TEACHING INTERMEDIATE PHASE ENGLISH FIRST AND FAL 3

IFFA7411

POE

SKYY FORTUIN
17314781

ICE TASK 1
"Dear Diary,
Today was the worst day ever. It all started when I woke up late and missed the bus. Mom had
to drive me to school, and she was not happy about it. She kept muttering under her breath the
whole way there.

When I finally got to school, I realized I forgot my homework at home. Mrs. Higgins was furious
and gave me a detention. As if that wasn't bad enough, during recess, I accidentally kicked the
ball into the teacher's lounge window. Everyone saw it, and I became the laughingstock of the
whole school.

At lunch, I sat alone because my friends were mad at me for messing up the game. The
cafeteria food was disgusting, and I couldn't eat a single bite. It was the loneliest lunchtime ever.

The day seemed to drag on forever. In math class, I got called up to the board to solve a
problem, and of course, I got it wrong. Everyone laughed, including Mrs. Higgins. I just wanted
the day to be over.

Finally, the bell rang, and I rushed out of the classroom. But just as I thought the nightmare was
over, I slipped on a banana peel in the hallway. The whole school burst into laughter again, and
I could feel my face turning red with embarrassment.

I can't wait for this day to be over. I hope tomorrow will be better.

Yours, Greg"

Questions:
1. What happened to Greg at the beginning of the day?
2. How did Greg's mom react when she had to drive him to school?
3. Why did Mrs. Higgins give Greg a detention?
4. What embarrassing thing happened to Greg during recess?
5. How did Greg feel during lunchtime?
6. Why did Greg sit alone at lunch?
7. How did Greg feel when he got called up to the board in math class?
8. What happened to Greg in the hallway after the bell rang?
9. How did Greg feel throughout the day?
10. What are Greg's hopes for the next day?

Language and Vocabulary Development Questions:

1. Find a word in the extract that means "feeling embarrassed or ashamed."
 2. Explain the meaning of the phrase "laughingstock of the whole school" in your own
words.
3. Give an antonym (opposite) of the word "furious."
4. Identify a synonym (word with a similar meaning) for the word "drag" as used in the
sentence "The day seemed to drag on forever."

Pair/Group Work Activity 1: Vocabulary Matching

Instructions: In pairs or groups, match the vocabulary words from the extract with their
definitions or synonyms. Write the corresponding letter of the definition next to the word.

Vocabulary Words: a) detention b) furious c) embarrassing d) solitary e) disgusting f)

embarrassed g) synonym h) antonym

Definitions/Synonyms:
1. A punishment for breaking a rule or misbehaving.
2. Feeling or showing anger or rage.
3. Causing a person to feel self-conscious or awkward.
4. Alone or isolated; without companions.
5. Strongly dislikeable or revolting.
6. Feeling ashamed or uncomfortable.
7. A word with a similar meaning.
8. A word with the opposite meaning.

Pair/Group Work Activity 2: Diary Rewrite

Instructions: In pairs or groups, imagine you are one of Greg's friends and rewrite the diary entry
from your perspective. Each person can take turns narrating their version of the events,
considering how they would react and feel about Greg's day. Share your rewritten diary entry
with the class or the other group members afterward and discuss the different perspectives.

Diary Entry
 5 4 3-2 1-0

Marks ( ) Marks ( ) Marks ( ) Marks ( )

Background The entry is The entry clearly states the The states the The entry
inviting, main events that have been main events that occassionally
( )
thoroughly states encountered by the have been states the main
the main events character and includes encountered by events that have
that have been many interesting details the character and been encountered
encountered by from the novel. includes some by the character
the character and details from the and includes few
includes several novel. details from the
interesting details novel.
from the novel.

Point of view Details are Details are placed in a Some details are Many details are
effectively placed logical order and the way in not in a logical or not in a logical or
( )
in a logical order which they are expected order, expected order.
and the way they presented/introduced and this distracts There is little
are presented follows first person point of the reader. First sense that the
follows 1st view. person point of writing is
person point of view is used most organized. Entry is
view. of the time. not written in first
person point of
view.

Emotion Diary entry Diary entry clearly focuses Diary entry Diary entry does
thoroughly on character's feelings focuses on the not focus on
( )
focuses on regarding the events they character's character's
character's are involved in. feelings regarding feelings regarding
feelings regarding the events they the events they are
the events they are involved in. involved in.
are involved in.

Grammar Diary entry is free Diary entry contains few Diary entry Diary contains
of grammatical grammatical and spelling contains some many grammatical
( )
and spelling errors. Most sentences flow grammatical and and spelling
errors. All logically together. spelling errors. errors. Sentences
sentences flow Some sentences rarely flow
logically together. flow logically logically together.
together.

