louise fullard - hoërskool bergvlam...(on powerpoint presentation) on the board, and encourage the...

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Louise Fullard Education and Experience Level of teaching: FET Phase Grade 12 Subjects responsible for: Languages: Afrikaans FAL & HL (Grade 12 teacher) Age: 49 Teaching experience: 26 years Teaching experience at current school: 5 ½ years at Hoërskool Bergvlam Leadership position: HOD - Head of Department Languages Afrikaans HL & FAL

A personal value of importance is to honour leadership and to be accountable. My

school principal, Mr. Deon Visser, creates a wonderful working environment in which I

can live this value out – TO REACH MY ULTIMATE GOAL … TO LEAVE A LEGACY!

Communication Institutions of higher learning across the nation are responding to political, economic,

social and technological pressures to be more responsive to learners’ needs and more

concerned about how well learners are prepared to assume future societal roles. I

adapted my teaching style and strategies to make my learning environment more

interactive by integrating technology into the learning experience, and by using

collaborative learning strategies when appropriate. I ensure my learners’ maximal

participation in each lesson and that they have an unforgettable learning experience.

Thereby they each get optimal opportunity to develop, in this subject, to their full

potential but at the same time gain skill and knowledge to prepare them for life and

their future.

Leadership As Head of Department Languages and Grade 12 teacher, I inspire my learners and

colleagues to develop an advanced approach towards technology. I developed, built

and maintain the school’s website. It is essential for me, that our learners and other

teachers, nationwide, have access to our teaching and study material. Therefore, I

encourage my departments’ teachers to accommodate our technological generation,

by using dropbox, google drive and box as well as the schools’ website as useful cloud

storage facilities. We prepare our material electronically and publish all our class

notes, schedules, teaching material, planning, homework, demarcations, class

presentations, audio files, past papers and projects on these cloud facilities, which all

have access to.

As HOD, I also train my teachers in office programs such as Word, Excel and

PowerPoint to enable them to prepare excellent interactive lessons. I further use my

subject meetings to equip them with interactive applications such as Wooclap, which

they can use in their classroom as an interactive teaching method.

Hoërskool Bergvlam Nelspruit - Mbombela

0790170405

[email protected]

www.bergvlam.co.za

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Index

1. Lesson Plan for Mobile Infused Lessons

2. SAMR Model Integration

3. TPACK Model Integration

4. CAPS Requirement: Afrikaans First Additional Language FET (p81)

5. Afrikaans Expo vir 1ste Addisionele Taal “Be Calm and Explore Afrikaans” –

Assignment

6. Task 6: Prepared Speech (Video Assignment)

7. Visual Presentation of Lesson Plan

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LESSON PLAN FOR MOBILE INFUSED LESSONS

Level (F/I/S/SS) FET FURTHER EDUCATIONAND TRAINING PHASE

Grade: 12

Subject: FIRST ADDITIONAL LANGUAGE - AFRIKAANS

Topic: Reading and viewing: Literature text – Poetry: “Ek het ‘n huisie by die see”

CAPS Alignment: Reading and viewing: Literature text. Page 81 week 17 and 18

Suggested times: Class time: 50 minutes

How many lessons: three (3) of three (3)

Home time: 60 minutes

Outcomes:

To expose learners to aesthetic and cultural text in order to give learners the opportunity to become to know their

own world they function in.

To introduce learners to technical terminology of poetry.

Learners read, evaluate and respond to aesthetic characteristics of the literature text (poem). They apply knowledge

and terminology of literature in order to understand and appreciate literature elements.

Formal literature teaching and revision to prepare for the June examination.

Integration of oral assessment and karaoke video project (technology tools and application).

Teaching strategies:

Recreating physical, psychosocial and cyber space to make the learning environment more interactive.

Lecturing, used in conjunction with active learning teaching strategies still remains an important way to

communicate information.

Active learning where learners gets the opportunity to talk and listen, read, write, and reflect as they approach

the content through informal small groups, simulations, singing and dancing and other activities. Learners

become actively involved in the learning process.

Instructional strategies engage learners in the learning process that stimulates critical thinking and gives a

greater awareness of other perspectives.

