Name: Noleta
Surname: Pienaar
Student Number: 22592415
Module: TPS2602
Assignment: 2
Date: 20 July 2025
STUDENT ANTI-PLAGIARISM DECLARATION
UNIVERSITY OF SOUTH AFRICA
COLLEGE OF EDUCATION
D EPARTMENT OF CURRICULUM AND INSTRUCTIONAL STUDIES
Module Code: TPS2602 Assessment Date: 22 July 2025, 9:00 PM
1. I know that plagiarism means taking and using the ideas, writings, works or
inventions of
another as if they were one’s own. I know that plagiarism not only includes verbatim
copying, but also the extensive use of another person’s ideas without proper
acknowledgement (which includes the proper use of quotation marks) or any attempt to
cheat the plagiarism checking system. I know that plagiarism covers the use of material
found in textual sources and from the Internet.
2. I acknowledge and understand that plagiarism is wrong.
3. I understand that my assignment answers must be accurately referenced.
4. This assignment is my own work. I acknowledge that copying someone else’s work,
or part of it, is wrong, and that submitting identical work to others, constitutes a form of
plagiarism.
5. I have not allowed, nor will I in the future allow anyone to copy my work with the
intention of passing it off as their own work.
6. I understand that I can be awarded 0% if I have plagiarized.
7. I understand that my assignment may be submitted automatically to Turnitin.
8. I confirm that I have read and understood the following UNISA policies:
8.1 Policy for Copyright and Plagiarism
8.2 Policy on Academic Integrity
8.3 Student Disciplinary Code
Name: Noleta Pienaar Student No: 22592415
Signed: N. Pienaar. Date: 20 July 2025
QUESTION ONE – PLACEMENT CONFIRMATION [10]
QUESTION TWO - MY TEACHING PHILOSOPHY [10]
Why do you want to become a teacher?
I want to become a teacher because I genuinely believe that education is one of the
most powerful tools to uplift individuals and communities. Being a teacher allows me to
not only share knowledge, but also to build learners’ confidence, shape their thinking,
and encourage lifelong learning. Growing up, I was inspired by teachers who made
learning exciting and made me feel seen, and I want to do the same for others. I see
teaching as more than a job; it’s a calling. It gives me the chance to create a safe and
supportive space where all learners are valued.
What strategies will you use to improve your learners’ academic performance?
To improve academic performance in my classroom, I will use a variety of teaching
strategies tailored to learners’ different needs and learning styles. I will focus on making
lessons interactive by using group work, peer learning, and real-life examples. I’ll also
implement regular informal assessments to track progress and provide targeted support
where needed. Scaffolding will help learners build confidence as they master skills step
by step. I plan to integrate reading and writing activities with visual and auditory content
like videos and flashcards. Lastly, I’ll create a positive classroom environment that
motivates learners to do their best.
QUESTION THREE – INDIVIDUAL TEACHING LESSON PLAN
Tick the appropriate co-teaching method you will use for this lesson:
A. One teaches, one assists
B. Team teaching
C. Parallel teaching
D. Station teaching
E. Alternative teaching
Individual teaching preparation sheet: Lesson 1 (20)
General information
Date: 6 August 2025
Subject: English First Additional Language
Grade: 8
Topic: Descriptive paragraph writing
Duration of lesson: 40(minutes)
Objectives/Outcomes
-By the end of this lesson, learners will be able to Identify the features of a descriptive
paragraph.
-Use sensory language and descriptive vocabulary in their writing.
-Write a short descriptive paragraph using a visual prompt.
The introduction phase
Time allocation: 10 (minutes)
Resources needed:
Whiteboard, markers, example paragraph handout, visual image of a beach scene
(printed or projected), Interactive English FAL textbook page 32, YouTube video:
https://youtu.be/8bD5pHCTgEk
What prior knowledge do learners need to meet the outcomes of this lesson?
Learners should already know what a paragraph is and how to write complete
sentences. They should also know basic vocabulary related to the senses and
descriptions.
How will you and your mentor teacher establish prior knowledge? Be detailed and
specific.
I will display an image of a beach and ask learners to describe what they see, hear, and
feel. Their answers will be written on the board to activate background knowledge and
lead into a discussion about descriptive writing.
Teaching strategy/method you and your mentor teacher will use:
Brainstorming, questioning, and visual scaffolding. My mentor teacher will assist
learners with vocabulary and help facilitate small group responses.
Questions you and you mentor teacher will ask:
What can you see in this picture?
What does this place sound and smell like?
What is the difference between telling and showing in writing?
How can we make our writing more interesting?
Body of the lesson
Time allocation: 20 minutes
Resources needed:
Interactive English FAL textbook (pg. 32), visual image of a forest, writing worksheet,
dictionaries
Teacher activity:
I will explain the structure of a descriptive paragraph: topic sentence, supporting details
using the senses, and a conclusion. I will model a short paragraph about a beach.
Learners will then use a “senses planning chart” to plan their own descriptive paragraph
about a forest scene. My mentor teacher will support learners by helping them with
vocabulary or spelling.
Questions you and you mentor teacher will ask:
What does the forest look/sound/smell like?
What is a strong sentence to begin with?
How do we describe using all five senses?
Can you improve your sentence by adding more detail?
Learner activity:
Learners will use the planning worksheet to brainstorm sensory words and then write a
paragraph of 6–8 sentences describing the forest scene. They will work independently,
then swap with a partner to share and give feedback.
Checking for understanding:
I will read aloud a few sample paragraphs and ask the class whether the writing
includes descriptive and sensory language. Learners will complete an exit slip stating
one thing they did well and one thing to improve. My mentor teacher and I will also give
feedback during the peer sharing.
Conclusion
Time allocation: 10 minutes
Resources needed:
Exit slips, learners’ written paragraphs
Teaching strategy/method:
Discussion and reflection. I will guide a recap of the lesson and write a list of descriptive
writing tips on the board.
Questions you and your mentor teacher will ask:
What was the most descriptive sentence you wrote?
What made your partner’s paragraph interesting?
How can you use this skill in your next writing task?
Learner activity:
Learners will read their favourite sentence aloud. Then they will complete an exit slip
with the following prompts:
1. One thing I learned today: __________
2. One thing I want to improve next time: __________
Differentiated lesson:
This lesson is designed to support learners with diverse needs. For visual learners, I
included image prompts. For auditory learners, I read examples aloud. Learners with
learning barriers will receive sentence starters and a vocabulary list. High-achieving
learners will be encouraged to use similes and adjectives for enrichment. Peer support
through partner feedback helps learners learn from each other. The mentor teacher will
support those who need help during writing time.
QUESTION FOUR – ATTACHMENT OF LEARNING/TEACHING ACTIVITY
Classroom Activity: Descriptive Paragraph Writing Worksheet
Instructions:
Use the senses chart below to help you plan a descriptive paragraph about a forest.
Think about what someone might see, hear, smell, feel, and even taste in the forest.
Then write a paragraph of 6–8 sentences using your notes.
Part A: Senses Planning Table
SenseWhat can you describe?
See e.g., tall green trees, colourful flowers
Hear e.g., birds singing, wind in the trees
Smell e.g., fresh rain, damp earth
Feel e.g., soft moss, cool breeze
Taste e.g., fresh air, wild berries (if safe)
Part B: Write Your Paragraph
Now use the ideas from your chart to write a descriptive paragraph. Try to start with a
topic sentence and use at least three senses in your writing. Your paragraph should be
6–8 sentences long.
