Gr12 EnglishFAL JikaImfundo Tracker Term3 2018

education Department: Education PROVINCE OF KWAZULU-NATAL ENGLISHENGL 12 ENGLISHEN ENGLISHENG ENGLISHEN GRADE ENGLISHENG ENGLISHEN ENGLISH ENGLISHENG First Additional Language Jik’iMfundo is a programme to improve learning outcomes, funded by the National Education ENGLISHEN TEACHER TOOLKIT CAPS Planner and Tracker ENGLISHENG Collaboration Trust, the KwaZulu-Natal Department of Education and others. ENGLISHEN 2018 TERM 3 THE PROGRAMME TO IMPROVE LEARNING OUTCOMES The Stables Hollard Campus ENDORSED BY 22 Oxford Road Tel: +27 11 351 2430/2457 Parktown 2193 Email: admin@pilo.co.za ISBN: 978-1-928320-77-7 Grade 12 EFAL Tracker 2018 Term 3 cover 88 KZN.indd 1 3/7/2018 3:26:53 PM

GRADE 12 English First Additional Language Teacher Toolkit: CAPS Planner and Tracker 2018 TERM 3

Published in 2016, and revised in 2017 and 2018, by Jika iMfundo. Jik’iMfundo is a programme to improve learning outcomes, funded by the National Education Collaboration Trust, the KwaZulu-Natal Department of Education and others. The Programme to Improve Learning Outcomes (PILO) The Stables, Hollard Campus, 22 Oxford Road, Parktown, 2193 Tel: +27 11 351 2430/2457 Email: admin@pilo.co.za © The National Education Collaboration Trust (NECT) A partnership involving business, civil society, government and labour that strives to improve education outcomes. The National Education Collaboration Trust Ground Floor, Block D, Lakefield Office Park, 272 West Avenue, Centurion, 0163 Tel: +27 12 752 6200 Email: info@nect.org.za Web: www.nect.org.za No part of this publication may be reproduced without prior permission from the NECT. These materials are currently being evaluated and will be improved on the basis of the evaluation. ISBN: 978-1-928320-77-7 Materials development by the PILO team along with representatives from the districts and province. Publishing management by The Word Horse, www.wordhorse.co.za Design and typesetting by COMPRESS.dsl, www.compressdsl.com

CONTENTS A. About the Planner and Tracker 2 E. Trackers for Each Set of Approved LTSMs 12 1. Your quick guide to using this planner and tracker 2 1. Focus on English First Additional Language (Maskew Miller Longman) 13 2. Purpose of the tracker 4 2. Headstart English First Additional Language (Oxford University Press) 22 3. Time allocation and links to the CAPS document 4 3. Interactive English First Additional Language (S.M.I.L.E.) 31 4. Managing time allocated in the term 4 4. Platinum English First Additional Language (Maskew Miller Longman) 40 5. How the tracker links to approved EFAL materials and additional 5. Solutions For All English First Additional Language (Macmillan) 49  literature texts 5 6. Spot On English First Additional Language (Pearson) 58 6. Links to assessment 5 7. Study and Master English First Additional Language 7. Resources 5  (Cambridge University Press) 67 8. Extension and remediation work and support for literature teaching 8. Successful English First Additional Language (Oxford University Press) 76   in each set of LTSMs 6 9. Columns in the tracker 7 Note: There are no assessment resources in the Term 3 Tracker because many 10. Space for recording weekly reflections 7 examples of questions for trial examination papers or a Term 3 Test are available for teachers to use. B. Planning for Assessment 7 C. Broad Guidelines for Daily Lesson Planning and Preparation 10 This Planner and Tracker should be used with: English First Additional Language (EFAL) Learner’s Book (LB) D. Guidelines for Teaching 10 English First Additional Language (EFAL) Teacher’s Guide (TG) 1. Teaching Reading and Viewing 10 Literary and popular culture texts from an extended reading programme 2. Teaching literature 10 The Curriculum and Assessment Policy Statement (CAPS) 3. Teaching Writing and Presenting 11 4. Teaching Listening and Speaking 11 5. Teaching Language Structures and Conventions 11 6. Giving feedback to learners 12

A. ABOUT THE PLANNER AND TRACKER I have looked at the planner and tracker. It goes too fast! 1. Your quick guide to using this planner and tracker What is Jika iMfundo and where do I fit in? The CAPS planner and tracker is an expanded ATP. It helps you pace yourself as if you were able to cover everything in the ATP/CAPS. When you fall behind because time has been lost, or because the learners are progressing slowly, you need to confidently discuss this with your teaching What you do matters! What you do every day as a teacher team without feeling blamed. The pace of coverage will be can change the life-chances of every child that you teach. determined by the pace of learning. That is why coverage Jika iMfundo is a campaign that supports teachers by must be tracked by the teacher and the SMT. providing CAPS planners and trackers so that teachers can plan to cover the curriculum, track progress, and seek help when they are falling behind. How do I use the planner and tracker? But who will help me? See the "Quick 5-step Guide to Using the CAPS Planners and Trackers" on the opposite page. Jika iMfundo will work with your school management team (SMT) and assist them to have supportive and professional conversations with you about curriculum coverage that will be orientated to identifying and solving problems. 2 Grade 12 English First Additional Language

QUICK 5-STEP GUIDE TO USING THE CAPS PLANNERS AND TRACKERS If this is a campaign, who is part of it? 1. Find the textbook that YOU are using. 2. Use the planning page each week to plan your teaching for the week. It will help you link the CAPS content and skills to relevant material in the textbook, the teacher's guide, and other materials such as the All teacher unions in KwaZulu-Natal support Jika iMfundo DBE workbook. because they believe it will help teachers in their work. The district director, circuit managers and subject advisers are leading Jika iMfundo in your district because they believe that we can improve learning if we improve curriculum 3. Keep a record of the date when you were able to complete the topic. coverage. You, as a teacher, and your colleagues on the It may be different from the date you planned, and for different staff and the SMT of the school are invited to join Jika classes. Write this date in the column on the right for your records. iMfundo. Because what you do matters. 4. At the end of the week, reflect and check if you are up to date. Make notes in the blank space. 5. Be ready to have a professional and supportive curriculum coverage If you see mistakes in the planners and trackers, please send details of these to conversation with your HoD (or subject or phase head). admin@pilo.co.za. If you would like to be kept informed about developments in Jika iMfundo, send the following information to admin@pilo.co.za: • your cell phone number The CAPS planners and trackers also provide guidelines for • the grade/s you teach assessment with samples, and may also have enrichment • the subject/s you teach. and remedial suggestions. Read the introduction pages We will add you to a WhatsApp group that will operate in your circuit. carefully for a full explanation. Look for Jika iMfundo on Facebook. Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 3

2. Purpose of the tracker has included some of the CAPS content for Week 9 and 10 in Week 8, so that Week 9 to 11 are available for revision and for the trial examination papers. If you To be on the right/wrong track means to be doing something in a way that is likely are not using three weeks for examinations, you can use some of the content in to be successful/unsuccessful while to keep/lose track of something means to Week 9 and 10 of the LB for revision purposes. Should you use the tracker in a know/not know the present state or position of something. This publication is called third term of a different length, you will need to adjust your use of the tracker a curriculum and assessment planner and tracker because it has been designed (i) to accordingly. assist you to stay on the right track with your teaching and assessment and (ii) to help you to keep track of what you and the learners in your classes have done and should The CAPS specifies that learners must develop the knowledge and skills in the be doing in order to meet all the requirements of the CAPS for Grade 12 EFAL. The components shown below, spending the time indicated for each in each two-week tracker should help you to: cycle. • plan your work in advance so that you cover the CAPS content in the time • Listening and Speaking (L&S) (one hour); specified in the CAPS; • Reading and Viewing (R&V) (four hours); • meet all the formal assessment requirements of the CAPS; • Writing and Presenting texts in a range of genres (W&P) (three hours); • keep track of your progress in covering the curriculum; • Understanding and using Language Structures and Conventions (LSC) (one • reflect on your work so that you teach effectively; hour). • engage in professional discussions with your colleagues. 4. Managing time allocated in the term It aims to do this by providing: • a programme of work that makes clear which pages of a particular LB and The tracker for each LTSM shows you how to work with the LB and the TG so TG you should use each day in order to meet the CAPS requirements; that you meet the CAPS requirements. It gives the page numbers in the CAPS • information about when you should complete each of the formal assessment document that list the particular content that you are expected to teach in each tasks (FATs) for the term; two-week block. In many lessons you are likely to work with two or more kinds of • a space for recording the work completed each day; knowledge and skills in the same lesson, particularly if your lesson lasts for longer • a space for reflecting on each week’s lessons. than half an hour. It is important to work systematically through all the content and activities specified 3. Time allocation and links to the CAPS document in the tracker. Should you miss a lesson, or be unable to complete the work specified The CAPS states that there should be four and a half hours of EFAL per week, making for it, next time you meet the class continues where you left off but also find ways nine hours in a two-week cycle (CAPS, p. 17). In this tracker the time is divided into of making up lost time – perhaps by setting some tasks for homework or by asking five x 55-minute lessons (= 275 mins = 4,58 hours per week). However, you might have to learners to report to a group rather than each one taking a turn to speak to the whole plan the time for individual lessons differently, depending on the timetable in your school. class. Each day it is essential to record where each lesson has ended to ensure an In this tracker the curriculum is divided into the same two-week teaching blocks efficient flow of teaching and learning. as in the CAPS document. There is little spare time in the term and you will need Note: For a few learning activities, the time allocations suggested in a particular TG to be sure to make up any work not done on any days if you are to cover the work may not be practical in your context. You should use your judgement to decide on prescribed by the CAPS for the term. these time allocations. Note: This tracker has been designed for a third term that lasts for eleven weeks. While the CAPS document lists content for ten weeks of teaching, the tracker 4 Grade 12 English First Additional Language

5. How the tracker links to approved EFAL materials and given in the tracker, you should use the activity/task/exercise numbers given in the additional literature texts tracker to guide you to the correct pages. These should only differ by a page or two from those given in the tracker. In most sets of LTSMs, learners have opportunities to use content and activities based on a particular theme to develop the knowledge and skills required by the CAPS. 6. Links to assessment The lesson guidelines in each Grade 12 EFAL TG describe how to use the Grade 12 6.1 Informal assessment EFAL LB with the learners in your classes, with some guides providing more detailed guidance than others. Most of the TGs provide answers and assessment suggestions It is important to assess learners’ progress regularly, and to give them constructive for all the activities, while some provide answers for some activities and general feedback so that they can improve. Each LB contains activities that you can use for guidelines for assessing others. It is very important to consult the TG regularly. such informal, formative assessment. Because informal assessment is tied so closely to on-going teaching and learning (i.e. it is formative) informal assessment activities The LBs and the TGs include information about and activities for working with literary are not identified in the tracker as you will make your own decisions for the classes texts that you can use to guide your teaching of particular short stories, novels, plays you teach. It is important to give learners informal, formative assessment tasks or or poems. Reading of literary texts can be done mostly as a homework task. However, activities to do before they are assessed formally and summatively. you need to give learners some support in class for the reading that they will do on their own. A few suggestions for how to do this are included in Section C (Broad 6.2 Formal assessment Guidelines for Daily Lesson Planning and Preparation) of this tracker. See Section D.1 of this tracker (Guidelines for Teaching: Teaching Reading and Viewing) for brief For Term 3 there are two FATs: writing a shorter transactional text (Task 9) and the trial examination papers (Task 10). Previous end-of-year examination papers can be used for guidelines on how to guide your learners in doing extended reading activities. the trial examinations, or sections of them can be used for a written test if your school The trackers arrange the material from each of the eight LTSMs into manageable does not do full-scale trial examinations. Note that the CAPS (p. 75) states that the trial portions to be completed each day of the week for the whole term. For each day, examination for Paper 3: Writing can be written during the term (in August/September). the correct page of the LTSM and the TG are noted as well as the relevant page in Remember to return marked assessment tasks promptly to learners, to give the CAPS document. The activity number is also noted. The relevant activity is briefly them helpful feedback and to review common errors with them. described and its link to the CAPS is written in bold. In addition, you can record in the last column on the right hand side the date when the topic has been completed. Following the tracker conscientiously enables you to fully cover the content of the 7. Resources CAPS curriculum each term. For most lessons in the Grade 12 EFAL curriculum, the main resources required are Note: It would be a good idea to purchase a copy of each set of approved LTSMs, the following: in addition to the set that your school has obtained for you/your colleagues and • a well prepared teacher; • the languages, experiences, knowledge and skills that learners already have; learners, so that you can use these for teaching ideas or additional activities for • the LB, the TG and literature texts; learners. In particular, the guidance for lesson preparation and for teaching is more • a dictionary and, if possible, a thesaurus; detailed in some TGs than in others. • exercise books for learners to write in; The trackers are based on the latest print editions of the approved LTMSs. It is • as many books, newspapers and magazines as possible for learners to read; important to note that page numbers may differ slightly from other print runs of the • an interesting learning space (classroom) with stimulating and varied same LTMS. If the page numbers in your edition are not exactly the same as those material on the walls. Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 5

Note: If you have old LBs that were published before the introduction of the CAPS, Platinum English First Additional Language (Maskew Miller Longman) these can be useful for extra practice tasks, particularly for assisting learners to Each chapter in the LB ends with revision activities. At the back of the LB there are consolidate their knowledge of grammar and vocabulary. glossaries of grammatical and literary terms, information about examination terms and As the resources listed are needed for all lessons, there is no column headed sample examination papers. There is a separate Control Test Book containing four Resources in the Grade 12 EFAL tracker. Occasionally, you and the learners may need practice tests for Paper 1 (Language in context). additional resources for a lesson. It is important that you plan ahead so that you have everything you need for the lesson or that learners have been asked in good time to Spot On English First Additional Language (Pearson) bring particular items to class. Each chapter has extension and revision activities. At the back of the LB there are If your school has computers and access to the internet, or if some learners have sample examination papers and literature and language study notes. For each two- internet access via smartphones, encourage them to use this resource. For example, week module, there is a resource page in the TG. they could use the internet to access information to use when preparing a speech. Solutions for All English First Additional Language (Macmillan) Learners should also be encouraged to listen to radio programmes or to watch television programmes in which English is spoken. Each chapter in the LB ends with extra practice activities and a summary of the chapter’s content. There are sample examination questions in the final chapter of the LB. 8. Extension and remediation work and support for literature Study and Master English First Additional Language (Cambridge teaching in each set of LTSMs University Press) The publishers of books for Grade 12 EFAL have approached extension and remediation There are sample examination questions in the final chapter of the LB. These are work and support for literature teaching in the different ways listed below: followed by a list of irregular verb forms and a short glossary of words used in the LB. In Focus on English First Additional Language (Maskew Miller Longman) the final section of the TG there are some photographs and poems for use in speaking, writing and literature lessons. Each two-week chapter in the LB ends with revision tasks. At the back of the LB there are reference sections on language and literature and a glossary of language and Successful English First Additional Language (Oxford University Press) literary terms. The TG includes suggestions for support and extension activities. There There are sample examination questions in the final chapter of the LB. These are is a separate Control Test Book containing four practice tests for Paper 1 (Language in followed by revision sections for R&V, W&P and LSC. context), and there are sample examination papers at the end of the TG. Note: The DBE has published a very useful series of resources for Grade 12 teachers Headstart English First Additional Language (Oxford University Press) and learners. It is called Mind the Gap and provides detailed guidance for answering Some chapters in the LB end with support and extension activities. The LB concludes Papers 1, 2 and 3. The series includes information about and examples of contextual with an exam glossary, three sections titled Research Guidelines, Language Guidelines questions for each of the literature set works. Mind the Gap can be accessed at: and Literature Guidelines and some annotated examples of transactional writing. The www.education.gov.za/Curriulum/MindtheGapStudyGuides/tabid/670/Default.aspx TG concludes with sample examination papers. The DBE has also published some excellent materials to support you in working with learners with learning barriers. Two such publications are: Interactive English First Additional Language (S.M.I.L.E.) • Directorate Inclusive Education, Department of Basic Education (2011) The LB and TG conclude with sample examination papers. Guidelines for responding to learner diversity in the classroom through 6 Grade 12 English First Additional Language

curriculum and assessment policy statements. Pretoria. www.education.gov.za, • Next time I teach the same content, what should I do in the same way, and www.thutong.doe.gov.za/InclusiveEducation. what should I do differently? • Directorate Inclusive Education, Department of Basic Education (2010) The tracker helps you note where you have or have not managed to cover the sections Guidelines for inclusive teaching and learning. Education White Paper 6. of the curriculum specified for the week. You are also encouraged to reflect on the Special needs education: Building an inclusive education and training system. reasons for not covering these sections where you have not been able to do so, and to Pretoria. www.education.gov.za, www.thutong.doe.gov.za/InclusiveEducation. think of what you might do to get back on track. 9. Columns in the tracker Your reflections on the week’s lessons should help you with planning future lessons. You can also use this written record in informal conversations with your language teaching The tracker plan consists of the following columns: colleagues and HOD as well as at language department meetings where everyone • Day of the week (1–5); discusses ways of improving teaching and learning and of meeting the requirements • The CAPS content and learner activities with key words and phrases from the of the curriculum. curriculum in bold type and the relevant CAPS page number noted; • LB pages; • Activity/task/exercise numbers; B. PLANNING FOR ASSESSMENT • TG pages; • Suggested homework; When you plan your daily and weekly teaching for the term, it is important to decide • Date completed. when you will do the FATs required by the CAPS and when you will do the teaching and informal assessment that are linked to each FAT. Section E (Trackers for Each Set Note: Although there is not a column for this, you must keep a record of where you of Approved LTSMs) of this tracker will help you to do this. end each lesson with each class that you teach. Information about the tables in this section Table 1 gives a summary of the school-based assessment tasks and the examinations 10. Space for recording weekly reflections for the year for Grade 12 EFAL. Reflecting on your lessons is valuable for your professional development as a teacher Table 2 gives the FATs for Term 3. and for helping the learners in your classes to learn. The tracker includes some guiding Table 3 gives a summary of the FATs for Term 3 that are included in each of the eight questions at the bottom of each week’s teaching plan for you to use in evaluating your sets of LTSMs. lessons. Below are some general questions that you can also use: Note 1: Some LBs include examples of trial examination papers. While these are useful • Was my lesson preparation inadequate/adequate/excellent? For example: Did for practice, you should not use them for formal assessment, as learners can prepare I understand the content fully, so that I could teach both knowledge and skills for them in advance. If this is the case in the LTSM you use, you could use papers from effectively? Did I have all the resources I needed? a different set of LTSMs or use past Grade 12 end-of-year examination papers or, if • Were the main purposes of the lesson achieved? For example: Did all/some/ provided, a common paper set by the province. only a few learners demonstrate that they understood the knowledge and/or skills that were the focus of the lesson? Note 2: The DBE occasionally makes changes to the assessment requirements • Was the time allocated to particular learning activities sufficient/too long/ published in the CAPS. If any changes are made after this document is printed, you too short? will need to adjust the assessment programme provided here and in the trackers • What additional support do underperforming learners need? accordingly. • What can I do to extend the knowledge and skills of the most advanced learners? Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 7

