOOL :            - Puzzle
announcements, and responds                  representing legs)                           Observation sheet - Matc
appropriately                               Group 3: Building blocks(build kraal for   Rubric           Shape
LO 1 AS 2: Demonstrates appropriate         cows or pigsty )                                            - Dizzy
listening behaviour by listening without    Group 4: Puzzles (Farm Animals)            RECORDING :      - Puzzl
interrupting, showing respect for the                                                  Informal
speaker, and taking turns to speak.
LO 1 AS 3.5: Puts pictures in the right     Tuesday:                                   FORMS :
sequence                                    Group 1: Puzzles (Farm Animals)            Oral Responses
LO 5 AS 3.4: Solves and completes           Group 2: Matching cards (mother and        Practical
puzzles                                     baby animal)                               demonstration
                                            Group 3: Beads (String 4 beads
NUMARACY :                                  representing legs)
Mathematics                                 Group 4: Building blocks(build kraal for
LO 2 AS 1: Copies and extends simple        cows or pigsty
patterns using physical objects and         Wednesday:
                                            Group 1: Building blocks(build kraal for
drawings e.g. using colours and shapes (
                                            cows or pigsty
pegboard )                                  Group 2: Puzzles (Farm Animals)
                                            Group 3: Matching cards (mother and
INTEGRATION:
                                            baby animal)
NS
                                            Group 4: Beads (String 4 beads
LO 1 AS 2: Explains what is being done or
                                            representing legs)
played
                                            Thursday:
                                            Group 1: Beads (String 4 beads
                                            representing legs)
                                            Group 2: Building blocks(build kraal for
                                            cows or pigsty)
                                            Group 3: Puzzles (Farm Animals)
                                            Group 4: Matching cards (mother and
                                            baby animal)
                           Friday:
                           Group 1: Free choice
                           Group 2: Free choice
                           Group 3: Free choice
                           Group 4: Free choice


                             Weekly Lesson Planning Exemplar
                                     Term 2 : Week 6
                                  Theme: FARM ANIMALS
   Learning Outcomes                 Literacy (Language )
                                                                Assessment   Res
and Assessment Standards     In Small Groups Monday to Friday
 LITERACY :                                - Play a tape with animal sounds.              METHOD :
Language HL                                - Talk about animal families.                  Teacher           - Tape
LO 1 AS 1: Listens attentively to          - Talk about own experience with                                 - Disc
questions, instructions and                  regard to farm animals and other pets.       TOOL :              table
announcements, and responds                - Learners must identify the correct           Observation sheet   farm
appropriately                                        association
LO 1 AS 2: Demonstrates appropriate                  - A baby cow is a : ( puppy,         RECORDING :
listening behaviour by listening without             calf, kitten )                       Informal
interrupting, showing respect for the                - A sheep has : ( fur, wool,
speaker, and taking turns to speak.                  feathers )                           FORMS :
LO 1 AS 4 .1: Develops phonic awareness              - A pig is : ( pink, blue, green )   Practical
and recognizes that words are made up                - A chicken has : ( 4 legs, 1 leg,   demonstration
                                                     2 legs )
of sounds
                                                     - A horse eats : ( grass, pigs,
LO 1 AS 4.2 Develops phonic awareness                chickens )
and distinguish between different sounds             - A daddy cow is a : ( bull, lion,
especially at the beginning and ending               man )
of words                                             - A cow gives us : ( milk, wool,
LO2 AS 3: Sing and recite songs and                  wood)                            -
rhymes                                               - A hen lays ( feathers, eggs,
                                                     app
LO 2 AS 8: Tell own stories and retells
                                           - Learn song and poem about farm
stories of others
                                             animals. E.g. “Old Mac Donald…” Talk
LO 2 AS 10: Shows sensitivity when
                                             about texts such as poems.
speaking to others
                                           - Retell stories about farm in own words.
LO 3 AS 5: Begin to develop phonic
                                             React to what it was like in the past.
awareness by recognising initial
                                           - Make your own animal book – dictate
consonant and short vowel sounds
                                             to teacher about one animal – full
LO 4 AS 1: Experiments with writing
                                             sentence.
creates and uses drawings to convey a          - Vocabulary big/small, etc.
message, and as a starting point for
writing
                                               PHONIC OF THE WEEK : See Page 3
LO 4 AS 2: Forms letters in various ways
(e.g.) by using own body to show the
                                               and 4
shapes, writing in sand                        PATTERN OF THE WEEK
LO 4 AS 4: talks about own drawing and
„writing‟                                      VOCABULARY WORDS FOR THE WEEK
LO 4 AS 12: manipulates writing tools like
crayons and pencils
LO 6 AS 1.1 and 1.2 Relates sounds to
letters and words by recognising words
are made up of sounds and recognises
the sounds at beginning of some words



INTEGRATION
A /C LO 1 Visual Arts AS 4.1: Freely creates
images of own world in various media.
LO 1 Visual Arts AS 4.3: Explores and
experiments with a wide variety of art
materials, techniques) including waste
materials), and colour in a spontaneous
and creative way.
A/C LO 4 Visual Arts AS 4.1 Visual Arts:
Responds to what the learner sees,
perceives and experiences in own
natural and constructed environment

SS (H) LO 2 AS 1: Discusses personal
experiences in the past and present
(chronology and time)
                                              Weekly Lesson Planning Exemplar
                                                    Term 2 : Week 6
                                                  Theme: FARM ANIMALS
          Learning Outcomes
                                                         Story (Reading)                   Assessment           Res
       and Assessment Standards
LITERCY                                      Monday:                                    METHOD :
Language HL                                 - Read a Story about the Little Red Hen     Teacher             - Story b
LO 3 AS 1.1: Uses visual cues to make        Language memory questions:
meaning by looking carefully at pictures      - Who wanted to eat the bread?            TOOL :
and photographs to recognize common          Language comprehension questions: -        Observation sheet
objects and experiences to makes sense How does wheat grow?
                                                                                        RECORDING :
of picture stories                           Numeracy questions: How many friends       Informal
LO 3 AS 1.2: identifies a picture or figure  does the little red hen have?
from the background.                         Life Skills questions: How does your       FORMS :
LO 3 AS 1.3: Uses visual cues to make        mom bake bread?                            Oral Responses
meaning by looking carefully at pictures                                                - Practical
                                             Tuesday:
and photographs to recognize common                                                     demonstration
                                             - Watch video of an farm animals,
objects and experiences : matches
                                                 e.g. Takalani Sesame.
pictures and words
                                             - Questions about story
LO 3 AS 2 : Role-play reading
                                             - Comprehension question:
LO 3 AS 1.3: Uses visual cues to make
                                             - Memory question:
meaning by looking carefully at pictures     Wednesday:
and photographs to recognize common          - Learners Dramatize a part of the story
objects and experiences: uses illustrations  that was told by the teacher about the
                                             Little Red H en
to understand simple captions in story     Thursday:
books                                      - Learner tells their own stories about
LO 3 AS 3.3: Makes meaning of written      farm animals.
                                           - Ask a few parents to come and tell
text: makes links to own experience when
                                           their stories about the farm and how
reading with the teacher, viewing          they used to farm in the past.
television or pictures                     Friday:
                                           - Teacher tells own story about Farm
                                           animals,
                                           - And ask question



                                   WORK SCHEDULE FOR GRADE R
TERM 2
Week: 7           Date: _______________                                               Theme : TRANSPORT
                    LITERACY ( FAT 3 )                        NUMERACY                                 LIFE SKILLS

 Focus     LO 1: Listening   LO 2: Speaking      LO 1:               LO 2: Patterns      LO 1:Health         LO 2: S
Learning                                         NumberOperatio                          Promotion
           AS 1, AS 2, AS    AS 3, AS 5, AS 7,                       AS 1                                    AS 3
                                                 ns
Outcom     3.3, AS 3.5, AS   AS 10                                                               -
  es &     4.1, AS 4.2                           AS 1, AS 2, AS 3,
                                                 AS 6, AS 7.1, AS
Assessm                                          7.3, AS 8
   ent   LO 3: Reading          LO 4:Writing       LO 3: Space &        LO 4:            LO 3: Personal      LO 4: P
Standard AS 1.1, AS 1.2,                           Shape                Measurement      Develop.            Mov.
                                AS 2, AS 8, AS 9
    s    AS 1.3, AS 2, AS                          AS 1                 AS 2, AS 3, As   AS 1                AS 1,
             AS 3.1, AS 3.3,                                            12                                   As 4
             AS 4.3



             LO 5: Thinking &   LO6:Language       LO 5: Data
             Reasoning          Structure          Handling

             AS 1.1, AS 3.4     AS 1.1, AS 1.2             -

  Time                9 hours 10 minutes                       7hours 30 minutes                  5hours 50 minute


Integratio Social Science (H) : LO 2 AS 1, LO 2 AS 2        Social Science ( G ) LO 2 AS 1
    n      Natural Science:     LO 1 AS 1, LO 1 AS 2
           EMS :                 LO 1 AS 1
           Technology :          LO 1 AS 1, LO 1 AS 2, LO 1 AS 3
           Arts and Culture : Visual Arts : LO 1 AS 4.3, LO 1 AS 4.4 Visual Arts : LO 3 AS 4. .1
                                 Dance LO 1 AS 1.2, LO 3 AS 1, LO 4 AS 4.1             Drama: LO 2 AS 2
Continuou METHOD :                                METHOD :                               METHOD :
    s     Teacher                                 Teacher                                Teacher
assessme TOOL :                                   TOOL :                                 TOOL :
           Observation sheet                      Observation sheet                      Observation sheet
    nt
          Rubric                                  Rubric                                 Rubric
  Who     Checklist                               Checklist                              Checklist
assesses?    RECORDING :                            RECORDING :                             RECORDING :
            FORMAL ( FAT 3 )                        Informal                                Informal
  How?      FORMS :                                 FORMS :                                 FORMS :
             Oral Responses                         Oral Responses                          Oral Responses
  What?
            Practical demonstration                 Practical demonstration                 Practical demonstration


RESOURCES: (REQUIRED EVERY WEEK) :                                                          SPECIAL RESOURCES FOR T

Discovery table items                                                                        - Play Money
                                                                                             - Posters of different type
Stories, Rhymes, Songs , Calendar, Name Chart, Birthday Chart, Weather, Theme
                                                                                               transport
posters,                                                                                     - Worksheet of wheels
Number Charts , Abacus, Counters, pegboards, colour charts,                                  - Theme posters on trans
                                                                                             - Theme table resources
Books , Puzzles, Games, Blocks, Construction toys, Manipulative toys                         - Discovery table: Mode
                                                                                               transport
 Creative materials and tools, Paint, Brushes, Crayons , Scissors , Glue , Paper Anti- waste material , made from a
                                                                                               etc
CD payer and music, instruments ,                                                            - Specific resources for th
Fantasy area: remains set up as a home corner unless otherwise specified.                      Historical transport info
Outdoor play apparatus Jungle Gym, Sandpit, Balance beam, Hoops, Tyres, balls
Water play equipment, Sand play equipment




Barriers to Learning : SEE PAGE 5 and 6
                                               Weekly Lesson Planning Exemplar
                                                      Term 2 : Week 7
                                                     Theme: TRANSPORT
             Learning Outcomes
                                              Health check and Morning Circle ( Ring )     Assessment           Re
         and Assessment Standards
LITERACY :                                   Monday to Friday                            METHOD :           - Name
Language HL                                                                              Teacher               ( Mo
LO 1 AS 1: Listens attentively to             1. Health Check, Run a quick head to toe                      - Nam
questions, instructions and                     check of each child. Keep a health        TOOL :               (Day
announcements, and responds                     record of any sign of illness observed or Observation sheet - Weat
appropriately                                   medication given. Refer cases that need                     - Birthd
 LO 1 AS 2: Demonstrates appropriate            attention.                                RECORDING :       - Date
listening behaviour by listening without                                                  Informal          - Numb
                                              2. Greetings and news
interrupting, showing respect for the
speaker, and taking turns to speak.            - Welcoming : Greet the teacher and        FORMS :
 LO 2 AS 1: Talks about family and friends   friends                                      Oral Responses
LO 2 AS 2: Expresses own feelings and the     - News : Learners tell about news in their  Practical
feelings of real or imaginary people          lives                                       demonstration
LO 2 AS 3: Sings and recites simple songs     - News: News - country & around the
and rhymes                                           world? ( Ask learners what did they
LO AS 7: Recounts own personal                       see on the news (TV), heard on the
experiences                                          radio and where did it happen?
LO 3 AS 1: Uses visual cues to make           - Register: Who is absent? Counting
meaning Looks carefully at pictures and               number of learners absent and
photographs to recognize common                       present
objects and experiences                       - Birthdays : Who‟s birthday is it today?(
- identifies a picture or figure from the               Learners sing “Happy Birthday To
background                       - matches              You” )
pictures and words                            - Religion : Moral story and songs
NUMERACY:                                    3. Days of the week
Mathematics                                  - Monday to Sunday
LO 1 AS 1: Counts to at least 10                 ( Learners say which day of the week it
everyday objects                             is )
LO 1 AS 2: Says and uses number names        - Rhyme about days of the week
in familiar contexts                         - Which day comes before …..?
 LO 4 AS 2: Orders recurring events in own   - Which day comes after …….?
daily life
LO 4 AS 3: Sequences events within one       4.. Months of the year
day                                          - Which month of the year is it?
.                                            - January to December (song)
LIFE SKILLS:
Life Orientation
LO 2 AS 3: Knows members of own family,      5. Date
peers and caregivers.                        - Yesterday‟s date? Today‟s date?
LO 3 AS 1: Says own name and address.        Tomorrow‟s date?
INTEGRATION:
SS (H) LO 2 AS 1: Discusses personal         6. Weather
experiences in the past and present          - Season? (Summer, Autumn, Winter,
(chronology and time)                        Spring)?
LO 2 AS 2: Discusses own age in years        - Weather? Ask a learner to go and look
(chronology and time)                          outside, How is the weather today?
SS (G) LO 2 AS 1: Discusses personal           (Sunny, cloudy, rainy or windy)?
experiences of familiar people and           - Tell children to watch temperature for
places                                         tomorrow on the news (TV) listen on the
                                               radio or ask their parents.
                                    Weekly Lesson Planning Exemplar
                                           Term 2 : Week 7
                                          Theme: TRANSPORT
          Learning Outcomes
                                    Morning Circle - Theme Discussion           Assessment      Res
       and Assessment Standards
LITERACY:                         Monday:                                     METHOD :       - Them
Language                          - The teacher informs learners that there   Teacher        on tran
LO 1 AS 1 : Listens attentively to questions,    are many ways in which people can                               - Them
instructions and announcements, and              travel from one place to another by           TOOL :            resourc
responds appropriately                           means of :                                    Observation sheet - Disco
LO 1 AS 2: Demonstrates appropriate                 Their own body movements e. g.                               Models
listening behaviour by listening without      walking running                                  RECORDING :       transpo
interrupting, showing respect for the               An animal : either by riding an            Informal          from an
speaker, and taking turns to speak.                 animal or being pulled by a cart                             etc
LO 2 AS 5: Asks questions when the                  or wagon                                   FORMS :           - Them
learner does not understand or needs                Travelling in a vehicle: car, train,       Oral Responses    equipm
more information, and responds clearly to plane, ship, bus                                     Practical         - Speci
questions asked of the learner                - Teacher asks questions about learners          demonstration     resourc
LO 2 AS 7: Recounts own personal                 transport to school (e.g. how learners                          week: H
experiences                                      travel to school. Is it safe? ) Discuss
                                                                                                                 transpo
LO 2 AS 10: Shows sensitivity when               safety rules per foot, car, taxi, etc.
speaking to others                               Does it cost money? Must you pay                                informa
                                                 money or can you buy a ticket?
INTEGRATION                                   Tuesday:
SS (H):                                       - How did your parents, granny,
LO 1 AS 1: Answers simple questions             granddad, etc get to school in the
about stories of the past (answers the          past? (Walk, tram, train, taxi, bus,
question)                                       donkey cart, etc.)
                                              - Discuss transport in the past i.e. ( horses,
Technology                                      donkey , carts, wagons, camels )
LO 1 AS 1: Investigates                       Wednesday:
                                              - The different types of transport on land
                                                 (road and by train) the teacher puts
                                                 pictures of different vehicles on the
                                                 board e.g. bicycles, motorbikes and
                                                 scooters, cars, lorries, busses, taxis.
- The learners name the vehicles and
   discuss what types of vehicles they use
   at home e.g. We have a car and we
   all travel in the car. My father has a
   lorry and he transports sand and bricks
   to build houses. My father transports
   animals in his truck. My father is a taxi
   driver and he transports people etc.
- Discuss travelling by train. The train runs
   on two rails
      called tracks. Trains transport people
and goods.
 - A locomotive pulls the train. Trains stop
    at stations
Thursday:
 - The different types of transport, i.e.
    water (e.g. ships, boats) The teacher
    puts a picture of boats and ships on
    the board.
 - The teacher places a dish with water
    on the carpet All children watch as
    the teacher puts different objects such
    as a wooden block a metal tea
    spoon, a pencil, pair of scissors etc in
    the water, Decide if it will float or sink.
 - Explain that to transport people and
    goods on water the boat/ship must
    float Learner will experiment during
    water play activity during outside play
Friday:
- The different types of transport, i.e. air
    (e.g. Aeroplanes, helicopters
- The teacher puts a picture of an
    aeroplane on the board. Aeroplanes
    carry people and goods from one
    place to another fast. They take off
    and land at an airport.
- The person who flies the plane is called
    the pilot.
- Aeroplanes have seat belts just as cars
    .
- Helicopters can land in places where
    aeroplanes cannot.
- Police and hospitals and the army use
    helicopters to help (rescue)people
                                                    Weekly Lesson Planning Exemplar
                                                           Term 2 : Week 7
                                                          Theme: TRANSPORT
             Learning Outcomes
                                                 Maths Routine ( Daily Monday to Friday)       Assessment           Re
        and Assessment Standards
LITERACY :                                       1. Counting:     (Monday to Friday)        METHOD :            - Num
Languages                                           Counting every day objects 1, 2, 3,     Teacher             - Abac
LO 1 AS 1: Listens attentively to                4…………….                                                        - Block
questions, instructions and                                                                 TOOL :              - Black
announcements, and responds                      2. Shapes and colours                      Observation sheet   chalk
appropriately,                                   - Flash shape cards                                            - Num
LO 2 AS 10: Shows sensitivity when               - Flash colour cards                       RECORDING :         chart
speaking to others                                                                          Informal            - Num
LO 4: AS 8: shows in own writing attempts,       3. Before , after and between
beginning awareness of directionality            - Which number comes before 2? Which       FORMS :
(e.g. starting from left to right, top to        number comes after 3? Which number is      Oral Responses
                                                 between 2 and 4? Are 3 more or less than   Practical
bottom)                             LO 5 AS 1:
                                                 4?                                         demonstration
Uses language to develop concepts:
Demonstrates developing knowledge of             4. Number of the week : 5
concepts such as quantity, , colour              - Number of the week‟s name; Five-
                                                 How much is 5? Show 5 finger s( Show 5
 NUMERACY :
                                                 on abacus )
Mathematics
                                                 - Let a few learners collect 5 objects (
LO 1 AS 1: Count to at least 10 everyday
                                                 counters )
objects ,
                                                 - Write 5 in the “air” with your finger
LO 1 AS 2: Says and uses number names
                                                 - Write a number 5 ( on your board /
in familiar context
                                                 paper /sand trays)
LO 1 AS 6: Solves verbally stated
                                                 - Draw 5 circles ( on your board / paper
additions and subtraction problems with   )
solutions to at least 10                  - Where else in the class can you see a
LO 1 AS 7.1 and 7.3: Building up and      number 5?
breaking down numbers using concrete
apparatus e.g. counters
LO 1 AS 8: Explains own solutions to       SEE THAT LEARNERS HAVE THE CORRECT
problems                                  PENCIL GRIP AND NUMBERS ARE FORMED
LO 3 AS 1: Recognise ,identify and name   IN THE CORRECT WAY
3-D objects