Total : __/ 20
Dear Diary,

I'm so upset right now. I just got bullied by some of the older kids at school. They were calling
me names like "wimp" and "loser" and making fun of my clothes. I tried to ignore them, but they
wouldn't leave me alone. They pushed me around and threw my backpack in the mud. I finally
just ran away and hid in the bathroom.

I feel so humiliated. I don't know why they picked on me. I'm not a bad person. I just want to be
left alone.

I'm scared to go back to school tomorrow. I don't know if they'll do it again. I don't know what to
do.

I wish I was braver. I wish I could stand up to them and tell them to leave me alone. But I'm not
brave. I'm just a scared little kid.

I don't know what to do. I'm so lost and alone.

Me.

Portfolio of Evidence (POE) — Context

Activity 1: Lesson Plan
LESSON PLAN: The Diary of a Wimpy Kid by Jeff Kinney

Date of lesson 3rd Term Subject (CAPS) English Home Language

Grade 6

Number of 40 TOPIC Reading lesson: The Diary of a

learners Wimpy Kid

Duration 90 minutes
THEME: Identity

SKILL: READING: Reads a novel (CAPS GRADE 6 REVISED ANNUAL TEACHING

PLAN 2021- 2023 page 12 / CAPS page 80)
● Pre-reading: predicts from title and discusses related themes/content
● Discusses the characters
● Discusses the structure, language use, purpose and audience
● Uses a dictionary for vocabulary development

SKILL: LANGUAGE STRUCTURE AND CONVENTIONS: (CAPS GRADE 6 REVISED

ANNUAL TEACHING PLAN 2021- 2023 page 12)

● Word level work: interrogative, demonstrative, indefinite pronouns

● Sentence level work: simple present, past, future tense
● Spelling and punctuation: dictionary usage, word division, synonyms & antonyms

OBJECTIVES:

1. Identify the author and title of the book, "The Diary of a Wimpy Kid."
2. Make predictions about the story based on the cover and title.
3. Discuss the characters, plot, theme, and setting, focusing on the theme of
Identity
4. Utilize a dictionary for vocabulary development, including interrogative,
demonstrative, and indefinite pronouns.
5. Enhance language skills at the word level, sentence level (using simple present,
past, and future tense), and spelling and punctuation (dictionary usage, word
division, synonyms, and antonyms).
 6. To encourage self-expression and exploration of personal identity.

Pre-teaching Vocabulary:

○ Introduce and pre-teach key vocabulary words before the reading activity,
providing definitions, examples, and context to aid comprehension.
○ Use real-life situations or visual cues to illustrate the meanings of words.
○ Encourage students to use dictionaries or translation tools to support their
understanding of unfamiliar words.

Note: The timing provided for each activity is approximate and can be adjusted based
on the needs and pace of the students. The lesson plan can be modified further to
accommodate second language learners and learners with academic challenges by
providing additional scaffolding, visual aids, or differentiated tasks as necessary.

PHASES Write, in detail, every element/step of your lesson for Resources

each phase. required.

INTRODUCTORY Introduction and prediction (10 minutes) ● "The Diary

PHASE of a Wimpy
Greet the students and introduce the theme of "Identity and Kid" book
Belonging.” ● Projector or
poster of the
Display the book cover and ask the students: book cover
● Whiteboard/
● Who is the author of this book?
markers
● What is the title of the book?

1. Ask the students to carefully observe the book cover and

think about the title.

2. Select a few pairs to share their predictions with the class.

TEACHING & Reading and Comprehension (20 minutes) 1. Read an ● "The Diary
LEARNING excerpt from the book aloud to the class, modeling proper of a Wimpy
PHASE pronunciation and expression. Kid" book
● Excerpt
*Excerpt from the book to be found on page 6 of the book, from the
The Diary of a Wimpy Kid. book
(displayed)
2. Instruct the students to read the same extract silently. ● Pencils
● Rulers
3. Select individual students to read the extract aloud to the
● Erasers
rest of the class, allowing for pronunciation practice.
● Dictionaries
4. In pairs, have the students take turns reading the extract to ● Whiteboard/
each other. Markers
● Paper
5. Instruct the students to underline any words they do not ● Magazines
understand while reading. ● Glue
● Scissors
Vocabulary Development and Grammar Practice (10
minutes)

1. Explain the importance of using a dictionary for vocabulary

development.

2. Revise the concept of interrogative, demonstrative, and

indefinite pronouns, providing examples and their functions.

