Term 3

Creative Writing Project

Grade 9 EFAL

Teacher
Management
Document

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 Introduction

PACING OF TASK 6:
Duration of the Project: 6 weeks
Creative Writing Project Stage 1 (Research) & Stage 2 (Writing) to be completed during
Term 3 as Task 6 Creative Writing Project Stage 3 (Presentation) to be completed in Term 4
as Task 7
WHEN WHAT WILL TEACHERS DO WHAT WILL LEARNERS

PACE TRACKER
DO

COMPLETED
DATE
Term 3 • PREPARE for Stage 1: ➢ Learners given/select
Week 3 Research (Sources genre and text.
information for learners to ➢ Learners develop a
use in class, create a hypothesis and research
resource table) question/s based on their
• Prepare the portfolio chosen genre/text
booklet/templates ➢ Learners gather
• Introduce the project and information to answer
topics to the learners research question
• TEACH learners HOW TO ➢ Learners read and
do research and collect highlight/identify
information information
in graphic organizer/ ➢ Learners will ask
notes/summarise. questions to make
• Develop a Hypothesis and meaning
create a research question ➢ Learners will take notes
that is linked to genre ➢ Use graphic organizers
• Explain the Checklist or to organize information
Rubric with learners that ➢ Learners make
will be used to assess summaries

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 • GUIDE the process.
Term 3 ➢ Teachers revisit teaching ➢ DO RESEARCH:
Weeks 4 moments engaged in during Learners will do research
Week 3. as is contextually
➢ GUIDE the process so that possible (home, class,
learners submit their library, online, etc.)
Research at the end of ➢ Bring information to
Week 4. class/use resource
information from
classroom resource table
➢ IN CLASS: Read and
make
notes of findings,
resources, process, etc.
SUBMIT Task 6 Stage
1: Research as a
portfolio (Can include
pictures, visuals, notes,
mind-map etc. and the
assessment instrument)
TERM 3 • PREPARE for Stage 2: ➢ Learners will ask
Week 5 Writing questions to make
• TEACH learners
meaning
WRITING PROCESS
➢ Learners will use their
• Planning
• Drafting research information to

• Revision start their writing

➢ Learners will start with
• Editing
• Proof-reading and the PLANNING of the

presenting Teach writing piece

learners the specific (Brainstorm/mind-map)

➢ Drafting
writing structure and
format for the topics NB! ROUGH DRAFT &
EDITING TO BE
• Explain the Rubric for
COMPLETED IN
writing to the learners that

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 will be used to assess CLASS
stage 2
• GUIDE the learners through
the writing process
• NB! ROUGH DRAFT &
EDITING TO BE
COMPLETED
IN CLASS
• Support learners at risk

TERM 3 • GUIDE the progress of ➢ Learners will start with ➢

Weeks 6 Stage 2: Writing the REVIEW AND FINAL
• Remind learners about the DRAFT of
descriptors in the Rubric the writing piece.
• Support learners at risk with ➢ NB! REVIEW AND
FINAL
editing
DRAFT MUST BE
NB! REVIEW AND FINAL
COMPLETED IN
DRAFT MUST BE CLASS
COMPLETED IN CLASS ➢ SUBMIT Task 6 Stage
2:
WRITING
➢ (Include evidence of all
stages of the Writing
Process)

TERM 3 • GUIDE the progress of ➢ Learners will start to ➢

WEEK 7 & Stage 3: Oral presentation prepare their oral
8
• Explain the Rubric that will presentation based on
be used to assess with their writing
learners ➢ Learners prepare cue
Continue
• NB! Commence with the cards/visuals etc.
in Term 4
assessment of the oral ➢ Learners practice their
Week 1-2

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 presentation. Do not wait presentation
for term 4 Learners start with their
oral presentation: Task 7
• Record learners’ oral
Stage 3
presentation

Teachers to continuously guide and monitor learners throughout

each stage of the project.

 This is a skills-based project. During each stage of the project, learners must
master different skills to achieve the outcomes set out in the assessments.
This project may not go home. Every stage must be taught, completed and
assessed in class.
 No discrimination will be allowed between learners that use computers to do
their project and learners that use pen and paper. The skills the learners
acquire will be assessed; the rubrics are generic to prevent this from
happening.
 The duration of the project will allow for the research (listening and speaking),
writing (writing and presenting) and orals (orals) that is required for the term in
the ATP. Language structures and conventions will be given to each group as
the language requirements for each might be different.