                                            Weekly Lesson Planning Exemplar
                                                     Term 2 : Week 7
                                                    Theme: TRANSPORT
                                                             Numeracy (
         Learning Outcomes
                                          Mathematics )                                  Assessment        Res
      and Assessment Standards
                                            In Small Groups Monday to Friday
LITERACY                                  - Child counts rhythmically to 10            METHOD :       - Play M
Language HL:                              - Counting wheels of cars, taxis ,lorries,   Teacher        - Poster
LO 5 AS 1: Uses language to develop         bicycles Learners point to the wheels      Learner          types o
                                            on the picture and count                                  - Worksh
concepts : demonstrates developing
                                          - Learners build up and break down           TOOL :           wheel
knowledge of concepts such as quantity      numbers in the number range 1-5            Observation
colour                                                                                 sheet
                                                          2 and 3 makes 5         Worksheet
NUMERACY
Mathematics ;                                             1 and 4 makes 5          RECORDING :
LO 1 AS 2: Say number names in familiar                                                 Informal
                                                          4 and 1 makes 5
context
LO 1 AS 7.1: Building up and breaking                    2 and 2 and 1             FORMS :
down of numbers to at least 10                makes 5                                   Oral Responses
LO 1 AS 6: Solves and explain verbally                                                  Practical
stated solutions to problems with single   - Add and subtract orally to number 5.       demonstration
digit numbers and with solutions to 10       Learners use concrete apparatus to
LO 2 AS 1: Copies and extend own             pack out solution of problem
patterns using physical objects and        - 5 people in a taxi. If 2 climb off – how
drawings (e.g. using colour and shapes       many people are left?
                                           - One bicycle has 2 wheels. How many
INTEGRATION                                  wheels do 2 bicycles have?
EMS 1 LO 1 AS 1 and 3: Explores and          -Mother pays R 1 per day for transport
begins to understand the notions of          to work. How much does she pay for a
                                             week? (Use play money)
bartering and money and its uses
                                           - Mother has 5 coins of the same kind in
                                             her purse. She gives the taxi driver 4
                                             coins. How many coins does she still
                                             have in her purse?
                                           - Copy and extend patterns of wheels
                                             Create own pattern. Colour in pattern
                                             on worksheet -Identify, describe, sort
                                             and compare shapes in different
                                             means of transport.
                                              Weekly Lesson Planning Exemplar
                                                      Term 2 : Week 7
                                                     Theme: TRANSPORT
          Learning Outcomes                           Creative Activities                 Assessment     Res
       and Assessment Standards
LITERACY                                                                                  METHOD :
Language                                      4 GROUPS. ROTATE ACTIVITIES DAILY FROM Teacher              - Scissors
LO 1 AS 3: Draws a picture of the story       MONDAY TO THURSDAY. FRIDAY FREE PLAY                        - Crayons
song or rhyme ( FAT 3 )                                                                   TOOL :          - Play dou
LO 4 AS 12 : Manipulates writing tools like   Activity 1                                  Observation     - Play dou
                                              DRAWING WITH WAX CRAYONS:                   sheet           equipme
crayons and pencils
                                              learners draw and colour different types                    - sheets o
                                              of transport (cars, trains, aeroplanes,     RECORDING :     - shoebox
INTEGRATION                                                                               Formal          - glue
                                              boats). Learners draw with more detail a
Technology LO 1 AS 1: Physically                                                          FAT 3           String
                                              picture of story on any form of transport (
manipulates products to explore their
                                              FAT 3)                                      FORMS :
shape, size, colour and the materials they
are made of.                                                                             Oral Responses
                                              Activity 2
                                                                                         Practical
LO 1 AS 2: Chooses from a given range,        MAKE A TRAIN
                                                                                         demonstration
materials or substances that can be used      The group makes a train by tying shoe
to make simple products.                      boxes together with string. Make the
LO 1 AS3: Makes simple products from a        engine from a shoe box lid ,a round
range of materials provided.                  cardboard container (cheese) and a
A/C LO 1 AS 4.3 Visual Arts: Explores and     small cardboard box
experiments with a wide variety of art        and a tin
materials, techniques) including waste
materials), and colour in a spontaneous       Activity 3
and creative way.                             CUTTING AND PASTING: Make a book by
A/C LO 1 AS 4: 4 Visual Arts Uses and co-     using sheets of drawing paper ( 30cm X
ordinates motor skills in practical work      40 cm) From magazines, learners cut
and play (e.g. appropriate handling of        pictures of different means of transport
scissors, glue applicators, paintbrush and    and paste it in the book
drawing instruments).
A/C LO 3 AS 4.1 Visual Arts: Demonstrates    Activity 4
active involvement in individual and         MODELLING: Learners model with play
group art-making activities and an ability   dough the different transport e.g. cars,
to share art-making equipment.               lorries etc
A/C LO 4 AS 4..1 Visual Arts: Responds to
what the learner sees, perceives and
experiences in own natural and
constructed environment




                                                Weekly Lesson Planning Exemplar
                                                       Term 2 : Week 7
                                                      Theme: TRANSPORT
          Learning Outcomes
                                                Music, Drama, Dance & Movement          Assessment   Re
       and Assessment Standards
 LITERACY                                   Monday: Movement                                 METHOD :            - Tap
Language HL                                 - The teacher tells learners that they are       Teacher             - Mu
LO 3 AS 3. 1: Listens with enjoyment to          going to ride a bicycle. Run to your
oral texts (simple songs, rhymes, short          house (points to a place on the ground      TOOL :
poems and stories}, and shows                    and bring your bicycles. The children       Observation sheet
                                                 run to the tree and back.
understanding: acts out parts of the story,
                                            - Lie on your backs and ride your                RECORDING :
song or rhyme                                    bicycles. Make big leg movements as if      Informal
LO 2 AS 3: Sing and recites songs                you are riding a big bicycle and small
LO 5 AS 1: Uses language to develop              movements as if you are riding a small
concept such as speed , sequence                 bicycle.                                    FORMS :
                                            - Pretend they are going down the hill           Oral Responses
LIFE SKILLS :                                    (pedal fast) Go up the hill (Pedal slow).   Practical
Life Orientation                            - Two children lie on the grass their feet       demonstration
LO 4 AS 1: Plays running, chasing and            touching each other. The learners run,
dodging games using space safety                 jump over their legs, lie down and
LO 4 AS 2: Explores different ways to            pedal again.
locomote                                    - Take the bicycles back. The learners
LO 4 AS 3: Performs expressive                   run again to the spot that the teacher
movements using different parts of the           pointed to.
body.                                       Tuesday: Drama
                                             Taxi driver
INTEGRATION                                 I like to be a driver an a taxi that goes to
A/ C LO 1 AS 2 Dance                        town
Draws on play, fantasy and imagination      I ask people for money and help them up
to explore a wide variety of movement       and down
words, rhythms and changes in tempo.        I start the taxi and off we‟ll go into town
A/C LO 3 AS 1 Dance: Responds to            I will stop and people get down
                                            I might have someone to help me on the
movement instructions that cover space      way
without bumping or hurting others when      Collecting money that people pay
moving forwards and backwards
A/C LO 1 AS 2 Drama: Participates in        -Learners dramatise and pretend they are
make-believe situations based on            riding in a taxi/bus.
imagination, fantasy and life experiences   - The teacher can make a cap
A/C LO 2 AS 2 Drama:Uses concrete           beforehand for the driver. Chairs in the
objects to represent other objects in       class are placed in rows for the seats. as if
dramatic play                               in a taxi /bus.
                                            - Use play money to pay for the taxi/bus.

                                            Wednesday: Music
                                            - Learners participate in songs based on
                                              transport
                                            - Children go outside and stand in a line
                                              like a train. The child in front is the
                                              engine and the other children the
                                              carriages.
                                            - They sing the song: ‘Wahamba
                                              uloliwe’) and make arm movements
                                              imitating the wheels.
                                            - The teacher plays music. When the
                                              music plays fast, they move their arms
                                              like a train going fast and say chook-
                                              chook and when it is slow they move it
                                              slowly as if it is coming in a station and
                                              say sh-sh-sh.
Movement :
- The teacher tells the learners that they
  must stretch their arms out as if they
  are aeroplanes.
- If they take off, they turn around. The
  plane takes off and learners must start
  running on their spot then go faster
  and faster until it leaves the ground.
  (Slow and fast)
- The learners now pretend that they are
  propellers swinging their arms slowly at
  first and then faster and faster.
- The teacher plays on a drum if it is loud
  then the plane is near and the learners
  run towards her. If the drum beats
  softer it flies away and is far. ( Learners
  run away from the teacher

 Dance
- The teacher plays music.
- The learners imagine that they are
  cars.
- When the music plays fast they move
  and dance fast.
- When the music is playing slow they
  dance/move slowly
                                                  Weekly Lesson Planning Exemplar
                                                         Term 2 : Week 7
                                                        Theme: TRANSPORT
           Learning Outcomes
                                                            Outdoor Play                   Assessment          R
        and Assessment Standards
LITERACY :                                     Monday:                                 METHOD :
Language                                       - Sand play                             Teacher             - Sand
LO 1 AS 1: Listens attentively to questions,   - Water play: Learner experiment with                       equipm
instructions and announcements, and              objects that will float or sink       TOOL :              - Wate
responds appropriately                         - Outside apparatus & Free play         Observation sheet   & apro
LO 1 AS 2: Demonstrates appropriate            Tuesday:                                                    - Outsi
listening behaviour by listening without       - Sand play                             RECORDING :
interrupting, showing respect for the          - Water play: Learner experiment with   Informal
speaker, and taking turns to speak.              objects that will float or sink
LO 2 AS 5: Asks questions when the             - Outside apparatus & Free play
learner does not understand or needs           Wednesday:                              FORMS :
more information, and responds clearly         - Sand play                             Oral Responses
to questions asked of the learner              - Water play: Learner experiment with   Practical
                                                 objects that will float or sink       demonstration
LIFE SKILLS                                    - Outside apparatus & Free play
Life Orientation                               Thursday:
LO4 AS 4:Participates in Free Play             - Sand play
                                               - Water play
INTEGRATION:                                   - Outside apparatus & Free play
NS LO 1 AS 2: Contributes towards             Friday:
planning an investigative activity by         - Play games e.g. train games.
asking and answering questions about          - Sand play
the activity                                  - Outside apparatus & Free play




                                                Weekly Lesson Planning Exemplar
                                                          Term 2 : Week 7
                                                         Theme: TRANSPORT
            Learning Outcomes
                                                                       Educational play         Assessment           R
         and Assessment Standards
LITERACY :                                    Monday:                                       METHOD
Language                                      Group 1: Fantasy ( put on costumes and        Teacher             - Educ
LO 1 AS 3.5 : Puts pictures in the right      pretend that they are bus drivers, pilots                         equipm
sequence ( FAT 3)                             etc                                           TOOL :               - Pictu
LO 4 AS 9 : Shows in own writing              Group 2: Put 3 pictures of transport in the   Observation sheet   transp
                                              right sequence (FAT 3)                        Checklist           - Block
attempts, beginning awareness of
                                              Group 3: Builds 36 piece puzzles about        Rating scale        - Lacin
directionality ( e.g. starting from left to                                                                     (circle
right, top to bottom ( FAT 3)                 transport confidently. Learners are
                                                                                            RECORDING :         - Puzzle
 LO 5 AS 3.4 : Solves and completes           introduced to building puzzles (sorting       FORMAL
puzzles ( FAT 3)                              side pieces first , building the frame and
                                              then the inside) ( FAT 3 )                    FORMS :
                                              Group 4: Creative activity/educational        Oral Responses
NUMARACY                                  game, working from left to right (            Practical
Mathematics                               Learners do a rubbing background              demonstration
LO 4 AS 3 : Sequences events within one   working from left to right)( FAT 3)
day.

