The instructional strategies and methods used by the teacher which included poetry, dramatization and real life activities catered to the needs of the pupils as they reflected their interests, focused on their intellectual needs and addressed various learning levels. However no cognitive terminology such as or was ‘classify’, ‘predict’ ‘create’ used during the lesson. LESSONS LISA’S Lesson 1 This sixty minute Language Arts lesson which was integrated with Music focused on Homophones. The aim as inferred from my observation was to assist pupils in defining the term homophone and identifying pairs of homophones. The lesson commenced with the teacher standing in front of the class near to the chalkboard and the pupils sitting at their tables facing her. The lesson was introduced with the teacher displaying a bag of flour and asking the pupils is this? What do you make with ‘What Answers submitted by the pupils were flour and it is used to make bread, cake, it?’ pancakes, pizza and rotis. The teacher sought elaboration of the initial pupils’ responses by further questioning them as to who makes these items, and how and where they are made. She then displayed a flower and engaged the pupils in a discussion about what it is and what is done with it. Sharing of experiences occurred at this time as the teacher and pupils exchanged ideas and personal experiences about the various uses of flowers. Next the teacher showed the pupils the bag of flour and the flower and posed the questions The pupils are these? What do you notice about their ‘What names?’ replied as a whole group sound the They were then invited to spell ‘they same’. and a label with the word was stuck on the bag. A similar process followed ‘flour’ with the flower. The teacher then asked the class to they have the same ‘Do letters?’ which the children replied the and the are the same but the rest of the ‘only ‘flo’ ‘r’ letters are different.
The instructional strategies and methods used by the teacher which included poetry, dramatization and real life activities catered to the needs of the pupils as they reflected their interests, focused on their intellectual needs and addressed various learning levels. However no cognitive terminology such as ‘classify’, ‘predict’ or ‘create’ was used during the lesson. LISA’S LESSONS Lesson 1 This sixty minute Language Arts lesson which was integrated with Music focused on Homophones. The aim as inferred from my observation was to assist pupils in defining the term homophone and identifying pairs of homophones. The lesson commenced with the teacher standing in front of the class near to the chalkboard and the pupils sitting at their tables facing her. The lesson was introduced with the teacher displaying a bag of flour and asking the pupils ‘What is this? What do you make with it?’ Answers submitted by the pupils were flour and it is used to make bread, cake, pancakes, pizza and rotis. The teacher sought elaboration of the pupils’ initial responses by further questioning them as to who makes these items, and how and where they are made. She then displayed a flower and engaged the pupils in a discussion about what it is and what is done with it. Sharing of experiences occurred at this time as the teacher and pupils exchanged ideas and personal experiences about the various uses of flowers. Next the teacher showed the pupils the bag of flour and the flower and posed the questions ‘What are these? What do you notice about their names?’ The pupils replied as a whole group ‘they sound the same’. They were then invited to spell ‘flour’ and a label with the word was stuck on the bag. A similar process followed with the flower. The teacher then asked the class ‘Do they have the same letters?’ to which the children replied ‘only the ‘flo’ and the ‘r’ are the same but the rest of the letters are different.
FINAL%20DISSERTATION%20-%20MARCH%202017.docx