(Simplified Language: Adapt the language and complexity of

instructions to make them more accessible to second
language learners and students with academic challenges.
Break down concepts into simpler ones. Provide additional
explanations or examples when needed.)

Interrogative pronouns help us ask questions to find out

information about people or things. Eg. Who is that person?
(Asking about a person), What is your favorite color? (Asking
about something) or Whose pen is this? (Asking who the pen
belongs to).

Demonstrative pronouns help us point out or identify specific

people or things. E.g. This is my hat. (Showing something
close to us), That is their car. (Talking about something far
from us) or These are my shoes. (Showing more than one
thing close to us).

Indefinite pronouns help us talk about nonspecific people or

things. E.g. Someone called you while you were out. (Talking
about a person, but we don't know who), Everybody is
excited about the party. (Talking about people in general) or
Is there anything to eat? (Talking about something, but we
don't know what exactly).

3. On the whiteboard write this list of pronouns and their

corresponding categories.

1. Demonstrative Pronouns: …………………………….

○ This
○ That
○
○
2. Interrogative Pronouns: ……………………………….
○ Which
○ What
○ Whose
○
○
3. Indefinite Pronouns: ……………………………………
○ Both
○ Everyone
○ Nobody
○
○

4. In pairs, instruct the students to use their dictionaries to

find define each pronoun category and list another two
examples.

5. Conduct a class discussion, allowing students to share

their findings and provide additional examples related to the
theme of Identity.

Sentence Level Work (10 minutes)

1. Review the simple present, past, and future tenses with

the students.

(Visual Support: Utilize visual aids such as images, charts, or

graphic organizers to support of the concept of simple
present, past, and future tenses. Display key vocabulary
words on the board or provide visual cues alongside the
words.)

2. Provide examples of sentences from the novel that

demonstrate each tense.

Simple Present Tense:

● “Greg, will you please pass this note to Shelly?.”

● “I hope you all like were you’re sitting because these
are your permanent seats.”

Simple Past Tense:

● “This summer Abe moved away to California and took

the Cheese touch with him.”
● “Rodrick woke me up in the middle of the night.”

Simple Future Tense:

● “Like I said, I'll be famous one day.”

● “Next period, I should just sit in the middle of a bunch
of hot girls.”

3. In pairs, have the students identify and categorize the

sentences according to the tense used.

4. Invite a few pairs to share their categorization with the

class and discuss any challenges or questions that arise.

Spelling and Punctuation Practice (10 minutes)

1. Discuss the importance of proper spelling and punctuation

in written communication.

2. Explain how dictionaries can be used to check spelling and

find synonyms and antonyms.

3. Provide a list of words from the excerpt, including those

underlined by the students earlier.

- Complicated
- Fastest
- Wondering
- Popular

4. Instruct the students to use their dictionaries to find the

word division, and at least one synonym and antonym for
 each word.

5. Review the students' answers as a class

Identity Collage Activity (20 minutes)

1. Explain to the students that identity is a central theme in

the book and in our lives. It is influenced by various factors
such as hobbies, interests, goals, and personal traits.

2. Provide each student with a sheet of paper, magazines,

scissors, glue, and markers.

3. Instruct the students to create an identity collage that

represents themselves using images and words cut out from
the magazines. They can include their hobbies, interests,
aspirations, and characteristics that define them.

4. Encourage the students to be creative and expressive in

their collages.

5. Once the collages are complete, allow the students to

share their collages with the class, explaining the elements
they chose and how they relate to their identity.

6. Facilitate a discussion on the importance of embracing

one's identity and fostering a sense of belonging within
oneself.

CLOSURE PHASE
Reflection and Discussion (5 minutes)

Ask questions such as:

● How did creating the identity collage make you feel?

● What did you learn about yourself through this
activity?
● How does embracing your identity contribute to a
sense of belonging? c. Encourage students to actively
listen and respond to each other's reflections,
fostering a supportive and inclusive classroom
environment.

Wrap-up and Homework (5 minutes)

 1. Summarize the main points discussed during the lesson,
including the author, title, predictions, characters, plot, theme
of Identity.

2. Remind the students to use their dictionaries to find the

meanings of the words they underlined during the reading
activity as homework.

3. Provide clear instructions and due dates for completing the

homework task.

ASSESSMENT Formative Assessments:

1. Observation: Observe students' participation,

engagement, and collaboration during pair/group
activities, discussions, and reading activities.
2. Questioning: Ask questions throughout the lesson to
assess comprehension, vocabulary understanding,
and critical thinking.

Summative Assessment:

● Homework activity: Summarize the main points

discussed during the lesson, including the author,
title, predictions, characters, plot, theme of Identity.
Evaluate students vocabulary development, tenses,
and spelling/punctuation in their work.