                                          Tuesday:
LIFE SKILLS:
                                           Group 1: Creative activity/educational
Life Orientation                          game, working from left to right (
LO4 AS 4: Participates in Free Play       Learners do a rubbing background
INTEGRATION                               working from left to right)( FAT 3)
                                          Group 2: Fantasy ( put on costumes and
 NS LO 1 AS 2: Participates in planned    pretend that they are bus drivers, pilots
activity by following                     etc
Simple instructions with assistance and   Group 3: Put 3 pictures of transport in the
explains what is being done or played     right sequence (FAT 3)
                                          Group 4: Builds 36 piece puzzles about
                                          transport confidently. Learners are
                                          introduced to building puzzles (sorting
                                          side pieces first , building the frame and
                                          then the inside) ( FAT 3 )
                                          Wednesday:
                                           Group 1: Builds 36 piece puzzles about
                                          transport confidently. Learners are
                                          introduced to building puzzles (sorting
                                          side pieces first , building the frame and
                                          then the inside) ( FAT 3 )
                                          Group 2: Creative activity/educational
                                          game, working from left to right (
                                          Learners do a rubbing background
working from left to right)( FAT 3)
Group 3:Fantasy ( put on costumes and
pretend that they are bus drivers, pilots
etc
Group 4: Put 3 pictures of transport in the
right sequence (FAT 3)
Thursday:
Group 1: Put 3 pictures of transport in the
right sequence (FAT 3)
Group 2 Builds 36 piece puzzles about
transport confidently. Learners are
introduced to building puzzles (sorting
side pieces first , building the frame and
then the inside) ( FAT 3 )
Group 3: Creative activity/educational
game, working from left to right (
Learners do a rubbing background
working from left to right)( FAT 3)
Group 4: Fantasy ( put on costumes and
pretend that they are bus drivers, pilots
etc

Friday:
Group 1: Free choice
Group 2: Free choice
Group 3: Free choice
Group 4: Free choice
                                              Weekly Lesson Planning Exemplar
                                                       Term 2 : Week 7
                                                      Theme: TRANSPORT
           Learning Outcomes                         Literacy (Language )
                                                                                           Assessment           R
        and Assessment Standards             In Small Groups Monday to Friday
LITERACY                 Language        - Learners draw with more detail a picture     METHOD
LO 1 AS 3 , 3 : (,Draws a picture of the of story, rhyme or song on any form of         Teacher             - Pic
story song or rhyme                      transport ( FAT 3 )                                                  for
                                                                                        TOOL :                tra
LO 1 AS 4 .1 : Develops phonic awareness - Group discussion on who has been in a
                                                                                        Observation sheet   - Na
and recognizes that words are made up    car, boat, aeroplane, bus ( FAT 3 ) Tell       Rubric
of sounds                                their friends about their drawing Learners     Checklist
LO 1 AS 4.2: Develops phonic awareness talk confidently about own experiences (         Rating scale
and distinguish between different sounds FAT 3)
especially at the beginning and ending   - Phonic awareness through using               RECORDING :
of words                                 pictures on board.                             FORMAL
                                         Learners identify a simple picture or figure   FAT 3
LO 2 AS 7: Recounts own personal
experiences.                             from the background Discussion in a
                                                                                        FORMS :
LO 3 AS 1.2: Identifies a picture or figure   group ( FAT 3)                                Oral Responses
from the background.                          - Discuss the Recognizes initial consonant    Practical
LO 4 AS 2: Forms letters in various ways      of own/peers names. Learners have             demonstration
(e.g.) by using own body to show the          name cards with group names on,
shapes, writing in sand                       Discuss the initial letter of each one’s
LO 3 AS 5.1 : Recognizes initial consonant    name. Discussion and Pointing out their
and short vowel sounds                        own name ( FAT 3)
LO 5 AS 1.1 Demonstrates developing           - Learners confidently demonstrate
knowledge of concepts such as quantity,       knowledge of colour, shape, size and
size, shape, direction, colour, speed,        age. Learners are introduced to the
time, age, sequence                           concept of direction , quantity and
LO 6 AS 1.1 and 1.2 : Relates sounds to       sequence
letters and words by recognising words        Discus – Colours of cars
are made up of sounds and recognises                Size of cars, buses ,boats
the sounds at beginning of some words               Shapes of cars, buses ,boats
                                                    Direction of cars travelling on roads

                                              PHONIC OF THE WEEK : See Page 3
                                              and 4

                                              PATTERN OF THE WEEK

                                              VOCABULARY WORDS FOR THE WEEK
                                                 Weekly Lesson Planning Exemplar
                                                        Term 2 : Week 7
                                                       Theme: TRANSPORT
            Learning Outcomes
                                                           Story (Reading)                  Assessment          R
        and Assessment Standards
LITERACY                                      Monday:                                    METHOD :
Language                                      - Read a Story about Transport Look at     Teacher             - Sto
LO 1 AS 3: Listen with enjoyment and            non-fiction books about transport.                           - No
understanding to oral text such as              Teacher reads story, child “reads”       TOOL :                Boo
stories/poems                                   story, discuss and interpret pictures,   Observation sheet
LO 3 AS 1.1: Uses visual cues to make           concepts
meaning by looking carefully at pictures                                                 RECORDING :
and photographs to recognize common            - Memory and comprehension                Informal
objects and experiences to makes sense           questions:
of picture stories                               Who was the main character?
                                                                                         FORMS :
LO 3 AS 1.3: Uses visual cues to make            What did you like best about the
                                                                                         Oral Responses
meaning by looking carefully at pictures         story?                                  Practical
and photographs to recognize common           Tuesday:                                   demonstration
objects and experiences : matches
                                              - Questions about story
pictures and words
                                              - Memory and comprehension questions
LO 3 AS 1.3: Uses visual cues to make            What happened first? What happened
meaning by looking carefully at pictures      last?
and photographs to recognize common             What would you have done if you were
objects and experiences: uses illustrations   …..?
to understand simple captions in story          Did this story have a happy ending?
books
                                              Wednesday:
LO 3 AS 3.3 : Makes meaning of written
text: makes links to own experience when      - Learners dramatize a part of the story
                                                that was told by the teacher.
reading with the teacher, viewing              - Memory and comprehension
television or pictures                           questions:                        Did
LO 3 AS 2 Role-plays reading: holds a            this story have a happy ending?
                                                 Can you think of another idea to add
book the right way up, turns pages
                                                 to the story?
appropriately, looks at words and
pictures and understands the relationship
between them, and uses pictures to             Thursday:
construct idea „Reads‟ picture books
with simple captions or sentences              - Children watch a video / listen to a
LO 3 AS 4.3: Starts recognizing and              tape - Takalani Sesame
                                               - Tell their own stories about transport
making meaning of letters
                                               - Questions and discussion
INTEGRATION :
SS(H)
LO 1 AS 1Answers simple questions about        Friday:
stories from the past
LO 3 As 1 Responds to stories about the        - Teacher tells own story about Transport
past e. g listens to a story about the past.   that the learners have compiled and asks
                                               questions
                                                     Who / What was the story about?
                                                     Would you like to be…..? Why?
                                                     What would have happened if
                                                     ……?
                                   WORK SCHEDULE FOR GRADE R
TERM 2
Week: 8           Date: _______________                                              Theme : PEOPLE AT
WORK
                     LITERACY ( FAT 4)                         NUMERACY                                LIFE SKILLS

 Focus     LO 1: Listening    LO 2: Speaking      LO 1:                LO 2: Patterns    LO 1:Health           LO 2
Learning                                          NumberOperatio                         Promotion
           AS 1, AS 2, AS     AS 1, AS 3, AS 6,                                  -                             AS 3
                                                  ns
Outcom     3.1, AS 4.1, AS    AS 10                                                              -
  es &     4.2, AS 4.4                            AS 1, AS 2, AS 4,
                                                  AS 5, AS 6, AS
Assessm                                           7.1, AS 7.3 , AS 8
   ent   LO 3: Reading      LO 4:Writing       LO 3: Space &             LO 4:                 LO 3: Personal        LO 4
Standard AS 1.1, AS 1.3, AS AS 2, AS 8, AS 11, Shape                     Measurement           Develop.              Mov
    s    2, AS 3.3, AS 4.3, AS 12              AS 1 , AS 3               AS 2, AS 3            AS 1                  AS 1
             AS 5.2, As 5.3

             LO 5: Thinking &   LO6:Language         LO 5: Data
             Reasoning          Structure            Handling

             AS 1, AS 2.2, AS   AS 1.1, AS 1.2, AS   AS 7.1, AS 7.3
             5.1                3.4

  Time                9 hours 10 minutes                      7hours 30 minutes                           5hours 50 min


Integratio   Social Science (H) : LO 2 AS 1, LO 2 AS 2
    n        Natural Science:     LO 1 AS 1
             EMS: LO 1 AS 1, LO 1 AS 3
             Arts and Culture : Visual Arts : LO 1 AS 4.3, LO1 AS 4.4    Visual Arts : LO 3 AS 4. .1 , Visual Arts: LO 4 AS
                                   Drama: LO 1 AS 2, LO 2 AS 2

Continuou METHOD :                                   METHOD :                                  METHOD :
    s     Teacher                                    Teacher                                   Teacher
assessme TOOL :                                      TOOL :                                    TOOL :
           Observation sheet                         Observation sheet                         Observation sheet
    nt
          Rubric                                     Rubric                                    Rubric
  Who     Checklist                                  Checklist                                 Checklist
assesses? RECORDING :                                RECORDING :                               RECORDING :
          FORMAL ( FAT4)                             Informal                                  Informal
          FORMS :                                     FORMS :                                   FORMS :
  How?       Oral Responses                          Oral Responses                           Oral Responses
            Practical demonstration                  Practical demonstration                  Practical demonstration
  What?




RESOURCES: (REQUIRED EVERY WEEK) :                                                      SPECIAL RESOURCES FOR THE W
                                                                                        - Paper Money
Discovery table items
                                                                                        - (coins coloured in different
Stories, Rhymes, Songs , Calendar, Name Chart, Birthday Chart, Weather, Theme             sizes )
                                                                                        - Play telephone with number
posters,
                                                                                        - Counters
Number Charts , Abacus, Counters, pegboards, colour charts,                             - Poster with people doing dif
                                                                                          occupations (jobs)
Books , Puzzles, Games, Blocks, Construction toys, Manipulative toys                    - Parents or people with differ
                                                                                          occupations to come and a
 Creative materials and tools, Paint, Brushes, Crayons , Scissors , Glue , Paper Anti- waste material ,
                                                                                          learners
CD payer and music, instruments ,                                                       - Fantasy costumes

Fantasy area: remains set up as a home corner unless otherwise specified.

Outdoor play apparatus Jungle Gym, Sandpit, Balance beam, Hoops, Tyres, balls

Water play equipment, Sand play equipment



Barriers to Learning : SEE PAGE 5 and 6
                                               Weekly Lesson Planning Exemplar
                                                        Term 2 : Week 8
                                                   Theme: PEOPLE AT WORK
            Learning Outcomes
                                                Morning Circle - Theme Discussion            Assessment           R
         and Assessment Standards
LITERACY :                                    Monday:                                     METHOD :            Them
Language HL                                   The type of work we do to get money         Teacher             - Them
LO 1 AS 1: Listens attentively to             and to provide for our families.                                resou
questions, instructions and                   - What type of work do your mom and         TOOL :              - Them
announcements, and responds                     dad do? Do they enjoy their work?         Observation sheet   equip
appropriately                                   Where do they work? What do they do       Rubric
 LO 1 AS 2: Demonstrates appropriate            at work? Do you know who they work        Checklist
listening behaviour by listening without        with?
interrupting, showing respect for the         - What type of work did your                RECORDING :
speaker, and taking turns to speak.             grandparents do and how were they         Informal
 LO 2 AS 1 : Talks about family and friends     paid? What would you like to be or do
 LO 3 AS 1 : Uses visual cues to make           when you grow up?                         FORMS :
meaning Looks carefully at pictures and       - Talk about different kinds of jobs        Oral Responses
photographs to recognize common                 people do e.g.Doctors, nurses,            Practical
objects and experiences                         dentists, policemen, teachers. Firemen,   demonstration
- identifies a picture or figure from the       secretaries, pilots, farmers, musicians
    background                                  etc.
- matches pictures and words                  - Ask questions such as Where do they
                                                work? What do they do? Who do they
                                                work with?
NUMERACY:                                    Tuesday
 Mathematics                                 People who look after our health
LO 4 AS 2: Orders recurring events in own    - Doctors, Dentists, Nurses
daily life                                   - Ask questions such as: Where do they
LO 4 AS 3: Sequences events within one         work? What do they do? Who do they
day.                                           work with?

LIFE SKILLS:                                 Wednesday:
Life Orientation                             People who look after our safety
LO 2 AS 3: Knows members of own family,      - Policemen, Firemen
peers and caregivers.                        - Ask questions such as: Where do they
LO 3 AS 1: Says own name and address.          work? What do they do? Who do they
                                               work with? e.g. Policemen protect us
                                               and catch people who want to take
INTEGRATION:                                   other peoples goods and harm other
EMS LO 1 AS 1: Explores and begins to          people. Traffic Cops helps with safety
understand the nations of bartering and        on roads ,Firemen help to put out fires
money and its uses                             if our house is burning
SS (H) LO 2 AS 1: Discusses experiences in   Thursday Actor / actress :
the past and present (chronology and         People who provide us with food
time)                                        - Shopkeepers and farmers
NS LO 1 AS 1: The learner participates in    - Ask questions such as: Where do they
a planned activity by explaining what is       work? What do they do? Who do they
                                               work with?
being done or played   Friday :
                       Musicians and artists
                       - Ask questions such as: Where do they
                          work? What do they do? Who do they
                          work with?
                                               Weekly Lesson Planning Exemplar
                                                       Term 2 : Week 8
                                                  Theme: PEOPLE AT WORK
             Learning Outcomes                   Maths Routine ( Daily Monday to
                                                                                               Assessment           R
         and Assessment Standards                             Friday)
LITERACY :                                   Monday to Friday                               METHOD :            - Nam
Languages HL                                                                                Teacher               (M
LO 1 AS 1: Listens attentively to             1. Health Check, Run a quick head to toe                          - Nam
questions, instructions and                     check of each child. Keep a health          TOOL :                (Da
announcements, and responds                     record of any sign of illness observed or   Observation sheet   - Wea
appropriately,                                  medication given. Refer cases that need                         - Birth
LO2 AS 10: Shows sensitivity when               attention.                                  RECORDING :         - Dat
speaking to others                                                                          Informal            - Num
                                              2. Greetings and news
LO 4 AS 8 : shows in own writing attempts,
                                               - Welcoming : Greet the teacher and          FORMS :
Beginning awareness of directionality
                                             friends                                        Oral Responses
(e.g. starting from left to right, top to     - News : Learners tell about news in their    Practical
bottom)                           LO 5 AS 1:  lives                                         demonstration
Uses language to develop concepts.            - News: News - country & around the
Demonstrates developing knowledge of                 world? ( Ask learners what did they
concepts such as quantity, , colour                  see on the news (TV), heard on the
                                                     radio and where did it happen?
NUMERACY :                                    - Register: Who is absent? Counting
Mathematics                                           number of learners absent and
LO 1 AS 1: Count to at least 10 everyday              present
objects ,                                     - Birthdays : Who‟s birthday is it today?(
LO 1 AS 2: Says and uses number names                   Learners sing “Happy Birthday To
in familiar context                                     You” )
LO 1 AS 6: Solves verbally stated             - Religion : Moral story and songs
additions and subtraction problems with
solutions to at least 10                  3. Days of the week
LO 1 AS 7.1 and 7.3: Building up and      - Monday to Sunday
breaking down numbers using concrete          ( Learners say which day of the week it
apparatus e.g. counters                   is )
LO 1 AS 8 : Explains own solutions to     - Rhyme about days of the week
problems                                  - Which day comes before …..?
LO 3 AS 1: Recognise ,identify and        - Which day comes after …….?
name 3-D objects
                                          4.. Months of the year
                                          - Which month of the year is it?
                                          - January to December (song)


                                          5. Date
                                          - Yesterday‟s date? Today‟s date?
                                          Tomorrow‟s date?

                                          6. Weather
                                          - Season? (Summer, Autumn, Winter,
                                          Spring)?
                                          - Weather? Ask a learner to go and look
                                            outside, How is the weather today?
                                            (Sunny, cloudy, rainy or windy)?
                                          - Tell children to watch temperature for
                                            tomorrow on the news (TV) listen on the
                                            radio or ask their parents.
                              Weekly Lesson Planning Exemplar
                                      Term 2 : Week 8
                                  Theme: PEOPLE AT WORK
                                             Numeracy (
   Learning Outcomes
                           Mathematics )                        Assessment   R
and Assessment Standards
                             In Small Groups Monday to Friday
LITERACY                                  - Learners build up/break down numbers       METHOD :            - Pap
Language HL                               in the number range 1 – 5. Learners use      Teacher             (coins
LO 5 AS 5.1 Uses language to develop      concrete apparatus (counters/coins) to                           differe
concepts such as quantity and size                                                     TOOL :              and s
                                          illustrate the technique .e.g. Build
                                                                                       Observation sheet
NUMERACY                                  up/break down the number 5.                  Rubric              - Play
Mathematics                                    2 and 3 makes 5                                        with n
LO 1 AS 7.1 : Uses the following                                                       RECORDING :
techniques: Building up and breaking        1 and 4 makes 5                       Informal            - Cou
down numbers to at least 10                                                                                Poste
                                            4 and 1 makes 5
                                                                                       FORMS :             doing
 LO 1 AS 4: Orders and compares
                                          - The teacher asks learners questions such   Oral Responses      occu
collection of objects using the words                                                  Practical
                                          as: What does mom and dad do in the
„more‟, „less‟ and „equal‟                                                             demonstration
                                          morning before they go to work?
 LO 1 AS 5 Solves verbally stated
                                          - What do they do at work? What do
additions and subtraction problems with
                                          they do when they get home?
solutions to at least 10
                                          - What do they do in the afternoon and
LO 4 AS 3: Sequences events within one
                                             before they go to bed?
day
                                          - Learners order/sequence at least 3
LO 1 AS 8 : Explains own solutions to
                                             events in one day
problems

LIFE SKILLS                               - What does mommy or daddy get at
Life Orientation                             the end of the month for her/his
LO3 AS 1 : Says own name and address         work/job?( Money )
                                          - Learners compare a collection of
                                             objects in the number range 1-5
INTEGRATION                                more/less/equal  / 
                                          more/less/equal 
EMS LO 1 AS 3: Explores and begins to
understand the notions of bartering and   - Learners learn the telephone number
money and its uses.                         of police. Own address and number



                                           Problem solving
                                          Learners solve verbally stated addition
                                          and subtraction problems with single digit
                                          numbers and solutions to at least 5.
                                          Learners use concrete apparatus to
                                          pack out the solution to the problem.