Teacher-learner discussion and Learner-learner discussion involves thorough planning.

Cooperative learning is a systematic pedagogical strategy that encourages small groups of learners to work

together for the achievement of a common goal.

Integrating modern technology is valuable for enhancing and extending the learning experience for the

learners and the on-line notes/study material extend topic discussions.

Distance learning is a form of teaching and learning in which the teacher and learner are not in the same place

at the same time

Open-source software refers to software that people can modify and share because its design is publicly

accessible

Grade 12 AFRFAL WhatsApp group is a free to download messenger app for smartphones that uses the

internet to send messages, images, audio or video.

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Description: Resources ICT/mobile integration (tools/apps/strategies)

21st century application (4C’s)

Content: Title: “Ek het ‘n huisie by die see” Genre: Poem: “Ek het ‘n huisie by die see” Revision and examination preparation:

- Interpretation and meaning - Literature terminology - Structure - Language components - Vocabulary - Phrases - Characters - Title - Theme - Perspective - Milieu

All the above aspects will be spontaneously incorporated in the lesson activities throughout the lesson. All learners will willingly participate and interact with each other and the content that needs to be revised. This promise to be a fun filled, optimal learning experience where the teacher will facilitate the activities and actively participating with the learners in singing, dancing, exploring and in innovative 4IR teaching and learning activities.

http://www.bergvlam.co.za/study-material-resources.html to access:

- PowerPoint presentation on poem

- Class notes on poem - Poem composed to a Lyric (by

local musician) - Video recording of poem’s

lesson (VLC media files) Video recording of lesson: OBS studio https://obsproject.com Editing video recordings on Windows Movie Maker: https://www.topwin-movie-maker.com Revision and lesson reflection through mobile phone and smartboard-laptop integration: https://app.wooclap.com/events past papers and marking guidelines of past papers: https://www.education.gov.za/Examinations/NSCPastExaminationpapers/tabid/593/Default.aspx

Critical thinking Creativity Collaboration Communication

Skills: Reading and viewing: Intensive reading and analysing of the poem “Ek het ‘n huisie by die see” as well as revision of content. (CAPS p81 - week 17 and 18)

Active and cooperative learning, revising “Ek het ‘n huisie by die see” by using the poem composed to a lyric (creatively integrating technology) by singing and dancing to the music.

Lecturing and teacher-learner discussion while revising the poem by visiting PowerPoint pages of analysed poem.

Integrate mobile technology when revising the learnt components by using Wooclap application as a cooperative learning activity, where learners group together in heterogeneous groups with a maximum of 6 per group (group discussion), with at least one cell phone per group. Learners log in, interact with mobile phones by reading the questions based on the genre (critical thinking) that reflects on their devices, and collaboratively decide on an answer (group discussion), which they then verify on their devices (mobile technology). The answers of all the groups reflect on the smartboard as statistics between correct and wrong as well as the reflection of the correct answer after the teacher has closed the poll each time (teacher-learner interaction).

Resources: PowerPoint presentation which includes: Textual, visual, graphic, audio, transition, animation and interactive elements. YouTube clips Hyperlinks to web pages Wooclap application This activity includes a combination of the following Strategies: Cooperative learning Collaboration Communication Critical thinking Group discussion Teacher-learner discussion Active learning Integration of modern technology Open-source software Instructional strategies

Critical thinking - Learners think for themselves and

discover the answers to questions.

Creativity - Self-exploration and expression

during singing and dancing to the music of the poem

Collaboration - Learners working in groups,

discussing the poem’s content and interact with each other to determine the answers to the Wooclap application questions.