Table 1: FORMAL ASSESSMENT TASKS FOR GRADE 12 ENGLISH FIRST ADDITIONAL LANGUAGE FORMAL ASSESSMENT DURING THE YEAR END-OF-YEAR EXAMINATION 25% 75% School-based assessment End-of-year examination papers 25% 62.5% 12.5% • 1 test Written examinations Oral assessment tasks: Paper 4 • 7 tasks Paper 1 (2 hours): Language in context Listening • 2 examinations (mid-year & trial) Paper 2 (2 hours): Literature Prepared speech Paper 3 (2.5 hours): Writing Prepared reading aloud/unprepared speech/informal speaking in a group The oral tasks undertaken during the course of the year constitute the end-of-year assessment Table 2: FORMAL ASSESSMENT TASKS FOR TERM 3 FORMAL ASSESSMENT TASKS FOR TERM 3 TASK 9: WRITING TASK 10: TRIAL EXAMINATIONS Shorter transactional text: Advertisements/diary entries/ Paper 1: Language in context postcards/invitation cards/filling in forms/directions/ Paper 2: Literature instructions/flyers/posters/emails Paper 3: Writing OR Written test In Grade 12 one of the FATs in Term 2 and/or Term 3 must be an internal examination. In instances where only one of the two internal examinations is written in Grade 12, the other examination should be replaced by a test at the end of the term (FATs 8 and 10) Table 3: TERM 3 FORMAL ASSESSMENT TASKS INCLUDED IN THE LEARNER’S BOOKS OF EACH SET OF LTSMs, AND WEEKS WHEN SCHEDULED IN THE TRACKERS LTSM TASK 9: SHORTER TRANSACTIONAL TEXT TASK 10: TRIAL EXAMINATION PAPERS OR TEST Focus on English Week 4: Weeks 9–11: There is one example of Paper 1 and one example of Paper 3 Diary entry LB pp. 169–170; TG pp. 86–87 in the LB for examination practice (pp. 213–217). There are also examples of OR Paper 1 in the Control Test Book. Poster LB pp. 169–70; TG p. 87 Weeks 7–8: Poster LB p. 205; TG p. 105 8 Grade 12 English First Additional Language

LTSM TASK 9: SHORTER TRANSACTIONAL TEXT TASK 10: TRIAL EXAMINATION PAPERS OR TEST Headstart Week 3: Weeks 9–11: There is one example of Paper 1 and one example of Paper 3 in English Instructions LB p. 144; TG pp. 131–132; the LB for examination practice (pp. 186–196). Directions LB p. 145; TG pp. 131–132; Week 4: Diary entry LB pp. 147–148; TG pp. 133–134; Advertisement, poster, flyer LB p. 150; TG pp. 134–136 Week 8: Poster or CD cover LB pp. 183–184; TG p. 158 Interactive Week 7: Weeks 9–11: There are two examples of Paper 1 and one example of Paper 3 at English CD cover or poster LB pp. 290–291; TG p. 228 the back of the LB. They are labelled September and November examinations. Platinum English Week 4: Weeks 9–11: There is one example of Paper 1 and one example of Paper 3 Diary entry LB pp. 171–172; TG p. 93 in the LB for examination practice (pp. 257–267). There are also examples of Week 8: Paper 1 in the Control Test Book. Poster LB pp. 215–216; TG p. 116 Solutions for All Week 4: Weeks 9–11: There are no complete examination papers, but there are English Diary entry, flyer, instructions, directions, advertisement LB pp. 184–185; examples of questions and commentary on them on pp. 232–274 of TG p. 104 the LB. Week 8: CD cover LB p. 224; TG p. 124 Spot On English Week 4: Weeks 9–11: There are two examples of Paper 1 and one example of Paper 3 Directions LB p. 146; TG p. 199–210; in the LB for examination practice (pp. 203–234). Flyer LB p. 146; TG pp. 199–200 Week 8: CD cover LB p. 186; TG p. 236 Study and Week 3: Weeks 9–11: There is one example of Paper 1 and one example of Paper 3 in Master English Flyer, diary entry, advertisement LB p. 307; TG pp. 182–183 the LB for exam practice (pp. 390–406). Week 4: Directions, instructions, poster LB p. 317; TG pp. 188–189 Week 8: Poster or CD cover LB p. 376; TG pp. 220–221 Further examples in LB pp. 388–389 Successful Week 4: Weeks 9–11: There is one example of Paper 1 and one example of Paper 3 in English Diary entry LB pp. 133–134; TG p. 126 the LB for examination practice (pp. 171–179). Week 8: CD cover or poster LB p. 162; TG p. 140 Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 9

C. BROAD GUIDELINES FOR DAILY LESSON 2. Teaching literature PLANNING AND PREPARATION This is a very important part of the Grade 12 curriculum. In the CAPS Teaching Plan the texts for formal literary study have been numbered 1–18, i.e. about two hours per two- Planning for a lesson involves drawing up a plan of action. A good quality lesson plan week cycle for one poem or one short story or one section of a novel or a play from the should include the following: list prescribed for the Grade 12 Literature examination. Each LB includes short literary • introduction (focus of the lesson); texts (mainly short stories and poems but also some extracts from plays or novels), and • sequenced content and activities for learners to work on individually or in each TG suggests how to teach these. Learners will read longer texts (e.g. a novel or a groups; play) mainly for homework, but it is very important to do the following in class: • conclusion; • Introduce the text to encourage learners’ interest in reading it; • homework activities to consolidate the learning of the day or to prepare for • Give specific instructions for homework tasks (see the two examples below); the next day’s lesson. • At the beginning of the next lesson, briefly follow up on the homework task; • When learners have read the whole text, get responses from them about what The plan is the starting point for the further work you need to do to in order to prepare they enjoyed in the text and why, and/or what they did not enjoy and why. a good quality lesson. Examples of homework tasks Lesson preparation involves going through your lesson plan and making sure that you (i) Read the first chapter of a story/first five pages of a story/the first scene of the are ready to teach according to the plan. Preparation for an English lesson involves: play and take note of the setting (where the events in this chapter/part of the • making sure that you understand every aspect of the content knowledge and story/play take place) and the characters. We will discuss these in class in the skills addressed in the lesson – this includes reading any texts that learners will next lesson. be using; (ii) Write a paragraph in which you describe one of the main themes in the short • working through each of the learner activities; story/novel/play/poem. • making notes on likely learner difficulties in relation to the activities; (iii) Write answers to the following contextual questions. (You would set questions • collecting any resources you need to use in the lesson (e.g. advertisements, on a particular passage from a short story, novel, play or poem.) magazine articles). (iv) Complete your reading of the novel, short story or play and then decide which Note: Please consult the TG for the Grade 12 EFAL LB for guidance on the preparation character you liked best and why, or which character you liked least and why. Be of each lesson. prepared to share your choice and your reasons with the class. Note: When you set reading for homework, you should briefly introduce the task – i.e. D. GUIDELINES FOR TEACHING do a brief pre-reading exercise to guide the learners in the right direction when they read the material independently. This introduction should take from 5–10 minutes. 1. Teaching Reading and Viewing You will notice that in the CAPS R&V is described as a process. To become successful readers and viewers of a range of text types (e.g. graphs, magazine articles, advertisements, poems, and short stories), learners need to engage in a reading process that involves doing pre-reading, during-reading and post-reading activities. It is important that you guide learners through each of these activities. 10 Grade 12 English First Additional Language

There is no extended reading project in Term 3, but in Weeks 3 and 4 learners are A note on extended reading expected to make an oral presentation on a book they have read or on suggestions The CAPS (p. 32) states the following about extended independent R&V: for improving a school or community library. Extended independent R&V 3. Teaching Writing and Presenting Learners practise the strategies modelled in intensive reading and formal text Learners are expected to learn how to write texts in a range of genres (e.g. essays, study for extra-curricular independent reading for pleasure and research. Your reports, and letters). For each genre, learners need to work through a writing process guidance on access and level is crucial to this part of the reading programme. that involves planning, drafting, revising, editing and producing a final version of the Learners are expected to: text. Each TG and LB shows you and the learners how to work through this process. It • Access libraries and know book storage conventions; is important to note that revising a draft does not just mean checking on language use; • Provide evidence of extended R&V in the form of speeches, discussions and it also means making decisions about extra content that may be needed or whether book/film/programme reviews; some of the content needs to be presented in a different order. • Read/view a wide range of whole texts – e.g. books, magazines, newspapers, websites, films, documentaries and TV series – both during and 4. Teaching Listening and Speaking after class. It is important to remember that because English is an additional language for the The CAPS (p. 32) gives the following examples of question types for assessing learners, they may not be very confident in speaking it and may find some words reading: difficult to hear. The activities in the LB provide many opportunities for learners to become more confident and competent speakers of English. It is important that you Knowledge What happened after…? Name the … Describe what speak very clearly in class, so that learners can hear words that may be new to them. questions happened at … Who spoke to …? What is the meaning of …? When a lesson involves you reading a text aloud for a listening comprehension activity, it is a good idea to practise reading it aloud when you prepare your lesson. The TG Comprehension Who was the key character …? Provide an example of … for some LBs comes with a CD on which listening texts have been recorded. If you questions Explain in your own words … have such a CD it is a good idea to use it with your class, so that learners get used to Application Can you think of any other instance where …? Do you listening to a voice other than yours. questions remember we were looking at metaphors – how would you explain the metaphor in this line …? 5. Teaching Language Structures and Conventions Analysis How was this similar to …? How was this different to …? In Grade 12 you will be revising and building on what learners have already learnt questions What was the underlying theme of …? Why do you think …? in previous grades as well as introducing more complex LSC and more advanced vocabulary. It is important to teach the language described in each two-week block in Synthesis We’ve learnt a lot of things about Romeo – can you put them all questions together and describe his character? What kind of person is he? the CAPS but also to take opportunities to teach language at other times as well. For example, you may wish to do some vocabulary teaching when learners are reading a Evaluation How effective is …? Can you think of a better way of …? poem or to revise verb tenses when learners are writing a report. It is very important questions Which of these two poems do you prefer? Why? to have dictionaries in your classroom, to teach learners how to use them and to encourage them to consult a dictionary regularly. Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 11

6. Giving feedback to learners E. TRACKERS FOR EACH SET OF APPROVED Informal assessment is a vital part of your work as an English teacher. Not only is it very LTSMs important for you to take note of how learners are managing any particular learning activity, but it is also important for you to tell learners how they are progressing. For Please note the following: many activities you can do this orally in class and in writing when you mark written work. • Terms used in the CAPS have been abbreviated as follows: L&S Listening and Speaking Also take note of the homework activities assigned for each lesson and carefully LSC Language Structures and Conventions explain to the learners what is expected of them. All homework must be discussed R&V Reading and Viewing briefly and marked, usually by the learners themselves. You often need to do this in the W&P Writing and Presenting first few minutes of a lesson. • Additional abbreviations used are: It is very important to make time to give feedback on the FATs. Generally, you Act. Activity should mark them and return them to the learners as soon as possible with FAT Formal assessment task constructive feedback. LB Learner’s Book Q Question TG Teacher’s Guide • Where extra resources are necessary or where they would enrich a lesson, they are listed under the heading for the lessons in a particular week. • Remember that there is a separate tracker for each one of the eight sets of approved materials. 12 Grade 12 English First Additional Language

1. Focus on English First Additional Language (Maskew Miller Longman) FOCUS ON ENGLISH Week 1 (Week 21) – Theme: A green leader Day CAPS content and activities LB LB TG Homework Class pp. Act. pp. Date completed 1 R&V & W&P & LSC: Listen to teacher’s feedback on mid-year examination papers LB pp. 146–147 (20 mins); L&S & R&V: Do L&S & LSC: With a partner, discuss meanings of the colour green & complete 145 Act. 1 75 intensive reading of answers to questions (15 mins); discuss & mark answers (10 mins); an extract from a R&V: Revise key terms used in drama, including stage directions and conflict play in preparation for in preparation for reading an extract from a drama (10 mins) p. 74 answering question on it 2 R&V: Write answers to questions on characters, dialogue, words from other 146–148 Act. 2 76 LB p. 148 Act. 2 Q 3.1 languages & stage directions (Q 1–3) (35 mins); discuss & mark answers 146–148 W&P: Write a paragraph (15 mins); W&P: Listen to instructions for homework task (5 mins) p. 74 3 W&P: In groups of four, read homework paragraph to each other & give each 148 Act. 2 76 LB p. 149 Act. 4 other feedback (10 mins); 149 Q 3.1 77 L&S: Practise reading L&S & R&V: In groups of three, read dialogue aloud & discuss questions based Act. 3 aloud part in play script on it (20 mins); participate in whole class discussion of answers (20 mins); in groups of four, decide on which part of the play script each of you will read aloud (5 mins) p. 74 4 L&S: In groups of four, read a dialogue aloud & pay attention to pronunciation, 146–147 Act. 4 77 LB p. 150 Act. 6 pause, pacing, tone, expression & words from other languages (20 mins); in & 149 Act. 4 77 LSC: Use logical the same groups discuss the differences between a play & a short story (10 mins); 149 Act. 5 77–78 connectors to write LSC: Use logical connectors to express causal relations; discuss & mark answers 150 sentences highlighting (20 mins); note homework task (5 mins) p. 74 effects 5 LSC: Discuss & mark homework (10 mins); 150 Act. 6 78 LB pp. 151–153 R&V: Do intensive reading of a biographical article & begin to write answers to 151–153 Act. 7 78–79 R&V: Complete answers questions on it (45 mins) p. 74 to questions on biographical article Reflection Think about and make a note of: Much of this week’s work focused on dialogue. How What will you change next time? Why? well did learners manage the reading aloud activity? What could you do to assist any learners who found this activity difficult? Did you cover all the work set for the week? If not, how will you get back on track? HOD/Subject head: Date: Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 13

FOCUS ON ENGLISH Week 2 (Week 22) – Theme continued: A green leader Day CAPS content and activities LB LB TG Homework Class pp. Act. pp. Date completed 1 R&V: Discuss & mark homework (15 mins); 151–153 Act. 7 78–79 Begin reading literature R&V & W&P: Answer questions about the text structure and language features 153 Act. 8 79 set work of a biographical text (20 mins); discuss & mark answers (10 mins); R&V: Listen to teacher’s introduction to literature set work for the term (Literary text 11) (10 mins) p. 74 2 R&V: Discuss literature set work (Literary text 11) (10 mins); Continue reading LSC: Learn more about generalisation and stereotype; analyse examples of 154 Act. 9 79–80 literature set work stereotypes; discuss & mark answers; participate in a class discussion about stereotypes (45 mins) p. 74 3 R&V: Discuss literature set work (Literary text 11) (10 mins); LB p. 156 Act. 11 W&P: Revise text structure and language features of an argumentative essay; 155 Act. 10 80 W&P: Think about read an argument and answer questions on it; discuss & mark answers (45 mins) arguments for and Note homework task p. 74 against the topic statement for the essay 4 W&P & L&S: In groups of four, share and discuss ideas for essay (15 mins); 156 Act. 11 81 LB p. 156 Act. 11 individually, plan and begin first draft of an argumentative essay (40 mins) 156 Act. 11 81 W&P: Complete first p. 74 draft of essay 5 W&P: Exchange draft with a partner & give each other feedback (10 mins); revise, 156 Act. 11 81 LB p. 157 edit, proofread & write final version of argumentative essay (40 mins); Revision Tasks 1 & 2: LSC: Listen to teacher’s instructions for homework task (5 mins) p. 74 LSC: Do activities on direct and indirect speech & correcting common errors Reflection Think about and make a note of: Were you pleased with the way you taught learners What will you change next time? Why? about generalisation and stereotyping? Why or why not? What did you notice about the ways in which learners planned and drafted an argumentative essay? Did you cover all the work set for the week? If not, how will you get back on track? HOD/Subject head: Date: 14 Grade 12 English First Additional Language

FOCUS ON ENGLISH Week 3 (Week 23) – Theme: Dangerous love Day CAPS content and activities LB LB TG Homework Class pp. Act. pp. Date completed 1 LSC: Discuss & mark homework (15 mins); 157 Revision 81 LB p. 160 Act. 2 L&S: In small groups, read a letter & discuss the advice to give to the writer 159 1&2 83 R&V & L&S: Prepare (15 mins); participate in whole class discussion of advice (15 mins); 160 Act. 1 83–84 to discuss extended L&S & R&V: Listen to teacher’s instructions for Act. 2 & 3 & prepare to share Act. 2 reading & bring a extended reading experience (10 mins) p. 74 &3 newspaper or magazine article of interest to class 2 R&V & L&S: In groups of five, share extended reading experiences (25 mins); 160 Act. 2 83 Continue reading in the same group, as a small project, choose a magazine or newspaper article, 160 Act. 3 84 literature set work analyse it & prepare to present it to the class (30 mins) p. 74 3 R&V & L&S: Presentation of project on article by each small group & if time 160 Act. 3 84 Continue reading permits, class discussion of the articles presented (55 mins) p. 74 literature set work 4 R&V: Discuss literature set work (Literary text 12) (15 mins); read an extract from 161–164 Act. 4 84–85 LB pp. 161–164 Act. 4 a short story that focuses on characters & revise characterisation; begin to write R&V: Complete answers answers to questions on characterisation (40 mins) p. 74 to questions on characterisation 5 R&V: Discuss & mark homework (15 mins); read a second extract from a short 164–166 Act. 5 85 LB pp. 164–166 Act. 5 story, notice examples of figurative language & begin to answer questions on it R&V: Complete answers (40 mins) p. 74 to questions on extract, including questions on figurative language Reflection Think about and make a note of: Most of this week’s work focused on reading, both What will you change next time? Why? extensive and intensive. How well did the groups manage their reports on an article they had analysed? Were you pleased with their responses to the questions on extracts from a short story? Why or why not? Did you cover all the work set for the week? If not, how will you get back on track? HOD/Subject head: Date: Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 15

FOCUS ON ENGLISH Week 4 (Week 24) – Theme continued: Dangerous love Day CAPS content and activities LB LB TG Homework Class pp. Act. pp. Date completed 1 R&V: Discuss & mark homework (15 mins); 164–166 Act. 5 85 Continue reading LSC: Revise adjectives; use adjectives in sentences; discuss & mark answers 167 Act. 6 85–86 literature set work (40 mins) p. 74 2 R&V: Discuss literature set work (Literary text 13) (15 mins); Continue reading LSC: Revise figurative language; write answers to questions on metaphorical 168 Act. 7 86 literature set work language; discuss & mark answers (40 mins) p. 74 3 R&V: Discuss literature set work (Literary text 13) (15 mins); LB pp. 169–170 FAT 9 W&P: Revise writing a diary entry; plan and write first draft of an entry (40 mins) 169–170 FAT 9 86–87 W&P: Revise diary entry p. 74 4 W&P: Exchange revised draft with a partner & give each other feedback (10 mins); 169–170 FAT 9 86–87 LB p. 170 Act. 8 write final version of diary entry for assessment (25 mins); plan & do first draft of a 170 Act. 8 87 W&P: Complete the poster (20 mins) p. 74 poster Note: Either the diary entry or the poster can be assessed for Term 3 FAT 9 5 W&P: In small groups, display posters to each other & give each other feedback 170 Act. 8 87 LB p. 171 Revision 3 (20 mins); LSC: Explain metaphors LSC: Do revision work on synonyms and editing; discuss & mark answers 171 Revision 87 & other figures of (35 mins) p. 74 1&2 speech Reflection Think about and make a note of: How well did learners manage the tasks based What will you change next time? Why? on figurative language? What could you do to assist learners who have difficulty in understanding figurative language? Were you pleased with the way you guided learners in planning and presenting a diary entry and a poster? Why or why not? Did you cover all the work set for the week? If not, how will you get back on track? HOD/Subject head: Date: 16 Grade 12 English First Additional Language