                                          - The house is on fire: 5 people were
                                            inside. 3 are now outside. How many
                                            are still inside?
                                          - The doctor gives Sipho first one pill,
                                            then 2 pills and then another 1 pill.
                                            How many pills did Sipho get
                                            altogether?
                                          - The Chef bakes 5 loaves of bread. Four
                                            loaves are eaten up .How many loaves
                                            of bread left over?
                                                Weekly Lesson Planning Exemplar
                                                         Term 2 : Week 8
                                                     Theme: PEOPLE AT WORK
            Learning Outcomes
                                                           Creative Activities                  Assessment            R
         and Assessment Standards
LITERACY :                                     Can follow 2 instructions, answer 2            METHOD:
Language                                       questions and listen to 1 announcement        Teacher             - Sciss
LO 1 AS 1: Listens attentively to questions,   how to make a card for a sick friend in all                       - Cray
instructions and announcements, and                                                          TOOL :              - Pap
                                               4 groups for the week ( FAT 4)
responds appropriately.        ( FAT 4)                                                      Observation sheet   - Pain
                                               Monday:                                       Rating scale        - Pain
LO 4 AS 12 : Manipulates writing tools like    Group 1: Make a card for sick friend ( FAT    Checklist           - Play
crayons and pencils                            4)                                Group 2:                        - Play
NUMERACY                                       Drawing ;What I want to be when I grow        FORMS               equip
Mathematics                                    up Group 3: Painting : A fire painting –use   Oral response       - Sciss
LO 3 AS 1: Recognizes, identifies and          shades of red yellow and orange               Practical           - Boxe
names 3-D objects in the classroom and                                                       Demonstration
                                               Group 4: Make a robot from boxes
in pictures, including: boxes (prisms)and
                                                                                             RECORDING
balls (spheres)                                Tuesday:                                      Formal
LO3 AS 3: Builds 3-D objects using             Group 1: Make a robot from boxes              FAT 4
concrete materials (e.g. building blocks       Group 2: Make a card for sick friend ( FAT
                                               4)                                            REPORTING:
                                               Group 3: Drawing ;What I want to be
INTEGRATION                                  when I grow up                               Teacher gives
A/C LO 1 AS 3 Visual Arts: Explores and      Group 4: Painting : A fire painting –use     feedback to
experiments with a wide variety of art       shades of red yellow and orange              learners about their
                                                                                          progress
materials, techniques) including waste
materials), and colour in a spontaneous
                                             Wednesday:
and creative way.                            Group 1: Painting : A fire painting –use
A/C LO 1 AS 4 Visual Arts: Uses and co-      shades of red yellow and orange
ordinates motor skills in practical work     Group 2: Make a robot from boxes
and play (e.g. appropriate handling of       Group 3: Make a card for sick friend ( FAT
scissors, glue applicators, paintbrush and   4)
drawing instruments).                        Group 4: Drawing ;What I want to be
A/C LO 3 AS 4 Visual Arts: Demonstrates      when I grow up
active involvement in individual and
group art-making activities and an ability
to share art-making equipment.               Thursday:
A /C LO 4 AS 4 Visual Arts: Responds to      Group 1: Drawing ;What I want to be
what the learner sees, perceives and         when I grow up
experiences in own natural and               Group 2: Painting : A fire painting –use
constructed environment                      shades of red yellow and orange
                                             Group 3: Make a robot from boxes
                                             Group 4: Make a card for sick friend ( FAT
                                             4)




                                             Friday: Individual choice
                           Weekly Lesson Planning Exemplar
                                  Term 2 : Week 8
                              Theme: PEOPLE AT WORK
   Learning Outcomes
                           Music, Drama, Dance & Movement    Assessment   Res
and Assessment Standards
 LITERACY                                   Monday: Movement                                 METHOD:          Music instru
LO 2 AS 3: Sing and recites songs           Exercise – imitate people walking to their       Teacher          - CD / tape
                                            work. Some walk slow, others walk very                            - Song/rhym
LIFE SKILLS                                 fast                                             TOOL :
Life Skills                                 Body awareness                                   Observation
LO 4 AS 1: Plays running, chasing and                                                        sheet
dodging games using space safety            Sense of body;
                                            - Laterality; Left and right leg. Left and       Rating scale
LO 4 AS 3: Performs expressive                                                               Checklist
movements using different parts of the        right arms. (Symmetry)
body.                                       - Performs expressive movements using
                                              different parts of the body. Make big          FORMS
                                              body movements like swinging both              Oral response
INTEGRATION                                                                                  Practical
A/C LO 1 AS 2 Drama: Participates in          the arms. Jumping lifting both arms
                                              above the head                                 Demonstration
make-believe situations based on
imagination, fantasy and life experiences                                                    RECORDING
A/C LO 2 AS 2 Drama: Uses concrete                                                           Formal
objects to represent other objects in                                                        FAT 4
dramatic play

                                            Tuesday: Music                                   REPORTING:
                                            The teacher tells a story of a house that is     Teacher gives
                                            burning, Who do we call if it is a serious       feedback to
                                            fire? The firemen in their fire engine.          learners about
                                            If it is a small fire we try to extinguish the   their progress
                                            fire. Teach the learners the following song
                                            Umzi watsha! Umsi watsha!
                                            Khangela phaya! Khangela phaya!
                                            Umlilo! Umlilo!
                                            Galel‟amanzi! Galel‟amanzi!
The house is burning 2x
Look over there 2x
Fire! 2x
Pour on water 2x

Die huis brand 2x
Kyk daar2x
Vuur 2x
Gooi water 2x
When learners know the words and tune
you can divide the learners in two groups
and they sing the sound with round
action.
Wednesday: Music
- Sing the song again .but use musical
   instruments .(Percussion instruments)
   Play loud and soft on teacher‟s
   instructions
Thursday: Movement
- Learners go to playground. The
   teacher demonstrates how a traffic
   cop controls traffic with hand signs.
- She also shows learners a picture of a
   robot and three cardboard circles in
   red, green and yellow. She explains
   the how the robot works.
- Learners walk when the teacher shows
   the green light and when they see the
   red light the learners stop, When she
                                         shows the green light they can walk.
                                         Again.
                                       - Instead of walking they can now run
                                         as fast moving cars.

                                       Friday: Drama
                                       Learners dramatise story about the house
                                       that is burning




                                            Weekly LessPlanning Exemplar
                                                 Term 2 : Week 8
                                             Theme: PEOPLE AT WORK
           Learning Outcomes
                                                    Outdoor Play                     Assessment           R
       and Assessment Standards
LIFE SKILLS :                          Monday:                                    METHOD:
                                                                                  Teacher             Sand
LO 4 AS 4: Participates in free play   - Sand play                                                    equip
activities                             - Water play                               TOOL :              - Wat
                                       - Outside apparatus & Free play            Observation sheet   & apr
INTEGRATION:                                Tuesday:                                Checklist       - Outs
NS LO 1 AS 2: Participates in planned                                                               appa
activity by following simple instructions   - Sand play                             FORMS
                                            - Water play                            Oral response
                                            - Outside apparatus & Free play         Practical
                                            Wednesday:                              Demonstration

                                            - Sand play                             RECORDING
                                            - Water play                            Informal
                                            - Outside apparatus & Free play
                                            Thursday:

                                            - Sand play
                                            - Water play
                                            - Outside apparatus & Free play
                                            Friday:

                                            - Sand play
                                            - Water play
                                            - Outside apparatus & Free play




                                             Weekly Lesson Planning Exemplar
                                                      Term 2 : Week 8
                                                  Theme: PEOPLE AT WORK
          Learning Outcomes
                                                                 Educational play      Assessment       R
       and Assessment Standards
                                          Monday:                                         METHOD:
LITERACY                                  Group 1: Fantasy play Dress up in               Teacher                Educa
Language :                                different uniforms and role play what the                              - Puzzl
LO 5 AS 2.2: Matches things that go       person does for a living                        TOOL :                 - Fant
together, and compares things that are    Group 2: Puzzles of people doing                Observation sheet      equip
different ( FAT 4 )                       different jobs                                  Rating scale           - Puzz
                                          Group 3: Learners compare things                Checklist              - Dom
LO 6 AS 3. 4 Uses language to investigate
                                          (pictures, objects) that are different (Play                           - Geo
and explore by solving and completing
                                          SNAP with pictures of people doing              FORMS
puzzles
                                                                                          Oral response
 LO 3 AS 2 Role-plays reading: holds a    different jobs. FAT 4)
                                                                                          Practical
book the right way up, turns pages        Group 4: „Reading Books”                        Demonstration
appropriately, looks at words and         Tuesday:
pictures and understands the relationship Group 1: „Reading Books”                        RECORDING
between them, and uses pictures to        Group 2 Fantasy play Dress up in different      Formal
                                          uniforms and role play what the person          FAT 4
construct ideas
                                          does for a living
                                          Group 3: Puzzles of people doing                REPORTING:
LIFE SKILLS :                             different jobs                                  Teacher gives
Life Orientation                          Group 4: Learners compare things (              feedback to
LO 4 AS 4 : Participates in Free Play     pictures, objects ) that are different          learners about their
Activities                                (FAT4)                                          progress

                                           Wednesday:
                                           Group 1 Learners compare things
                                           (pictures, objects) that are different (Play
                                           SNAP with pictures of people doing
                                           different jobs. FAT 4)
                                            Group 2: „Reading Books”
Group 3: Fantasy play Dress up in
different uniforms and role play what the
person does for a living
Group 4: Puzzles of people doing
different jobs


Thursday:
Group 1: Puzzles of people doing
different jobs
Group 2: Learners compare things
(pictures, objects) that are different (Play
SNAP with pictures of people doing
different jobs. FAT 4)
Group 3:
Group 4: Fantasy play Dress up in
different uniforms and role play what the
person does for a living

Friday:
Group 1: Free choice
Group 2: Free choice
Group 3: Free choice
Group 4: Free choice
                            Weekly Lesson Planning Exemplar
                                     Term 2 : Week 8
                                Theme: PEOPLE AT WORK
   Learning Outcomes               Literacy (Language )
                                                              Assessment   Res
and Assessment Standards   In Small Groups Monday to Friday
LITERACY                                    - Look at and examine pictures to           METHOD           - Fantasy
Language HL                                   recognise common experiences, e.g.        Teacher          - Play tel
LO 1 AS 3.3: Acts out parts of the story,     picture of police, nurse, doctor, etc.
                                              These are people who help us.             TOOL :
song or rhyme ( FAT 4)
                                            - Tell of own experiences. Who has been     Observation
LO 1 AS 4 .1: Develops phonic awareness       in the hospital or to a doctor? Tell us   sheet
and recognizes that words are made up         about it.                                 Rating scale
of sounds                                   - Your friend is very sick. What are you    Checklist
LO 1 AS 4.2: Develops phonic awareness        going to do?
and distinguish between different sounds    - Learners learn poem. Talk about texts.    FORMS
especially at the beginning and ending      - Acts out part of a story or rhyme (FAT    Oral response
                                            4)                                          Practical
of words
                                            - Develop phonic awareness.                 Demonstration
LO 1 AS 4..4: Segments spoken multi-
                                               Learners clap 2 and 3 syllable words
syllabic words into syllables                                                           RECORDING
                                              Clapping, stamping,        jumping
( e.g. Ba-na-na ) using clapping or                                                     Formal
                                              activities.( FAT 4)                       FAT 4
drumbeat ( FAT 4 )
                                            - Learners must be able to convey a
LO 2 AS 6: Passes on messages (FAT 4)
                                              simple message in the classroom.          REPORTING:
LO 3 AS 5.3: Recognizes initial consonant
                                              During game activities (Telephone         Teacher gives
and short vowel sounds
                                              game) Learner passes a more detailed      feedback to
LO 3 AS 5.2: Recognizes and names                                                       learners about
                                              message to peer (FAT 4)
some common letters of the alphabet                                                     their progress
                                            - Recognizes initial consonant of
such as the letter, the learner’s name
                                              own/peers names Discussion and
begins with
                                              pointing out their own name and names
LO 4 AS 1 1 Creates and uses drawings
                                              of peers ( FAT 4 )
to convey a message, and as a starting
                                            - Learners recognize letter of the
point for writing
                                              alphabet in their own name (FAT 4 )
LO 4 AS 2 Forms letters in various ways   -  Learners draw own choice of picture
(e.g.) by using own body to show the        and on a given topic ( FAT 4)
shapes, writing in sand )                 - Learners spontaneously recognize the
LO 6 AS 1.1 and 1.2: Relates sounds to      sound their peers names starts with
letters and words by recognising words      Group discussion ( FAT 4)
are made up of sounds and recognises      PHONIC OF THE WEEK : See Page 3
the sounds at beginning of some words     and 4
                                          PATTERN OF THE WEEK
                                          VOCABULARY WORDS FOR THE WEEK




                                              Weekly Lesson Planning Exemplar
                                                     Term 2 : Week 8
                                                 Theme: PEOPLE AT WORK
          Learning Outcomes
                                                       Story (Reading)             Assessment   R
       and Assessment Standards
 LITERACY:                                    Monday:                                     METHOD
Language HL                                   - Read a Story about People doing           Teacher                - Sto
LO 1 AS 3. 1: Listens with enjoyment to         different jobs                                                   - Pa
oral texts (simple songs, rhymes, short       - Ask memory and comprehension              TOOL :                   pe
poems and stories}, and shows                   questions:                         Who    Observation sheet        diff
                                                were the main characters?                 Rating scale             oc
understanding: acts out parts of the story,
                                                What did you like best about the story?   Checklist                co
song or rhyme                                                                                                      ad
                                              Tuesday:
LO 3 AS 1.1 : Uses visual cues to make        Questions about story                       FORMS
meaning by looking carefully at pictures      - Memory and comprehension questions        Oral response          - Fan
and photographs to recognize common           - What happened first? What happened        Practical                co
objects and experiences to makes sense          in the middle, What happened last?        Demonstration
of picture stories                            - What would you have done if you
                                                were …..?                                 RECORDING
LO 3 AS 1.3: Uses visual cues to make
                                                                                          Formal
meaning by looking carefully at pictures      Wednesday:                                  FAT 4
and photographs to recognize common           - Learners dramatize a part of the story
objects and experiences: uses illustrations     that was told by the teacher.             REPORTING:
to understand simple captions in story        - Ask memory and comprehension              Teacher gives
books                                           questions:                          Did   feedback to
LO3 AS 3.3: Makes meaning of written            this story have a happy ending?           learners about their
                                                                                          progress
text: makes links to own experience when        Can you think of another idea to add
reading with the teacher, viewing               to the story?
television or pictures
                                              Thursday:
LO 3 AS 2: Role-plays reading: holds a
                                              - Learner tells their own stories about
book the right way up, turns pages            people at work
appropriately, looks at words and             - Ask a few parents to come and explain
                                              their jobs
pictures and understands the relationship
between them, and uses pictures to
construct idea „Reads‟ picture books
with simple captions or sentences
LO 3 AS 4.3 Starts recognizing and          Friday:
making meaning of letters                   - Teacher tells own story about one of
                                              the jobs that people do.
                                            - Ask questions:

                                                 Who / What was the story about?
                                                 What would have happened if
                                                 ……?
                                    WORK SCHEDULE FOR GRADE R
TERM 2
Week: 9           Date: _______________                                   Theme : WINTER
                         LITERACY                   NUMERACY ( FAT 3 )                LIFE SKILLS ( FAT
                                                          Week 9                           Week 10
 Focus     LO 1: Listening   LO 2: Speaking   LO 1:          LO 2: Patterns   LO 1:Health          LO 2
Learning                                      NumberOperatio                  Promotion
           AS 1.1, AS 1.2, AS AS 1, AS 10                    AS 1, AS 2                            AS 1
                                              ns
Outcom     1.3, AS 3.3, AS                                                    AS 3
  es &     3.5, AS 4.1, AS                    AS 1, AS 2, AS 3,
           4.2                                AS 4, AS 6, AS
Assessm                                       7.1, AS 7.3, AS 8
   ent   LO 3: Reading          LO 4:Writing         LO 3: Space &      LO 4:               LO 3: Personal      LO 4
Standard AS 3.1, AS 3.2,                             Shape              Measurement         Develop.            Dev
                                AS 2, AS 8, AS 12
    s    AS 3.3, AS 4.3                              AS 1, AS 3, AS 4   AS 2, AS 3          AS 1, AS 2, AS 4    AS 1
                                                                                                                AS 4