References:
1. (No date) Caps for intermediate phase - National Department of Basic
Education. Available at:
https://www.education.gov.za/Curriculum/CurriculumAssessmentPolicyStatemen
ts(CAPS)/CAPSIntermediate/tabid/572/Default.aspx (Accessed: 23 May 2023).
2. Killen, R. (no date) Teaching strategies for quality teaching and learning, Google
Books. Available at:
https://books.google.com/books/about/Teaching_Strategies_for_Quality_Teachin
g.html?id=BRMmHYN2ITAC (Accessed: 25 May 2023).
3. Kinney, J. (2021) Diary of a wimpy kid. Melbourne, VIC: Penguin Random House
Australia.
4. National Department of Basic Education > Home (no date)
www.education.gov.za. Available at:
https://www.education.gov.za/Portals/0/Documents/Recovery%20plan
 %20page/Links%20for%20schools/dbe-standard-operating-procedure-for-covid-
19.pdf?ver=2020-06-15-091455-587 (Accessed: 23 May 2023).
5. Ridge, E. (2008) ‘Marguerite Wessels and Riette van den Berg (contributing
editors: Pat Strauss. Sophie Mahope. Andre Luczyn and Melissa King. 1998.
Practical Guide to Facilitating Language Learning: Methods. activities and
techniques for OBE.’, Per Linguam, 14(1). doi:10.5785/14-1-183.

Excerpt from the book, “The Diary of the Wimpy Kid” page 6:

Reading and Comprehension

Activity 2: Part 1

WEEK OVERVIEW DIARY WRITING ACTIVITY

 THEME Personal experiences

TOPIC Students have a choice of 1 of the following topics for their

dairy entry.

1. My most memorable birthday celebration

2. A funny or embarrassing moment I experienced
3. A time when I faced a fear and overcame it
4. A special family tradition that is important to me
5. The most challenging sports event I participated in

TEXT Diary entry

OBJECTIVES WRITING & PRESENTING

● Uses correct layout
● Shows awareness of audience and style
● Uses appropriate tone
● Plans, drafts and refines writing, focusing on improving
language, spelling, tenses and linking sentences into
cohesive paragraphs
● Uses connecting words, e.g. ‘however’, synonyms and
antonyms to link sentences into cohesive paragraphs
● Uses correct spelling and punctuation

LANGUAGE STRUCTURE & CONVENTIONS

● Word level work: connecting words
● Word meaning: ambiguity, multiple meaning
● Sentence level work: past perfect tense; future perfect
tense
● Spelling and punctuation: word division (syllables),
Homophones

Source: Revised annual teaching plan 2021-2023 page 13.

TIME ALLOCATION 4 HOURS (1 hour lesson x 4)

DAY 1 ( 1 HOUR)

Aim ● Introduce the concept and structure of a diary entry.

● Use a graphic organizer to plan and organize ideas.
● Develop vocabulary related to personal experiences.

Activities 1. Introduction:
● Engage students in a discussion about memorable
moments in their lives.
 ● Discuss the purpose and characteristics of a diary entry.
● Show kids the excerpt from The Diary of a Wimpy Kid

2. Word level work: Word meaning

● Introduce the concept of ambiguity and multiple meanings
in words.
● Provide examples of words with multiple meanings and
discuss their different interpretations.
● Assign students the task of finding and listing words with
multiple meanings in their own diary entries.

*Vocabulary Support: Provide word banks or vocabulary lists related to

the theme of personal experiences. Teach and reinforce key vocabulary
words, such as "ambiguity" and "multiple meaning," and encourage
learners to incorporate them into their writing

3. Graphic Organizer:
● Teach students how to create a graphic organizer (mind
map or flowchart) to plan their diary entry.
● Guide students in brainstorming and organizing their
ideas for a memorable moment.
4. Planning:
● Instruct students to use the graphic organizer to outline
their diary entry.
● Emphasize the importance of including sensory details,
emotions, and a clear sequence of events.
 Materials

Source: The Diary of a Wimpy Kid page 10 & 11

● Examples of diary enteries

● Paper
● Pencils
● Colour pencils
● Erasers
● Ruler
● Highlighters
● Dictionaries

Assessment Assessment Rubric: Mind Map Planning of Diary Entry

Developing(1) Proficient (2) Advanced (3)

Idea Provides limited Provides some Provides a

generation ideas with little relevant ideas wide range of
connection to with basic creative and
the topic connections to original ideas
the topic with strong
connections to
the topic
 Organization Shows little or Shows some Demonstrates
no organization organization of clear and
of ideas ideas with logical
basic organization of
connections ideas with
effective
transitions

Detail and Provides Provides some Provides rich

elaboration minimal details relevant details and engaging
and lacks depth and attempts details with
of explanation to explain depth and
ideas clarity

Theme and Demonstrates Demonstrates Demonstrates

topic little or no basic a deep and
connection connection to connection to meaningful
the theme and the theme and connection to
topic topic the theme and
topic

Presentation Mind map is Mind map is Mind map is

and neatness messy and neatly visually
poorly presented with appealing,
presented some neatness organized, and
visually
impactful

Total mark awarded out of 15.