Note 1: Act. 1 gives instructions for a debate. As the CAPS does not require a debate in Week 5 & 6, the tracker suggests asking learners to work in groups of five to seven to discuss the question of media bias. This will enable more learners to participate. Note 2: Similarly, for Act. 3, divide learners into groups of eight: a talk-show host, three panel members and four people who phone in. This will enable all learners to participate. FOCUS ON ENGLISH Week 5 (Week 25) – Theme: Bias in reporting Day CAPS content and activities LB LB TG Homework Class pp. Act. pp. Date completed 1 LSC: Discuss & mark homework (10 mins); 171 Revision 87 LB p. 173 L&S: Listen to teacher’s instructions for a small group discussion on Day 2 (5 mins); 173 3 89 R&V: Find examples prepare to listen to a radio news commentary by reading & discussing words in a 174 Act. 1 89–90 of biased texts in word power box; listen to the radio commentary for bias & make notes; use the 174 Act. 2 89–90 newspapers, magazines notes to answer four questions; discuss & mark answers (40 mins) p. 74 Act. 2 or on the internet & bring these to class 2 R&V & L&S: In small groups, use the articles brought to class to discuss media 174 Act. 3 90 Continue reading bias (25 mins); literature set work L&S: In groups of eight, participate in a role-play of a phone-in panel discussion (host, 3 panellists, 4 phone-in callers) (30 mins) p. 74 3 R&V: Discuss literature set work (Literary text 14) (15 mins); LB pp. 175–177 Act. 4 R&V: Do intensive reading for critical language awareness – especially biased 175–177 Act. 4 90–91 R&V: Complete answers reporting; begin to write answers to questions on a biased article (40 mins) p. 74 to questions about bias 4 R&V: Discuss & mark homework (20 mins); 175–177 Act. 4 90–91 LB pp. 179 Act. 5 LSC: Learn about names that position (15 mins); in small groups discuss 178–179 Act. 5 91–92 LSC: Complete answers questions about naming & then begin to write individual answers to the questions 178–179 to questions about (20 mins) p. 74 naming 5 LSC: Discuss & mark homework (15 mins); do intensive reading of a newspaper 179 Act. 5 91–92 LB pp. 180–181 Act. 6 report & begin to answer questions on it (40 mins) p. 74 180–181 Act. 6 92–93 R&V: Complete answers to questions on a newspaper report Reflection Think about and make a note of: Were you pleased with the way you guided learners What will you change next time? Why? to understand the concept of bias? Why or why not? How well did they manage tasks in which they needed to identify examples of bias? Did you cover all the work set for the week? If not, how will you get back on track? HOD/Subject head: Date: Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 17

FOCUS ON ENGLISH Week 6 (Week 26) – Theme continued: Bias in reporting Day CAPS content and activities LB LB TG Homework Class pp. Act. pp. Date completed 1 R&V: Discuss & mark homework (15–20 mins); 180–181 Act. 6 92–93 Continue reading LSC: Learn terms that indicate sequence; sequence events in a text; discuss & 182 Act. 7 93 literature set work mark answers (35–40 mins) p. 74 Q1 2 R&V: Discuss literature set work (Literary text 14) (15 mins); Continue reading W&P & LSC: Write a paragraph with events in sequence; discuss & mark 182 Act. 7 93 literature set work paragraph (40 mins) p. 74 Q2 3 R&V: Discuss literature set work (Literary text 14) (15 mins); LB pp. 183–184 Act. 8 W&P & LSC: Learn the text structure and language features of a letter of 183 Act. 8 93–94 W&P: Complete first apology (15 mins); study a table that contrasts informal and formal language 184 93–94 draft of letter of apology (15 mins); 184 W&P: Plan and begin first draft of a letter of apology (10 mins) p. 74 4 W&P: Exchange draft letter with a partner & give each other feedback (10–15 mins); 184 Act. 8 93–94 LB p. 184 Act. 9 revise, edit, proofread & write final version of a letter of apology (30 mins); plan & 184 Act. 9 94 W&P & LSC: Complete begin first draft of a biased account of an event (10–15 mins) p. 74 first draft of a biased account of an event 5 W&P: Exchange biased account with a partner & give each other feedback 184 Act. 9 94 LB p. 185 (10 mins); revise, edit, proofread & write final version of a biased account of an 185 Revision 94 Revision: event (30 mins); Q1 Answer Q 2, 3 & 4 LSC: Rewrite a message in formal language (15 mins) Reflection Think about and make a note of: What were the strengths and weaknesses of What will you change next time? Why? learners’ letters of apology? Were learners able to use formal and informal language appropriately? Did you cover all the work set for the week? If not, how will you get back on track? HOD/Subject head: Date: 18 Grade 12 English First Additional Language

Note 1: For Day 3 the tracker suggests an alternative to Act. 3 on p. 191 of the LB. Note 2: For Day 5, prepare some questions and other activities on key issues raised in the short stories, poems, novel or play that the learners are studying. FOCUS ON ENGLISH Week 7 (Week 27) Theme: Discipline Day CAPS content and activities LB LB TG Homework Class pp. Act. pp. Date completed 1 LSC: Discuss & mark revision tasks (20 mins); 185 Revision 94 Continue reading L&S: In groups of six, role play a meeting about school discipline (35 mins) p. 75 187 Act. 1 96 literature set work 2 R&V: Discuss literature set work (Literary text 15) (15 mins); do intensive reading 188–190 Act. 2 97–98 LB pp. 188–190 Act. 2 of an opinion article & begin to write answers to comprehension questions R&V: Complete answers (40 mins) p. 75 to comprehension questions 3 R&V: Discuss & mark homework (20 mins); in small groups revise characters, 188–190 Act. 2 97–98 Continue reading setting, plot and themes & discuss each of these in a literature set work (short 191 literature set work story, novel or play) p. 75 4 R&V: Read a poem and answer questions about theme, text structure and 192–193 Act. 4 98–99 Continue reading language features; discuss & mark answers (55 mins) p. 75 literature set work 5 W&P: Learn about features of an effective poster (15 mins); plan & design first 205–206 Act. 5 105 LB p. 205 Act. 5 draft of a poster (40 mins); p. 75 W&P: Revise poster Reflection Think about and make a note of: Much of this week’s work focused on literary texts. What will you change next time? Why? In Act. 4, what did you notice about learners’ understandings of the poem? How are they responding to the literature set work that they are reading? Did you cover all the work set for the week? If not, how will you get back on track? HOD/Subject head: Date: Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 19

FOCUS ON ENGLISH Week 8 (Week 28) – Theme continued: Discipline Day CAPS content and activities LB LB TG Homework Class pp. Act. pp. Date completed 1 W&P: Exchange poster with a partner & give each other feedback (10 mins); 194 99 LB p. 194 Act. 5 prepare final version of poster (20 mins) W&P: Complete first Note: The poster can be assessed for Term 3 FAT 9 draft of argumentative W&P: Learn about the text structure and language features of an 194 Act. 5 99 essay argumentative essay (15 mins); plan & begin to write the first draft of an argumentative essay (20 mins) p. 75 2 W&P: Exchange draft essay with a partner & give each other feedback (15 mins); 194 Act. 5 99 Continue reading revise, edit, proofread & write final version of argumentative essay (40 mins) 194 Act. 5 99 literature set work p. 75 3 R&V: Discuss literature set work (Literary text 16) (15 mins); Complete reading of LSC: Revise conjunctions; combine sentences using conjunctions; discuss & mark 195 Act. 6 99–100 literature set work answers (40 mins) p. 75 4 R&V: Participate in final discussion of literature set work (Literary text 16) 196 Act. 7 100 LB p. 196 Act. 8 (30 mins); W&P & LSC: Change LSC: Extend vocabulary by using vocabulary related to reading text; discuss & 196 Act. 8 100–101 informal writing into mark answers (20 mins); note homework task (5 mins) p. 75 formal writing 5 W&P & LSC: Discuss & mark homework (15 mins); 196 Act. 8 100–101 LSC: Use conjunctions in sentences; discuss & mark answers (20 mins); choose 197 Revision 101 vocabulary to complete sentences; discuss & mark answers (20 mins) p. 75 Reflection Think about and make a note of: What were the strengths and weaknesses of What will you change next time? Why? learners’ argumentative essays? What could you do to help them to build on the strengths and to overcome the weaknesses? Did you cover all the work set for the week? If not, how will you get back on track? HOD/Subject head: Date: 20 Grade 12 English First Additional Language

FOCUS ON ENGLISH Weeks 9, 10 and 11 – Revision and trial examinations or test End-of-term reflection Think about and make a note of: 3. What ONE change should you make to your teaching practice to help you teach 1. Was the learners’ performance during the term what you had expected and hoped more effectively next term? for? Which learners need particular support with EFAL in the next term? What strategy can you put in place for them to catch up with the class? Which learners would benefit from extension activities? What can you do to help them? 2. With which specific topics did the learners struggle the most? How can you adjust 4. Did you cover all the content as prescribed by the CAPS for the term? If not, what your teaching to improve their understanding of this section of the curriculum are the implications for your work on these topics in future? What plan will you in the future? make to get back on track? HOD/Subject head: Date: Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 21

2. Headstart English First Additional Language (Oxford University Press) Note: In Week 1 there are many activities based on the same play script. The tracker suggests omitting Act. 6 on p. 135 of the LB and concluding Act. 5 with a short class discussion about ways of acting the scene. HEADSTART Week 1 (Week 21) – Theme: Dramatic impact Day CAPS content and activities LB LB TG Homework Class pp. Act. pp. Date completed 1 R&V & W&P & LSC: Listen to teacher’s feedback on mid-year examination papers Begin reading literature (20 mins); set work L&S: In small groups, study three photographs & do activities about the emotions 130 Act. 1 120 expressed by the people in the photographs (25–30 mins); R&V: Listen to teacher’s introduction to literature set work for the term (Literary text 11) p. 74 2 R&V & L&S: Learn how to use voice effectively (15 mins); in small groups, do 131 Act. 1 120 LB pp. 131–133 Act. 2 intensive reading of an extract from a play script containing language 131–133 Act. 1 120 R&V: Complete answers varieties & discuss how the lines should be read (25 mins); to questions on play R&V: Begin writing answers to questions on the extract (15 mins) p. 74 131–133 Act. 2 120–121 script 3 R&V: Discuss answers to homework questions (15 mins); 131–133 Act. 2 120–121 Continue reading R&V & L&S: Compare text structure and language features of prose and 133–134 Act. 3 121–122 literature set work dialogue; work with a partner to answer questions about the differences; discuss & mark answers (40 mins) p. 74 4 R&V: Discuss literature set work (Literary text 11) (15 mins); Continue reading R&V & L&S: In groups of seven, decide on roles & practise reading a play script; 134 Act. 4 122 literature set work read aloud to another group & listen to their reading (40 mins) p. 74 5 R&V: Read information on stage conventions; write answers to questions on this 134–135 Act. 5 122–123 Continue reading information; discuss & mark answers (45 mins); literature set work L&S: Participate in a short class discussion about acting the scene (10 mins) p. 74 131–135 Act. 6 123–124 Reflection Think about and make a note of: Many of this week’s activities focused on reading a What will you change next time? Why? play script. Which of the activities did learners find most interesting? Did they find any of the activities difficult? If so, were you satisfied with what you did to assist them? Did you cover all the work set for the week? If not, how will you get back on track? HOD/Subject head: Date: 22 Grade 12 English First Additional Language

HEADSTART Week 2 (Week 22) – Theme continued: Dramatic impact Day CAPS content and activities LB LB TG Homework Class pp. Act. pp. Date completed 1 R&V: Discuss literature set work (Literary text 11) (15 mins); LB p. 137 Act. 8 LSC & L&S: In a small group answer questions on generalisation and 136 Act. 7 124 L&S: Prepare role in an stereotyping & participate in a whole class discussion of answers (30 mins); argument dialogue L&S: With a partner, learn about presenting effective arguments & choose a role in 136–137 Act. 8 124–125 an argument dialogue to prepare for Day 2 (10 mins) p. 74 2 L&S: In pairs, participate in an argument dialogue (15 mins); 137 Act. 8 124–125 LB pp. 131–133 & 137 LSC: In pairs, revise conjunctions and logical connectors & use some of these in 137 Act. 9 125 Act. 10 the same argument dialogue (30 mins); R&V & L&S: Complete R&V & L&S: Reread the extract from a play & begin to develop arguments about 131–133 Act. 10 125–126 preparation of the questions asked in Q 3 (10 mins) p. 74 & 137 arguments for small group discussion 3 L&S: In small groups argue the answers to Q 3 about message, style, dialect, 131–133 Act. 10 125–126 Continue reading slang, stereotypes & generalisation (40 mins); participate in a whole class & 137 literature set work discussion of the answers (15 mins) 4 R&V: Discuss literature set work (Literary text 11) (15 mins); LB pp. 138–139 Act. 12 W&P: Learn about the difference between discursive and argumentative essays 138–139 Act. 11 126 W&P: Complete first & about the text structure and language features of a discursive essay (with 138–139 Act. 12 126–127 draft of discursive essay arguments for and against a proposition/motion) (15 mins); use a diagram to plan & begin writing the first draft of a discursive essay (25 mins) p. 74 5 W&P: Exchange first draft with a partner & give each other feedback (15 mins); 140 Act. 13 127 Continue reading revise, edit, proofread & write final version of a discursive essay (40 mins) 140 Act. 14 127 literature set work p. 74 Reflection Think about and make a note of: Much of this week’s work focused on developing What will you change next time? Why? and presenting arguments, both orally and in writing. How well did learners manage the various activities? Were you pleased with the support you gave them? Why or why not? Did you cover all the work set for the week? If not, how will you get back on track? HOD/Subject head: Date: Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 23

HEADSTART Week 3 (Week 23) – Theme: Voices from the heart Day CAPS content and activities LB LB TG Homework Class pp. Act. pp. Date completed 1 R&V: Discuss literature set work (Literary text 12) (15 mins); LB p. 141 Act. 2 R&V & L&S: Discuss questions on a visual text with a partner (15 mins); participate 141 Act. 1 129 LSC: Answer questions in a whole class discussion of answers (15 mins); on metaphors/similes L&S: Revise figurative language (metaphor & simile) & prepare for homework 142 Act. 2 129 task (10 mins) p. 74 2 LSC: Discuss & mark homework (10 mins); 141 Act. 2 129 LB p. 143 Act. 3 R&V: With a partner, discuss pre-reading questions on a poem (10 mins); do 142 Act. 3 130–131 R&V: Complete answers intensive reading of a poem & begin to write answers to questions on figurative 143 to questions on poem language and text structure (35 mins) p. 74 3 R&V: Discuss & mark homework (20 mins); 143–144 Act. 4 131 LB p. 144 Act. 4, Task 2 W&P & L&S: In pairs, revise how to write instructions (shorter transactional W&P: Write first draft of task); take turns to give instructions to each other about how to draw something instructions (30 mins); W&P: Listen to teacher’s instructions for homework task (5 mins) p. 74 4 W&P: Revise, edit, proofread and write final version of instructions (30 mins) 144 Act. 4 131 LB p. 145 Act. 5 Note: The instructions can be written for Term 3 FAT 9 W&P: Complete W&P: Revise how to write directions (shorter transactional task) & begin first 145 Act. 5 131–132 first draft of a set of draft of a set of directions (25 mins) p. 74 directions 5 W&P: Revise, edit, proofread and write final version of directions (30 mins) 145 Act. 5 131–132 LB pp. 146–147 Act. 6 Note: The directions can be written for Term 3 FAT 9 W&P: Write answers to R&V: In pairs, discuss pre-reading questions (10 mins); do intensive reading of an 145 questions on an extract extract from a novel in preparation for homework task p. 74 146 from a novel Reflection Think about and make a note of: How well did learners answer questions about What will you change next time? Why? figurative language used in a poem? What could you do to assist any learners who find metaphorical language difficult? Were you satisfied with the guidance you gave learners for the writing of instructions and directions? Why or why not? Did you cover all the work set for the week? If not, how will you get back on track? HOD/Subject head: Date: 24 Grade 12 English First Additional Language

HEADSTART Week 4 (Week 24) – Theme continued: Voices from the heart Day CAPS content and activities LB LB TG Homework Class pp. Act. pp. Date completed 1 R&V: Discuss & mark homework (15 mins); 146–147 Act. 6 132–133 LB p. 148 Act. 8 W&P: In pairs, revise the text structure and language features of diary entries 148 Act. 7 W&P: Complete first & answer questions about diary entries (15 mins); participate in a whole class draft of diary entry discussion of the questions on diary entries (10–15 mins); plan & begin first draft of 148 Act. 8 134 a diary entry (10–15 mins) p. 74 2 W&P: Revise, edit, proofread & write final version of diary entry (30 mins) 148 Act. 8 134 LB p. 151 Note: The diary entry can be written for Term 3 FAT 9 R&V & L&S: Prepare a R&V: In pairs, revise the text structure and language features of advertisements & 148–149 Act. 9 134 2–3 minute discuss an advertisement (20 mins); presentation on R&V & L&S: Listen to teacher’s instructions for a presentation on extended 151 Act. 12 136 extended reading reading (5 mins) p. 74 3 R&V: Do intensive reading of an advertisement & write answers to questions on 150 Act. 10 134–135 LB p. 151 structure and language use; discuss & mark answers (55 mins) p. 74 R&V & L&S: Practise a 2–3 minute presentation on extended reading 4 R&V & L&S: In groups of five, make a 2–3 minute presentation on extended 151 Act. 12 136 Continue reading reading & discuss the presentations (20 mins); 137 literature set work R&V: Answer questions on a cartoon; discuss & mark answers (25 mins); 152 Support 137 Act. 1 LSC: With a partner decide whether some sentences are similes or metaphors 152 Support (10 mins) p. 74 Act. 3 5 LSC: Discuss & mark metaphor/simile sentences (10 mins); 152 Support 137 LB p. 150 Act. 11 R&V: Discuss literature set work (Literary text 13) (20 mins); Act. 3 W&P: Revise, edit, W&P: Plan & design first draft of an advertisement, poster or flyer (25 mins) 150 Act. 11 135–136 proofread & present p. 74 final version of Note: The advertisement, poster or flyer can be written for Term 3 FAT 9 advertisement, flyer or poster Reflection Think about and make a note of: How well did learners manage the tasks related to What will you change next time? Why? different types of advertisements? What impressed you about their presentations on their extended reading? What could they still improve on? Did you cover all the work set for the week? If not, how will you get back on track? HOD/Subject head: Date: Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 25