             LO 5: Thinking &   LO6:Language         LO 5: Data
             Reasoning          Structure            Handling

             AS 1, AS 5.1       AS 1.1, AS 1.2, AS
                                2

  Time                9 hours 10 minutes                      7hours 30 minutes                       5hours 50 min


Integratio Social Science (H) : LO 2 AS 1, LO 2 AS 2        Social Science ( G ) LO 2 AS 1
    n      Natural Science:     LO 1 AS 2
           Technology :          LO 1 AS 1, LO 1 AS 2, LO 1 AS 3 , LO 1 AS 4
           Arts and Culture : Visual Arts : LO 1 AS 4.1, LO 1 AS 4.3, LO 1 AS 4.4 Visual Arts : LO 3 AS 4. .1 , Visu
           AS 4.1
                                 Dance: LO 4 AS 1 LO 4 AS 3
                                 Drama LO 1 AS 2, LO 3 AS 2
Continuou METHOD :                             METHOD :                            METHOD :
    s     Teacher                              Teacher                               Teacher
assessme TOOL :                                TOOL :                               TOOL :
          Observation sheet                    Observation sheet                   Observation sheet
    nt
          Rubric                               Rubric                              Rubric
  Who     Checklist                            Checklist                           Checklist
assesses?    RECORDING :                        RECORDING :                           RECORDING :
            Informal                            FORMAL ( FAT 3)                       FORMAL
  How?      FORMS :                             FORMS :                              FORMS :
            Oral Responses                      Oral Responses                       Oral Responses
  What?
            Practical demonstration             Practical demonstration              Practical demonstration


RESOURCES: (REQUIRED EVERY WEEK) :                                                      SPECIAL RESOURCES FOR THE W
                                                                                        - Season Board with pictures o
Discovery table items
                                                                                          Winter and Autumn
Stories, Rhymes, Songs , Calendar, Name Chart, Birthday Chart, Weather, Theme           - Pictures of Winter
                                                                                        - Leaves
posters,
                                                                                        - Stones
Number Charts , Abacus, Counters, pegboards, colour charts,                             - Branches
                                                                                        - Number name cards
Books , Puzzles, Games, Blocks, Construction toys, Manipulative toys                    - Number name symbols
                                                                                        - Plastic packets
                                                                                        - Worksheet ,
 Creative materials and tools, Paint, Brushes, Crayons , Scissors , Glue , Paper Anti- waste materialwith circles on

CD payer and music, instruments ,

Fantasy area: remains set up as a home corner unless otherwise specified.

Outdoor play apparatus Jungle Gym, Sandpit, Balance beam, Hoops, Tyres, balls

Water play equipment, Sand play equipment


Barriers to Learning : SEE PAGE 5 and 6
                                                 Weekly Lesson Planning Exemplar
                                                     Term 2 : Week 9 & 10
                                                         Theme: WINTER
          Learning Outcomes
                                             Health check and Morning Circle ( Ring )         Assessment            R
       and Assessment Standards
                                             Monday to Friday                              METHOD :            - Nam
LITERACY :                                                                                 Teacher               ( Mo
Language HL                                   1. Health Check, Run a quick head to                             - Nam
LO 1 AS 1: Listens attentively to               toe check of each child. Keep a            TOOL :                (Da
questions, instructions and                     health record of any sign of illness       Observation sheet   - Wea
announcements, and responds                     observed or medication given. Refer                            - Birth
appropriately                                   cases that need attention.                 RECORDING :         - Date
 LO 1 AS 2: Demonstrates appropriate                                                       Informal            - Num
                                              2. Greetings and news
listening behaviour by listening without
interrupting, showing respect for the          - Welcoming : Greet the teacher and         FORMS :
speaker, and taking turns to speak.          friends                                       Oral Responses
 LO 2 AS 1: Talks about family and friends    - News : Learners tell about news in their   Practical
LO 2 AS 2: Expresses own feelings and         lives                                        demonstration
the feelings of real or imaginary people      - News: News - country & around the
LO 2 AS 3: Sings and recites simple songs            world? ( Ask learners what did they
and rhymes                                           see on the news (TV), heard on the
LO AS 7: Recounts own personal                       radio and where did it happen?
experiences                                   - Register: Who is absent? Counting
LO 3 AS 1: Uses visual cues to make                   number of learners absent and
meaning Looks carefully at pictures and               present
photographs to recognize common               - Birthdays : Who‟s birthday is it today?(
objects and experiences                                 Learners sing “Happy Birthday To
- identifies a picture or figure from the               You” )
background                       - matches    - Religion : Moral story and songs
pictures and words
                                          3. Days of the week
NUMERACY:                                 - Monday to Sunday
Mathematics                                   ( Learners say which day of the week it
LO 1 AS 1: Counts to at least 10          is )
everyday objects                          - Rhyme about days of the week
LO 1 AS 2: Says and uses number names     - Which day comes before …..?
in familiar contexts                      - Which day comes after …….?
 LO 4 AS 2: Orders recurring events in
own daily life                            4.. Months of the year
LO 4 AS 3: Sequences events within one    - Which month of the year is it?
day                                       - January to December (song)
.
LIFE SKILLS:
Life Orientation                          5. Date
LO 2 AS 3: Knows members of own family,   - Yesterday‟s date? Today‟s date?
peers and caregivers.                     Tomorrow‟s date?
LO 3 AS 1: Says own name and address.
                                          6. Weather
INTEGRATION:                              - Season? (Summer, Autumn, Winter,
SS (H) LO 2 AS 1: Discusses personal      Spring)?
experiences in the past and present       - Weather? Ask a learner to go and look
(chronology and time)                       outside, How is the weather today?
LO 2 AS 2: Discusses own age in years       (Sunny, cloudy, rainy or windy)?
(chronology and time)                     - Tell children to watch temperature for
SS (G)                                      tomorrow on the news (TV) listen on the
LO 2 AS 1: Discusses personal               radio or ask their parents.
experiences of familiar people and
places
                           Weekly Lesson Planning Exemplar
                                Term 2 : Week 9 & 10
                                    Theme: WINTER
   Learning Outcomes
                           Morning Circle - Theme Discussion   Assessment   R
and Assessment Standards
LITERACY:                                      Monday: How do we know what season it         METHOD             - Sea
Language                                       is it?                                        Teacher              wit
LO 1 AS 1: Listens attentively to questions,   - Walk around the school.                                          Sum
instructions and announcements, and            - Which season comes before / after           TOOL :               an
responds appropriately                             winter?                                   - Observation      - Pic
LO 1 AS 2: Demonstrates appropriate            - During which three months is it winter?     sheet                Win
listening behaviour by listening without           How do we know this? The days are
interrupting, showing respect for the              shorter and the nights longer.            RECORDING :
speaker, and taking turns to speak.            Tuesday: What do people do during             Informal
LO 2 AS 5: Asks questions when the             Winter?
learner does not understand or needs           - Look at yourself. How must my body          FORMS :
more information, and responds clearly to          adapt so that it doesn‟t get cold in      - Oral Responses
questions asked of the learner                     winter? What can I do to get my body      - Practical
LO 2 AS 7: Recounts own personal                   warm?                                     demonstration
experiences                                    - Discuss rules and routines during winter,
LO 2 AS 10: Shows sensitivity when                 e.g. wiping feet.
speaking to others                             - What does the material of winter
LO 5 AS 3: Uses language to investigate            clothes feel like? I can dress myself
and explore by:                                    warmly, but how else can I get warm?
- Asking questions and searching for           - Can I play any sport in the winter?
    explanations giving explanations and       - What do people make to keep them
    offering solutions                             warm? Why is it dangerous to make a
                                                   fire in the house?
LIFE SKILLS                                    Wednesday: How do we change our
 Life Orientation                              eating habits in Winter?
LO 1 AS 3: Demonstrates precautions            - How do you feel after you have eaten
against the spread of communicable                 a bowl of hot soup or samp and
                                                   beans? Why do we eat hot foods in
diseases
                                                   the winter?
                                            - Can you think of more types of food or
INTEGRATION                                    drinks that we particularly like in the
NS LO 1 AS 2: Participates in planned          winter?
activity by following simple instructions   - What type of fruit do we get a lot of in
                                               winter?
                                            - What illness do we often get in winter?
                                               Can we eat any fruit to prevent us
                                               from getting so many colds?
                                            - Discuss prevention of sicknesses in the
                                               winter Discuss correct eating habits to
                                               build up a good immune system
                                            Thursday: How do trees and plants
                                            change in Winter?
                                            - Discover and explore changes of trees
                                               and plants. Why are the trees bare
                                               and without leaves now?
                                            - Why do you think there needs to be a
                                               winter? Do all the trees shed their
                                               leaves during winter? Can you give a
                                               few examples? Discuss evergreen and
                                               deciduous trees.
                                            - Do we get flowers in winter? What
                                               happened to our flowers at home
                                            Friday: How do animals adapt in winter?
                                            - How do animals protect themselves
                                               against the cold? (Thick coats, jackals,
                                               sheep)Why don‟t we shear the sheep‟s
                                               wool off in winter” ?
                                            - How do birds adapt to protect
                               themselves against the cold? Are there
                               animals that do not like the winter at
                               all? What do they do in the winter?
                               Why do they sleep?
                           -




                               Weekly Lesson Planning Exemplar
                                   Term 2 : Week 9 & 10
                                       Theme: WINTER
   Learning Outcomes
                           Maths Routine ( Daily Monday to Friday)      Assessment   Re
and Assessment Standards
 LITERACY :                                     1. Counting:     (Monday to Friday)          METHOD :            - Num
Languages                                          Counting every day objects 1, 2, 3, 4 …   Teacher             - Aba
LO 1 AS 1: Listens attentively to questions,                                                                     - Bloc
instructions and announcements, and             2. Shapes and colours                        TOOL :              - Cha
responds appropriately,                         - Flash shape cards                          Observation sheet   chalk
LO 2 AS 10: Shows sensitivity when              - Flash colour cards                                             - Num
speaking to others                                                                           RECORDING :         chart
LO 4: AS 8: Shows in own writing attempts,      3. Before , after and between                Informal            - Num
beginning awareness of directionality           - Which number comes before 2? Which                             - Colo
(e.g. starting from left to right, top to       number comes after 3? Which number is    FORMS :
bottom)                            LO 5 AS 1:   between 2 and 4? Are 3 more or less than Oral Responses
                                                4?                                       Practical
Uses language to develop concepts:                                                       demonstration
Demonstrates developing knowledge of            4. Number of the week : 5
concepts such as quantity, , colour             - Number of the week‟s name; Five-
                                                How much is 5? Show 5 finger s( Show 5
NUMERACY :                                      on abacus )
Mathematics                                     - Let a few learners collect 5 objects (
LO 1 AS 1 : Count to at least 10 everyday       counters )
objects ,                                       - Write 5 in the “air” with your finger
LO 1 AS 2: Says and uses number names           - Write a number 5 ( on your board /
in familiar context                             paper /sand trays)
LO 1 AS 6: Solves verbally stated               - Draw 5 circles ( on your board / paper
additions and subtraction problems with         )
solutions to at least 10                        - Where else in the class can you see a
LO 1 AS 7.1 and 7.3: Building up and            number 5?
breaking down numbers using concrete
apparatus e.g. counters                         SEE THAT LEARNERS HAVE THE CORRECT
LO 1 AS 8: Explains own solutions to            PENCIL GRIP AND NUMBERS ARE FORMED
problems                             IN THE CORRECT WAY
LO 3 AS 1: Recognise ,identify and
name 3-D objects                     5. Learners build up/break down numbers
                                     in the number range 1-5 Use concrete
                                     apparatus e.g. in how many different
                                     ways can you pack the number 5



                                     6. Problem solving
                                     Learners solve verbally stated addition
                                     and subtraction problems with single digit
                                     numbers and solutions to at least 5
                                     Learners use concrete apparatus to
                                     pack out the solution to the problem
                               Weekly Lesson Planning Exemplar
                                    Term 2 : Week 9 & 10
                                        Theme: WINTER
                                             Numeracy (
   Learning Outcomes
                           Mathematics )                         Assessment   Reso
and Assessment Standards
                             In Small Groups Monday to Friday
LITERACY                                -Learners count leaves up to number         METHOD :        -   Leaves
Language HL                             range 5 (one-to-one- correspondence)        Teacher         -   Stones
LO 5 AS 5.1: Uses language to develop   Learners count leaves saying number                         -   Branches
concepts such as quantity and size      names and touching leaves as they           TOOL :          -   Number n
                                        count (FAT 3)                               Observation     -   Number n
NUMERACY:                                                                           sheet           -   Plastic pa
Mathematics                             -The teacher shows number cards with        Rubric          -   Workshee
LO 1 AS 1 : Counts to at least 10       the symbols 1, 2, 3, 4 and 5 and the                            on
everyday objects reliably               number names one, two, three, four and      RECORDING :
LO 1 AS 2 : Says and uses number                                                    Formal FAT 3
                                        five. Learners pack out the number of
names in familiar context
LO 1 AS 3: Knows the number names       counters to match the number symbol         FORMS :
and symbols for 1-10                    and the number name ( FAT 3 )               Oral
LO 1 AS 4: Orders and compares                                                      Responses
                                        -The teacher gives each learner 4
                                                                                    Practical
collection of objects using the words   packets filled with a different number of   demonstration
‘more’, ‘less’ and ‘equal’              stones in the number range 1 - 5. Two of
LO 2 AS 1: Copies and extends simple    the packets must have the same number
patterns using physical objects and     of stones. E.g. Learners compare 2
drawings                                packets showing the most and the least.
LO 2 AS 2: Creates own patterns         Learners’ show which 2 packets have an
                                        equal number of stones ( FAT 3 )

                                        -Worksheet: Learners colour circles
                                        according to a given pattern. e.g. given
                                        pattern on l earners worksheet (FAT 3)

                                        -Learners pack out and draw their own
                                        pattern, Learners pack out their own
                    pattern using 3 objects e.g. leave ,
                    stone, branch         leave, stone,
                    branch (FAT 3)




                        Weekly Lesson Planning Exemplar
                            Term 2 : Week 9 & 10
                                Theme: WINTER
Learning Outcomes             Creative Activities          Assessment   Reso
        and Assessment Standards
LITERACY :                                   Monday:                                    METHOD
Language                                     Group 1: Make your own winter              Teacher         - Scissors
LO 1 AS 1: Listens attentively to            storybook                                                  - Crayons
questions, instructions and                  Group 2: Paint an umbrella in different    TOOL :          - Paper
announcements, and responds                  colours                                    Observation     - Paint
appropriately                                Group 3: Make a snowman from cotton        sheet           - Paint brush
LO 1 AS 2: Demonstrates appropriate          and sticks(Roll Cotton Balls and insert                    - Paper
listening behaviour by listening without     sticks)                                    RECORDING :     - Cotton bal
interrupting, showing respect for the                                                   Informal
                                             Group 4: Draw and colour in the things
speaker, and taking turns to speak.
LO 4 AS 12: Manipulates writing tools like   we wear or use during winter               FORMS :
crayons and pencils                          Tuesday:                                   Oral
LO 5 AS 1: Uses language to develop          Group 1: Draw and colour in the things     Responses
concepts as colour, size, shape              we wear or use during winter               Practical
NUMERACY :                                    Group 2: Make your own winter             demonstration
Mathematics                                  storybook                       Group 3:
LO 3 AS 1: Recognizes, identifies and        Paint an umbrella in different colours
names 3-D objects in the classroom and       Group 4: Make a snowman from cotton
in pictures, including balls (spheres)       and sticks (Roll Cotton Balls and insert
LO 3.AS 3: Builds 3-D objects using          sticks)
concrete materials (e.g. building blocks     Wednesday:
                                             Group 1: Make a snowman from cotton
INTEGRATION :                                and sticks (Roll Cotton Balls and insert
                                             sticks)
Technology
                                             Group 2: Draw and colour in the things
LO 1 AS 1: Investigates
                                             we wear or use during winter
LO 1 AS 2: Designs
                                             Group 3: Make your own winter
LO 1 AS 3: Makes                            storybook                       Group 4:
LO1 AS 4: Evaluates                         Paint an umbrella in different colours