DAY 2 ( 1 HOUR)

Aim ● Write a rough draft of the diary entry.

● Provide constructive feedback during peer editing.
● Revise and edit the draft based on peer suggestions.

Activities 1.Review:
● Recap the concepts and structure of a diary entry from
the previous day.
● Remind students of the importance of descriptive
language and proper organization.

2.Word level work: Connecting words

● Introduce and discuss connecting words such as
conjunctions (e.g., and, but, or) and transitional words
(e.g., therefore, however, consequently).
● Provide examples and explain how connecting words
 help establish coherence and logical flow in writing.

3. Sentence level work: Past Perfect Tense and Future Perfect Tense:
● Review the concept of past perfect tense (e.g., "had +
past participle") and future perfect tense (e.g., "will have +
past participle").
● Discuss their usage in diary entries to express actions
that occurred before a specific past/future time.
● Provide sentence examples and guide students in
identifying and practicing using these tenses in their own
writing.

*Explicit Grammar Instruction: Dedicate specific instruction time to teach

and practice the past perfect tense and future perfect tense. Provide
clear explanations, examples, and opportunities for learners to apply
these tenses in their writing.

4. Drafting:
● Instruct students to write a rough draft of their diary entry,
using the graphic organizer as a guide.
● Encourage students to express their thoughts and
emotions vividly.
5. Peer Editing:
● Explain the peer editing process and provide a checklist
for feedback.
● Pair students to exchange their rough drafts for
constructive feedback.

*Cooperative Learning: Incorporate cooperative learning strategies,

such as pair, to provide peer support and encourage collaboration. Pair
second language learners with proficient peers to facilitate language
development and comprehension.

Strategies to support students who struggle with peer editing:

1. Model the Process: Show students how to edit and revise by

providing an example and talking through the steps.
2. Provide Sentence Starters: Give students prompts like "I like
how you..." or "One suggestion I have is..." to help them give
feedback.
3. Use Guided Peer Editing: Pair students with a more skilled
peer or give them a checklist or specific prompts to guide their
feedback.
4. Have Whole-Class Discussions: Talk as a class about common
writing challenges and strategies for improvement, so students
 can learn from each other.
5. Offer Sentence-Level Prompts: Give prompts to help students
identify areas to improve, such as asking for more vivid details
or suggestions for sentence coherence.
6. Give Teacher Support: While students are editing, move
around the class to provide individual help, answer questions,
and guide their revision.

Create a supportive environment where students feel comfortable

asking for help and remind them that peer editing is meant to improve
their writing.

6. Revision and Editing:

● Guide students in revising their drafts based on peer
suggestions.
● Teach students strategies for improving coherence,
clarity, and language use.

Materials ● Paper
● Pencils
● Erasers
● Ruler
● Dictionaries
● Peer feedback check list

Assessment Peer Feedback Check List:

1. Content:
- Does the diary entry share personal thoughts, feelings,
and experiences?
- Is the content interesting and engaging for the reader?
2. Language Use:
- Are the words and phrases used clear and easy to
understand?
- Are there any grammar or sentence structure mistakes?
3. Organization:
- Is there a clear beginning, middle, and end to the diary
entry?
- Are the events or experiences presented in a logical
order?
4. Mechanics:
- Are capital letters used correctly?
- Are there any punctuation mistakes that need attention?

Students to answer YES or No. If No, examples or reasons should be

given.
 DAY 3 (1 HOUR)

Aim ● Revise and edit the diary entry for clarity and coherence.
● Improve sentence structure, transitions, and descriptive
language.
● Practice proofreading for spelling and punctuation errors.

Activities 1.Review:
● Recap the importance of revision and editing in the
writing process.
● Discuss common issues in diary entry writing, such as
sentence structure and coherence.
2. Peer Collaboration:
● Arrange students in small groups to share their revised
drafts and provide feedback.
● Encourage students to discuss and help each other
improve their writing.
3. Spelling and punctuation:

3.1.Word Division

● Introduce word division rules, particularly focusing on

dividing words into syllables.
● Provide examples and practice exercises where students
break words into syllables.
● Encourage students to apply word division rules when
writing their diary entries and review their work for
accurate word division.