Communication - Learners convey ideas during the

dancing and singing of the poem. - Learners also convey information

during class discussions and Wooclap responses.

http://www.bergvlam.co.za/study-material-resources.html


https://obsproject.com/

https://www.topwin-movie-maker.com/

https://www.topwin-movie-maker.com/

https://app.wooclap.com/events

https://www.education.gov.za/Examinations/NSCPastExaminationpapers/tabid/593/Default.aspx



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Knowledge: Pay attention to content and meaning, figurative language, structure, characters, title, theme, perspective, milieu, literature terminology, etc. (CAPS p81 - week 17 and 18) The teacher make strategically use of digital media (PowerPoint presentation, Wooclap application, textual, graphical, audio, visual and interactive elements) in the presentations to enhance understanding of interpretations, reasoning and to add interest. The teacher helps learners, through lecturing and discussions, to acquire and use accurate general academic and domain-specific words and phrases, sufficient for reading, writing, speaking and listening; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Resources: PowerPoint presentation which includes: Textual, visual, graphic, audio, transition, animation and interactive elements. YouTube clips Hyperlinks to web pages Wooclap application Strategies: Integration of digital media Lecturing and discussions Cooperative learning Active learning Integration of modern technology Open-source software Instructional strategies

Critical thinking - Learners are empowered to think

critically about the meaning and interpretation of the poem. During this process they discover the answers to questions.

Communication - Learners get the opportunity to

speak their mind about their understanding of the content.

Activities and procedures:

Preparation: One to six months prior the lesson: Teacher uses initiative to approach a local musician to compose the poem to a lyric (ensure you do this in time) One or two weeks before the lesson: Teacher prepares pre-set questions on the topic and lesson reflection by making use of the Wooclap application and saves it as different files in own profile online. Two to three days before the lesson: Reminder on teacher-learner WhatsApp group to bring mobile phones to class for this lesson. Moring of lesson before school begins: The teacher rearranges the classroom’s seating plan into groups not more than six. The teacher sets up the classroom to make the learning environment more interactive by ensuring that all electronic equipment, software, applications, data and blue tooth connections, sound, appropriate PowerPoint slides and the lyric of the poem are installed, activated and on before the lesson commences. Class music instrument must also be available for learners to have access to.

Resources: Music studio to compose and record the lyrics of the poem.

Grade 12 AFRFAL WhatsApp group communication http://www.bergvlam.co.za/study-material-resources.html to access:

- PowerPoint slides on poem’s wording

- Poem composed to a Lyric (by local musician)

- Video recording of poem’s lesson (VCL media files)

Laptop

Sound bar (blue tooth)

Smartboard (PowerPoint slides with poem’s wording and illustration)

Music instruments (drums and shakers)

OBS Studio application to video record the lesson: https://obsproject.com

Learners’ mobile phones

Teacher ensures data connection, smartboard-laptop integration: https://app.wooclap.com/events

Strategies: Teacher and learner preparation Open source software Integrating technology

Creativity - Initiative of teacher to pre-record

lyrics of poems set to music by a local musician in a studio. Raise money to fund this project.

- Classroom set up by teacher Communication - Teacher-learner WhatsApp

communication to ensure maximal participation of learners in lesson



https://obsproject.com/


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Introduction of lesson:

Teacher allows learners to participate as part of the introduction by singing and dancing to the poem composed to a lyric. Example: Video clip – YouTube https://www.youtube.com/watch?v=8VxynGSGJPE

Teacher play the lyric, put the words (on PowerPoint presentation) on the board, and encourage the learners to sing, dance, playing drums, explore and enjoy themselves. The teacher can join them or film the class and take photos, which the class can watch on a later stage. It can also beposted on the AFR WhatsApp group.

Resources: http://www.bergvlam.co.za/study-material-resources.html to access:

- PowerPoint slides on poem’s wording

- Poem composed to a Lyric (by local musician)

Laptop Sound bar (blue tooth) Smartboard (PowerPoint slides with poem’s wording and illustration) Music instruments (drums and shakers) Strategies: Active learning Cooperative learning Creatively integrating technology

Creativity - Poem’s lyric set to music by the

teacher’s initiative Collaboration - In class learners participate in a

group as a whole/pairs/small groups/individually by expressing themselves to enhance enjoyment and interest in content

Communication - Conveying different ways in which

they freely express themselves during this session

Revision/ reflection on learnt content (former lessons on topic):

Learners review the PowerPoint presentation (discussed during two former lessons), elaborate and share their interpretations on the topic. Learners use the hard copy PowerPoint presentation notes to add and elaborate on them, while the teacher lectures the lesson electronically on the smartboard. During this lecturing session, continuous opportunity for class discussion arises throughout. Through class discussion, clarity is given on the presentation’s language components like vocabulary, phrases, structure, text, etc. Closure: Teacher recaps the main points of the lesson


- PowerPoint presentation on poem (Include illustrations, examples, pictures, YouTube clips, animation, transition effects, etc.)