A/C LO 1 AS 4.1: Freely creates images
of own world in various media.
A/C LO 1 AS 4.3: Explores and               Thursday:
experiments with a wide variety of art      Group 1: Paint an umbrella in different
materials, techniques) including waste      colours
materials), and colour in a spontaneous     Group 2 Make a snowman from cotton
and creative way.                           and sticks (Roll Cotton Balls and insert
A/C LO 1 AS 4.4: Uses and co-ordinates      sticks)
motor skills in practical work and play     Group 3: Draw and colour in the things
(e.g. appropriate handling of scissors,     we wear or use during winter
glue applicators, paintbrush and             Group 4: Make your own winter
drawing instruments).                       storybook
A/C LO 3 AS 4..3 Demonstrates active        Friday:
involvement in individual and group art-    Whole class (Group) Activity .We adapt
making activities and an ability to share
                                            our eating habits to stay healthy during
art-making equipment.
A/C LO 4 AS 4.1:: Responds to what the      Winter
learner sees, perceives and experiences     - What type of food should we eat to
in own natural and constructed                  stay healthy?
environment                                 - Cut the vegetables and make soup
                                                using the technological process
                                            Investigating : manipulating vegetables
                                            to explore their shape, size, colour
                                            Designing : What must come in the soup
                                            Making : Making the soup with the
                                          educator
                                          Evaluating : Tasting the soup




                                              Weekly Lesson Planning Exemplar
                                                  Term 2 : Week 9 & 10
                                                      Theme: WINTER
           Learning Outcomes
                                             Music, Drama, Dance & Movement           Assessment             Re
       and Assessment Standards
LITERACY                                  Monday: Movement                        Teacher
Language HL                               We are getting very cold – how can we                         Music i
 LO 1 AS 1 Listens attentively to         get warm?                               TOOL :                - CD / t
instructions and respond appropriately.   Exercise                                - Observation sheet   - Song/
                                          - Children must clap hands on                                 posters
Responds to movement instructions that
                                            instruction. Above the head, behind   RECORDING :
cover space                                 back, on the knees, next to R-ear, in   Informal
LO 3 AS 3. 1 Listens with enjoyment to      air, etc.
oral texts (simple songs, rhymes, short                                             FORMS :
                                          Body awareness                            - Oral Responses
poems and stories}, and shows
                                      Sense of body;                                - Practical
understanding: acts out parts of the                                                demonstration
story, song or rhyme                  - Laterality; Left and right leg. Left and
                                        right arms. (Symmetry)
                                      - Performs expressive movements using
LIFE SKILLS
                                        different parts of the body. Make big
Life Orientation                        body movements like swinging both
LO 3 AS 2: Describe what own body can   the arms. Jumping lifting both arms
do                                      above the head
LO 4 AS 1: Plays running, chasing and
dodging games using space safely          Tuesday: Drama
                                          - Learners dramatise the story of the
LO 4 AS 2: Explores different ways to
                                            house that is burning. It is cold and
locomote, rotate, elevate and balance       people made a fire inside the house
 LO 4: AS 3: Performs expressive
movements using different parts of the
body
                                          Wednesday: Music ( Singing with
                                          actions)
INTEGRATION:                              Cold and Frosty Morning
A/C: LO 3 AS Dance:Listens and moves      This is the way we clap our hands, clap
to music, stories, songs and sounds.      our hand, clap our hands
Responds to movement instructions that    This is the way we clap our hands, on a
cover space                               cold and frosty morning
A/C LO 4 AS 1 Dance: Expresses ideas     This is the way we stamp our feet......
and stories creatively through
movement activities
A/C LO 4 AS 3 Music: Listens and moves
creatively to stories, songs and sound   Thursday: Dance
A C LO 1 AS 2 Drama: Participates in     Concepts: high and low
make-believe situations based on         - Children listen to music.
imagination, fantasy and life            - High chords lift arms.
experiences                              - Children run around and react to low
                                           chords.
A/C LO 3 AS 2 Drama: Participates in
                                         - We are cold. Let us dance until we
drama games – takes turns, waits for       are warm. Put on nice lively music.
signals, responds to cues, and shares      Children dance alone and then with
space                                      classmates.
A/C LO 1 AS 2 Drama : Participates in
                                         Friday: Movement
make-believe situations based on
                                         Space orientation
fantasy imagination, and life
                                         - Learners play running, chasing and
experiences
                                           dodging games using space safely
                                         - Game: Draw a big circle outside on
                                           the playground. Learners run and
                                           move freely. When the educator
                                           beats on the drum (thunder), learners
                                           run to the home base
                                         - Bounce a soccer ball
                                         - How many times can you bounce a
                                           big ball?
                                           - Dribble ball between beacons (big
                                             ball)                     ( Play
                                             Soccer game for Winter)




                                               Weekly Lesson Planning Exemplar
                                                   Term 2 : Week 9 & 10
                                                       Theme: WINTER
           Learning Outcomes
                                                       Outdoor Play                  Assessment       Re
       and Assessment Standards
 LITERACY :                                Monday:                               METHOD
Languages                                  - Sand play                           Teacher          Sand
LO 2 AS 1 : Expresses own feelings and     - Water play                                           equipm
the feelings of real or imaginary people   - Outside apparatus & Free play       TOOL :           - Wate
                                            Tuesday:                                 Observation sheet   & apro
NUMERACY                                    - Sand play                                                  - Outsid
Mathematics :                               - Water play                             RECORDING :
LO 3 AS 4: Recognizes symmetry in self      - Outside apparatus & Free play          Informal
and own environment (with focus on          Wednesday:
front and back)                             - Sand play                              FORMS :
                                            - Water play                             Oral Responses
LIFE SKILLS :                               - Outside apparatus & Free play          Practical
Life Orientation                                                                     demonstration
 LO 4AS 4: Participates in free play        Thursday:
activities                                  - Sand play
                                            - Water play
INTEGRATION:                                - Outside apparatus & Free play
NS
                                            Friday:
LO 1 AS 2: Participates in planned
                                            - Sand play
activity by following simple instructions
                                            - Water play
                                            - Outside apparatus & Free play




                                                Weekly Lesson Planning Exemplar
                                                    Term 2 : Week 9 & 10
                                                        Theme: WINTER
          Learning Outcomes
                                                                  Educational play        Assessment          R
       and Assessment Standards
LITERACY :                                 Monday:                              METHOD
Language                                   Group 1: Beads and laces             Teacher             - Educ
LO 1 AS 1: Listens attentively to          Group 2: Building blocks                                  game
questions, instructions and                Group 3: Pegboards                   TOOL :              - Puzzle
announcements, and responds                Group 4:Sequincing cards             Observation sheet   - Bead
appropriately                              Tuesday:                                                 - Build
LO 1 AS 2: Demonstrates appropriate        Group 1: Sequencing cards            RECORDING :         - Pegb
listening behaviour by listening without   Group 2 Beads and laces:             Informal            - Sequ
interrupting, showing respect for the      Group 3: Building blocks
speaker, and taking turns to speak.        Group 4: Pegboards                   FORMS :
LO 1 AS 3.5: Puts pictures in the right    Wednesday:                           Oral Responses
sequence                                   Group 1: Pegboards                   Practical
                                           Group 2: Sequencing cards            demonstration
NUMARACY :                                 Group 3: Beads and laces
Mathematics                                Group 4: Building blocks
LO 2 AS 1: Copies and extends simple       Thursday:
patterns using physical objects and        Group 1: Building blocks
drawings ( e.g. using colours and shapes   Group 2: Pegboards
)                                          Group 3: Sequencing cards
                                           Group 4: Beads and laces
                                           Friday:
INTEGRATION:                               Group 1: Free choice
NS LO 1 AS 2: Explains what is being       Group 2: Free choice
done or played                             Group 3: Free choice
                                           Group 4: Free choice



                                              Weekly Lesson Planning Exemplar
                                                            Term 2 : Week 9 & 10
                                                                 Theme: WINTER
           Learning Outcomes                                 Literacy (Language )
                                                                                                   Assessment          R
        and Assessment Standards                  In Small Groups Monday to Friday
LITERACY                                      -   Responding appropriately after               METHOD
Language                                          listening to questions, instructions and     Teacher             - Cla
LO 1 AS 1: Listens attentively to                 announcements                                                    - Dou
questions, instructions and                   -   Follow instructions correctly, e.g.          TOOL :              - Stor
announcements, and responds                       „Stretch right arm out and bring across      Observation sheet
appropriately                                     to left shoulder. Press against body.        RECORDING :
LO 1 AS 3.3: Acts out parts of the story,         Relax. Do it with both arms (as if you       Informal
song or rhyme ( FAT 4)LO LO 1 AS 4 .1:            are very cold)‟.
Develops phonic awareness and                 -   Follow various instructions.                 FORMS :
                                              -   Words with r, s, w sounds (phonic            Oral Responses
recognizes that words are made up of
                                                  differentiation)                             Practical
sounds                                        -           Rhyme                                demonstration
LO 1 AS 4.2: Develops phonic awareness                  If it rains I get wet, wet, wet
and distinguish between different sounds                The drops go splat, splat, splat
especially at the beginning and ending                  Song: It‟s raining, it‟s pouring …..
of words                                      -   Look at flash cards and listen to the
LO 1 AS 4: Recognizes some rhyming                educator saying the words – what
words in common rhymes and songs                  does winter begin with? (w) rain (r)
such as “We‟re going to the zoo, zoo,             snow (s) wet (w) etc.?
zoo.You can come too, too, too”.              -   Form letters with clay
LO 4 AS 2: Forms letters in various ways      -   Vocabulary extension and pictures
(e.g.) by using own body to show the              (story about Winter) Rhyme
shapes, writing in sand                       -   Learners „read‟ picture books on
LO 6 AS 1.1 : Relates sounds to letters and       winter time. They should be taught
words: recognizes that words are made        that there is a difference between a
up of sounds                                 drawing and text.
LO 6 AS 1.2: recognizes the sounds at      1 PHONIC OF THE WEEK : See Page 3
the beginnings of some words
LO 6 AS 2: Works with words ( e.g. words   and 4
that rhyme)
                                           PATTERN OF THE WEEK
INTEGRATION
                                           VOCABULARY WORDS FOR THE WEEK
A/ C LO 1 AS 3 Music : Sings and moves
creatively to children‟s rhyme

                                               Weekly Lesson Planning Exemplar
                                                   Term 2 : Week 9 & 10
                                                       Theme: WINTER
           Learning Outcomes
                                                        Story (Reading)                    Assessment           R
        and Assessment Standards
LITERACY:                                  Monday                                      METHOD
Language HL                                  Teacher reads a story about winter        Teacher             - Story
LO 1 AS 3: Listen with enjoyment and         introducing the learners to words. She
understanding to oral text such as           also creates opportunities for learners   TOOL :
stories/poems                                                                          Observation sheet
                                             to bring in their own experiences
LO 3 AS 1.1: Uses visual cues to make                                                  RECORDING :
                                             about winter.                             Informal
meaning by looking carefully at pictures
and photographs to recognize common        Memory and comprehension questions:
                                              - Who was the main character?        FORMS :
objects and experiences to makes
                                                                                   Oral Responses
sense of picture stories                        - What did you like best about the Practical
LO 3 AS 1.3: Uses visual cues to make              story?                          demonstration
meaning by looking carefully at pictures
and photographs to recognize common
objects and experiences: uses illustrations    Tuesday
to understand simple captions in story         Story about an Umbrella
books                                          Memory and comprehension questions:
LO 3.3: Makes meaning of written text:
                                                     - What is a surprise?
makes links to own experience when
reading with the teacher, viewing                    - What happened first? What
television or pictures                                 happened last?
LO 3 AS 2 : Role-plays reading: holds a              - What would you have done if
book the right way up, turns pages                      you were …..?
appropriately, looks at words and
                                               Wednesday
pictures and understands the relationship      Story about Children who got lost in the
between them, and uses pictures to             Snow. A true story from the past about a
construct idea „Reads‟ picture books           little girl and her brother who went to
with simple captions or sentences              look for their calves during a cold winter.
LO 3 AS 4.3 Starts recognizing and             It started to snow and the children could
                                               not find the way back home. They went
making meaning of letters
                                               to sleep and the girl gave her clothes to
                                               keep her little brother warm. When they
INTEGRATION :                                  found the children the next morning, the
SS(H) LO 1 AS 1 : Answers simple               little brother was still alive and the girl
questions about stories from the past          saved her brother.
LO 3 AS 1 Responds to stories about the
past e. g. listen to a story about the past.   Memory and comprehension questions:
                                                   - Was this a happy story or
                                                 - Can you think of another idea to
   add to the story?




Thursday
     - Children watch a video / listen to a
       tape - Alkaline Sesame
     - Questions and discussion


Friday
Story about ‘Children who got sick when
people made a fire inside the house in
Winter ‘
     - Memory and comprehension
   questions:

    - Who was the story about?

    - Would you like to be…..? Why?

   - What would have happened if
  ……
   DURING THE SECOND WEEK OF THE THEME THE TEACHER WILL CONCENTRATE ON LIFE SKILLS


                                  Weekly Lesson Planning Exemplar
                                        Term 2 : Week 10
                                          Theme: WINTER
  Learning Outcomes
                                                                         Assessment   R
and Assessment Standards
                                             Life Orientation                               METHOD             SAME
LIFE SKILLS                                                                                 Teacher            9
Life Orientation                             FORMAL ASSESSMENT FOR THE WEEK
                                                                                            TOOL :
                                           Activity 1 ( FAT)
Activity 1                                                                                    - Observation
                                           Learners discover and become familiar
LO 1 AS 3 : Demonstrates precautions                                                            sheet
                                           with adaptations of people in winter.
against communicable diseases in the                                                          - Rubric
                                           Demonstrate right eating habits to build
winter (e.g. colds, flu)                                                                      - Checklist
                                           a good immune system – vitamins, etc.
 (FAT 1 )
                                           People go to the doctor to get injections
                                                                                            RECORDING :
                                           agaist flu so that they do not become ill.
Activity 2                                                                                  FORMAL
                                           Learners draw a picture of food that we
LO 2 AS 1 LO 3:AS 4 Identify and re-adjust
                                           eat that contain a lot of vitamins ( e.g.
to class rules, routines, rights,                                                           FORMS :
                                           oranges ,guavas etc.) during Creative
responsibilities,                                                                           - Oral Responses
                                           Arts and Language (FAT )
(FAT )                                                                                      - Practical
                                                                                            demonstration
                                              Activity 2
Activity 3
                                               Observe how the learner responds
LO 3: AS 4 Discuss and identify the rules,
                                             during toilet routine, snack time and
responsibilities and routines for the
                                             tidying up the class. Identify how the
classroom during winter (e.g. close the
                                             learner reacts and re-adjust to class rules,
door to keep in the heat)(FAT)
                                             routines, rights, responsibilities,(FAT )
                                             During the course of the day
Activity 4
LO 4: AS 1 Plays running, chasing and
                                             Activity 3
dodging games: Play with rules. FAT
                                             Discuss and identify the rules,
                                             responsibilities and routines for the
INTEGRATION
                                             classroom during winter (e.g. close the
                                             door to keep in the heat) Clean your
NS LO 1 AS 1 to 3
                                             feet before you enter the class. Learners
Plan, do and review by investigating        are observed during the week (FAT )
,participating thinking and talking about   During theme discussion
it.(FAT )
                                            Activity 4 ( During Movement)
                                              - Plays running, chasing and dodging
                                                 games: Play with rules.
                                                 BARRIER Learners who have
                                                 difficulty recognising left and right
                                                 can be given visual cues which are
                                                 incorporated in the following
                                                 game :
                                                           - Mirror what the partner is
                                            doing
                                                           - Chase the partner‟s
                                                     shadow. Start off one metre
                                                     apart Allow the learner being
                                                     chased to run away by counting
                                                     one. two, three
                                                             When the shadow is
                                                     caught, the learners switch roles.
                                                          - Stand in pairs, one behind
                                                     each other. The front person
                                                     stands with feet apart and arms
                                                     to the side. On the word “go”
                                                     the back learner runs under the
                                                     arms of and around the other,
                                                     three times, then crawls through
                                                     the legs to take the front
                                                     position. They then change
roles.(FAT)
ISIKHOSA LESSON PLANS
Some Lesson Plans were developed in IsiXhosa for clarity


IKOTA YESIBINI (2)

IPROGRAM     - LITHERESI                             IBANGA - R

ULWIMI LWENKOBE                                     IXESHA - IVEKI EZIMBINI

UYILO LWESIFUNDO                                    UMXHOLO: USAPHO
LWASEKHAYA

IYURE NGEVEKI - 9H10MIN.