HEADSTART Week 5 (Week 25) – Theme: Be aware! Day CAPS content and activities LB LB TG Homework Class pp. Act. pp. Date completed 1 R&V & L&S: In small groups, discuss questions on a photograph & then participate 153 Act. 1 140 LB pp. 154–154 Act. 2 in a whole class discussion of answers (25 mins); R&V: Do intensive R&V: Do pre-reading and during-reading activities that focus on biased reporting 154–155 Pre- & reading for critical & participate in a whole class discussion of answers & note homework task while- language awareness & (30 mins) p. 74 reading write answers to Q 1–7 activities on news reports 1 & 2 2 R&V: Discuss & mark homework (10–15 mins); 154–156 Act. 2 140–141 LB pp. 155–156 Act. 3 R&V & LSC: Write answers to critical language awareness Q 8–13 on news R&V & LSC: Write reports 1 & 2; discuss & mark answers & note homework task (40–45 mins) p. 74 answers to critical language awareness questions 3 R&V & LSC: Discuss & mark homework (15 mins); 155–156 Act. 3 141–142 Continue reading L&S: Listen to a radio interview for bias; make notes & use these to complete a 156–157 Act. 4 142–143 literature set work table; discuss & mark table (40 mins) p. 74 4 R&V: Discuss literature set work (Literary text 14) (15 mins); Continue reading LSC: Revise pronouns & complete activities involving pronouns; discuss & mark 158–159 Act. 5 143 literature set work answers (40 mins) p. 74 5 R&V: Discuss literature set work (Literary text 14) (10 mins); Continue reading LSC: Learn how nouns and pronouns position readers & complete activities on 158–159 Act. 6 144 literature set work positioning; discuss & mark answers (45 mins) p. 74 Reflection Think about and make a note of: Most of this week’s activities focused on developing What will you change next time? Why? learners’ critical language awareness. How well did learners manage the various activities? Were you pleased with the guidance and support that you gave them? Why or why not? Did you cover all the work set for the week? If not, how will you get back on track? HOD/Subject head: Date: 26 Grade 12 English First Additional Language

HEADSTART Week 6 (Week 26) – Theme continued: Be aware! Day CAPS content and activities LB LB TG Homework Class pp. Act. pp. Date completed 1 W&P: Plan & write first draft of formal letter of apology (40 mins); exchange a 159–160 Act. 7 144–145 LB pp. 159–160 Act. 7 formal letter of apology draft with a partner & give each other feedback; note W&P: Revise, edit, homework task (15 mins) p. 74 proofread & write final version of a letter of apology 2 R&V: Do intensive reading of an extract from a novel & write answers to questions 160–161 Act. 8 145–146 Continue reading on it; discuss & mark answers (55 mins) p. 74 literature set work 3 R&V: Discuss literature set work (Literary text 14) (15 mins); LB p. 162 Act. 9 LSC: Use vocabulary related to reading text; discuss & mark answers (30 mins); 162 Support 146 LSC: Complete putting begin reordering sentences in logical sequence (10 mins) p. 74 162 Act. 9 147 sentences into logical sequence 4 LSC: Discuss & mark homework (10 mins); 162 Act. 9 147 LB p. 163 Act. 10 W&P: Learn how to write an account that supports your point of view (i.e. a biased 163 Act. 10 147 W&P: Complete first account); plan & begin first draft of the account (45 mins) p. 74 draft of biased account 5 W&P: Exchange first draft with a partner & give each other feedback (10–15 mins); 163 Act. 10 147 Continue reading revise, edit, proofread & write final version of a biased account of an event literature set work (40–45 mins) p. 74 Reflection Think about and make a note of: What were the strengths and weaknesses of What will you change next time? Why? learners’ letters of apology? What could you do to assist learners to build on the strengths and to overcome the weaknesses? Were you pleased with the guidance you gave learners about writing a biased account of an event? Why or why not? Did you cover all the work set for the week? If not, how will you get back on track? HOD/Subject head: Date: Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 27

HEADSTART Week 7 (Week 27) – Theme: The power of words Day CAPS content and activities LB LB TG Homework Class pp. Act. pp. Date completed 1 L&S: With a partner, discuss questions about the power of words (20 mins); 164–165 Act. 1 149 LB pp. 165–166 Act. 2 participate in a whole class discussion of answers (15 mins); do intensive reading 165–166 Act. 2 149 R&V: Complete answers of a poem, beginning with pre-reading activities & begin to answer questions on to questions on a poem the language used in it (20 mins) p. 75 2 R&V: Discuss & mark homework (20 mins); 165–166 Act. 2 149 LB p. 167 Act. 3 W&P: Learn how to use poetic language in writing (i.e. to write in poetic style); 166 Act. 3 150 W&P: Revise, edit, use poetic language to write the first draft of a descriptive paragraph, following 167 proofread & write final the steps in Act. 3 (35 mins) p. 75 version of descriptive paragraph 3 L&S & R&V: Learn about tone in poetry; work with a partner to answer Q 1–4 on 167–168 Act. 4 150 LB p. 168 Act. 4 tone & participate in a whole class discussion of answers (35 mins); L&S & R&V: Practise R&V: Do intensive reading of a poem & write answers to Q 5a & b (20 mins) p. 75 reading a poem aloud in different tones 4 L&S: Read a poem to a partner in two different tones; listen to partner’s reading Continue reading (15–20 mins); literature set work LSC: Revise sentence types (style elements) and conjunctions (15 mins); do 169–170 Act. 5 151 work on style elements in a text (20 mins) p. 74 169–179 5 R&V: Discuss literature set work (Literary text 15) (15 mins); LB p. 171 Act. 6 R&V: Do intensive reading of a poem & begin to write answers to questions on 171–172 Act. 6 151–152 R&V: Finish writing figurative language and structure (40 mins) p. 74 answers to questions on poetry Reflection Think about and make a note of: Much of this week’s work focused on poetry. Were What will you change next time? Why? you pleased with the support you gave learners in understanding tone? Why or why not? Did you cover all the work set for the week? If not, how will you get back on track? HOD/Subject head: Date: 28 Grade 12 English First Additional Language

HEADSTART Week 8 (Week 28) Theme continued: The power of words Day CAPS content and activities LB LB TG Homework Class pp. Act. pp. Date completed 1 R&V: Discuss & mark homework (15 mins); do intensive reading of another 171 Act. 6 151–152 Continue reading poem & write answers to question on it; discuss & mark answers (40 mins) p. 74 172–173 Act. 7 152 literature set work 2 R&V: Discuss literature set work (Literary text 16) (15 mins); Complete reading of R&V & LSC: Revise figures of speech; with a partner, read sentences & identify 230 literature set work figures of speech; use figures of speech in sentences; discuss & mark answers 173 Support 152–153 (40 mins) p. 74 activity 3 R&V: Participate in final discussion of literature set work (Literary text 16) LB pp. 173–174 Act. 8 (30 mins); W&P: Complete first W&P: Plan a reflective essay & begin writing first draft (25 mins) 173–174 Act. 8 153 draft of reflective essay 4 W&P: Exchange draft with a partner & give each other feedback (15 mins); 173–174 Act. 8 153 W&P: Collect revise, edit, proofread & write final version of reflective essay (40 mins) p. 75 information about a music group to use in a poster 5 W&P: Design a poster advertising a music group or design a CD cover (55 mins) 183–184 Extension 153 LB p. 183 Act. 7 p. 75 Act. 7 158 W&P: Revise and Note: The poster or CD cover can be assessed for Term 3 FAT 9 produce final version of poster or CD cover Reflection Think about and make a note of: What were the strengths and weaknesses of What will you change next time? Why? learners’ reflective essays? What could you do to assist learners to build on the strengths and to overcome the weaknesses? Did you cover all the work set for the week? If not, how will you get back on track? HOD/Subject head: Date: Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 29

HEADSTART Weeks 9, 10 and 11 – Revision and trial examinations or test End-of-term reflection Think about and make a note of: 3. What ONE change should you make to your teaching practice to help you teach 1. Was the learners’ performance during the term what you had expected and hoped more effectively next term? for? Which learners need particular support with EFAL in the next term? What strategy can you put in place for them to catch up with the class? Which learners would benefit from extension activities? What can you do to help them? 2. With which specific topics did the learners struggle the most? How can you adjust 4. Did you cover all the content as prescribed by the CAPS for the term? If not, what your teaching to improve their understanding of this section of the curriculum are the implications for your work on these topics in future? What plan will you in the future? make to get back on track? HOD/Subject head: Date: 30 Grade 12 English First Additional Language

3. Interactive English First Additional Language (S.M.I.L.E) Note 1: In the LB, the layout and instructions for activities are sometimes confusing. The tracker makes some suggestions for how to work through the various activities. Note 2: Be prepared to introduce the literature set work (collection of poetry or short stories or a novel or a play) on Day 4. INTERACTIVE ENGLISH Week 1 (Week 21) – Theme: Tradition Day CAPS content and activities LB LB TG Homework Class pp. Act. pp. Date completed 1 R&V & W&P & LSC: Listen to teacher’s feedback on mid-year examination papers LB pp. 200–204 (20 mins); R&V & L&S: Think R&V & L&S: Read silently & then read aloud an extract from a play (30 mins); 200–204 Act. 1 150–153 about answers to note homework task (5 mins) p. 74 questions on p. 204 2 L&S: In small groups, discuss questions about the language used in the play 204 Act. 1 150–153 LB p. 206 Act. 2 (dialect, slang, more than one language) (20 mins); participate in a whole class R&V: Complete discussion of answers (15 mins); answers to questions R&V: Revise the features of a play (drama), read the stage directions on p. 206 & 205 Act. 2 153–157 about stage directions begin to write answers to the questions about them (20 mins) p. 74 206 Act. 2 153–157 3 R&V: Discuss & mark homework (15 mins); do intensive reading of another 206 Act. 2 153–157 LB p. 210 extract from a play, taking note of the types of language used; participate in a 207–208 Act. 3 158–160 R&V: Study the spider whole class discussion of questions on the extract (40 mins) p. 74 209 diagram of themes in a play 4 R&V & L&S: Read & listen to another extract from a play & participate in a whole 210–212 Act. 4 160–162 Begin reading class discussion of questions on issues raised in the extract (50 mins); literature set work R&V: Listen to teacher’s introduction to literature set work for the term (5 mins) p. 74 5 R&V: Discuss literature set work (Literary text 11) (10 mins); Continue reading R&V: Write answers to questions on extracts from a play; discuss & mark answers 213 Teacher literature set work (45 mins) p. 74 assessment Reflection Think about and make a note of: This week’s lessons focused on extracts from a play. What will you change next time? Why? Were you pleased with the ways in which you guided learners through the reading and discussion? Why or why not? Did you cover all the work set for the week? If not, how will you get back on track? HOD/Subject head: Date: Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 31

Note 1: A discursive essay presents both side of an argument. An argument (argumentative) essay presents only one side of an argument. The LB incorrectly refers to an essay that presents both sides as argumentative. Note 2: On Day 5 be prepared to read the literature set work and to give learners activities based on it. INTERACTIVE ENGLISH Week 2 (Week 22) – Theme continued: Tradition Day CAPS content and activities LB LB TG Homework Class pp. Act. pp. Date completed 1 R&V: Discuss literature set work (Literary text 11) (10 mins); LB p. 216 Act. 5 LSC: Study definitions of stereotype & generalisation; answer questions about 215 Act. 5 163–164 LSC & R&V: Do tasks 1 examples of each in sentences & discuss a message about stereotyping in a &2 poster; discuss & mark answers; note homework task (45 mins) p. 74 2 LSC & R&V: Discuss homework tasks (15 mins); 216 Continue reading LSC: Revise logical connectors & conjunctions; identify examples in a text; use 217 Act. 6 164–165 literature set work conjunctions to join sentences; discuss & mark answers (40 mins) p. 74 3 R&V: Discuss literature set work (Literary text 11) (15 mins); LB p. 219 Act. 7 W&P: In small groups, discuss a motion; as individuals write a list of points for and 219 Act. 7 166–167 W&P: Use the list of against the motion (30 mins); read the guidelines for writing a discursive essay & points to write a plan for discuss these as a class (10 mins) p. 74 a discursive essay 4 W&P: Use the plan to write the first draft of a discursive essay (arguments for 219–220 Act. 7 166–167 LB p. 219 Act. 7 and against) (40 mins); exchange draft with a partner & give each other feedback W&P: Use feedback to (15 mins) p. 74 revise, edit, proofread & write final version of discursive essay 5 R&V: Read literature set work and do activities on it (55 mins) p. 74 Continue reading literature set work Reflection Think about and make a note of: How well did learners manage the activities based What will you change next time? Why? on stereotyping and generalisation? What could you do to assist any learners who found these concepts difficult to understand? Did you cover all the work set for the week? If not, how will you get back on track? HOD/Subject head: Date: 32 Grade 12 English First Additional Language

Note 1: The book review on pp. 225 and 237 of the LB is not a CAPS requirement for Term 3 and can thus be included or omitted from the lessons in Week 3 and 4. Note 2: Some of the activities listed in the tracker are in a different order from the order in the LB. INTERACTIVE ENGLISH Week 3 (Week 23) – Theme: Reading Day CAPS content and activities LB LB TG Homework Class pp. Act. pp. Date completed 1 R&V: Do intensive reading of a media text & write answers to questions on it 223–224 Act. 1A 168–170 LB p. 225 (LB p. 224 B); discuss & mark answers (40 mins); &B R&V & L&S: Prepare R&V & L&S: Read the quotations placed on a photograph & participate in a 223–224 Act. 1C 170 a 2–3 minute talk on discussion of them (15 mins) p. 74 the reading done for the extended reading project 2 L&S: In groups of five, share extended reading experiences by giving a 2–3 225 170 LB pp. 225 & 237 minute talk to the group (15–20 mins); R&V & W&P: Complete W&P: Listen to teacher’s instructions for library research project (10 mins); 225 & 170 book review & begin 235–236 research for library R&V & W&P: Learn the text structure & language features of a book review; plan & 225 & Act. 6 179 project begin writing a book review (25–30 mins) p. 74 237 3 R&V & W&P & L&S: Exchange book review with a partner & discuss both books/ 225 & Act. 6 179 LB pp. 226 & 228 Act. 2 book reviews (20 mins); 237 R&V: Complete answers R&V: Do intensive reading of poems 1 & 2 & begin to write answers to questions 226–228 Act. 2 172 to questions on poems on them (25 mins) p. 74 1&2 4 R&V: Discuss & mark homework (15 mins); do intensive reading of poems 3 & 4 & 226–228 Act. 2 172 LB pp. 226 & 228 Act. 2 begin to write answers to questions on them (40 mins) p. 74 226–228 Act. 2 173 R&V: Complete answers to questions on poems 3&4 5 R&V: Discuss & mark homework (15 mins); 226–228 Act. 2 173 LB pp. 225 & 235–236 R&V & L&S: In small groups, do intensive reading of a short story & discuss 229–233 Act. 3 174–175 Complete research for questions on structure, language and characters (40 mins) p. 74 library research project Reflection Think about and make a note of: This week learners read texts in several different What will you change next time? Why? genres. What did you notice about their responses to the media texts, the poems and the short story? What impressed or concerned you about their oral reports on their extended reading? Did you cover all the work set for the week? If not, how will you get back on track? HOD/Subject head: Date: Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 33

INTERACTIVE ENGLISH Week 4 (Week 24) – Theme continued: Reading Day CAPS content and activities LB LB TG Homework Class pp. Act. pp. Date completed 1 R&V: Write answers to questions on plot, setting, characters & theme in the 229–233 Act. 4 176–178 LB pp. 225 & 235–236 short story read in Week 3; discuss & mark answers (55 mins) p. 74 Begin work on presenting library research project 2 LSC: Answer questions on vocabulary related to a reading text (short story); 234 Act. 4 176–178 LB pp.225 & 235–236 discuss & mark answers (40 mins); Complete presentation R&V: Say how you felt at the end of the short story (15 mins) p. 74 234 Act. 4 178 of library research (final project question) 3 W&P: Exchange library research project with a partner; use the proofreading Act. 5 235–236 178 Continue reading guidelines to proofread each other’s work & give each other feedback (25 mins); Act. 5 & 239 178 literature set work revise, edit and write final version of project for teacher assessment (30 mins) 235–236 p. 74 &239 4 Discuss literature set work (Literary text 12) (20 mins); Continue reading W&P: Revise guidelines for writing instructions, plan & write first draft of 238 Act. 7 180–181 literature set work instructions (35 mins) p. 74 5 Discuss literature set work (Literary text 13) (15 mins); Continue reading W&P: Exchange draft instructions with a partner & give each other feedback 238 Act. 7 180–181 literature set work (10–15 mins); revise, edit, proofread & write final version of instructions (25–30 mins) p. 74 Note: Instructions can be written for Term 3 FAT 9 Reflection Think about and make a note of: What impressed you or disappointed you about What will you change next time? Why? learners’ research projects? Are you pleased with the guidance you are giving learners for reading and understanding the literature set work? Why or why not? Did you cover all the work set for the week? If not, how will you get back on track? HOD/Subject head: Date: 34 Grade 12 English First Additional Language

INTERACTIVE ENGLISH Week 5 (Week 25) – Theme: Role models Day CAPS content and activities LB LB TG Homework Class pp. Act. pp. Date completed 1 L&S: Read a definition of bias, the lyrics of a song & a cartoon; listen to a radio 242–243 Act. 1A 182–186 Continue reading news cast for bias & make notes; use the notes to participate in a class discussion literature set work of questions about bias in the newscast (55 mins) p. 74 2 L&S: Listen to a second radio news cast for bias & make notes; use the notes to 244 Act. 1B 182–186 LB p. 245 participate in a class discussion of questions about bias in the newscast (40 mins); LSC: Find examples of LSC: Learn how to detect bias in texts (critical language awareness) (15 mins) 245 bias in a newspaper or p. 74 magazine article & bring the article to class 3 LSC: In small groups, use critical language awareness to discuss examples of 245 Act. 2 187 LB pp. 247–249 Act. 3 bias in newspaper or magazine articles (15–20 mins); R&V & LSC: Complete R&V: Do intensive reading of a political speech (in this case in the form of a 247–249 Act. 3 188–189 answers to questions on eulogy) & use critical language awareness to begin answering questions on it a eulogy (35–40 mins) p. 74 4 R&V & LSC: Discuss & mark homework (20 mins); do intensive reading of song 247–249 Act. 3 188–189 LB pp. 252–253 Act. 4 lyrics & participate in a whole class discussion of questions on the lyrics (30 mins); 251 Act. 4 192–195 R&V: Read the lyrics listen to teacher’s instructions for homework task (5 mins) p. 74 252–253 Act. 4 192–195 to a second song; do vocabulary/dictionary task & think about answers to question for discussion (top LB p. 253) 5 R&V & LSC: Discuss & mark vocabulary work (5–10 mins); 253 Act. 4 192–195 LB pp.252–253 Act. L&S: Participate in a whole class discussion of question on song lyrics (15–20 mins); 253 Act. 4 4. R&V: Complete R&V: Begin to write answers to questions on the text structure & language in 253 Act. 4 answers to questions on the song lyrics (25–35 mins) p. 74 song lyrics Reflection Think about and make a note of: This week’s lessons used texts on role models to What will you change next time? Why? develop critical language awareness. How did learners respond to the various texts? Were you pleased with the guidance you gave them for noticing how language is used in each text? Why or why not? Did you cover all the work set for the week? If not, how will you get back on track? HOD/Subject head: Date: Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 35