- Class notes on poem - Video recording of poem’s

lesson (record screen and voice while teaching the lesson)

Learners also receive hard copies of the PowerPoint presentation. Laptop Smartboard Strategies: Lecturing Discussions Active learning Creatively integrating technology Instructional strategies

Critical thinking - After contemplating on content

learners communicate their interpretations and ask questions about poets view

Communication - Continuous interaction between

teacher and learner throughout lesson

Creativity - The teacher designs an interesting

breath-taking PowerPoint presentation with slides that reflects appropriate colourful visual images and audio content, YouTube clips, animation and transition effects, titles and sub-titles to ensure to hereby grasping learners’ attention and enhancing interest in content.

Collaboration - Learners share their perspectives

individually or in groups that is a crucial life skill to practise.

https://www.youtube.com/watch?v=8VxynGSGJPE

https://www.youtube.com/watch?v=8VxynGSGJPE





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Assessment: Summative Assessment: Wooclap application activity Integrate mobile technology when revising the learnt components by using Wooclap application as a cooperative learning activity, where learners group together in heterogeneous groups with a maximum of 6 per group, and at least one cell phone per group. Learners log in, interact with mobile phones by reading the questions based on the genre that reflects on their devices, and collaboratively decide on an answer per group, which they then verify on their devices. The answers of all the groups reflect on the smartboard as statistics between correct and wrong as well as the reflection of the correct answer after the teacher has closed the poll each time. (photos below illustrates the session)

Wooclap is a web-based solution for real-time interaction. Wooclap transforms smartphones into exceptional learning tools. Learners use this app to access questions set by the teacher, while their answers reflect on the smartboard as they verify their selections per group.

Assessment entails: Question-answer on topic “Ek het ‘n huisie by die see” [Total 15] https://app.wooclap.com/events/SMXEPI/0

Strategies: Integrate mobile technology Cooperative learning Group discussion Teacher-learner interaction Open-source software Active learning Distance learning Instructional strategies

Critical thinking: - Learners are empowered to think

for themselves Collaboration and communication: - Learners form groups in the

classroom (heterogeneous and not more than six per group) where they discuss the options given to unanimously agree, after meaningful interaction with each other, and select the answer electronically.

Formal assessment: June examination These examination papers are set by the province, based on the genres chosen by the school.

Results of June examination paper 2 (Poetry section) Strategies: Integrate mobile technology Distance learning Instructional strategies

Critical thinking - Learners are empowered to think

for themselves by answering questions based on the topic in the exam.

Assessment/ extension of class activities (Long term project):

Holiday assignment: Prepare for the June, Trial and NSC examinations by making a video to demonstrate the interpretation and meaning of “Ek het ‘n huisie by die see” poem in a creative way. **attachment “Holiday Assignment” describes the assignment, resources, platforms, etc.

Use any movie/video platform to create the product. Suggested application such as:

https://animoto.com/k/video-slideshow

https://www.smilebox.com

https://spark.adobe.com

Google or other platform’s pictures.

You tube

http://www.bergvlam.co.za/study-material-resources.html to access content, lyrics, presentations, etc.

Strategies: Integrate mobile technology Cooperative learning Group discussion Open-source software Active learning Distance learning Instructional strategies

Communication: - Learners communicate per

WhatsApp group and brainstorm sessions at school.

Creativity: - Learners are given the

opportunity to express their own creativity in discovering and completing the video project.

Collaboration: - Group work is optional. Learners

may form groups of up to six who then need to plan, interact and communicate during the project until it is finalised.

Critical thinking: - Learners are empowered to

interpret the topic. They apply their thinking skills in order to ensure that they reflect the correct meaning of the poem.