IYURE NGEMINI – 1H50MIN



ISIPHUMO              UMXHOLO   IMISEBENZI      UNXULUMANISO       INKQUBO
SESIFUNDO                       YOKUFUNDA       KWESI SIFUNDO      YOVAVANY
UMGANGATHO                      NOKUFUNDISA                        LWESIFUND
WOKUHLOLA
                     USAPHO                              P.F.2.Ukuthetha     IINTLOBO Z
P.F. 1 UKumamela     LWASEKHAYA      Ukufika Kwabafundi G.H.4 –Sebenzisa     -Umlingane
G.H.1 Mamela                        kusasa. Abafundi     ulwimi              -Utitshala
ngenyameko                          baya kwiindawo       ngentekelelelo      -Amaqela
imibuzo, imiyalelo   ULWAZI:        zokufunda            yokuzonwabisa
nezaziso aze                        bezikhethela.        nokucinga           IZIXHOBO
aphendule                                                kamnandi.           Tshekilisti
ngokufanelekileyo.   UBUCHULE:      Isangqa sakusasa     P.F.3-Ukufunda      Observatio
                     Ukumamela      (Morning Ring)       nokubukela
G.H.2 Bonisa izimo                  Utitshala wamkela    G.H.1.2 Chonga      INDLELA
zokumamela           UKUXABISEKA:   abafundi             umfanekiso okanye   YOKUHLOL
ezifanelekileyo      Intlonipho,    ngokubabulisa ,      kwimvelaphi.        -Incoko yom
ngokumamela                         abancokolise aze     P.F.4               -Practical
ngaphandle                          abanike abafundi     G.H.1.2 –Wenza      demonstra
kokuphazamisa,                      ithuba lokubalisa    oonobumba           -Written res
abonise imbeko                      ngabakubukele        ngendlela           UKUREKHO
kwisithethi, anike                  kumabonakude         ezahlukeneyo umz:   -Itshekhilisti
abanye amathuba                     ngezolo noko         Babhala             -Formal rek
ekuthetheni.                        bakuve kwiirediyo    ngemizimba
                                    emakhaya, ukanti     ukubonisa isimo     REPORTING
G.H.3. Mamela                       nokwenzeke           ,babhale esantini   Giving feed
ngolonwabo                          ezindleleni xa       okanye              learners
iingoma ezilula,                    bebesiza esikolweni. entlabathini..
imvano-zandi,                       Titshala yenzela     P.F.6.              .
imihobe                             abafundi ibali       G.H.5.2
emifutshane          elinxulumene          Chonga intsingiselo
namabali kwaye       nomxholo (theme)      ephuhliswa
abonise ingqiqo      Eli bali isenokuba    yimvakalozwi.
G.H.3.1 Kudlala      libali leBhayibhile
inxalenye            okanye ibali eliza    KWESINYE ISIFUNDO:
yebali,iingoma       kubonwabisa
okanye imvano        abafundi balibale     Mathematika
zandi.               nangezinto            P.F.3 G.H.6
G.H.3.2 Kudibanisa   ezibuhlungu okanye    Ubugcisa
impinda              ezingamaxhala         nenkcubeko
ngamaxesha           ebebebalise ngazo     P.F.3
afanelekileyo        ngexesha
G.H3.3 kuzoba        leendaba.
umfanekiso
webali,wengoma       Itshati yemozulu:
okanye imvano-       Utitshala uxhola
zandi                itshati yemozulu
G.H.3.4Kuqaphela     nebhodi
iinkcukacha aze      yokucwangcisa
anike ingcamango     amakhadi axela
engundoqo            iindidi zemo-zulu
yesicatshulwa        ngokweentsuku
somlomo              zeveki aze abuze
G.H.3.5 Kubeka       abafundi imibuzo,
imifanekiso          umz. Kanene
ngokulandelelana.   kungolwesingaphi
G.H.4 Phuhlisa      namhlanje?
ingqiqo yezandi     Ningathi injani imo-
ngo-                zulu namhlanje?
G.H4.1 Kunakana     Nibona ngantoni
ukuba amagama       ukuba
akhiwa ngezandi     (kushushu/kuyaban
G.H.4.2 Kwahlula    da/likhithikile/kunom
phakathi kwezandi   oya/kuyanetha
ezahlukeneyo        njalonjalo)? Ibinjani
ingakumbi           imo-zulu izolo?
ekuqaleni           Nicinga ukuba
nasekupheleni       ngomso inganjani
kwamagama.          xa nithelekelela?
G.H4.4 Kwahlula     Izolo
amagama             bekungolwesingaph
athethwayo          i? Ngomso kuza
amalungu maninzi    kuba
ngokwamalungu(u     ngolwesingaphi?
mz:i-bha-na-        Sizikhusela njani
na)besebenzisa      kwimo-zulu
ukuqhwaba okanye    eshushu/ebandayo?
amagubu.            Ngubani oza
G.H.4.5 Kunakana    kusibonisa imo-zulu
amagama             yanamhlanje phaya
anesingqisho          etshatini?
kwimvano-zandi        Makubekho othatha
eqhelekileyo          ikhadi elihambelana
nakwingoma.           nale mo-zulu
                      yanamhlanje aze
                      alibeke ebhodini
                      yemo-zulu
                      kwindawo elatha
IZIXHOBO              olu suku
ZOKUFUNDISA           lwanamhlanje.
Itshathi enamalungu
osapho
Abantwana             Itshati yokuzalwa:
ngokwabo              Ngumhla
Imizobo               wesingaphi
ezakufakelwa          namhlanje? Ingaba
imibala               ngubani ozalwayo
Ikrayoni              namhlanje?
Incwadi yamabali      Mingaphi iminyaka
Izikere imagazini,    yakho?
izincamathelisi,      Masibale…..1,2,3,4.5
                      . Zintoni ezinye
IZITHINTELO           ezintlanu
ZOKUFUNDA:            esingazifumana
(UMZ-Ubuninzi         apha
babantwana.)   eklasini/emizimbeni
               yethu? Masibale….
               Xa iminyaka
               imihlanu size simkise
               omnye kushiyeka
               ibe mingaphi?
               Sebenzisa iibloko
               ubethelele olu balo.
               Makuculelwe lowo
               ubhafayo iculo
               lokubhafa

               Imidlalo
               yangaphakathi:
               Titshala yiba
               sowulungisile
               iindawo nezixhobo
               zokuba abafundi
               basebenze
               ngamaqela
               bezoba, bepeyinta,
               beqwabulula
               iiphazili , bedlala,
               besika baze
               bancamathelise
imifanekiso
ehambelana
nomxholo, besakha
ngodongwe,
okanye bedlala
belinganisa izinto
ezenziwa lusapho.

Imidlalo
yangaphandle:
Titshala abafundi
mabaye phandle
ukuze badlale
koojingi ,
emathayarini,
esantini,
emanzini,bekhwela
emiqobeni bedlala
ibhola. Qaphela
titshala ukuba
abafundi maba
landele imiyalelo
emibini kuphela
umz. Phosa,
khaba,qengqa!
FAT 2 & 3

Titshala yalela
abafundi babeke
imifanekiso
ngokulandelelana

Utitshala ubabalisela
ngebali losapho
lwasekhaya.
Abantwana
bayacula benze
nemvanozandi.
FAT 2&3
Udlala inxalenye
yebali okanye
isicengcelezo.
Bazoba umfanekiso
webali okanye
imvano zandi.FAT
1&3
Banakana izandi
kumagama abo.
Bamamela
bathathe inxaxheba
ekwahluleni izandi
eziqalayo..
Baqhwabela
amagama
amathathu
nangaphezulu.
Bathatha inxaxheba
kwingoma
nezicengcelezo.



IBALI

Utitshala ubalisela
abantwana ibali
ngamalungu
osapho abantwana
bemamele babuze
imibuzo.
Abantwana
bayacula.(music
ring)
OKUBONAKALISWA
NGUTITSHALA:
IPROGRAM: LITHERESI                                      IBANGA: R

ULWIMI LWENKOBE                                          IXESHA: IVEKI
EZIMBINI

UYILO LWESIFUNDO                                          UMXHOLO:
UBUSIKA

IYURE NGEVEKI: 9H 10 MIN.

IYURE NGEMINI: 1H 50 MIN

ISIPHUMO              UMXHOLO   UNXULUMANISO    IMISEBENZI        INKQUBO
SESIFUNDO.                      KWESI SIFUNDO   YOKUFUNDA         YOKUHLO
                                                NOKUFUNDISA
IMIGANGATHO
YOKUHLOLA.


P.F.4 UKUBHALA      UBUSIKA             P.F. 6 Ukwakhiwa       Ukufika Kwabafundi     UMSEBENZ
                                        nokusetyenziswa        kusasa. Abafundi       WOHLOLO
G.H. 1: Enza ilinge                     kolwimi                baya kwiindawo         Ukuzoba
ngokubhala ngo                          G.H. 3 Sebenzisa       zokufunda              Ukubhala
a) kuyila           UBUCHULE:           ngesivakalisi          bezikhethela           Ezomlomo
basebenzise imizobo Ukucinga, ukubhala, ngokunxibelelana        ( Individual choice
ekugqithiseleni     ukubalisa, ukuzoba, ngeengcinga            activities)            INTLOBO Z
imiyalezo           ukuthetha,ukudlala, esebenzisa inkcazelo   Abantwana              Umfundi n
njengesiqalo                            namagama               bayabulisa, babalise   Amaqela
sokubhala.          ULWAZI: Wazi        anentshukumo.          abakubone              Utitshala
b) kwenza           oonobumba                                  kumabona kude
onobumba            namagama.           P.F. 3 Ukufunda        nabakuve               IZIXHOBO
ngendlela                               nokubukela.            kunomathotholo,        Observatio
ezahlukeneyo (      UKUXABISEKA:        G.H. 3 Phuhlisa        babalise               Tshekilisti
umzekelo:           Ukuzithemba         intsingiselo           ngabokubone            Rubriki
ukukhomba           Ukwabelana          yezicatshulwa          endleleni eya
amagama             Ukuzinikezela       ezibhaliweyo           esikolweni.
esebenzisa umzimba Ukuhlonipha          ngokuqonda             Irejista:
wakhe ukubonisa                         injongo                Utitshala anga
isimo, babhale                          yokushicelelweyo       funda amagama
esantini okanye                         ukuba kuqulathe        abantwana
entlabathini)                        intsingiselo (umz:    bemamele ze
c) kuqonda ukuba                     ukuba igama           baphendule;
ukubhala nokuzoba                    elibhaliweyo          Ubabuza imibuzo,
zizinto ezahlu                       lingaxela igama       umzekelo:
keneyo.                              lakhe)                Ngobani
e) kuthetha                                                abengezanga
ngabakuzobileyo                      UNXIBELELWANO         esikolweni?
nabakubhalileyo.                     NESINYE ISIFUNDO:     Bangaphi?
f) kulinganisa                       Imathematika-         Masibale abakhoyo.
ukubhala                             P.F.5 Ukusebenza      Itshati yokuzalwa:
ngenjongo,                           ngolwazi.             Imizekelo yemibuzo-
umzekelo, imiyalezo                  G.H. 3 Zoba           Ngobani
yefowuni, uluhlu                     umfanekiso            abazalwayo
lwezinto                             njengerekhodi         namhlanje?
zokuthengwayo.                       yezinto               Bagqiba iminyaka
g) kusebenzisa                       eziqokelelweyo.       emingaphi?
onobumba                             Ubugcisa              Masiqhwabe (
abaziwayo                            nenkcubeko:           kangangeminyaka
namanani ( okanye                    P.F. 1 Ukuyila,       yomntwana
usondeliso) ukwazisa   Imiqobo:      ukutolika nokwazisa   ozalwayo)
ulwimi olubhaliweyo,   Abantwana     G.H. 2 Tsala          Itshati yemozulu:
ingakumbi              abangachani   kumdlalo,kwingcing    Ubabuza imibuzo-
onobumba               imisebenzi    a nakwintekelelo      Injani imozulu
bamagama abo,                        uhlola amagama        namhlanje?
ubudala njl-njl.                     entshukumo            Sibona ngantoni
h) “ kufunda”           ahlukeneyo abanzi,   ukuba kuyabanda?
ubhalo lwabo            izingqisho           Ngubani
oludityanisiweyo xa     neenguquko           ozakusilathela
bathe bayalelwa         kwisantya.           umfanekiso obonisa
ukuba benjenjalo.                            ukuba kuyabanda?
i) kubonisa                                  Kufuneka sinxibe
ngemizamo yabo                               njani xa kubanda?
ebhaliweyo ingqiqo                           Ibinjani imozulu
eqalayo                                      yayizolo?
yokwalathisa                                 Kungolwesingaphi
umzekelo:                                    namhlanje?
ukusuka ekhohlo                              Ngomso?
ukuya ekunene,
phezulu ukuya                                Imidlalo
ezantsi.                                     yangaphakathi:
l) kudlala                                   Basika imifanekiso ze
ngezixhobo                                   bancamathisele,
zokudlala ezifana                            bayazoba ze
nekrayoni                                    bafakele imibala,
neepensile.                                  bayapeyinta,
                                             bayabumba,
Izixhobo zokufundisa:                        bayasota
Ip osta yobusika                             bametshise.
Krayoni, izikere,                            Bafunda iincwadi
oonotsheluza,                                ezibonakalisa
imagazini,           ubusika kunye
izincamathelisi,     namagama.
ipeyinti nebrashi,
amagubu,             Bazoba imfanekiso
thamborini           yabo nangesihloko
                     abasinikiweyo.
                     FAT 2,4.
                     Benza onobumba
                     besebenzisa
                     imizimba yabo.
                     Utitshala ubonisa
                     umahluko phakathi
                     kombhalo nomzobo.
                     Bathetha
                     ngemizobo yabo.
                     Babhala uluhlu
                     lwabo
                     ngokukhululekileyo.
                     Babhala amagama
                     abo neminyaka
                     yabo.
                     Bathetha
                     ngabakuzobileyo.
                     Benza imidlalo
                     efundisa ukuqala
ekhohlo ukuya
ekunene.

FAT 1,3.

Basebenzisa iindlela
ezifanelekileyo
zokubamba izixhobo
zokubhala FAT 2&3

Imidlalo
yangaphandle:
Oojingi, amavili,
iibhola
Imidlalo (games)


Ixesha lebali:
Utitshala ubalisela /
ufundela
abantwana ngebali
elingobusika aze
ababuze imbuzo.
Nabo bayabalisa
balinganise.
                      Music ring:
                      Bacula ngobusika.
                      Benza izicengcelezo




IKOTA YESIBINI (2)

IPROGRAM: LITHERESI        IBANGA: R

ULWIMI LWENKOBE            IXESHA: IVEKI EZIMBINI

UYILO LWESIFUNDO            UMXHOLO: IINDLELA
ZOKUHAMBA
IYURE NGEVEKI: 9H 10 MIN.