INTERACTIVE ENGLISH Week 6 (Week 26) – Theme continued: Role models Day CAPS content and activities LB LB TG Homework Class pp. Act. pp. Date completed 1 R&V: Discuss & mark homework (15 mins); 252–253 Act. 4 192–195 Continue reading LSC: Revise types of pronouns & use them in sentences; discuss & mark answers 254–255 Act. 5 196 literature set work (40 mins) p. 74 2 Discuss literature set work (Literary text 14) (15 mins); LB pp. 256–257 Act. 6 W&P: Plan & begin first draft of a biased account of a political event (40 mins) 256–257 Act. 6 197 W&P: Complete first p. 74 draft of biased account 3 W&P: Exchange draft account with a partner & give each other feedback 256–257 Act. 6 197 Continue reading (10–15 mins); revise, edit, proofread & write final version of a biased account literature set work of a political event (40–45 mins) p. 74 4 Discuss literature set work (Literary text 14) (15 mins); LB pp. 257–258 Act. 7 W&P: Learn how to write a formal letter of apology; plan & write first draft 257–258 Act. 7 197–198 W&P: Revise, edit, (40 mins) p. 74 proofread & write final version of a letter of apology 5 LSC: Write answers to language and vocabulary questions based on a passage; 259–260 Act. 8 199 Continue reading discuss & mark answers (55 mins) p. 74 literature set work Reflection Think about and make a note of: What were the strengths and weaknesses of What will you change next time? Why? learners’ biased accounts of an event and of their formal letters of apology? How could you help them to build on the strengths and overcome the weaknesses in their writing? Did you cover all the work set for the week? If not, how will you get back on track? HOD/Subject head: Date: 36 Grade 12 English First Additional Language

INTERACTIVE ENGLISH Week 7 (Week 27) – Theme: Society Day CAPS content and activities LB LB TG Homework Class pp. Act. pp. Date completed 1 R&V: In small groups, discuss issues related to the literature set works studied 263–264 Act. 1 200–201 LB pp. 265–266 Act. 2 this year & make a mind map of the main themes in each one (20 mins); share the R&V & LSC: Complete mind maps in a whole class discussion (15 mins); answers to A & B R&V & LSC: Do intensive reading of two texts written in contrasting styles & 265–266 Act. 2A 202 (Scratching the surface) begin writing answers to questions on them (20 mins) p. 75 2 R&V & LSC: Discuss & mark homework (10 mins); 265–266 Act. 2A 202 W&P: Complete plan & R&V: Write answers to questions on structure, style & language in song lyrics 265–266 Act. 2B 203 do first draft of poster or (20 mins); discuss & mark answers (10 mins); CD cover W&P: Choose a design brief & begin planning first draft of a poster or a CD 290–291 Act. 5 228 cover (15 mins) p. 75 3 W&P: Exchange draft poster or CD cover with a partner & give each other 290–291 Act. 5 228 Continue reading feedback (10 mins); revise & produce final version of poster or CD cover literature set work (20 mins) Note: The poster or CD cover can be assessed for Term 3 FAT 9 LSC: Do intensive reading of a media text & insert the correct pronouns into it; 267 Act. 2C 204 discuss & mark answers (25 mins) p. 75 4 R&V: Do intensive reading of two poems; compare & contrast subject matter, 268–269 Act. 3 205–207 Continue reading settings, tone, structure, language use (literal & figurative) & participate in a literature set work whole class discussion of answers to question on these (55 mins) p. 75 5 Discuss literature set work (Literary text 15) (15 mins); LB p. 273 Act. 4B R&V: Do intensive reading of media photographs, write answers to questions on 271–272 Act. 4A 208 R&V: Study a cartoon them; discuss & mark answers; note homework task (40 mins) p. 75 & write answers to questions on it Reflection Think about and make a note of: This week learners read and responded to texts in What will you change next time? Why? a range of genres. Were you pleased with the guidance you gave them? Why or why not? Did you cover all the work set for the week? If not, how will you get back on track? HOD/Subject head: Date: Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 37

INTERACTIVE ENGLISH Week 8 (Week 28) – Theme continued: Society Day CAPS content and activities LB LB TG Homework Class pp. Act. pp. Date completed 1 R&V: Discuss & mark homework (15 mins); 273 Act. 4B 208–209 LB pp. 274–276 Act. 5B R&V & LSC: In small groups, answer questions on formal style in a document & 274–275 Act. 5A 210–212 R&V: Complete answers participate in a short class discussion of the answers (20 mins); to Q 1–8 R&V: Do intensive reading of two documents & begin to write answers to Q 1–8 274–276 Act. 5B 212 on these (20 mins) p. 75 2 R&V: Discuss & mark homework (15 mins); do intensive reading of a speech & 274–276 Act. 5B 212 LB pp. 278–279 Act. 6B participate in a whole class discussion of questions on it (30 mins); 277–278 Act. 6A 212–214 W&P: Write a plan for a W&P: Revise text structure and language features of a descriptive essay & descriptive essay choose an essay topic (10 mins) p. 75 278–279 Act. 6B 212–214 3 W&P: Write first draft of a descriptive essay (40 mins); exchange draft with a 278–279 Act. 6B 212–214 LB pp. 278–279 Act. 6B partner & give each other feedback (15 mins) p. 75 W&P: Revise, edit, proofread & write final version of descriptive essay 4 W&P: In groups of three, read descriptive essays to each other & discuss them 278–279 Act. 6B 212–214 Complete reading of (15 mins) literature set work R&V & L&S: Do intensive reading of an extract from a memoir & participate in a 280–281 Act. 7A 214–215 class discussion of the writing techniques (style) used in it (30 mins) 5 Discuss literature set work (Literary text 16) (30 mins); LSC: Write answers to questions on style elements, including language and 281 Act. 7B 214–215 punctuation used in the extract from a memoir; discuss & mark answers (25 mins) p. 75 Reflection Think about and make a note of: Much of this week’s work focused on writing styles. What will you change next time? Why? How well did learners manage the various activities? Were you satisfied with what you did to assist any learners who experienced difficulties with any of the activities? Why or why not? Did you cover all the work set for the week? If not, how will you get back on track? HOD/Subject head: Date: 38 Grade 12 English First Additional Language

INTERACTIVE ENGLISH Weeks 9, 10 and 11 – Revision and trial examinations or test End-of-term reflection Think about and make a note of: 3. What ONE change should you make to your teaching practice to help you teach 1. Was the learners’ performance during the term what you had expected and hoped more effectively next term? for? Which learners need particular support with EFAL in the next term? What strategy can you put in place for them to catch up with the class? Which learners would benefit from extension activities? What can you do to help them? 2. With which specific topics did the learners struggle the most? How can you adjust 4. Did you cover all the content as prescribed by the CAPS for the term? If not, what your teaching to improve their understanding of this section of the curriculum are the implications for your work on these topics in future? What plan will you in the future? make to get back on track? HOD/Subject head: Date: Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 39

4. Platinum English First Additional Language (Maskew Miller Longman) PLATINUM ENGLISH Week 1 (Week 21) – Theme: Celebrate our diversity Day CAPS content and activities LB LB TG Homework Class pp. Act. pp. Date completed 1 R&V & W&P & LSC: Listen to teacher’s feedback on mid-year examination LB pp. 146 & 251–253 papers (20 mins); 145–146 Introduction 81 Act. 1 R&V & L&S: With a partner, discuss questions based on a photograph 146 & Act. 1 81 R&V & L&S: Practise (10 mins); participate in a short class discussion of answers (15 mins); with a 251–253 reading dialogue aloud partner, choose a passage to read aloud & decide who will read which parts of the dialogue (10 mins) p. 74 2 R&V & L&S: With a partner, read a dialogue aloud paying attention to 146 & Act. 1 81 LB pp. 147–150 Act. 2 pronunciation, tone, pacing and expression (15 mins); 251–253 Act. 2a 82 R&V: Complete answers R&V: Read background information to a play (5 mins); do intensive reading of 147 Act. 2a 82 to questions on play an extract from a play, paying attention to stage conventions; begin to answer 147–150 extract questions on content & on language varieties used in the extract (35 mins) p. 74 3 R&V: Discuss & mark homework (20 mins); 147–150 Act. 2a 82 LB pp. 150–151 R&V & W&P: Revise summary writing; read an article & write first draft of a 150–151 Act. 2b 83 R&V & W&P: Revise, summary (35 mins) p. 74 edit, proofread & write final version of summary 4 R&V & W&P: In groups of four, read summaries to each other & give each other 150–151 Act. 2b 83 Begin reading literature feedback (10 mins); 152 Act. 3 83 set work LSC: Revise formal & informal language; rewrite informal language (slang, dialect, etc.) in formal language; discuss & mark answers (30 mins); R&V: Listen to teacher’s introduction to literature set work (Literary text 11) (15 mins) p. 74 5 R&V: Discuss literature set work (Literary text 11) (15 mins); LB pp. 152–155 Act. 4 R&V: Do intensive reading of an extract from a novel that includes language 152–155 Act. 4 84 R&V: Complete answers varieties & begin to write answers to Q 1–7 (40 mins) to Q 1–7 Reflection Think about and make a note of: How well did learners read aloud? What could you What will you change next time? Why? do to support any learners who found this task difficult? Were you pleased with the way you led the discussions on language varieties? Why or why not? Did you cover all the work set for the week? If not, how will you get back on track? HOD/Subject head: Date: 40 Grade 12 English First Additional Language

PLATINUM ENGLISH Week 2 (Week 22) – Theme continued: Celebrate our diversity Day CAPS content and activities LB LB TG Homework Class pp. Act. pp. Date completed 1 R&V: Discuss & mark homework (15 mins); write answers to Q 8–11; discuss & mark 152–155 Act. 4 84 LB pp. 155–156 Act. 5 answers (30 mins); 152–155 Act. 4 84 LSC: Write answers LSC: Read & discuss definitions of generalisation and stereotype & note to questions on homework task (10 mins) p. 74 155–156 Act. 5 85 generalisation & stereotype 2 LSC: Discuss & mark homework (15 mins); revise conjunctions and logical 155–156 Act. 5 85 Continue reading connectors; use conjunctions & logical connectors in sentences; discuss & mark 156–157 Act. 6 85–86 literature set work answers (40 mins) p. 74 3 R&V: Discuss literature set work (Literary text 11) (15 mins); LB p. 158 Act. 7 W&P: Learn how to plan a discursive essay; draw up a plan & begin writing first 158 Act. 7 86 W&P: Complete first draft of essay draft of essay 4 W&P: Exchange draft essay with a partner & give each other feedback (10–15 mins); 158 Act. 7 86 Continue reading revise, edit, proofread & write final version of discursive essay (40–45 mins) literature set work p. 74 5 R&V: Discuss literature set work (Literary text 11) (15 mins); LB pp. 159–160 Revision R&V: Do intensive reading of another extract from a play & begin to answer 159–160 Revision 86 R&V: Complete answers questions on it to questions on play extract Reflection Think about and make a note of: Are you pleased with learners’ responses to the What will you change next time? Why? literature set work? Why or why not? How well did they manage the discursive essay writing task? Did you cover all the work set for the week? If not, how will you get back on track? HOD/Subject head: Date: Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 41

PLATINUM ENGLISH Week 3 (Week 23) – Theme: A love of reading Day CAPS content and activities LB LB TG Homework Class pp. Act. pp. Date completed 1 R&V: Discuss & mark homework (20–25 mins); 159–160 Revision 88 LB pp. 162–163 Act. 1 L&S: With a partner, discuss questions based on a photograph (10 mins); 161–162 Introduction L&S: Prepare & practise R&V & L&S: Prepare to share extended reading experience by reading & a 2-minute oral book discussing an example of a book report (20–25 mins) p. 74 162–163 Act. 1 88 recommendation 2 L&S: Share extended reading experience (25 learners for 2 mins each) 162–163 Act. 1 88 Continue reading (55 mins) p. 74 literature set work 3 L&S: Share extended reading experience; rest of class vote on books most 162–163 Act. 1 88 Continue reading interested in reading in order to make recommendations to school or 163 Act. 2 86 literature set work community library (55 mins) p. 74 4 R&V: Discuss literature set work (Literary text 12) (15 mins); do pre-reading LB pp. 163–165 Act. 3a tasks & then do intensive reading of an interview; begin to answer questions 163–165 Act. 3a 89–90 R&V: Complete answers on interview (40 mins) p. 74 to questions on interview 5 R&V: Discuss & mark homework (15 mins); 163–165 Act. 3a 89–90 Continue reading R&V & W&P: Do intensive reading of an article & write a sentence summary 164 Act. 3b 89–90 literature set work of each section; discuss & mark sentences (40 mins) p. 74 Reflection Think about and make a note of: What impressed you about learners’ book What will you change next time? Why? recommendations? What could they still improve on and how could you help them to do so? Did you cover all the work set for the week? If not, how will you get back on track? HOD/Subject head: Date: 42 Grade 12 English First Additional Language

PLATINUM ENGLISH Week 4 (Week 24) – Theme continued: A love of reading Day CAPS content and activities LB LB TG Homework Class pp. Act. pp. Date completed 1 R&V: Discuss literature set work (Literary text 13) (15 mins); LB p. 167 Act. 5 LSC: Build vocabulary by learning about paronyms; write correct paronyms; 167 Act. 4 90 LSC: Complete answers discuss & mark answers (25 mins); to questions on LSC: Revise prepositions & use them correctly in sentences – complete for 167 Act. 5 90–91 prepositions homework (15 mins) p. 74 2 LSC: Discuss & mark homework (10 mins); revise prefixes & answer questions 167 Act. 5 90–91 LB pp. 168–170 Act. 7 about them; discuss & mark answers (20 mins); 168 Act. 6 91 R&V: Complete answers R&V: Understand the role of a narrator; do intensive reading of an extract from 168–170 Act. 7 91–92 to questions on an a novel & begin to answer questions on it (25 mins) p. 74 extract from a novel 3 R&V: Discuss & mark homework (15 mins); 168–170 Act. 7 91–92 Continue reading LSC: Revise determiners & use them correctly in sentences; discuss & mark 170 Act. 8 92–93 literature set work answers (30 mins); W&P: Revise and discuss text structure and language features of a diary entry 171 Act. 9 93 (10 mins) p. 74 4 W&P: Plan & write first draft of a diary entry; revise, edit, proofread & write 171–172 Act. 9 93 Continue reading final version of diary entry (55 mins) p. 74 literature set work Note: The diary entry can be assessed for Term 3 FAT 9 5 R&V: Discuss literature set work (Literary text 13) (15 mins); LB pp. 173–174 Revision R&V & LSC: Do intensive reading of an article & begin to answer comprehension 173–174 Revision 94 R&V & LSC: Complete & language questions on it (40 mins) p. 74 answers to questions on an article Reflection Think about and make a note of: This week learners did quite a lot of language work. What will you change next time? Why? Did they find any of this work difficult? If they did, were you satisfied with what you did to assist them? Why or why not? Did you cover all the work set for the week? If not, how will you get back on track? HOD/Subject head: Date: Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 43

PLATINUM ENGLISH Week 5 (Week 25) – Theme: Bias in the news Day CAPS content and activities LB LB TG Homework Class pp. Act. pp. Date completed 1 R&V: Discuss & mark homework (15 mins); 173–174 Revision 94–96 Continue reading L&S: With a partner discuss question on sources of news (10 mins); listen for 176 Introduction 96 literature set work bias in two news reports & make notes (30 mins) p. 74 176 Act. 1 96 2 L&S: In small groups, use notes on news reports to answer questions about 176–177 Act. 1 96 LB pp. 177–180 Act. 2a bias (20 mins); participate in a whole class discussion of answers (15 mins); 97 R&V: Complete answers R&V: Learn to identify features of a news report; read a news report with 177–180 Act. 2a to Q 1–5 critical language awareness & begin to answer Q 1–5 on it (20 mins) p. 74 3 R&V: Discuss & mark homework (10–15 mins); write answers to Q 6–8; discuss 177–180 Act. 2a 97 LB p. 180 Act. 2b & mark answers (30–35 mins); 177–180 Act. 2a 97 R&V & W&P: Write a R&V & W&P: Prepare to write a summary of events in sequence (5–10 mins) 180 Act. 2b 98 seven point summary in p. 74 the correct sequence 4 R&V & W&P: Discuss & mark sequence summary (15 mins); 180 Act. 2b 98 Continue reading LSC: Build vocabulary by writing definitions of words used in critical literature set work language awareness activities; discuss & mark definitions (40 mins) p. 74 181 Act. 3 98 5 R&V: Discuss literature set work (Literary text 14) (15 mins); LB pp. 181–183 Act. 4 R&V: Do intensive reading of an extract from a play & analyse character in 181–183 Act. 4 99 R&V: Complete answers dialogue; begin to answer questions on the extract (40 mins) p. 74 to questions on an extract from a play Reflection Think about and make a note of: How well did learners manage the activities that What will you change next time? Why? focused on bias and critical language awareness? What could you do to support any learners who found these activities difficult? Did you cover all the work set for the week? If not, how will you get back on track? HOD/Subject head: Date: 44 Grade 12 English First Additional Language

PLATINUM ENGLISH Week 6 (Week 26) – Theme continued: Bias in the news Day CAPS content and activities LB LB TG Homework Class pp. Act. pp. Date completed 1 R&V: Discuss & mark homework (15 mins); 181–183 Act. 4 99 LB p. 184 Act. 6 LSC: Learn how word choices show bias; identify positive or negative bias in 183–184 Act. 5 99–100 W&P: Write a plan for a names; discuss & mark answers (35 mins); biased news report W&P: Choose a topic for a biased news report (5 mins) p. 74 184 Act. 6 100 2 W&P: Write first draft of a biased news report (30 mins); exchange draft with a 184–185 Act. 6 100 LB pp. 184–185 Act. 6 partner & give each other feedback (10–15 mins); begin to revise report W&P: Complete (10–15 mins) p. 74 revisions to biased report & write final version 3 W&P: In groups of four, read biased reports to each other & give each other 184–185 Act. 6 100 LB pp. 185–186 Act. 7 feedback (20 mins); learn the text structure and language features of a formal 185–186 Act. 7 100 W&P: Complete first letter of apology; plan & begin first draft of a letter of apology (35 mins) p. 74 draft of a letter of apology 4 W&P: Exchange first draft of letter with a partner & give each other feedback 185–186 Act. 7 100 LB pp. 187–188 Revision (10 mins); revise, edit, proofread & write final version of a letter of apology R&V & LSC: Write (30 mins); answers to questions on R&V & LSC: Read another news report with critical language awareness in 187 Revision 101 an article preparation for homework activity (15 mins) p. 74 5 R&V & LSC: Discuss & mark homework (25 mins); 187–188 Revision 101 Continue reading R&V: Read and discuss literature set work (Literary text 14) (30 mins) p. 74 literature set work Reflection Think about and make a note of: What were the strengths and weaknesses of the What will you change next time? Why? learners’ biased news reports and letters of apology? What could you do to help them build on the strengths and overcome the weaknesses in each text? Did you cover all the work set for the week? If not, how will you get back on track? HOD/Subject head: Date: Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 45