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This project will be completed over a period of six (6) weeks:

Stage 1 (Week 3 – 4): The learners will be taught how to do research.

o How to work independently
o Topic based
o Cross-curricular
o How to integrate skills
o How to do research
o How to design / create / develop my work on my own
o Allow for different learning styles
o Develop critical and creative thinking skills

Stage 2 (Week 5 – 6): The development of the writing component for the
project.
Focussing on the writing processes:
 Planning
 Drafting
 Proofreading
 Editing
 Final product
 Presenting
Stage 3 (Week 7 – 8): The oral presentation of the project. Many of the
topics include a presentation / reporting aspect.
Teachers will assist the learners by teaching the necessary skills for
presentations report back/ speaking / referencing etc.

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Additional information to note:

 The research may be written or typed. Ensure that work is done by the learner
and not by a family member.
 If you type, the font must be Arial 12 and the spacing 1.5 cm.
 Use the paragraph conventions as well as all the writing processes as they
form part of the assessment that will be done.
 The length of the presentation will be determined by the topic and chosen
genre. Determine the strength and weaknesses in your class.
 Give the instructions as to the length of the projects after you have done an
analysis.
 Teach the learners how to present properly.
 Teach the learners how to download information directly from the internet or
resources. Visuals should be limited unless the topic indicates otherwise.

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Here are some tips on how to teach learners to research:

1. Start by explaining what research is and why it is important. Research is the

process of gathering information to answer a question or solve a problem. It is
an essential skill for learners of all ages, as it allows them to learn about the
world around them and to make informed decisions.
2. Help learners to identify their research question. The first step in any research
project is to identify the research question. This is the question that the
learner will be trying to answer through their research. It is important to help
learners to narrow down their research question so that they can focus their
research efforts.
3. Teach learners how to find reliable sources. Not all sources of information are
created equal. It is important to teach learners how to identify reliable sources
of information. This includes teaching them how to evaluate the credibility of
websites, books, and other sources.
4. Help learners to gather information from a variety of sources. Learners should
not rely on a single source of information for their research. It is important to
teach them how to gather information from a variety of sources, including
books, articles, websites, and interviews.
5. Teach learners how to organize and present their research findings. Once
learners have gathered their research findings, they need to organize and
present them in a way that is clear and concise. This could involve writing a
research paper, creating a presentation, or developing a website.
6. Provide learners with opportunities to practice their research skills. The best
way to learn research skills is to practice them. Provide learners with
opportunities to practice their research skills by giving them small research
projects to complete.
7. Provide learners with feedback on their research. As learners practice their
research skills, it is important to provide them with feedback. This feedback
will help them to improve their research skills and to become more effective
researchers.

Here are some additional tips:

 Use a variety of teaching methods. There is no one-size-fits-all approach to
teaching research skills. Use a variety of teaching methods to keep learners
engaged and to help them learn in a way that is best for them.
 Make research fun. Research can be a lot of fun. There are many ways to
make research fun for learners, such as using games, puzzles, and other
interactive activities.
 Be patient. Learning research skills takes time and practice. Be patient with
learners as they learn these skills.

Stage 2: Writing
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Follow the writing process:

Suggested
checklist

Here are some tips on how to teach learners to produce a time capsule:

1. Explain what a time capsule is and why it is important. A time capsule is a

container that holds items from the present that are meant to be opened in the
future. It can be a way to preserve memories, share thoughts and ideas, or
document a particular time period.
2. Help learners brainstorm ideas for what to put in their time capsules. This
could include anything from personal items, to newspaper clippings, to
photographs, to letters, to drawings, to recordings, to anything else that they
think would be interesting to share with future generations.
3. Provide learners with a variety of materials to choose from. This could include
sturdy containers, such as plastic boxes or metal tins, as well as a variety of
items to put inside, such as paper, pens, markers, glue, scissors, photos,
newspaper clippings, etc.
4. Help learners create a list of contents for their time capsules. This will help
them to keep track of what they have included and to make sure that they
don't forget anything important.
5. Help learners to seal their time capsules securely. This is important to ensure
that the contents are protected from damage and that they will last for many
years to come.