Assessment: Integration with orals: Listening and speaking

Formal oral assignment: Prepared speech Use the content and resources of the poem, “Ek het ‘n huisie by die see”, and prepare a speech on the poet’s interpretation and meaning of the poem. Learners must do this speech recording themselves with their mobile phones and send it to the teacher via one of the suggested platforms. The mark obtained will be towards the portfolio task 6: Prepared Speech.

Use any transfer platform to send the video. SEND ORALS TO: [email protected] by using:

https://wetransfer.com/

https://send.firefox.com/

WhatsApp Due date: 15 May Strategies: Integrate mobile technology Open-source software Active learning Distance learning Instructional strategies

Communication: - Learners communicate per

WhatsApp group. Creativity: - Learners are given the

opportunity to prepare properly and edit the final product in order to obtain the maximum mark for their attempts.

Critical thinking: - Learners are empowered to

interpret the topic. They apply their thinking skills in order to ensure that they reflect the correct meaning of the poem in their speeches.

https://app.wooclap.com/events/SMXEPI/0



https://www.smilebox.com/

https://spark.adobe.com/



mailto:[email protected]



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Teacher reflection:

Learners complete a rating poll for the teacher on their mobile phones, which reflects on the smartboard. Lesson reflection includes the following: Rate the following from 1 to 5 (1 = I strongly disagree - 5 = I strongly agree):

- The lesson was well organised - The class atmosphere and

stimuli contributed to a learner friendly environment

- The lesson was a maximal learning opportunity

- The resources ware easily accessible

- All had the opportunity to participate in the lesson

- I enjoyed the lesson

Learners log in to https://app.wooclap.com/events/SMFUSY/0 and complete the lesson reflection that will help the teacher to reflect on the following:

What worked well?

What did not work well?

What changes do I need to make? Ideas?

The teacher also reflect on the lesson plan, by gathering the input and evaluation from the rest of the Language department’s teachers (peer assessment). Strategies: Integrate mobile technology Teacher-learner interaction Open-source software Active learning Group discussion Distance learning

Communication and collaboration: - Learners get the opportunity to

rate the quality of their learning experiences and the teacher uses the information constructively to plan future lessons.

- The teacher engage in peer assessment that serves as a practical reflection tool to assess whether the outcomes of the lesson had been met and what needs to be adjusted on the lesson plan.

Homework/ extension of class activities:

Learners use previous examination papers to revise the formal text study and intensive reading strategies of “Ek het ‘n huisie by die see” poem, in preparation for the June examination. Other resources and study material, based on the poem, as well as the edited recorded lesson, is available on the teacher’s web page.


- PowerPoint presentation on poem

- Class notes on poem - Video recording of poem’s

lesson (edited on Windows Movie Maker)

- Composed lyric of the poem - Links to past papers

https://www.education.gov.za/Examinations/NSCPastExaminationpapers/tabid/593/Default.aspx to access electronically:

- past year’s papers - past year’s marking guidelines

(also available as hard copy in class for homework) Strategies: Distance learning

Communication: - The resource and study material

web page, with the poem’s files and the recorded lesson, is a distance learning opportunity for learners who missed the lesson due to absenteeism as well as for revision purposes

Critical thinking: - Learners need to use empowered

thinking skills to approach the formal set questions based on the genre in order to prepare for the examination.

Collaboration: - Learners may communicate on

the AFRFAL WhatsApp group in order to obtain assistance with answering the past paper’s questions.

https://app.wooclap.com/events/SMFUSY/0







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SAMR Model Integration:

(Substitution, Augmentation, Modification, and Redefinition)

At what level of the SAMR model did I use technology in my lesson plan?

Augmentation:

A teacher making use of PowerPoint presentation (with several hyperlinks), smartboard, laptop, sound, embedded videos

and other visual material to enhance the interest and understanding of learners. The sound bar is a Bluetooth connection,

which allows learners to participate interactively by sharing their audio files as the opportunity arises.