PLATINUM ENGLISH Week 7 (Week 27) – Theme: The generation gap Day CAPS content and activities LB LB TG Homework Class pp. Act. pp. Date completed 1 L&S: With a partner discuss questions based on a photograph & then 189–190 Introduction 103 Continue reading participate in a short class discussion of he answers (20 mins); 103 literature set work R&V: In pairs, work out questions to ask another pair on plot, characters, setting, theme & style in a literature set work (short story, novel or play) 190–191 Act. 1 (35 mins) p. 75 2 R&V: Discuss literature set work (Literary text 15) (15 mins); LB pp. 192–194 Act. 2a R&V: Learn about text structure and language features of autobiography; 191–194 Act. 2a 103–104 R&V: Complete answers do intensive reading of an extract from an autobiography & begin to to questions on extract answer questions on it (40 mins) p. 75 3 R&V: Discuss & mark homework (20 mins); 192–194 Act. 2a 103–104 LB pp. 195–196 Act. 2c R&V & L&S: With a partner study two book covers & discuss the questions 195 Act. 2b R&V & W&P: Write a based on them & then participate in a short class discussion of these paragraph summary of questions (25 mins); 105 an article R&V & W&P: Do intensive reading of an article in preparation for homework 195–196 Act. 2c task (10 mins) p. 75 4 R&V & W&P: Discuss & mark paragraph summary (10 mins); 195–196 Act. 2c 105 Continue reading LSC: Learn about text structures and language features of formal English; 196–197 Act. 3 105 literature set work rewrite informal paragraphs in formal English; discuss & mark paragraphs (45 mins) p. 75 5 R&V: Discuss literature set work (Literary text 15) (15 mins); LB pp. 198–199 Act. 5a LSC: Build vocabulary related to reading text; discuss & mark answers 197 Act. 4 105–106 R&V: Complete answers (20 mins); revise poetic techniques, read a poem & begin to answer questions 198–199 Act. 5a 106 to questions on poetic on it (20 mins) p. 75 techniques used in a poem Reflection Think about and make a note of: What impressed you about the questions learners What will you change next time? Why? asked about the literature set work? Were you pleased with the way you helped learners to revise poetic techniques? Why or why not? Did you cover all the work set for the week? If not, how will you get back on track? HOD/Subject head: Date: 46 Grade 12 English First Additional Language

PLATINUM ENGLISH Week 8 (Week 28) – Theme continued: The generation gap Day CAPS content and activities LB LB TG Homework Class pp. Act. pp. Date completed 1 R&V: Discuss & mark homework (20 mins); read another poem & begin to write 198–199 Act. 5a 106–107 LB pp.200–201 Act. 5b answers to questions on imagery, point of view and style (35 mins) p. 75 200–201 Act. 5b R&V: Complete answers to questions on poem 2 R&V: Discuss & mark homework (15 mins); 200–201 Act. 5b 106–107 Complete reading of LSC: Do remedial grammar work by understanding common language errors & 201 Act. 6 107 literature set work writing sentences correctly; discuss & mark answers (40 mins) p. 75 3 R&V: Participate in final discussion of literature set work (Literary text 16) LB p. 202 Act. 7 (30 mins); W&P: Complete first W&P: Revise text structure and language features of a reflective essay; plan & 202 Act. 7 107–108 draft of reflective essay begin writing first draft of a reflective essay (25 mins) p. 75 4 W&P: Exchange draft essay with a partner & give each other feedback (15 mins); 202 Act. 7 107–108 LB pp. 215–216 revise, edit, proofread and write final version of essay; note homework task W&P: Plan and draft a (40 mins) p. 75 poster 5 W&P: Exchange draft poster with a partner & give each other feedback (15 mins); 215–216 Act. 7 116 revise, edit and present final version of poster (40 mins) Note: The poster can be assessed for Term 3 FAT 9 Reflection Think about and make a note of: Learners will soon be writing their literature What will you change next time? Why? examination paper. How well did they manage the questions on poems and on an extract from a novel? What could you do to assist learners who find literary texts difficult? Did you cover all the work set for the week? If not, how will you get back on track? HOD/Subject head: Date: Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 47

PLATINUM ENGLISH Weeks 9, 10 and 11 – Revision and trial examinations or test End-of-term reflection Think about and make a note of: 3. What ONE change should you make to your teaching practice to help you teach 1. Was the learners’ performance during the term what you had expected and hoped more effectively next term? for? Which learners need particular support with EFAL in the next term? What strategy can you put in place for them to catch up with the class? Which learners would benefit from extension activities? What can you do to help them? 2. With which specific topics did the learners struggle the most? How can you adjust 4. Did you cover all the content as prescribed by the CAPS for the term? If not, what your teaching to improve their understanding of this section of the curriculum are the implications for your work on these topics in future? What plan will you in the future? make to get back on track? HOD/Subject head: Date: 48 Grade 12 English First Additional Language

5. Solutions for All English First Additional Language (Macmillan) Note: Be prepared to introduce the literature set work (poems, short stories, novel or play) on Day 5. SOLUTIONS FOR ALL Week 1 (Week 21) – Theme: Mad about anything Day CAPS content and activities LB LB TG Homework Class pp. Act. pp. Date completed 1 R&V & W&P & LSC: Listen to teacher’s feedback on mid-year examination 155 Introduction LB pp. 156–160 papers (20 mins); L&S & R&V: Practise L&S: Participate in a short whole class discussion of questions on the theme 156–160 91–92 reading aloud an extract (15 mins); revise how to read drama aloud & choose an extract from a from a play; use the Shakespeare play to prepare (20 mins) p. 74 notes on pp. 168–169 to guide the reading 2 L&S: In groups of five, read an extract from a drama aloud to each other & 156–160 Act. 1 91–92 LB pp. 161–162 Act. 2 give each other feedback (25 mins); LSC & R&V: Complete LSC & R&V: Revise generalisation and stereotype and the structure of poetry 160–161 Act. 2 93–94 answers to questions (10 mins); read an information text and a poem and begin to write answers 161–162 Act. 2 93–94 to questions on generalisation, stereotyping and text structure (20 mins) p. 74 3 LSC & R&V: Discuss & mark homework (15 mins); 161–162 Act. 2 93–94 LB pp. 164–165 R&V: Revise literary terms by doing a task; mark the answers (20 mins); 163 Check 94 L&S & R&V: Practise L&S & R&V: Read silently an extract from a South African play; in groups of myself reading aloud one of three, decide who will read each part aloud (20 mins) p. 74 three parts in an extract from a play 4 L&S & R&V: Two groups of three take turns to read the extract aloud to each 164–165 Act. 3 95 LB pp. 164–166 Act. 3 other (20 mins); R&V: Complete answers R&V: Begin to write answers to questions on stage directions, language 164–166 Act. 3 95 to questions on extract varieties etc. (35 mins) p. 74 5 R&V: Discuss & mark homework (20 mins); listen to teacher’s introduction to 164–166 Act. 3 95 Continue reading literature set work (Literary text 11) & begin reading (35 mins) p. 74 literature set work Reflection Think about and make a note of: How well did learners manage to read aloud the What will you change next time? Why? extracts from several of Shakespeare’s plays and from a contemporary South African play? What could you do to assist any learners who found it difficult to read aloud? Did you cover all the work set for the week? If not, how will you get back on track? HOD/Subject head: Date: Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 49

SOLUTIONS FOR ALL Week 2 (Week 22) – Theme continued: Mad about anything Day CAPS content and activities LB LB TG Homework Class pp. Act. pp. Date completed 1 R&V: Discuss literature set work (Literary text 11) (10 mins); Continue reading LSC: Revise logical connectors and conjunctions; use them in sentences; 167 Act. 5 96–97 literature set work discuss & mark answers (45 mins) p. 74 167 2 R&V: Discuss literature set work (Literary text 11) (10 mins); LB p. 166 Act. 4 W&P: Learn how to write a discursive essay (an essay in which both sides of 166 & Act. 4 96 W&P: Continue working an argument are presented); choose a topic; plan the essay and begin writing 170 96 on first draft of discursive the first draft (45 mins) p. 74 166 essay 3 W&P: Complete first draft of discursive essay (20 mins); exchange draft with 166 Act. 4 96 LB p. 166 Act. 4 a partner and give each other feedback (20 mins); begin to revise and edit W&P: Proofread and discursive essay (15 mins) p. 74 write final version of discursive essay 4 LSC: Identify sentences as stereotypes or generalisations; discuss & mark 170 Extra 97 Continue reading answers (25 mins); practice literature set work LSC & W&P: Write own examples of generalisations & stereotypes; discuss & 169 Act. 2 97 mark answers (30 mins) p. 74 Homework activity 5 R&V: Discuss literature set work (Literary text 11) (15 mins); Continue reading LSC: Use pairs of correlative conjunctions in sentences; discuss and mark 169 Extra 97 literature set work sentences (40 mins) p. 74 practice Act. 1 Reflection Think about and make a note of: Were you pleased with the guidance you gave What will you change next time? Why? learners, so that they could distinguish between stereotypes and generalisations? Why or why not? What were the main strengths and weaknesses in their discursive essay writing? Did you cover all the work set for the week? If not, how will you get back on track? HOD/Subject head: Date: 50 Grade 12 English First Additional Language

SOLUTIONS FOR ALL Week 3 (Week 23) – Theme: Are we on the same page? Day CAPS content and activities LB LB TG Homework Class pp. Act. pp. Date completed 1 L&S: Participate in a short whole class discussion of questions on the theme 172 99 LB pp. 173–174 Act. 1 (15 mins); R&V: Complete answers R&V: Do intensive reading of two book reviews, taking note of the vocabulary 173–174 Act. 1 100 to questions on book in the word bank & begin to write answers to questions on them (40 mins) p. 74 reviews 2 R&V: Discuss & mark homework (15 mins); 174 Act. 2 100–101 LB pp. 175–179 Act. 3 L&S: In groups of five, make a list of suggestions for getting a school library R&V: Finish reading a started or for improving an existing one (15 mins); group leaders report each short story list to the whole class (15 mins); R&V: Revise features of a short story & begin to read one, taking note of the 175–179 Act. 3 101–102 vocabulary in the word bank (10 mins) p. 74 3 R&V: Participate in a whole class discussion of features of the short story 175–179 Act. 3 101–102 LB p. 174 Q 8 (10 mins); write answers to question on the story; discuss & mark answers; note 175–179 Act. 3 101–102 R&V & L&S: Decide on homework task (45 mins) p. 74 a book to recommend to the class & prepare some notes to speak on 4 R&V & L&S: In groups of five, take turns to recommend a book to each other 174 Act. 2 100–101 LB pp. 179–180 (25 mins); R&V: Complete answers R&V: Revise features of poetry & do intensive reading of poem, taking note 175 & Act. 4 102–103 to questions on poem of the vocabulary in the word bank; begin answering questions on the poem 179–180 (30 mins) p. 74 5 R&V: Discuss & mark answers to questions on text structure and language 179–180 Act. 4 102–103 Continue reading features in a poem (25 mins); literature set work LSC: Revise direct and indirect speech & rewrite some dialogue from a short story 181 Act. 5 103 in indirect speech; discuss and mark answers (30 mins) p. 74 Reflection Think about and make a note of: This week learners focused on reading. Were you What will you change next time? Why? surprised by any of the books they chose to recommend? Why or why not? How well did they manage the questions set on the short story and the poem? What could you do to assist any learners who found the questions difficult? Did you cover all the work set for the week? If not, how will you get back on track? HOD/Subject head: Date: Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 51

SOLUTIONS FOR ALL Week 4 (Week 24) – Theme continued: Are we on the same page? Day CAPS content and activities LB LB TG Homework Class pp. Act. pp. Date completed 1 R&V: Discuss literature set work (Literary text 12) (15 mins); Continue reading LSC: Revise passive voice & rewrite sentences from the short story and poem in 181 Act. 5 104 literature set work passive voice; discuss & mark answers (30–35 mins); R&V & W&P: Learn how to present a project (5–10 mins) p. 74 2 R&V: Discuss literature set work (Literary text 13) (15 mins); LB pp. 182–184 Act. 6 W&P: Learn about the text structure and language features of a diary entry, 182–184 104 W&P: Choose to write a flyer, instructions & directions, an advertisement and note homework task diary entries, a flyer, (40 mins) p. 74 directions, instructions or an advertisement 3 W&P: Plan and write first draft of piece of writing (55 mins) p. 74 182–185 Act. 6 104–105 LB p. 185 Act. 6 W&P: Revise first draft 4 W&P: Exchange draft with a partner & give each other feedback (15 mins); 184–185 Act. 6 104–105 Continue reading revise, edit, proofread & write final version of diary entries, flyer, literature set work instructions, directions or advertisement (40 mins) p. 74 Note: This writing can be assessed for Term 3 FAT 9 5 R&V: Discuss literature set work (Literary text 13) (15 mins); LB p. 186 W&P: In groups of five, design a poster to encourage young children to be 185 Homework 105 LSC: Do revision tasks readers; exchange poster with another group and give each other feedback activity on direct speech and (40 mins) p. 74 active voice Reflection Think about and make a note of: This week learners focused on writing. What were What will you change next time? Why? the strengths and weaknesses of the text they chose to write? How could you help them to build on their strengths and to overcome their weaknesses? Did you cover all the work set for the week? If not, how will you get back on track? HOD/Subject head: Date: 52 Grade 12 English First Additional Language

SOLUTIONS FOR ALL Week 5 (Week 25) – Theme: Which side? Day CAPS content and activities LB LB TG Homework Class pp. Act. pp. Date completed 1 LSC: Discuss & mark homework on direct speech and active voice (15 mins); 186 Extra 105 LB pp. 189–190 Act. 1 L&S: In small groups participate in a discussion of questions about bias 188 practice 106–107 L&S: Begin listening (15 mins); activities to radio/TV news and Introduction making notes on biased R&V: Read about media bias & answer checklist questions (15 mins); 189–190 Act. 1 107 or unbiased reporting L&S & R&V & W&P: Listen to teacher’s instructions for group work task of in order to report to a listening to radio/TV news for bias (10 mins) p. 74 group on Day 5 2 R&V: Learn the vocabulary in the word bank & use it to do intensive reading 191–194 Act. 2 108–109 LB pp. 192–194 Act. 2 of two newspaper articles; begin to write answers to critical language R&V: Complete answers awareness questions on Text 1 (55 mins) p. 74 to questions on Text 1 3 R&V: Discuss & mark answers to questions on Text 1 (15 mins); write answers 191–194 Act. 2 108–109 LB p. 194 Act. 3 to critical language awareness questions on Text 2; discuss & mark answers; 191–194 Act. 2 108–109 W&P: Revise formal note homework task (40 mins) p. 74 letter writing & plan a letter in which you will comment on biased reporting 4 W&P: Write first draft of formal letter complaining about biased reporting 194 Act. 3 109–110 LB p. 194 Act. 3 (55 mins) p. 74 W&P: Revise, edit, proofread & write final version of letter 5 W&P: In groups of three, read letters to each other & give each other 194 Act. 3 109–110 LB pp. 195–197 Act. 4 feedback (15 mins); in the same groups discuss what you have heard during 190 Act. 1 107 R&V: Complete intensive the week about biased/unbiased reporting on radio or TV news (20 mins); reading of an extract R&V: Revise features of novels & begin intensive reading of an extract from 195–197 Act. 4 110–111 from a novel a novel (20 mins) p. 74 Reflection Think about and make a note of: The concept of bias is quite a complex one. Were What will you change next time? Why? you satisfied with the way you helped learners to understand the concept and to read critically? Did you cover all the work set for the week? If not, how will you get back on track? HOD/Subject head: Date: Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 53

SOLUTIONS FOR ALL Week 6 (Week 26) – Theme continued: Which side? Day CAPS content and activities LB LB TG Homework Class pp. Act. pp. Date completed 1 R&V: Write answers to questions on language use and characters in an 195–197 Act. 4 110–111 Continue reading extract from a novel; discuss & mark answers (55 mins) p. 74 literature set work 2 R&V: Discuss literature set work (Literary text 14) (15 mins); LB p. 198 W&P: Plan & write first draft of a biased account of a political event 198 Act. 5 111 W&P: Revise, edit, (40 mins) p. 74 proofread & write final version of biased account 3 W&P: In groups of three, read biased accounts to each other and give each 198 Act. 5 111 Continue reading other feedback (15 mins); literature set work LSC: Learn how names position people and how sequencing of information 198–199 Act. 6 112 affects what is considered important; complete activities on naming and sequencing; discuss & mark answers (40 mins) p. 74 4 R&V: Do intensive reading of another extract from a short story; write 199–200 Homework 112 Continue reading answers to questions on characters and theme in it; discuss & mark answers activity literature set work (55 mins) p. 74 5 R&V: Discuss literature set work (Literary text 14) (15 mins); do intensive 201–202 Extra 112–113 LB pp. 201–202 reading of an extract from a novel & begin to write answers to questions on practice Extra practice activity characters and theme (40 mins) p. 74 activity R&V: Complete answers to questions on an extract from a novel Reflection Think about and make a note of: Learners have been expected to read and write What will you change next time? Why? critically. How well have they managed to do so? What kinds of support do they still need in order to become critical readers and writers? Did you cover all the work set for the week? If not, how will you get back on track? HOD/Subject head: Date: 54 Grade 12 English First Additional Language

SOLUTIONS FOR ALL Week 7 (Week 27) – Theme: The presence of the past Day CAPS content and activities LB LB TG Homework Class pp. Act. pp. Date completed 1 R&V: Discuss & mark homework questions (15 mins); 201–202 EPA 112–113 LB p. 207 Act. 1 L&S: In small groups discuss questions about history (15 mins); 204 Introduction 115 R&V: Read Text 2 in R&V & L&S: In small groups, read a short extract from an autobiography & 206 Act. 1 116 preparation for group discuss the issues raised in it; note homework task (25 mins) p. 75 discussion on Day 2 2 R&V & L&S: In small groups, compare Texts 1 and 2 in terms of content and 206–208 Act. 1 116 LB pp. 209–210 Act. 2 narrator (10–15 mins); participate in a whole class discussion of answers 208 R&V: Complete answers (10 mins); to questions on poem R&V & LSC: Revise figurative language; do intensive reading of a poem in 209–210 Act. 2 117–118 which figurative language is used & begin to write answers to questions on it (30–35 mins) p. 75 3 R&V: Discuss & mark answers to questions on poem (15 mins); 209–210 Act. 2 117–118 LB pp. 210–212 Act. 3 W&P: Learn about elements of formal style in writing; read an article written 210–212 Act. 3 118–119 W&P& LSC: Complete in formal style & begin to write answers to questions on style, sentence answers to questions construction and vocabulary choices (40 mins) p. 75 about elements of style 4 W&P & LSC: Discuss & mark homework (20 mins); 210–212 Act. 3 118–119 LB pp. 213–214 Act. 4 W&P: Revise text structure and language features of reflective and 213–214 Act. 4 119 W&P: Complete first argumentative essays (15 mins); choose an argumentative or reflective essay draft of essay topic, plan and begin first draft (20 mins) p. 75 5 W&P: Exchange first draft with a partner & give each other feedback (20 mins); 213–214 Act. 4 119 LB pp. 213–214 Act. 4 revise, edit, proofread and begin writing final version of essay (35 mins) W&P: Complete final p. 75 version of argumentative or reflective essay Reflection Think about and make a note of: Much of this week’s work focused on writing styles. What will you change next time? Why? Were you pleased with learners’ understanding of elements of style? Why or why not? Did you cover all the work set for the week? If not, how will you get back on track? HOD/Subject head: Date: Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 55

