FACULTY OF EDUCATION
WORK-INTEGRATED LEARNING (WIL)
WIL LESSON PLAN
Student Name and Surname: Student number:
N ON T U T H U Z E L O u 2 1 5 5 7 8 2 0
T S H OK OT S H A Mark with an X Registered Programme
x
Lesson Plan
16
Number: B.Ed Year of Study PGCE
X or ✓ Student Teacher Checklist in preparation for the lesson to be taught
✓ 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, which focuses on the theme and skills being taught.
✓ I have reflected on how I may support learner diversity and respective learning needs.
After the lesson, I will reflect on what worked well or did not, what needs re-teaching, and which learner/s needs additional
✓
support. This reflection will inform my planning for the next lesson.
I considered my TASC in problem-solving. Thinking Actively in a Social Context. Consider who, what, where, when, why &
✓ how. The 8-step TASC model: Gather/Organize, Identify, Generate, Decide, Implement, Evaluate, Communicate, and
Learn from Experience.
DATE: GRADE: Indicate with an X on the appropriate box below
2 0 2 4 0 9 0 2
RRR RR R 1 2 3 4 5 6 7 8 9 10 11 12
SUBJECT: MATHEMATICS_ X
Grade/s / Keys / Number of Classes - the lesson A B
DURATION OF THE LESSON: 60 mins_mins/hour/s C D E F
will be taught to: X X
TEACHING STRATEGIES
Differentiated instruction Peer teaching Experiential learning
x
Cooperative learning Project-based learning Discovery learning
X
Technology-based learning X Visualization
Inquiry-based instruction
X Game-based learning Guided Practice
Modelling and scaffolding
X
Other: Specify ____________
Personalized learning
Types of Multiple Intelligences
Everyone learns differently. There are
various ways in which learners learn and Verbal – Linguistic - Social X Interpersonal
process information. This can impact how X Intrapersonal
X Logical – Analytical - Mathematical
my learners understand, retain, and apply
Musical - Rhythmic Naturalistic
New Knowledge.
What learning styles have I considered to Bodily - kinesthetics Kinaesthetic
inform or adapt the instructional material X Visual - Spatial Existential
and my teaching strategies to improve the
quality of the learning process?
INTEGRATION WITH OTHER SUBJECTS: (Name the subject/s - How does this lesson integrate for cross-curricular teaching?)
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Art: Images and transformations
INTEGRATED SKILL(S): If your subject is a LANGUAGE, indicate which of the four SKILLS you will focus on.
Reading Listening N/A If your subject is not a language = Not applicable N/A
Writing Speaking
PRESCRIBED LEARNING OUTCOMES from CAPS or IEB, or Cambridge:
Identify and solve problems and make decisions using critical and creative thinking;
Collect, analyse, organise and critically evaluate information;
Work effectively as individuals and with others as members of a team.
Organise and manage themselves and their activities responsibly and effectively;
Demonstrate an understanding of the world as a set of related systems by recognising that problem solving
Contexts do not exist in isolation.
Annual Teaching Plan (ATP): Add CAPS Page References relevant to your Specific Subject.
Term: 3
Week: 8
Topic: TRANSFORMATION GEOMETRY
Skills, Knowledge, Values & Attitudes: List applicable aims that you wish to achieve through this lesson from CAPS, approximately pp. 8–10:
Learn to listen, communicate, think, reason logically and apply the mathematical knowledge gained;
Learn to investigate, analyse, represent and interpret information;
Develop number vocabulary, number concept and calculation and application skills;
Develop the correct use of the language of Mathematics.
Lesson Planning
Subject Theme/
Chapter
What theme will you
use to contextualise
your learning
experience? Link it to
the learners' real
world, & introduce
your topic.
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TRANSFORMATION GEOMETRY: Introduction.
Topic / Focus /
Textbook Page
numbers
Transformation Geometry introduction , page 194-211 in the textbook.
Key Concepts/ Translation: Moving a shape without flipping or rotating it.
Vocabulary &
Definitions. Rotation: Turning a shape around a specific point.
Define the Reflection: Flipping a shape over a line, creating a mirror image.
concepts in full.
Transformation: changing a shape’s position or which way the shape points.
Enlargement: a way of changing the size or position of the shape by enlarging it.
Reduction: Decreasing the size of an object.
Learning & Teaching Graph paper
Support Materials
(LTSMs) include Rulers
Teaching Aids, Pencils
Resources, Visual Cut out shapes ( Triangles , squares, etc.)
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aids, worksheets, Whiteboard and markers
PowerPoints,
Manipulative objects, Textbooks
videos, textbooks, Notebooks and pens
word walls, integrated
resources, posters,
flashcards, and How will I integrate the use of Technology into the lesson:
games…
Not applicable( Limited resources).
Lesson Progression Different stages of the lesson with timestamps specifying the duration of each sub-section.
Purpose of the
lesson
Identify real-life
connections.
By the end of the lesson learners will be able to:
By the end of the
lesson, learners - Define key concepts in transformation geometry.
will be able to…
- Perform simple transformations on geometric shapes using paper based methods.