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 6. Discuss with learners where they would like to store their time capsules. This
could be in a safe place at home, in a school or library, or in a designated time
capsule storage facility.
7. Have learners write a letter or a note to the future, explaining what their time
capsule contains and why they created it. This will help future generations to
understand the context of the items in the time capsule and to learn more
about the people who created it.

Here are some additional tips:

 Make the time capsule project a fun and creative experience. Encourage
learners to be creative and to include items that are meaningful to them.
 Help learners to understand the importance of history and preservation. The
time capsule project can be a great way to teach learners about the
importance of preserving history and sharing their stories with future
generations.
 Celebrate the completion of the time capsule project. This could involve a
special ceremony or event where learners can share their time capsules with
their families and friends.

Here are some tips on how to teach learners to plan a letter:

1. Start by explaining what a letter is and why it is important. A letter is a written

communication between two people. It is an important way to stay in touch
with friends and family, to share news and information, and to express
thoughts and feelings.
2. Help learners to identify the purpose of their letter. What do they want to
achieve by writing the letter? Are they trying to inform, persuade, or entertain
the reader? Once they know the purpose of their letter, they can start to plan
what they want to say.
3. Teach learners how to organize their thoughts. What are the main points they
want to make in their letter? How will they order their points in a logical way?
Learners can use a mind map or an outline to help them organize their
thoughts.
4. Help learners to choose the right tone for their letter. The tone of a letter
should be appropriate for the recipient and the purpose of the letter. For
example, a letter to a friend might be more informal than a letter to a business
associate.

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 5. Teach learners how to use clear and concise language. The language in a
letter should be easy to understand and free of jargon. Learners should also
avoid using abbreviations and acronyms unless they are sure that the reader
will understand them.
6. Help learners to proofread their letter. Before they send their letter, learners
should proofread it carefully for any errors in grammar, spelling, or
punctuation.
7. Provide learners with opportunities to practice writing letters. The best way to
learn how to write a letter is to practice. Provide learners with opportunities to
practice writing letters by giving them different writing prompts.
8. Provide learners with feedback on their letters. As learners practice writing
letters, it is important to provide them with feedback. This feedback will help
them to improve their letter-writing skills.

Here are some additional tips:

 Use a variety of teaching methods. There is no one-size-fits-all approach to

teaching letter-writing skills. Use a variety of teaching methods to keep
learners engaged and to help them learn in a way that is best for them.
 Make letter-writing fun. Letter-writing can be a lot of fun. There are many ways
to make letter-writing fun for learners, such as using games, puzzles, and
other interactive activities.
 Be patient. Learning letter-writing skills takes time and practice. Be patient
with learners as they learn these skills.

Stage 3: Oral presentation

Here are some tips on how to guide learners to do an oral presentation:

1. Choose a topic that the learners are interested in and know something
about. This will help them to stay engaged and motivated throughout the
presentation process.
2. Help the learners to identify the purpose of their presentation. Are they trying
to inform, educate, entertain, or persuade their audience? Once they know the
purpose, they can tailor their presentation accordingly.
3. Brainstorm ideas and organize them into a logical sequence. The learners
should create an outline to help them stay on track during their presentation.
4. Practice, practice, practice! The more the learners practice, the more
confident they will feel when it comes time to give their presentation. They can

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 practice in front of a mirror, with a friend or family member, or even record
themselves and watch their presentation back.
5. Use visuals to support their presentation. Visuals can help to engage the
audience and make the presentation more memorable. The learners can use
PowerPoint slides, handouts, or even props to illustrate their points.
6. Speak clearly and confidently. The learners should make eye contact with the
audience and speak at a volume that everyone can hear. They should also
avoid fidgeting or pacing back and forth.

Here are some additional tips that may be helpful for learners who are giving
an oral presentation in English as a second language:
 Use simple language and avoid jargon. The learners should use language
that their audience is likely to understand. They should also avoid using slang
or colloquialisms.
 Speak slowly and clearly. The learners should take their time when speaking
and enunciate each word clearly. They should also avoid using fillers such as
"um" and "uh."
 Practice using the language in different contexts. The learners can practice
giving their presentation to different people, such as friends, family members,
or classmates. This will help them to become more comfortable speaking in
English in front of an audience.
 Don't be afraid to make mistakes. Everyone makes mistakes when they speak
a new language. The important thing is to keep trying and to learn from your
mistakes.