SOLUTIONS FOR ALL Week 8 (Week 28) – Theme continued: The presence of the past Day CAPS content and activities LB LB TG Homework Class pp. Act. pp. Date completed 1 R&V: Re-read Text 1 & write answers to questions on figures of speech and 206 & Homework 119 Continue reading other features of this text; discuss & mark answers (55 mins) p. 75 214 activity literature set work 2 W&P: Plan & do first draft of a design for a CD cover (55 mins) 224 Act. 3 124 LB p. 224 Act. 3 W&P: Revise draft of CD cover 3 W&P: Exchange CD cover with a partner & give each other feedback (15 mins); 224 Act. 3 124 LB p. 214 revise, edit, proofread and present final version of cover (30 mins) 214 Extra 120 Extra practice Task 1 LSC: Begin vocabulary work on words from readings (10 mins) p. 75 practice LSC: Complete activities vocabulary task 4 LSC: Discuss & mark vocabulary homework (15 mins); expand simple sentences 214 Task 1 EPA 120 Complete reading of into complex sentences by adding information (style elements related to Task 2 120 literature set work written work); discuss and mark sentences (40 mins) p. 75 Extra practice activities 5 R&V: Participate in final discussion of literature set work (Literary text 16) (55 mins) p. 75 Reflection Think about and make a note of: How well did learners manage the tasks related What will you change next time? Why? to elements of style (vocabulary and sentence structure)? Were you pleased with the activities you designed to assist learners to respond to the literature set work? Why or why not? Did you cover all the work set for the week? If not, how will you get back on track? HOD/Subject head: Date: 56 Grade 12 English First Additional Language

SOLUTIONS FOR ALL Weeks 9, 10 and 11 – Revision and trial examinations or test End-of-term reflection Think about and make a note of: 3. What ONE change should you make to your teaching practice to help you teach 1. Was the learners’ performance during the term what you had expected and hoped more effectively next term? for? Which learners need particular support with EFAL in the next term? What strategy can you put in place for them to catch up with the class? Which learners would benefit from extension activities? What can you do to help them? 2. With which specific topics did the learners struggle the most? How can you adjust 4. Did you cover all the content as prescribed by the CAPS for the term? If not, what your teaching to improve their understanding of this section of the curriculum are the implications for your work on these topics in future? What plan will you in the future? make to get back on track? HOD/Subject head: Date: Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 57

6. Spot On English First Additional Language (Pearson) Note 1: Instead of holding a debate on Day 2, the tracker suggests group discussions so that all learners can present their views on an important topic. Note 2: Be prepared to introduce the literature set work for the term (poems, short stories, novel, and play) at the end of the lesson on Day 2. SPOT ON Week 1 (Week 21) – Theme: The play’s the thing Day CAPS content and activities LB LB TG Homework Class pp. Act. pp. Date completed 1 R&V & W&P & LSC: Listen to teacher’s feedback on mid-year examination papers LB pp. 126–127 (20 mins); 125–126 Act. 1.1 181–182 L&S & R&V: Practise L&S & R&V: Learn about plays & learn how to read drama/dialogue aloud; reading a part aloud prepare an extract from a play to read aloud & choose a partner, with each one taking one part (35 mins) p. 74 2 L&S: Two pairs read aloud an extract from a play to each other, paying attention 126–127 Act. 1.2 182 Begin reading literature to pacing, tone and expression, (10 mins); in small groups, discuss whether 127 Act. 1.3 set work dialect, slang and words from other languages should be allowed in an English class (20 mins); report one key point from the group to a class discussion (15 mins); R&V: Listen to teacher’s introduction to literature set work (10 mins) p. 74 3 R&V: Discuss literature set work (Literary text 11) (10 mins); LB p. 129 Act. 2.3 W&P: Learn how to write an argument (text structure and language features) 128–129 Act. 2.1 184 W&P: Write the first draft and how to write a discursive essay with arguments for and against a proposal/ & 2.2 of an introduction and motion (30 mins); write a plan for the essay (15 mins) p. 74 conclusion to the essay 4 W&P: Exchange draft introduction and conclusion with a partner & give each 129 Act. 2.3 184 LB p. 129 Act. 2.3 other feedback (15 mins); write first draft of argument paragraphs (25 mins); W&P: Revise, edit, exchange draft argument paragraphs with the same partner & give each other proofread and write feedback (15 mins) final version of argumentative essay 5 LSC & R&V: To prepare for reading a play script, learn more about stereotyping, 130 185 LB pp. 131–132 Act. 4.2 generalisation, symbolism and satire (15 mins); participate in a pre-reading 131 Act. 4.1 186 R&V: Write answers to discussion (20 mins); do intensive reading of an extract from a play & note Q 1–4 on the content of homework task (20 mins) p. 74 the extract Reflection Think about and make a note of: How well did learners read aloud? What could you What will you change next time? Why? do to assist any learners who found this task difficult? Were you pleased with the way in which you introduced the literature set work? Why or why not? Did you cover all the work set for the week? If not, how will you get back on track? HOD/Subject head: Date: 58 Grade 12 English First Additional Language

Note: As the LB does not have a great deal of content for Weeks 1 and 2, there is time on Days 3 and 5 to focus on reading, discussing and doing other activities on the literature set work. SPOT ON Week 2 (Week 22) – Theme continued: The play’s the thing Day CAPS content and activities LB LB TG Homework Class pp. Act. pp. Date completed 1 R&V: Discuss & mark homework (15 mins); write answers to Q 5–9 about opinion, 131–133 4.2 187 LB pp. 131–133 Act. 4.2 punctuation, generalisation and stereotyping; discuss & mark answers (40 mins) R&V: Write answers to p. 74 questions about stage Note homework task conventions 2 R&V: Discuss & mark homework (25 mins); 131–133 Act. 4.2 187 Continue reading R&V & LSC: Write answers to questions on figurative language and sound 131–133 Act. 4.2 187 literature set work devices (15 mins); discuss & mark answers (15 mins) p. 74 3 R&V: Discuss literature set work (Literary text 11) & complete some activities Continue reading based on it (55 mins) p. 74 literature set work 4 R&V & LSC: Do intensive reading of a cartoon; write answers to questions on 134 Revision 188 Continue reading stereotypes and other features; discuss & mark answers (55 mins) p. 74 Act. 10 literature set work 5 R&V: Discuss literature set work (Literary text 11) & complete some activities Continue reading based on it (55 mins) p. 74 literature set work Reflection Think about and make a note of: How well did learners manage the tasks based on What will you change next time? Why? the extract from a play? What could you do to assist any learners who found it difficult to answer the questions on text structure and language features? Did you cover all the work set for the week? If not, how will you get back on track? HOD/Subject head: Date: Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 59

SPOT ON Week 3 (Week 23) – Theme: Get them reading Day CAPS content and activities LB LB TG Homework Class pp. Act. pp. Date completed 1 LSC & R&V: Learn how context, prefixes and suffixes can help readers to work out 136–137 189 Continue reading the meaning of unfamiliar vocabulary (30 mins); use knowledge of prefixes and literature set work suffixes to choose correct vocabulary items; discuss & mark answers (25 mins) 137 Act. 1.1 190 p. 74 2 R&V: Discuss literature set work (Literary text 12) (15 mins); Continue reading R&V: Do intensive reading of a newspaper article; write answers to questions on 138 Act. 1.2 191 literature set work the vocabulary in the article; discuss & mark answers (40 mins) p. 74 3 R&V & LSC: Learn more about advertising (10 mins); 139 LB p. 139 Act. 2.1 R&V & L&S: Look at an advertising poster & discuss Q 1 with a partner (15 mins); 139 Act. 2.1 194 R&V: Complete answers begin writing answers to Q 2–8 (30 mins) p. 74 to Q 2–8 4 R&V: Discuss & mark homework (15–20 mins); do intensive reading of an 139 Act. 2.1 194 LB p. 141 Act. 3.1 announcement and of a newspaper article & begin to write answers to 140–141 Act. 3.1 196 R&V: Complete answers questions on them (35–40 mins) p. 74 to questions on two texts 5 R&V: Discuss & mark homework (15mins); 141 Act. 3.1 196 Continue reading R&V: Do intensive reading of another short newspaper article; write answers to 142 Act. 3.2 197 literature set work questions on it; discuss & mark answers (40 mins) p. 74 Reflection Think about and make a note of: Were you satisfied with the ways in which you What will you change next time? Why? assisted learners to work out the meanings of words? Why or why not? How well did they manage the questions based on the intensive reading of three texts? What could you do to support any learners who struggled to answer the questions? Did you cover all the work set for the week? If not, how will you get back on track? HOD/Subject head: Date: 60 Grade 12 English First Additional Language

SPOT ON Week 4 (Week 24) – Theme continued: Get them reading Day CAPS content and activities LB LB TG Homework Class pp. Act. pp. Date completed 1 R&V: Discuss literature set work (Literary text 13) (15 mins); LB p. 143 Act. 4.2 L&S: In groups of five, make suggestions for a book week event & make a list of 143 Act. 4.1 198 R&V & L&S: Practise recommendations for the event (15 mins), report these to the class (15 mins); speaking the R&V: Make notes on a favourite book to recommend to classmates (10 mins) p. 74 143 Act. 4.2 198 recommendation aloud 2 L&S: In groups of five, take turns to recommend a favourite book (15 mins); 143 Act. 4.2 198 LB p. 146 Act. 5.3 W&P: Revise the text structure and language features of directions (5 mins); 144 W&P: Write first draft of read a map and complete a direction task based on it; discuss & mark answers 199 a set of directions (25 mins); plan a set of directions & note homework task (10 mins) p. 74 144 Act. 5.1 3 W&P: Exchange draft directions with a partner & give each other feedback LB p. 145 Act. 5.2 (10 mins); revise, edit, proofread and write final version of directions (30 mins) R&V & LSC: Complete Note: The directions can be assessed for Term 3 FAT 9 146 Act. 5.3 201 answers to questions on R&V: Study a flyer & begin to answer questions on it (15 mins) p. 74 145 Act. 5.2 200 flyer 4 R&V & LSC: Discuss and mark answers to questions on flyer (15 mins); plan & 145 Act. 5.2 199–200 LB p. 146 write first draft of the text for a flyer (30 mins); exchange draft with a partner & 146 FAT W&P: Revise, edit & give each other feedback (10 mins) p. 74 write final version of text Note: The text of a flyer can be assessed for Term 3 FAT 9 for a flyer 5 W&P: Revise the text structure and language features of opening paragraphs; 202–203 Continue reading draft an opening paragraph, exchange it with a partner & give each other literature set work feedback; revise the paragraph (55 mins) p. 74 Reflection Think about and make a note of: Much of this week’s work focused on writing. What What will you change next time? Why? impressed you about learners’ writing? What do they need further help with? Did you cover all the work set for the week? If not, how will you get back on track? HOD/Subject head: Date: Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 61

SPOT ON Week 5 (Week 25) – Theme: Purr is for persuasion Day CAPS content and activities LB LB TG Homework Class pp. Act. pp. Date completed 1 R&V: Discuss literature set work (Literary text 14) (15 mins); LB p. 151 Act. 2.1 LSC: Learn about manipulative language and how to challenge it (critical 150 205 LSC: Complete answers language awareness) (15 mins); to vocabulary questions L&S: With a partner role play a situation in which manipulative language is used 150 Act. 1.1 206 (10 mins); LSC: Revise dictionary entries & begin to answer vocabulary questions based on 151 Act. 2.1 207 dictionary entries (15 mins) p. 74 2 LSC: Discuss & mark homework (15 mins); 151 Act. 2.1 207 Continue reading R&V & LSC: Revise rhetorical devices used in literary texts & begin answering 152–154 Act. 3.1 209 literature set work questions based on them (40 mins) p. 74 3 W&P & LSC: Plan and write a persuasive paragraph that includes some rhetorical 154 Act. 3.2 209 LB pp. 156–158 Act. 4.1 devices (20 mins); in groups of three, read the paragraph to each other & give R&V: Finish reading each other feedback (10 mins); newspaper article & LSC, R&V & W&P: Learn about bias and the text structures and language 155 write answers to Q 1–3 features often associated with it (15 mins); R&V: Begin intensive reading of a newspaper article (10 mins) p. 74 156–157 4 R&V: Discuss & mark homework (15 mins); write answers to Q 4–12 on the angle of 158 Act. 4.1 210–211 Continue reading the newspaper (biased reporting); discuss & mark answers (40 mins) p. 74 158 Act. 4.1 literature set work 5 R&V: Discuss literature set work (Literary text 14) (15 mins); Continue reading L&S: Listen to a radio newscast for bias and complete a table; discuss & mark 159 Act. 4.2 212–213 literature set work table (40 mins) p. 74 Reflection Think about and make a note of: Critical language awareness activities are very What will you change next time? Why? important but can be quite challenging for learners. Were you pleased with the guidance you gave learners this week? Why or why not? Did you cover all the work set for the week? If not, how will you get back on track? HOD/Subject head: Date: 62 Grade 12 English First Additional Language

Note 1: The writing task on Day 3 is not specified in the CAPS and can be omitted if more time is needed for other activities. Note 2: Some activities based on the literature set work need to be prepared for Day 5. SPOT ON Week 6 (Week 26) – Theme continued: Purr is for persuasion Day CAPS content and activities LB LB TG Homework Class pp. Act. pp. Date completed 1 W&P: Plan and write first draft of a biased account of a protest action in the 160 Act. 5.1 215 LB p. 160 Act. 5.1 form of a letter to a friend (40 mins); exchange draft with a partner and give each W&P: Revise, edit and other feedback (15 mins) p. 74 write final version of biased account 2 W&P: Learn about text structure and language features of a formal letter of 161 215 LB p. 161 Act. 5.2 apology; plan and write first draft of a formal letter of apology (40 mins); 161 Act. 5.2 215 W&P: Revise, edit and exchange draft with a partner and give each other feedback (15 mins) p. 74 write final version of a formal letter of apology 3 W&P: Plan and write first draft of a newspaper article about a school event 161 Act. 5.3 215 LB p. 161 Act. 5.3 (40 mins); exchange draft with a partner and give each other feedback (15 mins) W&P: Revise, edit and p. 74 write final version of newspaper article 4 R&V & LSC: Read an address and answer critical language awareness questions 162 Revision 216 Continue reading on the manipulative language used in it; discuss and mark answers (55 mins) p. 74 Act. 12 literature set work 5 R&V: Discuss literature set work and do activities based on it (Literary text 14) Continue reading (55 mins) p. 74 literature set work Reflection Think about and make a note of: This week learners did a great deal of writing. What What will you change next time? Why? strengths and weaknesses did you identify in their writing? What could you do to help them build on their strengths and overcome their weaknesses? Did you cover all the work set for the week? If not, how will you get back on track? HOD/Subject head: Date: Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 63

SPOT ON Week 7 (Week 27) – Theme: Writing with confidence Day CAPS content and activities LB LB TG Homework Class pp. Act. pp. Date completed 1 W&P: Revise text structures and language features of descriptive, narrative 164–166 217–218 Continue reading and reflective essays (30 mins); literature set work W&P: Draw a mind map for a descriptive essay (10 mins); in groups of five, share 166 Act. 1.2 221 mind maps and give each other feedback (15 mins) p. 75 2 R&V: Discuss literature set work (Literary text 15) (15 mins); LB pp. 166–167 Act. 1.3 W&P: Study the text structure and language features of good beginnings to 166–167 Act. 1.3 221 W&P: Revise both essays; use these as a model for writing (i) an action-packed introduction (20 mins) introductory paragraphs and (ii) a sensory description as an introduction (20 mins) p. 75 3 W&P: In groups of three, read paragraphs to each other and give each other 166–167 Act. 1.3 221 Continue reading feedback (15 mins); revise, edit, proofread and write final version of both literature set work introductory paragraphs (25 mins); LSC: Use strong verbs (vocabulary); discuss & mark answers (15 mins) p. 75 167 Act. 1.4 221 4 R&V: Discuss literature set work (Literary text 15) (15 mins); LB p. 168 Act. 1.6 L&S & R&V & W&P: In pairs, read a dialogue and discuss questions about the 168 Act. 1.5 222 W&P: Complete detailed writing of this dialogue (formal style elements) (25 mins); description of a person, W&P: Read a description & then begin writing a description that involves attention 168 Act. 1.6 222 animal or object to detail (formal style element) (15 mins) p. 75 5 W&P: In groups of three, read detailed descriptions to each other and give each 168 Act. 1.6 222 Continue reading other feedback (15 mins); revise similes and metaphors; create some similes and 169 Act. 1.7 222 literature set work metaphors (formal style elements); discuss & mark answers (25 mins); learn about 169 Act. 1.8 228 hyperbole and use hyperbole (formal style element) to describe an experience (15 mins) p. 75 Reflection Think about and make a note of: Were you pleased with the support you gave What will you change next time? Why? learners in understanding how formal style elements are used differently in different types of texts? Why or why not? What impressed you most about the writing that learners did this week? Did you cover all the work set for the week? If not, how will you get back on track? HOD/Subject head: Date: 64 Grade 12 English First Additional Language

Note: There is time this week to read and do activities on the literature set work in class. SPOT ON Week 8 (Week 28) – Theme continued: Writing with confidence Day CAPS content and activities LB LB TG Homework Class pp. Act. pp. Date completed 1 R&V: Discuss literature set work (Literary text 16) (15 mins); Continue reading R&V & W&P: Read two annotated essays and discuss their features with a partner 170–171 Act. 2.1 225–226 literature set work (30 mins); W&P: Read a list of examination essay topics; choose one and think about the 173 reasons for the choice (10 mins) p. 75 2 W&P: Write an essay on the topic chosen on Day 1 as though it were an 172–173 Act. 3.1 227 LB pp. 172–173 examination essay (55 mins); note homework task p. 75 W&P: Read the essay written in class & decide how it could be improved 3 W&P: Learn how to design a CD cover; plan and produce first draft of cover 186–187 Act. 4.1 236 LB pp. 186–187 Act. 4.1 (55 mins) W&P: Revise draft CD cover 4 W&P: Exchange draft cover with a partner & give each other feedback (15 mins); 186–187 Act. 4.1 236 Complete reading of revise, edit, proofread and produce final version of CD cover (40 mins) p. 75 literature set work Note: The CD cover can be assessed for Term 3 FAT 9 5 R&V: Participate in final discussion of literature set work (Literary text 16) (55 mins) p. 75 Reflection Think about and make a note of: From your observation of learners’ discussions and What will you change next time? Why? writing, what do they understand and do well, and what kinds of support do they still need? Were you pleased with the activities you developed on the literature set work? Why or why not? Did you cover all the work set for the week? If not, how will you get back on track? HOD/Subject head: Date: Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 65

SPOT ON Weeks 9, 10 and 11 – Revision and trial examinations or test End-of-term reflection Think about and make a note of: 3. What ONE change should you make to your teaching practice to help you teach 1. Was the learners’ performance during the term what you had expected and hoped more effectively next term? for? Which learners need particular support with EFAL in the next term? What strategy can you put in place for them to catch up with the class? Which learners would benefit from extension activities? What can you do to help them? 2. With which specific topics did the learners struggle the most? How can you adjust 4. Did you cover all the content as prescribed by the CAPS for the term? If not, what your teaching to improve their understanding of this section of the curriculum are the implications for your work on these topics in future? What plan will you in the future? make to get back on track? HOD/Subject head: Date: 66 Grade 12 English First Additional Language