3.2. Homophones:

● Introduce homophones, which are words that sound the

same but have different meanings and spellings (e.g.,
their/there/they're, to/too/two).
● Engage students in activities where they identify and
differentiate between homophones.
● Include homophones in their spelling and vocabulary
exercises, as well as remind them to use the correct
homophones in their writing.

4. Editing:
● Teach students proofreading strategies to identify and
correct spelling and punctuation errors.
● Guide students in checking for capitalization, punctuation,
and correct word usage.
 5. Finalizing:
● Instruct students to make final revisions based on peer
and teacher feedback.
● Encourage students to write their final neat submissions.

Materials ● Paper
● Pencils
● Erasers
● Ruler
● Dictionaries

DAY 4 (1 HOUR)

Aim ● Publish the final diary entry.

● Reflect on the writing process and personal growth.
● Share and celebrate completed diary entries.

Activities 1. Publishing:
● Allow students to write their final neat submissions.
● Provide options for publishing, such as creating a class
diary or displaying individual entries.
2. Reflection:
● Facilitate a discussion on the writing process, challenges,
and achievements.
● Have students reflect on their personal growth as writers.
3. Sharing and Celebration:
● Provide an opportunity for students to share their diary
entries with the class.
● provide positive feedback.

Materials ● Assessment rubric

Assessment Assessment rubric for the final draft and presentation of a diary
entry

Developing (1) Proficient (2-3) Advanced (4-5)

Content The diary entry The diary entry The diary entry
is incomplete or includes is richly detailed
lacks relevant details and
 coherence and demonstrates
demonstrates exceptional
coherence coherence and
depth

Language Use Limited use of Adequate use Varied and

vocabulary and of vocabulary sophisticated
simple and sentence use of
sentence structures vocabulary and
structures sentence
structures

Organization The diary entry The diary entry The diary entry
lacks clear is adequately is well-
organization or organized with organized with
logical flow some seamless
transitions transitions

Language Student Student Student utilized

Structure demonstrated demonstrated a connecting
little to no few connecting words,multiple
connecting words,multiple meaning words
words,multiple meaning words and correct
meaning words and used tenses
and correct correct tenses throughout the
tenses in the in parts the diary entry.
diary entry. diary entry.

Grammar and Frequent Few Virtually error-

mechanics grammatical grammatical free writing with
errors that errors that exceptional
interfere with minimally grammar and
understanding impact mechanics
understanding

Spelling and Frequent Some spelling Virtually error-

punctuation spelling errors errors that free writing with
that impede occasionally exceptional
readability impact spelling and
readability punctuation

Presentation The The The

presentation of presentation is presentation is
the diary entry somewhat neat neat,visually
is messy or and readable appealing, and
disorganized visually
engaging

Voice and The reading The reading is The reading is

expression lacks clear, with dynamic,
 expression or some engaging, and
inflection and is expression and captivating
monotonous inflection

Total mark awarded out of 40.

References:
1. (No date) Caps for intermediate phase - National Department of Basic
Education. Available at:
https://www.education.gov.za/Curriculum/CurriculumAssessmentPolicyStatemen
ts(CAPS)/CAPSIntermediate/tabid/572/Default.aspx (Accessed: 23 May 2023).
2. Killen, R. (no date) Teaching strategies for quality teaching and learning, Google
Books. Available at:
https://books.google.com/books/about/Teaching_Strategies_for_Quality_Teachin
g.html?id=BRMmHYN2ITAC (Accessed: 25 May 2023).
3. Kinney, J. (2021) Diary of a wimpy kid. Melbourne, VIC: Penguin Random House
Australia.
4. National Department of Basic Education > Home (no date)
www.education.gov.za. Available at:
https://www.education.gov.za/Portals/0/Documents/Recovery%20plan
%20page/Links%20for%20schools/dbe-standard-operating-procedure-for-covid-
19.pdf?ver=2020-06-15-091455-587 (Accessed: 23 May 2023).
5. Ridge, E. (2008) ‘Marguerite Wessels and Riette van den Berg (contributing
editors: Pat Strauss. Sophie Mahope. Andre Luczyn and Melissa King. 1998.
Practical Guide to Facilitating Language Learning: Methods. activities and
techniques for OBE.’, Per Linguam, 14(1). doi:10.5785/14-1-183.