Modification:

Learners create embedded oral videos (self-image and proper sound) as an integrated assessment and send it via different

suggested mediums (send orals to: [email protected] by using: https://wetransfer.com/ ; https://send.firefox.com/

or WhatsApp) for assessment to the teacher.

Redefinition:

Learners are exploring different planets in virtual world by using their own selected video application or platform, to

creatively design their own karaoke video of the poem. They must use audio and visuals such as images, animation,

transition, composed lyrics and video clips that they edit to fit in with their interpretation and required projection. The

product must be compatible to be used by all devices. Learners use any movie/video platform to create the product.

Suggested application such as: https://animoto.com/k/video-slideshow ; https://www.smilebox.com ;

https://spark.adobe.com ; Google or other platform’s images; You tube; http://www.bergvlam.co.za/study-material-

resources.html to access content, lyrics, presentations, etc.

Learners log on to https://app.wooclap.com/events (platform used by the teacher) to interact with their mobile phones in

class discussions and summative assessment https://app.wooclap.com/events/SMFUSY/0 as well as lesson reflection

https://app.wooclap.com/events/SMFUSY/0 comments. This is done on a regular basis. Learners make use of a hotspot

created by the teacher to connect to the internet.

Learners also use http://www.bergvlam.co.za/study-material-resources.html to have full access to study material:

PowerPoint presentation on poem, class notes on poem, video recording of poem’s lesson (edited on Windows Movie

Maker), composed lyric of poem and links to past papers

https://www.education.gov.za/Examinations/NSCPastExaminationpapers/tabid/593/Default.aspx and extra resource

material.














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TPACK Model Integration:

(Technology knowledge, Pedagogical knowledge and Content knowledge)

Have you incorporated all the elements of the TPACK model into your lesson plan? Yes

Technology knowledge:

I encourage my learners (and colleagues) to have an advanced approach to technology and, to continually adapt to changes

in information technology. My equipped classroom and lessons are evidence of my advanced approach and teaching

strategies. I continually seek new innovative ideas of incorporating technology in the everyday life of my learners,

colleagues and myself. I have a constant awareness and thinking about technology, tools and resources and how I can

apply them in my classroom, on the sport field and other extra mural activities.

Pedagogical knowledge:

This is my constant awareness of how I implement teaching strategies, methods and processes to ensure that I meet the

overall educational purposes, values and goals. I make it my business to stay informed about my learners learning and

teaching preferences to ensure optimal learning. My lesson planning and learner assessment is evidence of thoroughness

to accommodate my technological generation learners. I have designed my assessments, lesson plan templates, mark

books and other administrative documents into electronic formats that help teachers to cover all components required by

the CAPS document as well as quick accessible ways to complete them.

When I plan lessons, classroom management is also at the core of the planning structure. I do not maintain a specific

seating plan, but adjust my seating plan and class layout to accommodate the specific lesson. Therefore, I quickly arrange

my classroom into groups, conference style, pairs, rows or even the basic layout. Along with these changes, I communicate

very specific guidelines and rules to ensure the smooth execution of the lesson. Therefore, classroom management is part

of my lesson plan.

Content knowledge:

I ensure that I constantly broaden my subject knowledge by attending subject workshops, arranging subject meetings,

attending subject circuit meetings, present subject indabas, attend university workshops on the subject, read, visiting you

tube clips, viewing of public Prezi presentations, etc. Thus, I ensure that I stay informed and share my knowledge to other

teachers and learners. I also share my knowledge with learners through extra classes, winter school opportunities, online,

web based, etc.

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CAPS requirement: Afrikaans First Additional Language FET

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AFRIKAANS -po

vir 1ste Addisionele Taal

“Be Calm and Explore Afrikaans”

Submission date: 17 JULIE 2019

Dear Participant

“YOU ARE YOUNG AND THE FUTURE IS YOURS”

This compulsory Expo will ensure that young learners have the opportunity to enter into the exciting

world of creativity, exploration, design, research and entrepreneurship. Learners can express their

initiative and creativity by participating in this project in order to prepare for the upcoming Trials

and Final Examination.