Assessment
Name: __________________________ Surname: __________________________
Class: ____

Genre: Short story

Topic: Dear future self
*Please note that the RESEARCH stage of your project will be assessed together with the
WRITING stage of your project.
STAGE 1: RESEARCH [20]

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 RESEARCH
CRITERIA
DESCRIPTORS

/20

Comprehensive Applicable The required number Limited number and The learner is unable
Variety, number variety of resources
research on the resources of resources used. to relate resources
and quality of used.
topic given is used from a Limited variety. (e.g. used to the final
resources used.
evident. More variety of only Wikipedia or only product, but the
resources than sources which the novel/text used in product is still
required were spoke to the class.) produced.
consulted. topic.

10-9 marks 8-7 marks 6-5 marks 4-3 marks 2-1 marks

Bibliography/ Bibliography/ No Bibliography/

References/Resources References/Resources References/Resources
are given and it is are given but do not given.
evident that they relate to the topic
Bibliography/ relate to the topic and and/or the final
References/ the final product. product.
Resources

0 marks
2 marks 1 mark

*Evidence of Organisational Organisational Organisational Organisational

organisational techniques/ techniques/ skills techniques/ skills techniques/skills
techniques/ skills skills resulted resulted in a good resulted in an average resulted in an
used (mind in an project. project. elementary project.
mapping/ excellent
summarising project.
/planning/drafts)
to arrange 6-5 marks 4-3 marks 2-1 marks
research 8-7 marks
information into
the final product.
STAGE 2: WRITING [30]

WRITING
Very good Good Average Elementary Poor
/30 5 4 3 2 1

Planning/
Thorough Good planning, Average planning. Limited evidence of No planning done.
Follow writing
planning, good introduction, Introduction, body planning. No introduction and
process
introduction, body and closing. and closing that Attempted closing.
body and results in a piece of introduction and
closing. writing that is closing.
acceptable, but not
extra-ordinary.

Format and Excellent Good adherence Average Basic adherence to No or limited

structure adherence to to format used adherence to format used adherence to format
format used format used used

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 Adherence to Handling of topic Handling of topic Handling of topic Handling of topic Handling of topic
topic shows excellent shows good average relevance shows limited shows no
relevance and relevance and and originality relevance and relevance and
originality originality originality originality

Creative end Good figurative Figurative Average figurative Limited figurative No figurative
product language used language used language used and language, language or
and very and imaginative. fairly imaginative. imagination. Basic imagination used.
imaginative. Good language Average language language usage Poor language
Excellent usage usage usage
language usage
Language Excellent use of Good use of Average use of Basic use of Poor use of
structures vocabulary, vocabulary, vocabulary, vocabulary, sentence vocabulary,
and sentence sentence sentence structure, structure, spelling sentence structure,
conventions structure, structure, spelling and and punctuation spelling and
spelling and spelling and punctuation punctuation
punctuation punctuation

Editing and Very good Good editing Average editing Elementary editing No editing done at
proof of editing all
editing

STAGE 3: ORAL PRESENTATION [20]

Please note: The mark for the oral section of the
project will be used as the oral mark in Term 4.

Oral
/ 20 Very good Good Average Unsatisfactory Not achieved
5 4 3 2 1

Introduction of Very good Good introduction Average Unsatisfactory Poor introduction

topic and introduction of of the topic and introduction of the introduction of the of the topic and
research the topic and very good research topic and topic and limited limited to no
good research done average research research done. research done
done done

Pronunciation Very good Good Average Unsatisfactory Poor

and articulation pronunciation pronunciation and pronunciation and pronunciation and pronunciation and
and very good good use of relative good use limited use of no use of
use of articulation articulation of articulation articulation articulation

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 Appropriate Body language Body language Average use of Unsatisfactory use Body language
body language used very well used well during body language of body language inappropriate for
during the the presentation during the during the the presentation
presentation presentation presentation

Use of
resources, visual
Very good use of Good use of Average use of Unsatisfactory use Limited to no use
cues to create a
resources resources resources of resources of resources
good
presentation

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