FACULTY OF EDUCATION Student number :

WORK-INTEGRATED LEARNING (WIL) uU 2 2 6 2 7 2 2 8

WIL LESSON PLAN
Mark the Registered Programme with an X

Student Name and Surname :

X 4

M P I M B I L I D O S E S I P H O [Link]. Year of Study PGCE

Lesson Plan Number 19

Student Teacher Checklist in preparation for the lesson to be taught
X or ✓
 I have familiarised myself with the CAPS/IEB/Cambridge relevant policy document/s.

 I read the overview, termly Annual Teaching Plan (ATP), and textbook content before starting to prepare for the topic.
 I have identified what resources, displays and task expectations should be prepared beforehand.
 I have reviewed the Mentor Teacher’s current stage of the curriculum that focuses on the theme and skills being taught.
 I have reflected on how I may support learner diversity and the respective learning needs.
 After the lesson, I will reflect on what worked well or did not, what needs re-teaching, and which learner/s need additional
support. This reflection will inform my planning for the next lesson.
I have considered the TASC model in problem-solving in my school context. Thinking Actively in a Social Context.
 I have considered whom I will be teaching: What, where, when, why and how. The 8-steps of the TASC model involve the
following: Gather/Organise, Identify, Generate, Decide, Implement, Evaluate, Communicate and Learn from Experience.

DATE : GRADE: Indicate with an X in the appropriate box below

1 1 0 9 2 0 2 5
RRR RR R 1 2 3 4 5 6 7 8 9 10 11 12

Subject: Mathematical literacy x

Duration of the lesson: 50 minutes Grade/s / Keys / Number of Classes the Z14 and Z15 F
lesson will be taught to:

Teaching Strategies
Differentiated instruction Peer teaching Experiential learning
x
Project-based learning
x x
Discovery learning
Cooperative learning
x Technology-based learning x
Visualisation
Inquiry-based instruction
Game-based learning x
Guided Practice
x
Modelling and scaffolding
Other: Specify ______________

Personalised learning

Type s of Multiple Intelligences

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 Everyone learns differently. There are Verbal – Linguistic - Social x Interpersonal
various ways in which learners learn and x Logical – Analytical - x Intrapersonal
process information. This can influence how Mathematical Naturalistic
my learners understand, retain and apply Musical - Rhythmic Kinaesthetic
new knowledge. What learning styles Bodily - Kinaesthetic Existential
have I considered to inform or adapt the x
instructional material and my teaching and Visual - Spatial
learning strategies to improve the quality of
the learning process and learner success?

Integration with other subjects: (Name the subject/s. How does this lesson integrate cross-curricular teaching?)
Technical drawing( Considering packaging for cost effectiveness)

Integrated Skill(S): If your subject specialisation is a LANGUAGE, indicate which of the four SKILLS you will focus on.
Reading Listening N/A If your subject is not a language / or you are not integrating a language mark this
box as Not applicable: N/A

Writing Speaking

Purpose of the Lesson. Identify real-life connections. USE PRESCRIBED LEARNING OUTCOMES from CAPS/ IEB/Cambridge for clarity. By
the end of the lesson, learners will be able to do the following:
By the end of this lesson, learners will be able to:
Analyses real packaging scenarios
Determine the most cost-effective way to package a number of cans in a boxes.
Calculate how many items can fit into a given container.

Annual Teaching Plan (ATP): Add CAPS/IEB/CAMBRIDGE Page References relevant to your specific subject.
Term: 3

Week: 8

Topic: Maps, plans and other representations( Models)

Skills, Knowledge, Values & Attitudes : List applicable SKVA aims you wish to achieve through this lesson from CAPS (pp. 8 - 10)/IEB/Cambridge:

Skill: Using nets, space calculation, optimisation, and problem –solving.

Knowledge: Models(2D nets, 3D packaging, layouts)
Values: Appreciating efficient use of resources and cost-effectiveness
Attitude: Critical thinking and creativity in real-world applications

Planning the content, assessment and delivery of the lesson

Subject Theme/
Chapter
Maps, Plans and Other Representation
What theme will you
use to contextualise
your learning
experience?

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Link it to the learners'
real world and
introduce your topic.