AFRIKAANS EXPO for ‘1st Additional Language’

Hierdie EXPO projek moet op 17 Julie ingehandig word. Graad 12 leerders mag in groepe van 1 tot 6

deelneem en sal daarvolgens geassesseer word. Elke eindproduk moet op ‘n unieke interessante wyse

vir assessering aangebied word. Bestudeer asseblief die RUBRIEK om sodoende deeglik vir assessering

voorbereid te wees.

Besoek http://www.bergvlam.co.za/study-material-resources.html om alle expo-projek inligting te kry.

Poem available / Gedig beskikbaar:

1. Ek het ‘n huisie by die see – H.A. Fagan


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Assessment will be based on the following:

Creativity

Approach

Methodology and Thoroughness

Grasp of Content

Presentation (Afrikaans)

Participation is compulsory for this Expo and serves as formal preparation for the grade 12 Afrikaans

FAL NSC examination. The mark that the learner obtains will be calculated as part of the grade 12 AFR

FAL portfolio year mark.

Regards

Mrs. L. Fullard


For the purpose of this lesson,

all lesson material is sorted under the

heading ISPA LESSON MATERIAL.

All learners and teachers (public) has access to

Bergvlam’s Afrikaans Department’s teaching and

learning material under these headings.


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GRADE 12: DESCRIPTION OF THE POETRY PROJECT

1. Learners are to work in groups (minimum 1 and maximum 6). The group members must be

filled in on the HOLIDAY ASSIGNMENT entry sheet that is displayed in the classroom.

2. “Ek het ‘n huisie by die see” prescribed Gr. 12 poem may be chosen as a project.

Visit: http://www.bergvlam.co.za/study-material-resources.html to see the list of poems and to

download the poem’s lyrics.

3. The poem must be analysed and then compiled as a PowerPoint presentation (ppsx format) along

with visuals, animation and sound to reflect the poet’s message in a creative way. Examples of

projects will be discussed and shown during lessons at school.

4. The “PowerPoint presentation” or video must be in a format or

format. Learners may use movie maker or application such as:

https://animoto.com/k/video-slideshow ; https://www.smilebox.com ; https://spark.adobe.com

5. to finalize the project. Thus, the medium which the learner choose must start/play

automatically. This presentation must be copied to a DVD/CD. IMPORTANT: the copied version

must be compatible with windows 7/8/10.

POëSIE POWERPOINT (PPP) RUBRIEK GRAAD 12 PROJEK

GLYSKAAL VIR ASSESSERING 100 Uitstekend ….. 1 Swak

Beskrywing Moontlike

punt Finale punt

A INHOUD VAN DIE DVD (Content of the PPP) 100 100 100 100 100 100 100 100

Grammatika & spelling (korrektheid) Logiese en vlot verloop van inhoud Goeie inleiding Treffende slot / goeie einde Agtergrond van PPP “slides”

Musiek en uitbeelding komplimenteer mekaar (stem ooreen) Duidelikheid (goeie klankkwaliteit) Visuele uitbeelding/stimuli Interpretasie 200

TOTAAL 1000/10=100





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Hoërskool Bergvlam Afrikaans EAT Graad: 12

Datum : 15 May Moderator : L. Fullard

Tyd : 1 Periode Eksaminator : L. Fullard

Punte Sleutel

: :

20

Taak : 6 [Mondeling: VB Toespraak]

Naam

:

Punte

Van : 20

OPDRAG:

Berei ŉ toespraak voor vir ongeveer 2 ½ tot 3 minute (ongeveer 350 woorde).

Jy moet ŉ gehoor van matriekleerlinge toespreek oor jou die gedig “Ek het ‘n huisie by die see” Laurika Raugh.

In jou toespraak moet jy die interpretasie en betekenis van die gedig duidelik bespreek sowel as die volgende

aspekte van die gedig aanspreek: letterkundige terminologie, struktuur, taalkomponente, frases, karakters, titel,

stemming, tema, beeldspraak, perspektief en milieu.