Hook - Attention TIME
I will start the lesson by showing everyday examples of transformation such as STAMPS
Grabber a sliding book ( Translation) , rotating a clock hand ( Rotation) or seeing their
reflection in the mirror( Reflection) and I will ask questions like ‘‘what happens
Capture attention,
stimulate interest, when you look in the mirror?”
create a learning
atmosphere, Purpose:
encourage active
inquiry, teacher- - This quick and fun activity gets students actively involved, encourages
learner dialogue, & teamwork, and sets a lively tone for the lesson while reinforcing their
awaken prior
knowledge.
understanding of Transformation geometry. This will also check their prior
Link to current knowledge.
affairs/news/local
news to the lesson.
The teacher sets the
tone for the lesson.
…Mins
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Introduction
Teacher-centred
The teacher will
introduce the topic
and explain the
lesson's objectives.
Recap previous work.
Brainstorming /
Mind Mapping
I will start the lesson by introducing different types of transformations and how
they differ, I will also give everyday examples to explain the concepts.
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10
…Mins
Body Activity 1:
Continue teacher-
learner dialogue.
❖ Explanation: I will explain that translation involves sliding a shape from one
position to another without changing its size or shape.
Start with new
knowledge.
❖ Activity: Have learners use cutout shapes and rulers to slide (
Learner-centred Translate)the shapes across their graph papers, following a specific pattern.
activities.
Applicable content, ❖ Assessment: I will walk around to check if learners understood the concept
questions to guide of translation. I will ask them how the shape moved.
learners towards
35
critical thinking.
Plan the sequence of
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teaching events with
scaffolded learner-
centred activities.
Activity 2:
❖ Explanation: I will introduce the concept of reflection by using a mirror
showing how the image is flipped.
❖ Activity: Learners will draw a vertical line on the graph paper then reflect a
shape over the line ensuring it mirrors accurately.
❖ Assessment: Encourages peer review where learners swap papers and
check each other’s work. …Mins
Activity 3:
❖ Explanation : Demonstrate rotation on the whiteboard by drawing a shape
and rotating it around a point. Show different degrees of rotation ( 90, 180 ,
etc.)
❖ Activity: Learner use their cut-out shapes and rotate them around a
marked point on their graph paper. I will ask them to rotate their shapes by
90 degrees clockwise.
❖ Assessment: Let learners show their rotated shapes to a peer to check if
they have followed the instructions correctly.
Plan a SMART TASK: Specific, Measurable, Attainable, Relevant and Traceable.
Specify the assessment criteria, tool & method for the SMART Task. Provide a Memorandum / Rubric /Marks
MEMORANDUMS FOR ACTIVITIES:
Activity 1:
❖ Leaners should demonstrate a clear movement of the shape across the
paper without changing its orientation.
Activity 2:
❖ Learners’ reflected shapes should be mirror images along the reflection line.
❖ Example: a triangle reflected over a triangle line should look like a mirror
image on the other side.
Activity 3:
❖ A 90° rotation should maintain the size and shape of the object but its
orientation will change.
❖ Example: a square rotated 90° should still be a square , but its corners
should point in different directions.
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Consolidation Recap the 5 types of transformations: translation, rotation, reflection,
enlargement and reduction.
Consider ways to
ascertain that
learners’ have Ask the learners to give examples of where they see transformation in their
achieved the specific daily lives ( e.g., rotating a fan blade, reflection in a water puddle etc.
learning outcomes of
the lesson.
Introduce the next lesson which will be about Translations.
Recap the main
teaching points and 10
assessment tasks.
Wrap up.
How does the learning
The primary purpose of a homework is to give each learner an
experience lead to opportunity to demonstrate mastery of mathematical skills taught in
further learning for the
next lesson?
class.
…Mins
Homework:
Page 80 and 81 on the DBE WORKBOOK.
Post Lesson What went well?
Reflection - Most students understood rotation and reflection but struggled with
What went well? translation.
What could be done What could be done better?
better in the planning
and executing of my - Give them activities to do in groups to allow peer-to-peer learning.
next lesson?
What did the learners
What did learners understand well or not ?
understand well or
not?
What do I need to re- What do I need to re-teach?
teach? - Translation.
WIL OFFICE Duminy, P. A., McLarty, A. H, & Maasdorp, N. (2000). Teaching Practice. Longman Teaching Training Series.
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REFERENCES 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
THAT I USED IN
THE PLANNING
OF MY LESSON
Websites /
Online Resources
Use APA referencing
style.
Add any specific
Requirements:
Subject
Specialisation
Requirements for
Planning of
Teaching and
Learning
Requirements for
the delivery of the
Lesson
Subject / Phase
Specialisation TRANSFORMATION GEOMETRY : INTRODCTION
GRADE 7 MATHEMATICS
UKUQONDA MATH TEXTBOOK: CHAPTER 5 PAGE 194-211
In learning, you will teach; in teaching, you will learn.
With Appreciation, Dr Nevensha Sing, Head of WIL
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