Topic / Focus / Packaging, layouts, optimisation( Worksheet)

/Textbook
Page number/s

Key Concepts Model- is a representation of real-life object, situation, or problem that helps us understand,
calculate, or solve it more easily.
Vocabulary and
definitions that
are used to Nets and diagrams of packaging containers.
inform the
learners'
understanding of Packaging in 2D(net) and 3D(arrangements)
the lesson.
Optimisation of space (packing, stacking, arranging)
Define the key
concepts in full.

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Learning and
Teaching Nets of cubes/cuboids. Worksheets with model-based problems.
Support
Materials
(LTSMs) Blackboard , chalks, Grade 11 study and master textbook, Worksheet
Teaching media,
Resources, How will I integrate the use of technology into the lesson?
visual media,
worksheets,
PowerPoint, PowerPoint or pictures. Projector
manipulative
objects, videos,
textbooks, word
walls, integrated
resources,
posters,
flashcards,
games, etc.

Lesson Progressi on Different stages of the lesson with timestamps used to specify the duration of each section to completion.

Hook -
TIME
Attention STAMPS
Grabber
Capture
attention,
stimulate interest, Show learners a rectangular box and ask: How many cans of cool drink do you
create a learning
atmosphere,
encourage active
think can fit inside this box
inquiry,
teacherlearner
dialogue, and
awaken prior
knowledge.
Link to current
affairs/news/local
news to the
lesson. The
teacher sets the 5…
tone for the minutes
lesson.
Introduction
1. Explain that models help us represent real objects and situations.
Teacher-centred
2. Emphasise real-life links: packaging goods, arranging furniture, storage in shops
The teacher
introduces the
topic and
explains the
lesson's 15
objectives.

Recap previous
work.

Brainstorming /
Mind Mapping

…
minutes

Body Do more examples.

Learner-
centred

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Continue the
teacher-learner
dialogue.

Start with new

knowledge.

Applicable
content,
questions to
guide learners
towards critical
thinking.

Plan the
sequence of 25
teaching tasks
with scaffolded
learner-centred
activities.

EXAMPLE 2

Remember to Plan a SMART TASK: Specific, Measurable, Attainable, Relevant and T raceable.
Specify the assessment criteria, tool & method for the SMART Task. Provide a Memorandum / Rubric /Marks

Learners will get a classActivity from the worksheets

Formative assessment
Memorandum

activiti Assessment criteria(correct substitution, accurate use of calculator, clear

es. working steps shown)

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 …
minutes

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 True or False questions

1. Models helps us decide how to use space in real life. (True)

Consolidation
Consider ways to
ascertain that 2. The arrangement of items in a box does not affect the total number that
learners’ have
achieved the can fit.(False)
specific learning
outcomes of the 3. Cost effective packaging saves space, time, and money.(True)
lesson. Recap the
main teaching
points and
assessment tasks.
5

Wrap up.
How does the
learning experience
lead to further
learning for the

next lesson? …
minutes

Post Lesson
Reflection
What went well?
What could be
done better in the

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planning and
executing of my
next lesson?
What did the
learners
understand well
or not?
What do I need to
re-teach?

References Duminy, P. A., McLarty, A. H. & Maasdorp, N. (2000). Teaching Practice. Longman Teaching Training Series.
used by the
Wil Office

Gardner, H. (1987). The theory of multiple intelligences. Annals of dyslexia, 19 - 35.

Wallace, B. & Bentley, R. (2002). Teaching Thinking Skills Across the Middle Years: A practical approach for children aged 9 -
14. A NACE/Fulton Publication.

References Department of Basic Education. (2011). Curriculum and assessment policy statement
that I have (CAPS): Mathematical literacy FET phase Grade 10-12. Governments printing works.
used In the
Planning of my
lesson
Botha,M., Brown,H.,Chigeza,S., Dhlamini,J.,(2011). Study & master Mathematical literacy
Websites /
Online Grade 11 learners Book. Cambridge university press.
Resources
Use APA The Answer series.(2019). Grade 11 Mathematical literacy 3-in-1 CAPS (4th ed.). The
referencing style. Answer Series

Add any Subject

Specialisation Prepare nets and real packaging for demonstration.
Requirements
Planning of
Teaching and Emphasise unit conversions.
Learning and the
Learners must engage in hands on and collaborative problem solving.
Delivery of the
Lesson
Learners should relate packaging efficiency to real life business and storage context.
In learning how to teach, in teaching, you will learn. With Appreciation, Dr Nevensha Sing, Head of WIL

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