Hou die volgende in gedagte wanneer jy jou toespraak voorberei en opneem:

Wie is jou gehoor? Moet nie jou gehoor groet aan die begin nie. Begin met treffende inleiding. Interessante INLEIDING en SLOT! Bring humor in waar dit gepas is. Retoriese vrae. Logiese volgorde van jou toespraak Moenie Engelse woorde gebruik nie. Maak oogkontak met jou gehoor. Gebruik stemtoonwisseling gedurende jou praatjie. Jy mag hulpmiddels gebruik. Jy MOET PRIKKELKAARTE (CUE CARDS) gebruik. Maak die kaarte poskaartgrootte en skryf/tik jou

toespraak gedeeltes daarop. Nommer die kaarte sodat jy dit in volgorde kan hou. Moenie dit aanmekaar vaskram nie.

Staan netjies regop met jou voete effe uitmekaar. Moenie jou knieë knak nie. Praat hard en duidelik. Moet nie jou gehoor bedank aan die einde nie. Geniet jou aanbieding.

Prosedure tydens assessering:

E-pos jou RUBRIEK met jou naam, van, klas en datum daarop ingevul en ‘n AFSKRIF va jou toespraak na [email protected]

Wanneer jy voor die kamera staan, hou jou PRIKKELKAARTE by jou vir die lewering van jou toespraak. Maak seker dat die kamera jou ten minste halflyf op afneem terwyl jy praat sodat jou gesigsuitdrukking, gebare en stans duidelik sigbaar is. Maak ook seker dat jy ‘n stil plek vir die opneem daarvan kry en dat jou stem BAIE DUIDELIK opgeneem word.

Die tegniese versorging van jou opname word onder die opskrif “aanbieding” geevalueer. Vind aangeheg voorbeelde van hoe jy die opname kan aanstuur.


17

INHOUD EN KOMMUNIKASIE (10)

UITSTEKEND

Uitsonderlike interpretasie van die onderwerp

Uitsonderlike ontwikkeling van feite

Treffende inleiding en slot

Uitstekende spreker

9-10

BAIE GOED

Baie goeie interpretasie van die onderwerp

Ontwikkeling van feite is goed

Interessante inleiding en slot

Moeite werk om na te luister

7-8

GOED

Verstaan onderwerp goed

Bewys van beplanning en voorbereiding

Interessante idees

5-6

GEMIDDELD Verstaan onderwerp maar idees is nie heeltemal ontwikkel nie

Baie algemeen en alledaags 3-4

SWAK

Swak interpretasie van die onderwerp

Idees soms misplaas

Moeilik om na te luister (geen beplanning nie)

Geen interpretasie van die onderwerp nie

Geen boodskap

1-2

AANBIEDING (5)

UITSTEKEND

Praat met uitermatige selfvertroue

Uitstekende stemgebruik en liggaamstaal

Professionele aanbieding

5

BAIE GOED

Praat met selfvertroue

Praat vlot en met oortuiging

Goeie liggaamshouding en stemgebruik

4

GOED Is in staat om boodskap met selfvertroue oor te dra

Gebruik en beheer stem en liggaamshouding 3

GEMIDDELD

Senuweeagtig, maar dra boodskap oor

Nie volle beheer oor stemgebruik en liggaam

Pouserings in aanbieding

2

SWAK Baie senuweeagtig, moeilike bepunting

Kan glad nie kommunikeer nie 1

TAAL EN WOORDEGEBRUIK (5)

UITSTEKEND Uitstekende taal, idioom en woordeskat

FOUTLOOS 5

BAIE GOED

Baie goeie taalvaardighede

Min foute

Goeie woordeskat en idiomatiese gebruik

4

GOED Goeie taal- en woordgebruik

Foute nie hinderlik nie 3

GEMIDDELD Taalgebruik en woordeskat gemiddeld

Dra boodskap oor ten spyte van foute 2

SWAK Probleme met taal- en woordgebruik

Onverstaanbaar 1

TOTAAL 20

18

ONLINE ORALS

[email protected]

WeTransfer https://wetransfer.com/

or

Firefox Send https://send.firefox.com/

or

WhatsApp: number on group

L. FULLARD

For the purpose of this

lesson,

all lesson material is

sorted under the

heading ISPA LESSON

MATERIAL.



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