Activity 2: Part 2
Activity 3:
Dear Mary Date: 21 September 2023

Subject: Importance of Rubrics and Meaningful Feedback for Assessing Learners' Written
Submissions

I hope this memo finds you well. I wanted to discuss the importance of using a rubric to assess
learners' written submissions and provide you with guidance on structuring your written
comments to make them meaningful, confidence-building, and developmental for your students.
Using a rubric to assess learners' written work offers several benefits.

Firstly, it provides clear criteria and expectations for both you and your students. This
transparency helps students understand how their work will be evaluated and allows them to
self-assess their progress.

Secondly, a rubric allows for consistent and fair evaluation across all students, as it ensures that
the same criteria are applied to each submission.

Lastly, it helps you focus on specific language and vocabulary elements relevant to the learning
objectives, allowing for targeted feedback and improvement.

To structure your written comments effectively, I recommend the following approach:

1. Start with positive feedback: Begin your comments by highlighting the strengths of the
student's work. Acknowledge their efforts and specific areas where they have done well.
This builds their confidence and reinforces their good writing practices.
2. Address areas for improvement: Identify specific areas where the student can improve,
such as spelling, punctuation, grammar, or clarity of expression. Instead of simply
marking errors, provide constructive suggestions and explanations on how they can
enhance their writing. Encourage them to revise and edit their work to demonstrate
growth.
3. Offer guidance for development: Provide guidance on how students can further develop
their writing skills. Offer specific strategies or resources they can utilize to improve their
language usage, paragraphing, or organization. Encourage them to reflect on their
writing process and set goals for future assignments.

Attached to this memo, you will find the rubric used for assessment as well as the three
examples of learners' writing: Lebohang Mkhize, Luyanda Msimang, and Simon Pieterson. I
have evaluated their diary entries using the rubric based on the CAPS HL document (DBE,
2011: 82) and provided feedback.

By using this rubric and following the suggested feedback approach, you can provide your
learners with constructive and meaningful feedback that encourages their growth as writers. It
also helps them understand their strengths and areas for improvement, allowing for targeted
language development.

If you have any questions or need further assistance, please don't hesitate to reach out to me.
I'm here to support you in creating an effective and engaging learning environment for your
students.

Best regards,
Skyy Fortuin
Grade 6 Home Language Teacher
Attachment 1: Rubric for Assessing Diary Entries (BLANK RUBRIC)

Student Name:

CRITERIA SCORE COMMENTS

(5)

1. Content and Relevance

● Addresses the chosen theme and topic
effectively
● Demonstrates a clear understanding of
the incident or memorable moment
● Engages the reader with descriptive
details and emotions (_/5)

2. Organization
○ Uses paragraphs effectively to organize
ideas
○ Includes an introduction, body
paragraphs, and conclusion
○ Sequences events or ideas logically (_/5)

3. Language Use
● Demonstrates appropriate vocabulary for
expressing personal experiences
● Uses varied sentence structures and
transitions effectively
● Shows control over grammar, verb
tenses, and subject-verb agreement (_/5)

4. Spelling and Punctuation

● Demonstrates accurate spelling of
commonly used words
● Uses correct punctuation, including
capitalization and end punctuation
● Applies appropriate use of commas,
apostrophes, and quotation marks (_/5)

Please assign a score out of 5 for each criterion based on the students' performance. Provide
specific comments that highlight their strengths and areas for improvement within each criterion.

TOTAL: __/20
Attcahment 2: Rubric for Assessing Diary Entries (Learner 1)
 Student Name: Lebohang Mkhize

CRITERIA SCORE COMMENTS

(5)

1. Content and Relevance Theme and topic was chosen and

● Addresses the chosen theme and topic described well in most instances.
effectively
Description of the incident could be more
● Demonstrates a clear understanding of the clear.
incident or memorable moment
● Engages the reader with descriptive details Little to no descriptive details were used.
(5/5)
and emotions

2. Organization No paragraphs used to organize ideas.

○ Uses paragraphs effectively to organize
ideas No introduction, body or conclusion.
○ Includes an introduction, body paragraphs,
Ideas and events are sequenced
and conclusion logically.
○ Sequences events or ideas logically (3/5)

3. Language Use Great demonstration of vocabulary used

● Demonstrates appropriate vocabulary for in expressing personal experiences.
expressing personal experiences
For most part sentence structures and
● Uses varied sentence structures and transitions are used effectively.
transitions effectively
● Shows control over grammar, verb tenses, Shows consistent control over grammar
(4/5) and subject-verb agreement throughout
and subject-verb agreement
the diary entry.

Verb tenses could be focused on,

although for most part it was ok.

