Directorate: Curriculum FET
SUBJECT and GRADE English FAL Grade 10
TERM 2 Indicate the week(s) e.g. Week 1 (1 period)
TOPIC Written work – transactions - explanation
AIMS OF LESSON To write explaining HOW or WHY a process occurs.
RESOURCES Paper based resources - workbooks Digital resources
(Indicate what will be Workbooks – written work Refer to the relevant digital resources e.g. links on the WCED
used in the lesson e.g. ePortal
textbook, Mind the Gap, Use research strategies – internet, interview, books, …
etc)
INTRODUCTION Explain purpose of lesson (further learning and/or functioning in the world)
Be able to explain processes in a logical and clear manner.
CONCEPTS AND SKILLS Need to have an introduction and a clear procedure in CAN YOU?
explaining logical steps towards understanding.
Self-directed learning – make use of the internet. Should be able to find information
Break up into logical steps. independently.
To explain how or why a process occurs:
General statement to introduce the topic, e.g. A dynamo is a
machine which changes mechanical energy into electrical energy.
• A series of logical steps explaining how or why something
occurs.
May have accompanying visuals, texts, diagrams, …
Written in simple present tense
• May use conjunctions and logical connectors that signal
time, e.g. then, next, etc.
• May use causal conjunctions and logical connectors, e.g.
because, so , this causes, ……
May use passive voice.
ACTIVITIES/ASSESSMENT Refer learners to activities/assessment they can complete/do in their textbooks. Where there is more than one textbook
rather refer to sections instead of specific page numbers. OR if necessary include an activity/assessment
Approximately 100-120 words. Encourage use of visuals. Use official rubric. Can include oral aspect
Directorate: Curriculum FET
Suggestion: Written task: how does a tricycle or bicycle work? Any method of casual transport – skateboard/ roller
skates / ice skates / … A brief explanation and a sketch.
CONSOLIDATION Recap the essence of the lesson – to be able to give a clear explanation of a process or how an item works.
Good luck.
ASSESSMENT RUBRIC FOR SHORTER TRANSACTIONAL TEXT – FIRST ADDITIONAL LANGUAGE [20 MARKS]
CONTENT, PLANNING 10–12 8-9 6-7 4-5 0-3
& FORMAT -Outstanding -Very good -Adequate -Basic response, -Response
Response and ideas; response response response, demonstrating reveals no
Organisation of ideas; beyond normal demonstrating demonstrating some knowledge knowledge of
Features/conventions expectations good knowledge knowledge of of features of features of
and context -Intelligent and of features of features of the the type of text the type of
12 MARKS mature ideas the type of text type of text -Some focus but text
-Extensive -Maintains focus -Not completely writing digresses -Meaning
knowledge of – no digressions focused –some -Not always obscure with
features of the -Coherent in digressions coherent in major
type of text content and -Reasonably content and digressions
-Writing ideas, very well coherent in ideas -Not coherent
maintains focus elaborated and content and -Few details in content and
-Coherence in details support ideas support the ideas
content and topic -Some details topic -Very few
ideas -Appropriate support the -Necessary rules details
-Highly format with topic of format support the
elaborated and minor -Generally vaguely applied topic
all details inaccuracies appropriate -Some critical -Necessary
support the format but with oversights rules of
topic some format not
-Appropriate inaccuracies applied
and accurate
format
LANGUAGE, STYLE & 7–8 5-6 4 3 0–2
EDITING -Tone, register, -Tone, register, -Tone, register, -Tone, register, -Tone,
Tone, register, style, style and style and style and style and register, style
Directorate: Curriculum FET
vocabulary vocabulary vocabulary very vocabulary vocabulary less and
appropriate to highly appropriate to appropriate to appropriate to vocabulary do
purpose and context; appropriate to purpose, purpose, purpose, not
Language use and purpose, audience and audience and audience and correspond to
conventions; audience and context context context purpose,
Word choice; context -Generally -Some -Inaccurate audience and
Punctuation and -Grammatically grammatically grammatical grammar with context
spelling accurate and accurate and errors numerous errors -Error-ridden
8 MARKS well-constructed well-constructed -Adequate -Limited and confused
-Virtually error- -Very good vocabulary vocabulary -Vocabulary
free vocabulary -Errors do not -Meaning not suitable
-Mostly free of impede meaning obscured for purpose
errors -Meaning
seriously
impaired
MARK RANGE 17–20 13–15 10-11 7-8 0–5
VALUES Being able to explain clearly, logically and sensibly is a vital skill in ensuring proper understanding. Could save money
and even lives.