IYURE NGEMINI: 1H 50 MIN

ISIPHUMO SESIFUNDO       UMXHOLO                    UNXULUMANISO KWESI            IMISEBENZI YOK
                                                    SIFUNDO                       NOKUFUNDISA
IMIGANGATHO
YOKUHLOLA
P.F. 5 Ukucinga          IINDLELA ZOKUHAMBA         P.F. 6 : Ukwakhiwa            Ukufika Kwaba
Nokuqiqa                                            nokusetyenziswa kolwimi       kusasa. Abafu
                                                    G.H.5.2 ngokuchonga           kwiindawo zok
G.H. 1.1 Sebenzisa       ULWAZI: Izilwanyana,       intsingiselo ephuhliswa       bezikhethela.(
ulwimi ukwandisa                   Imibala,         yimvakalozwi                  choice activitie
isigama ngokubonisa                Amanani          G.H.3.1 kunxibelelana         Abantwana ba
ukwanda kolwazi                    Isantya          ngeengcinga esebenzisa        babalise abak
lwabo lwesigama                    Umlinganiselo    iinkcazelo namagama           kumabona kud
esifana no:                                         aneentshukumo.                nabakuve
Mlinganiselo, bukhulu,   UBUCHULE: Ukwahlula,                                     kunomathotho
isimo kwalathisa,        ukubala, ukufunda,          KWESINYE ISIFUNDO            babalise ngab
umbala, isantya,         ukutolika, ukuthetha,       UBUGCISA NENKCUBEKO          endleleni eya e
ixesha, budala           ukucula , ubuchwephesha. P.F.1 Ukuyila ukutolika         Irejista:
nolandelelwano.                                      nokwazisa.                   Utitshala anga
G.H.2 Sebenzisa          UKUXABISEKA:Ukuzithemba, G.H.4 Ukusebenzisa umdlalo      amagama aba
ulwimi ekucingeni                        Intlonipho, nengcinga kumsebenzi         bemamele ze
nasekuqiqeni ngo-                                    womlinganiselo wesibini      baphendule;
G.H. 2.1 kuqonda         Unyamezelo                  nomlinganiselo wesithathu.   Ubabuza imibu
nokusebenzisa ulwimi     Ukwabelana, umonde.   Mathematika                     umzekelo:
ekuqiqeni                                      P.F.4 Umlinganiselo             Ngobani aben
nakwingqiqo,                                   G.H.4 Sebenzisa                 esikolweni?
njengakwintsusa                                ngokuphathekayo ukuthelekisa    Bangaphi?
nesiphumo.                                     nokulandelelanisa izinto        Masibale abak
G.H.2.2 kuhlela ulwazi                         esebenzisa isigama              Itshati yokuzalw
( umzekelo:                                    esifanelekileyo ukuchaza:       Imizekelo yemi
ukuhlanganisa                                  G.H.4.1 Ubunzima umz:ilula      Ngobani abaz
iintlobo                                       ,inzima, inzinyana.             namhlanje?
zezilwanyana.)                                 G.H.4.2 Umthamo umz:            Bagqiba iminy
G.H.2.3                                        ayinanto, igcwele,ingaphantsi   emingaphi?
Ngokuchonga                                    kune-,ingaphezulu kune-)        Masiqhwabe (
inxalenye                                      G.H.4.3                         kangangeminy
kokupheleleyo                                  Ubude(umz:indana,imfutshane,    yomntwana oz
(umzekelo: amalungu                            ibanzana, inde,imfutshane)
ebhayisekile)                                                                  Itshati yemozul
G.H.2.4                                                                        Ubabuza imibu
ngokuchonga                                                                    Injani imozulu
nokuchaza iimfano                                                              namhlanje?
neeyantlukwano                                                                 Sibona nganto
usebenzisa ulwimi                                                              kuyabanda?
olufanelekileyo(ifana,                                                         Ngubani ozaku
njenge, yahluke kwi )                                                          umfanekiso ob
G.H. 3 Sebenzisa                                                               ukuba kuyaba
ulwimi ekuphandeni                                                             Kufuneka sinxib
nasekuphononongeni      kubanda?
ngo:                    Ibinjani imozulu
G.H. 3.1 Kubuza         Kungolwesinga
imibuzo                 namhlanje? Ng
nokukhangela
ingcaciso.              Imidlalo yanga
G.H.3.4 Usombulula      ( Indoor activit
imifanekiso nephazili   Basika imifanek
yamagama.               yezinto zokuha
G.H.4 Lungisa ulwazi    bancamathise
ngo:                    bayazoba ze b
Kukhetha ulwazi         imibala, bayap
oluchongiweyo           bayabumba, b
kwinkcazelo.            bametshise, ba
                        iiphazili.
                        Bafunda iincwa
                        ezibonakalisa i
                        yezinto zokuha

                        Babonisa
                        ngokuzithemba
                        lwemibala,uml
                        ubudala.
                        Bafunda ukwa
                        ubungakanan
nokulandelela
FAT 3

Basebenzisa ul
ekucingeni nas
intsusa nesiphu

Bahlula izinto
ngokwahlukan
FAT 1 & 4

Bakhomba am
emizimba yabo
FAT 2 & 3

Bachonga ze b
iyantlukwano.

Babuza imibuz
ngo – njani? Ph

Benza iphazili
yamagama
enamaqhekez
FAT 2 & 3
Bachonga ulw
kokuchazwa n


Imidlalo yanga
Amavili, ibhola

Ixesha lebali:
Utitshala ubalis
ufundela aban
ngebali aze ab
imbuzo. Nabo
bayabalisa .

Music ring:
Bacula ngezith
Benza izicengc
Izixhobo zokufundisa:    Imiqobo:                   Okuboniswa ngutitshala:
Ip osta yezinto
zokuhamba,               Umzekelo: Abantwana
Krayoni, izikere,        abasezilalini
oonotsheluza,            basenokungamazi uloliwe.
imagazini,
izincamathelisi,
ipeyinti nebrashi,
izixhobo zomculo, njl.
Njl.




IKOTA YESIBINI (2)

IPROGRAM: LITHERESI                                                           IBANGA: R

ULWIMI LWENKOBE                                                               IXESHA: IVEKI
EZIMBINI
UYILO LWESIFUNDO                                            UMXHOLO:
IZIQHAMO

IYURE NGEVEKI: 9H 10 MIN.

IYURE NGEMINI: 1H 50 MIN

ISIPHUMO           UMXHOLO   UNXULUMANISO    IMISEBENZI    INKQUBO YOKUHLOLA
SESIFUNDO                    KWESI SIFUNDO   YOKUFUNDA
                                             NOKUFUNDISA
IMIGANGATHO
YOKUHLOLA
P.F. 6. Ukwakhiwa   Iziqhamo       P.F. 1.           Ukufika             Umsebenzi Wohlolo:
Nokusetyenziswa                    Ukumamela.        Kwabafundi          Ukuzoba
kolwimi.                                             kusasa. Abafundi    Ukudlala ngokwenza
                   ULWAZI:         G.H.4.1 Kunakana baya kwiindawo       demonstration)
G.H.1 Nxulumanisa Umlinganiselo,   amagama ukuba zokufunda               Ezomlomo
izandi konobumba iintlobo          akhiwa ngezandi. bezikhethela (
namagama ngo-      zeziqhamo,      G.H. 4.5          Individual choice   INTLOBO ZOHLOLO:
                   ukubaluleka     Kunakana          activities)         Umfundi ngokwakhe
G.H.1.1 kunakana kweziqhamo        amagama           Abantwana           Amaqela
ukuba amagama                      nesingqisho       bayabulisa,         Utitshala
akhiwa ngezandi    UBUCHULE:       kwimvanozandi     babalise
                   Ukwahlula,      eqhelekileyo      abakubone           IZIXHOBO ZOHLOLO:
G.H. 1.2 kunakana ukubala,         nakwingoma.       kumabona kude       Observation sheet
izandi zokuqala    ukufunda,                         nabakuve            Tshekilisti
zamanye            ukuthetha, .    KWESINYE          kunomathotholo,     Rubriki
amagama.                           ISIFUNDO          babalise
                   UKUXABISEKA:                      ngabokubone
G.H. 1.3 Ukwahlula Ukwabelana,     Mathematika       endleleni eya
izandi zamagama                    P.F.4             esikolweni.
amaninzi                           Umlinganiselo     Irejista:
athethwayo                         G.H.4 Sebenzisa   Utitshala anga
ngokwamalungu                      ngokuphathekayo funda amagama
( ngokuqhwaba                      ukuthelekisa      abantwana
okanye                             nokulandelelanisa bemamele ze
ngokusebenzisa                     izinto esebenzisa baphendule;
igubu umzekelo: I     isigama              Ubabuza imibuzo,
bha-na-na )           esifanelekileyo      umzekelo:
                      ukuchaza:            Ngobani
G.H. 2. Sebenza       G.H.4.1 Ubunzima     abengezanga
ngamagama ngo-        umz:ilula ,inzima,   esikolweni?
                      inzinyana.           Bangaphi?
G.H. 2.1 . kwahlula                        Masibale
isimaphambili                              abakhoyo.
kwisiqu umz: isi-                          Itshati yokuzalwa:
kolo                                       Imizekelo
G.H. 2.3 kuchonga                          yemibuzo-
igama unobumba                             Ngobani
nesithuba                                  abazalwayo
kokushicilelweyo                           namhlanje?
                                           Bagqiba iminyaka
G.H. 3. Sebenza                            emingaphi?
ngezivakalisi ngo-                         Masiqhwabe (
Kunxibelelana                              kangangeminyaka
ngengcinga                                 yomntwana
esebenzisa                                 ozalwayo)
iinkcazelo
namagama                                   Itshati yemozulu:
anentshukumo.                              Ubabuza imibuzo-
                                           Injani imozulu
G.H. 4Sebenza                              namhlanje?
ngezicatshulwa        Sibona ngantoni
ngo-                  ukuba
Kuthetha              kuyabanda?
ngezicatshulwa        Ngubani
okanye amabali        ozakusilathela
besebenzisa           umfanekiso
isigama esifana       obonisa ukuba
no: ekuqaleni,        kuyabanda?
phakathi, isiphelo.   Kufuneka sinxibe
                      njani xa kubanda?
G.H. 5. Sebenzisa     Ibinjani imozulu
ulwimi                yayizolo?
kwintsebenziswano     Kungolwesingaphi
ngo-                  namhlanje?
G.H. 5. 1.            Ngomso?
Kusebenzisa ulwimi
ukuvakalisa           Imidlalo
imbeko (ndicela)      yangaphakathi:
G.H. 5.2.             ( Indoor activities )
kuchonga              Basika imifanekiso
intsingiselo          yeziqhamo ze
ephuhliswa            bancamathisele,
yimvakalozwi.         bayazoba ze
                      bafakele imibala,
                      bayapeyinta,
bayabumba,
bayasota
bametshise,
badlala iiphazili.
Bafunda iincwadi
ezibonakalisa
imifanekiso
yeziqhamo.

Banakana ukuba
amagama akhiwa
ngezandi.

Banakana izandi
zokuqala
kumagama
oontanga
FAT 4.

Bayaqhwaba
besohlula izandi
zamagama
FAT 4.

Bachonga
amagama
kokushicilelweyo

Basebenzisa
amagama
anentshukumo
ukubonisa
inkcazelo kwibali.

Bafundiswa
isigama

Basebenzisa ulwimi
ukuvakalisa
imbeko

Bachonga
intsingiselo
ephuhliswa
yimvakalozwi.

Imidlalo
yangaphandle:
Amavili, ibhola,
ojingi.
Ixesha lebali:
Utitshala ubalisela
/ ufundela
abantwana
ngebali leziqhamo
aze ababuze
imbuzo. Nabo
bayabalisa
ngeziqhamo
abazaziyo.

Music ring:
Bacula
ngeziqhamo .
Benza
izicengcelezo
Izixhobo             Imiqobo:   Okuboniswa
zokufundisa:                    ngutitshala:
Ipowusta
yeziqhamo,
Krayoni, izikere,
oonotsheluza,
imagazini,
izincamathelisi,
ipeyinti nebrashi,
izixhobo zomculo,
njl. njl.




IKOTA YESIBINI (2)

IPROGRAM      - LITHERESI   IBANGA - R

ULWIMI LWENKOBE             IXESHA - IVEKI EZIMBINI
UYILO LWESIFUNDO                                                    UMXHOLO: IMVAKALELO

IYURE NGEVEKI - 9H10MIN.

IYURE NGEMINI – 1H50MIN.

ISIPHUMO SESIFUNDO UMXHOLO               UNXULUMANISO          IMISEBENZI              INKQUBO
UMGANGATHO                               KWESI SIFUNDO         YOKUFUNDA               YOKUHLO
WOKUHLOLA                                                      NOKUFUNDISA

P.F.2 Ukuthetha      IMVAKALELO          P.F. 1 Ukumamela      Ukufika Kwabafundi      Iintlobo zo
G.H. 1- Thetha                           G.H. 1Mamela          kusasa. Abafundi        -Ngutitsha
ngamalungu           UlWAZI – Impawu     ngenyameko            baya kwiindawo          -Umlingan
osapho nezihlobo.    zemvakalelo         imibuzo, imiyalelo    zokufunda               -Umntwa
G.H. 2 – Vakalisa                        nezaziso aze          bezikhethela            ngokwak
imvakalelo zabantu   UBUCHULE – Ukuva / aphendule              (individual choice      -Amaqela
bokwenyani okanye    ukumamela,          ngokufanelekileyo.    activities)
bentekelelo          ukungcamla,         G.H. 2 Bonisa izimo   Isangqa (morning        Izixhobo z
                     ukuphatha,          zokumamela            ring):                  -Tshekilisti
                     ukunukisa, ukubona. ezifanelekileyo       Kuyabuliswa, iindaba,   -Rubrikhi
                                         ngokumamela           babalisa abakubone
                     UKUXABISEKA –       ngaphandle            kumabonakude            Umseben
                     Ubonakalisa         kokuphazamisa,        nabakuve                -Ezomlom
                     intlonipho          abonise imbeko        kunomathotholo          -Ukubhala
                                         kwisithethi, anike    ,nangamalungu           -Ukudlala
                                         abanye amathuba       osapho nezihlobo
ekuthetheni.         zabo. Babalisa
                     ngabakubone
KWESINYE ISIFUNDO:   endleleni eya
Izakhono Zobomi      esikolweni.
P.F. 4 Ukwakha
inkangeleko          Itshati Yemozulu:
nentshukumo          Umzekelo – Utitshala
G.H.3 Enza           ubabuza ngemo
intshukumo           yezulu:
ezibonakalayo        Injani imozulu
esebenzisa           namhlanje?
amalungu             Sibona ngantoni
ahlukeneyo           ukuba kushushu?
omzimba.             Ngowuphi
                     umfanekiso obonisa
                     ukuba kushushu?
                     Sinxiba njani xa
                     kushushu?
                     Kungolwesingaphi
                     namhlanje?
                     Izolo
                     bekungolwesingaphi?
                     Ngomso?

                     Itshati Yokuzalwa:
Ngubani ozalwayo
namhlanje?
Senzantoni ngosuku
lokuzalwa komntu?
Ugqiba iminyaka
emingaphi?

Ingxoxo Ngomxholo:
Kuxoxwa
ngemvakalelo,
umzekelo:
Ukuphatha,
ukumamela,
ukungcamla,
ukubona, ukunukisa.
Benza isicengcelezo
esingemvakalelo
zabo.
Balandela imiyalelo
emibini okanye
emithathu,
Umzekelo:
Uphatha ngantoni?
Ubona ngantoni?
Xa ungcamla
                                                     usebenzisa ntoni?
                                                     Ugqithisa imyalezo
                                                     ngomdlalo wefowuni:
                                                     FAT 2 &4


G.H. 3 – Cula         ULWAZI –            ULWAZI -
nokucengceleza        Bazakukwazi
iingoma ezilula       ukucula
nemvano-zandi.        nokucengceleza.
G.H. 4 – Sebenzisa
ulwazi lwentekelelo   UBUCHULE -
ekuzonwab             Ukucula, ukohlula
Iseni nasekucingeni   izandi
kamnandi,             UKUXABISEKA –
ukuzenzela            Ubonisa uthando
amagama               lomculo
emvanozandi           nemvanozandi
G.H. 6 – Gqithisa
imiyalelo
G.H. 5 – Buza                                        Utitshala ubuza
imibuzo xa                                           imibuzo, baphendule
bengaqondi okanye                                    ngokucacileyo xa
efuna ulwazi                                         bebuzwa.
nokuphendula
Ngokucacileyo
imibuzo ebuzwayo.    Babalisa amabali
G.H. 7 – Balisa      abo ngokuzithemba
amabali abo          FAT 1&3
nokuphinda abalise
amabali abanye
ngamazwi abo.


                     Imidlalo
                     yangaphakathi:
                     Bayazoba, bafakela
                     imibala
                     Peyinta
                     Sika bancamathelise
                     Iiphazili
                     Bafunda incwadi
                     bejonge imifanekiso
                     ebonakalisa
                     imvakalelo zabantu
                     Bayadlala
                     belinganisa
                     amalungu osapho.

                     Imidlalo
                                                             yangaphandle:
                                                             Umdlalo ngamalungu
                                                             omzimba/ benza
                                                             isangqa bacule.
                                                             Ibhola
                                                             Amavili
                                                             Imityibilizi

                                                             Ibali:
                                                             Utitshala ubalisa ibali
                                                             likamakhulu
                                                             owayethunga
                                                             ilokhwe yakhe waza
                                                             wahlatywa yinaliti
                                                             emnweni wakhe.
                                                             Ubabuza imibuzo
                                                             malunga nebali baze
                                                             baphendule.
                                                             Bayalibalisa,
                                                             balidlale.

                                                             Music Ring:
Izixhobo              Izithintelo       Okuboniswa
Zokufundisa:          Zokufunda:        ngutitshala:
Itshati ebonakalisa   Inani labafundi   Utitshala uqaphela
amalungu               abaninzi           uphuhliso
emvakalelo.            Umfundi ongevayo   lwesifundo.
Isicatshulwa sebali.   Umntwana
Oonotsheluza.          ongakwazi
Imizobo ekufakelwa     ukubalisa ibali.
imibala.               Umntwana
Iikrayoni,             ongakwazi
ipeyinti,amaphepha,    ukuqaphela
isincamathelisi,       impawu
Izikere, Ibrashi       zemvakalelo.

				
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