4. Spelling and Punctuation Great work on your spelling and

● Demonstrates accurate spelling of punctuation.
commonly used words
Excellent work on spelling separate,
● Uses correct punctuation, including rumor, jealous, extreme, rejected and
capitalization and end punctuation crocodile.
● Applies appropriate use of commas,
(4/5) Loved the use of quotation marks to
apostrophes, and quotation marks
highlight the sarcasm.

Please do not forget to use adequate

spacing between words.

TOTAL: 16/20
Attachment 3: Rubric for Assessing Diary Entries (Learner 2)

September
Student Name: Luyanda Msimang

CRITERIA SCORE COMMENTS

(5)

1. Content and Relevance Theme and topic was chosen

● Addresses the chosen theme and topic and described well in most
effectively instances.
● Demonstrates a clear understanding of Description of the incident
the incident or memorable moment could be more clear.
● Engages the reader with descriptive
details and emotions (2/5) Little to no descriptive details
were used.

2. Organization No paragraphs used to

○ Uses paragraphs effectively to organize organize ideas.
ideas
No introduction, body or
○ Includes an introduction, body
conclusion.
paragraphs, and conclusion
○ Sequences events or ideas logically (2/5) A few ideas are sequenced
logically.

3. Language Use Attention needs to focused on

● Demonstrates appropriate vocabulary for the language usage.
expressing personal experiences
Eg. My friend and I…..
● Uses varied sentence structures and His name is…. (not had been)
transitions effectively - a person’s name will not
● Shows control over grammar, verb change.
tenses, and subject-verb agreement (1/5)
Ideas are confusing because
of the choice of words used.

4. Spelling and Punctuation Attention needs to be given to

● Demonstrates accurate spelling of your spelling and punctuation.
commonly used words
Good work on spelling
● Uses correct punctuation, including another, tomorrow and
capitalization and end punctuation because correctly.
● Applies appropriate use of commas,
apostrophes, and quotation marks (2/5)

TOTAL: 7/20
Attachment 4: Rubric for Assessing Diary Entries (Learner 3)

Student Name: Simon Pieterson

CRITERIA SCORE COMMENTS
(5)

1. Content and Relevance Theme and topic was chosen and

● Addresses the chosen theme and topic described well in most instances.
effectively
Description of the incident is clear
● Demonstrates a clear understanding of for most part.
the incident or memorable moment
● Engages the reader with descriptive Descriptive details were somewhat
details and emotions used.
(3/5)

2. Organization No paragraphs used to organize

○ Uses paragraphs effectively to organize ideas.
ideas
No introduction, body or
○ Includes an introduction, body
conclusion.
paragraphs, and conclusion
○ Sequences events or ideas logically Ideas are sequenced logically for
(2/5) most part.

3. Language Use Good demonstration of vocabulary

● Demonstrates appropriate vocabulary used in expressing personal
for expressing personal experiences experiences. - Great use of the
idiom: As fast as lightning.
● Uses varied sentence structures and
transitions effectively For most part sentence structures
● Shows control over grammar, verb and transitions are used
tenses, and subject-verb agreement effectively.

Shows good control over grammar,

(3/5) verb tenses and subject-verb
agreement.

4. Spelling and Punctuation Good work on your spelling and

● Demonstrates accurate spelling of punctuation.
commonly used words
Excellent work on spelling incident,
● Uses correct punctuation, including friendship qualities, loyalty and
capitalization and end punctuation ethics.
● Applies appropriate use of commas,
apostrophes, and quotation marks (4/5)

TOTAL: 12/20

References:
1. (No date) Caps for intermediate phase - National Department of Basic
Education. Available at:
https://www.education.gov.za/Curriculum/CurriculumAssessmentPolicyStatemen
ts(CAPS)/CAPSIntermediate/tabid/572/Default.aspx (Accessed: 23 May 2023).
2. Killen, R. (no date) Teaching strategies for quality teaching and learning, Google
Books. Available at:
https://books.google.com/books/about/Teaching_Strategies_for_Quality_Teachin
g.html?id=BRMmHYN2ITAC (Accessed: 25 May 2023).
3. National Department of Basic Education > Home (no date)
www.education.gov.za. Available at:
https://www.education.gov.za/Portals/0/Documents/Recovery%20plan
%20page/Links%20for%20schools/dbe-standard-operating-procedure-for-covid-
19.pdf?ver=2020-06-15-091455-587 (Accessed: 23 May 2023).
4. Ridge, E. (2008) ‘Marguerite Wessels and Riette van den Berg (contributing
editors: Pat Strauss. Sophie Mahope. Andre Luczyn and Melissa King. 1998.
Practical Guide to Facilitating Language Learning: Methods. activities and
techniques for OBE.’, Per Linguam, 14(1). doi:10.5785/14-1-183.