7. Study and Master English First Additional Language (Cambridge University Press) Note: As there is a great deal of information and a large number of activities in this two-week unit, the tracker has reorganised some of them and omitted a few of them. STUDY AND MASTER Week 1 (Week 21) – Theme: It’s your attitude that counts Day CAPS content and activities LB LB TG Homework Class pp. Act. pp. Date completed 1 R&V & W&P & LSC: Listen to teacher’s feedback on mid-year examination papers LB pp. 264–265 (20 mins); L&S: Revise the L&S: Study the information on pronunciation in Focus on Speaking (10 mins); in 264–265 Act. 84 160–162 information on groups of seven; decide who will read each of the six parts in the extract from a 261–263 pronunciation play and who will be the observer to give feedback to the group; read the extract aloud, paying attention to pronunciation, pacing, tone and expression (15 mins); listen to feedback from observer (5 mins;) note homework task (5 mins) p. 74 2 L&S: In pairs, ask and answer questions, following the pronunciation guide (15 mins); 264 Act. 84 160–162 LB pp. 275–276 R&V & L&S: Study the information about dialogue and speech and language 269–271 5b 162–164 R&V: Study the varieties in drama on pp. 269–271; do intensive reading of Extract 1 from 266–268 Act. 85 162–164 information about stage Sophiatown on pp. 266–268; with a partner do as many of the activities on pp. 268–269 Act. 85 conventions, stage 268–269 as you can complete in the lesson (40 mins); note homework task p. 74 directions, costumes, make-up and lighting 3 R&V: Do intensive reading of Extract 2 from Sophiatown and write answers to 272–274 LB pp. 275–276 Q 2 and 4 in Act. 86; discuss and mark answers (55 mins) p. 74 271 Act. 86 R&V: Revise the information on text structure and language features of a play script 4 LSC: Use conjunctions and logical connectors to join sentences; discuss and mark 276–277 Act. 87 164–167 LB pp. 278–279 answers (25 mins); complete a table by sorting logical connectors and conjunctions LSC: Study the into their correct functions and use five of them in sentences; discuss and mark information on answers (30 mins) p. 74 generalisations and stereotypes 5 LSC: Identify generalisations or stereotypes in sentences; rewrite them to remove 278 Act. 88 167–168 LB pp. 280–281 Act. 89 the generalisation or stereotype; discuss & mark answers (40 mins); 282 Act. 89 168–169 W&P: Use a template to W&P: Study the information on text structure and language features of develop a plan for an argumentative essays to prepare for homework task p. 74 argumentative essay Reflection Think about and make a note of: Learners were expected to absorb a great deal of What will you change next time? Why? information this week. Were you satisfied with the support you gave them for doing so? Why or why not? Did they find any of the reading or activities difficult? If so, what could you do to assist them? Did you cover all the work set for the week? If not, how will you get back on track? HOD/Subject head: Date: Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 67

Note: Be prepared to introduce the literature set work (collection of poems or short stories, or a novel or a play) at the end of the lesson on Day 4 and to do activities based on the set work on Day 5. STUDY AND MASTER Week 2 (Week 22) – Theme continued: It’s your attitude that counts Day CAPS content and activities LB LB TG Homework Class pp. Act. pp. Date completed 1 L&S: Study information about pauses, pacing, tone and expression (15 mins); 286–288 LB pp. 289–291 Act. 91 in groups of six, use the information to reread aloud the extract from a play on 261–263 Act. 90 169–70 R&V: Complete answers pp. 261–263 (15 mins); Task 4 to questions on an R&V: Read more information about stage directions (10 mins); do intensive 291 Act. 91 171–172 extract from a play reading of an extract from a play paying special attention to the stage 289 directions & begin to answer questions on the extract (15 mins) p. 74 290 2 R&V: Discuss & mark homework (20 mins); 289–291 Act. 91 171–172 LB pp. 292–293 Act. 92 LSC: Begin grammar revision activities and complete for homework (35 mins) 292–293 Act. 92 173–175 LSC: Complete grammar p. 74 revision activities 3 LSC: Discuss & mark grammar activities (20 mins); 292–293 Act. 92 173–175 LB pp. 293–294 Act. 93 W&P: Use the essay plan from Week 1 (21) to write a full first draft of an 293–294 Act. 93 175 W&P: Revise first draft of argumentative essay (35 mins) p. 74 argumentative essay 4 W&P: Exchange draft essay with a partner & give each other feedback (15 mins); 293–294 Act. 93 175 Begin reading literature revise, edit, proofread and complete final version of argumentative essay set work (30 mins); R&V: Listen to teacher’s introduction to literature set work (10 mins) p. 74 5 R&V: Read and discuss literature set work (Literary text 11) (55 mins) p. 74 Continue reading literature set work Reflection Think about and make a note of: How well did learners manage the questions on What will you change next time? Why? an extract from a play? What did you notice about the ways they used an essay plan to structure their argumentative essay? Were you pleased with the way in which you introduced the literature set work? Why or why not? Did you cover all the work set for the week? If not, how will you get back on track? HOD/Subject head: Date: 68 Grade 12 English First Additional Language

STUDY AND MASTER Week 3 (Week 23) – Theme: The world is your oyster Day CAPS content and activities LB LB TG Homework Class pp. Act. pp. Date completed 1 L&S: Prepare to present a project on a book review or suggestion for 296–298 LB pp. 301–304 Act. 96 improving a library by studying information on project presentation and 301 Act. 96 179–182 R&V: Complete answers discussing it in small groups (30 mins); 301–304 Act. 96 179–182 to Q 3a, b & c R&V: Read about characters and characterisation in setworks; skim and scan an extract from a novel and begin to answer Q 3a, b & c (25 mins) p. 74 2 R&V: Discuss & mark homework (15 mins); do intensive reading of the extract 301–304 Act. 96 179–182 LB pp. 301–305 Act. 96 from a novel; participate in a whole class discussion of answers to Q 3d (40 mins) 303–304 Act. 96 179–182 R&V: Complete a p. 74 character table 3 R&V: Participate in a whole class discussion of the character table and of 303–306 Act. 96 179–182 Continue reading Q 4c, 5 & 6 on characters in a novel (55 mins) p. 74 literature set work 4 R&V: Discuss literature set work (Literary text 12) (15 mins); LB p. 307 Act. 97 W&P: Learn about text structure and language features of a diary entry, flyer 308–310 Act. 97 182–183 W&P: Write the first and advertisement (30 mins); choose a diary entry or a flyer or an advertisement 307 draft of a diary entry, and begin to plan the writing (10 mins) p. 74 flyer or advertisement 5 W&P: Exchange first draft with a partner and give each other feedback (10– 307 Act. 97 182–183 LB p. 311 Act. 98 15 mins); revise, edit, proofread and produce final version of diary entry, flyer 311 Act. 98 183–184 LSC: Complete or advertisement (30 mins); vocabulary work LSC: Begin vocabulary work on an extract from a novel (10–15 mins) p. 74 AND preparations for presenting reading project Reflection Think about and make a note of: How well did learners manage the activities on What will you change next time? Why? characters in literary texts? What could you do to assist any learners who found these activities difficult? Did you cover all the work set for the week? If not, how will you get back on track? HOD/Subject head: Date: Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 69

STUDY AND MASTER Week 4 (Week 24) – Theme continued: The world is your oyster Day CAPS content and activities LB LB TG Homework Class pp. Act. pp. Date completed 1 LSC: Discuss & mark vocabulary homework (15 mins); 311 Act. 98 183–184 LB p. 312 Act. 99 L&S: In groups of five, present reading project (book review or suggestions for W&P: Complete book library improvement) to each other (25 mins); review or report-back W&P: Study the format for writing a report on the reading project & begin writing 312 Act. 99 184–185 it (15 mins) p. 74 2 R&V & LSC: Study information on figurative language (15 mins); skim a poem and 313–314 LB pp. 315–316 Act. 100 write down the main idea in each stanza; scan the poem to find particular words 315–316 Act. 100 185–187 R&V: Do intensive and expressions & explain their literal and figurative meanings; participate in a reading of a poem whole class discussion of answers; note homework task (40 mins) p. 74 and write answers to questions on it 3 R&V: Discuss & mark homework (15–20 mins); 315–316 Act. 100 185–187 LB p. 317 Act. 103 Q 3 W&P: Learn about the text structure and language features of directions, 318–320 Act. 102 188–189 W&P: Complete first instructions and posters (20 mins); choose to write directions, instructions or a 317 draft of directions, poster; plan and begin first draft (15 mins) p. 74 instructions or poster 4 W&P: Exchange draft with a partner and give each other feedback (15 mins); 317 Act. 102 188–189 LB p. 321 Act. 103 revise, edit, proofread and produce final version of directions, instructions or 321 Act. 103 189–190 LSC: Complete grammar poster (30 mins) revision exercise 1a Note: The directions, instructions or poster can be assessed for Term 3 FAT 9 LSC: Begin grammar revision exercise 1a (10 mins) p. 74 5 LSC: Discuss and mark homework (10 mins); do more grammar revision by using 321 Act. 103 189–190 Continue reading logical connectors, conjunctions and pronouns to complete a paragraph; discuss 321 1a 189–190 literature set work and mark answers (25 mins); Act. 103 R&V: Read and discuss literature set work (Literary text 13) (20 mins) p. 74 1b Reflection Think about and make a note of: What impressed you about learners’ oral and What will you change next time? Why? written book reviews or suggestions for library improvements? How well did they manage the activities on figurative language in a poem? What could you do to assist any learners who found these activities difficult? Did you cover all the work set for the week? If not, how will you get back on track? HOD/Subject head: Date: 70 Grade 12 English First Additional Language

STUDY AND MASTER Week 5 (Week 25) – Theme: Don’t be deceived Day CAPS content and activities LB LB TG Homework Class pp. Act. pp. Date completed 1 R&V & L&S & LSC: Learn how to identify bias in news reports (20 mins); in small 323–325 Act. 104 191–192 LB pp. 326–329 Act. 105 groups read five texts and discuss bias in each one (20 mins); revise knowledge of 325–326 Act. 104 191–192 R&V: Skim and scan critical language awareness (15 mins) p. 74 329–330 the article on p. 327 and then do intensive reading of it in preparation for Day 2 2 R&V: Participate in a whole class discussion of CLA Q 4–7 on pp. 328–329 (55 mins) 328–329 Act. 105 192–195 Continue reading p. 74 literature set work 3 W&P: Revise text structure and language features of formal letters; plan and 331 LB pp. 330–331 Act. 106 write first draft of a formal letter of apology (55 mins) p. 74 330 Act. 106 195 W&P: Revise, edit, proofread and write final version of letter of apology 4 LSC: Use CLA to write answers to questions on pronoun usage and labels in a 331–332 Act. 107 196–197 Continue reading speech; discuss & mark answers (55 mins) p. 74 literature set work 5 R&V: Read and discuss literature set work (Literary text 14) (15 mins); Continue reading L&S: Listen to a news broadcast and make notes of examples of bias in it; 333–334 Act. 108 197 literature set work compare notes with those of other learners (40 mins) p. 74 Reflection Think about and make a note of: Some learners find critical language work quite What will you change next time? Why? challenging. Were you pleased with the guidance you gave for the activities on bias, positioning, etc.? Why or why not? Did you cover all the work set for the week? If not, how will you get back on track? HOD/Subject head: Date: Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 71

STUDY AND MASTER Week 6 (Week 26) – Theme continued: Don’t be deceived Day CAPS content and activities LB LB TG Homework Class pp. Act. pp. Date completed 1 R&V: Revise setting and plot in literary works; read an extract from a short story 334–336 Act. 109 198–200 LB pp. 336–339 Act. 109 & begin to write answers to questions on it (55 mins) p. 74 336–339 R&V: Write answers to Q 4–6 on p. 337 2 R&V: Discuss & mark answers (20 mins); 337 Act. 109 198–200 LB pp. 340–341 R&V & W&P: Learn about sequencing in texts & begin to write answers to Q 3a, b 341–342 Act. 110 200–201 W&P: Complete answers & c (35 mins) p. 74 340–341 to Q 3a, b & c 3 W&P: Discuss & mark homework (20 mins); revise text features and language 340–341 Act. 110 200–201 LB pp. 344–345 Act. 112 structures of a narrative essay; plan and begin first draft of a narrative essay 345–346 Act. 112 203 W&P: Complete first that provides a biased account of a political event (35 mins) p. 74 344–345 draft of biased narrative 4 W&P: Exchange draft narrative with a partner and give each other feedback 344–345 Act. 112 203 Continue reading (15 mins); revise, edit, proofread and present final version of biased narrative literature set work essay (40 mins) p. 74 5 R&V: Read and discuss literature set work (Literary text 13) (55 mins) p. 74 Continue reading literature set work Reflection Think about and make a note of: What were the strengths and weaknesses of What will you change next time? Why? learners’ biased narrative essays? How could you help them to build on their strengths and overcome their weaknesses? Did you cover all the work set for the week? If not, how will you get back on track? HOD/Subject head: Date: 72 Grade 12 English First Additional Language

STUDY AND MASTER Week 7 (Week 27) – Theme: Take a stand Day CAPS content and activities LB LB TG Homework Class pp. Act. pp. Date completed 1 R&V & L&S: In small groups, talk about themes and issues in literature that you 347 LB pp. 350–352 Act. 115 have read (10 mins); LSC: Write answers to R&V: Do intensive reading of a poem & write answers to questions on the main 348–350 Act. 114 205–207 Q 3a, b and c on formal issue in it; discuss & mark answers; note homework task (45 mins) p. 75 style elements in sentences 2 LSC: Discuss & mark homework (20 mins); 350–352 Act. 115 207–209 LB pp. 354–355 Act. 116 W&P: Revise text structure and language features of a reflective essay, plan 354–355 Act. 116 209 W&P: Complete first and begin first draft of a reflective essay (35 mins) p. 75 354 draft of reflective essay 3 W&P: Exchange draft essay with a partner and give each other feedback (15 mins); 354 Act. 116 209 Continue reading revise, edit, proofread and present final version of reflective essay (40 mins) literature set work p. 75 4 R&V: Discuss literature set work (Literary text 15) (15 mins); LB pp. 360–361 Act. 118 R&V: Do intensive reading of another sonnet & begin to write answers to 360–361 Act. 118 210–213 R&V: Complete answers Q b and c on the octave and the sestet (40 mins) p. 75 to Q b and c on the octet and the sestet 5 R&V: Discuss and mark homework (25 mins); write answers to Q d, e and f on 360–361 Act. 118 210–213 Continue reading structure and theme in the sonnet; discuss & mark answers (30 mins) literature set work Reflection Think about and make a note of: How well did learners manage the reflective essay What will you change next time? Why? writing task? What could you do to assist any learners who found it difficult to write reflectively? The two sonnets are quite challenging. Are you pleased with the support you have given learners? Why or why not? Did you cover all the work set for the week? If not, how will you get back on track? HOD/Subject head: Date: Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 73

STUDY AND MASTER Week 8 (Week 28) – Theme continued: Take a stand Day CAPS content and activities LB LB TG Homework Class pp. Act. pp. Date completed 1 R&V: In small groups, read and discuss in detail the information on studying a 356–359 Continue reading set work, noting questions to ask the teacher (40 mins); participate in whole class literature set work discussion of questions raised by the groups (15 mins) p. 75 2 W&P: Learn about elements of style and design in order to design a poster or CD 375–377 Act. 124 220–221 LB pp. 375–377 Act. 124 cover; plan & do first draft of poster or CD cover (55 mins) p. 75 W&P: Revise poster or CD cover 3 W&P: Exchange poster or CD cover with a partner & give each other feedback 375–377 Act. 124 220–221 LB p. 364 Act. 119 (10 mins); revise, edit, proofread and present final version of poster or CD LSC: Complete grammar cover (30 mins) revision exercises 1a–d Note: The poster or CD cover can be assessed for Term 3 FAT 9 LSC: Begin grammar revision exercises 1a to d (15 mins) p. 75 363 Act. 119 213–214 4 LSC: Discuss & mark homework (15 mins); in small groups read and discuss in 364 Act. 119 213–214 Complete reading of detail formal and informal style elements in language use, noting questions to 352–353 literature set work ask the teacher (30 mins); participate in whole class discussion of questions raised by the groups (15 mins) p. 75 5 R&V: Participate in final discussion of literature set work (Literary text 16) (55 mins) p. 75 Reflection Think about and make a note of: How did learners respond to the detailed What will you change next time? Why? information in the LB about studying set works and about formal and informal language use? Were you pleased with the discussions of these topics? Why or why not? Did you cover all the work set for the week? If not, how will you get back on track? HOD/Subject head: Date: 74 Grade 12 English First Additional Language

STUDY AND MASTER Weeks 9, 10 and 11 – Revision and trial examinations or test End-of-term reflection Think about and make a note of: 3. What ONE change should you make to your teaching practice to help you teach 1. Was the learners’ performance during the term what you had expected and hoped more effectively next term? for? Which learners need particular support with EFAL in the next term? What strategy can you put in place for them to catch up with the class? Which learners would benefit from extension activities? What can you do to help them? 2. With which specific topics did the learners struggle the most? How can you adjust 4. Did you cover all the content as prescribed by the CAPS for the term? If not, what your teaching to improve their understanding of this section of the curriculum are the implications for your work on these topics in future? What plan will you in the future? make to get back on track? HOD/Subject head: Date: Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 75

8. Successful English First Additional Language (Oxford University Press) Note: Be prepared to introduce the literature set work (poems, short stories, novel or play) at the end of the lesson on Day 2 and give learners activities based on the set work on Day 5. SUCCESSFUL ENGLISH Week 1 (Week 21) – Theme: Dramatic lives Day CAPS content and activities LB LB TG Homework Class pp. Act. pp. Date completed 1 R&V & W&P & LSC: Listen to teacher’s feedback on mid-year examination papers LB pp. 115–117 Act. 1 (20 mins); R&V & LSC: Complete L&S: In small groups talk about favourite TV or radio drama and favourite 114 Refresh 117 answers to questions on character in it (15 mins); an extract from a play R&V: Do intensive reading of an extract from a play (drama) & begin to 115–117 Act. 1 117 write answers to questions on it, including questions on generalisation and stereotyping (20 mins) p. 74 2 R&V & LSC: Discuss & mark homework (15 mins); 115–117 Act. 1 117 Begin reading literature L&S: In groups of six, choose parts and practise reading drama aloud (15 mins); 116–118 Act. 2 118 set work join another group of six and take turns to read aloud to each other, paying 116–118 Act. 2 attention to pronunciation, pause, pacing, tone and expression (20 mins); R&V: Listen to teacher’s introduction to literature set work (5 mins) p. 74 3 R&V: Discuss literature set work (Literary text 11) (10 mins); LB pp. 118–120 Act. 3 R&V: Do intensive reading of an extract from a drama that contains language 118–120 Act. 3 119 R&V: Complete answers varieties & begin to write answers to questions on it (45 mins) p. 74 to questions on an extract from a play 4 R&V: Discuss & mark homework (25 mins); 118–120 Act. 3 119 Continue reading LSC: In the extract from Boesman and Lena replace Afrikaans words and phrases 120 Act. 4 119 literature set work with Standard English; compare the two versions; decide which language variety is more effective in the play and why (30 mins) p. 74 5 R&V: Read and discuss literature set work (Literary text 11) (55 mins) p. 74 Continue reading literature set work Reflection Think about and make a note of: Several of this week’s activities focused on reading What will you change next time? Why? and responding to extracts from plays. What were the strengths and weaknesses of learners’ reading aloud from a drama? Were they able to express their views on language varieties used in a play? Were you pleased with the way you introduced the literature set work? Why or why not? Did you cover all the work set for the week? If not, how will you get back on track? HOD/Subject head: Date: 76 Grade 12 English First Additional Language

Note: The LB suggests that learners do not write a full discursive essay, but the tracker suggests that they do so in order to practise using the text structure and language features appropriate for such an essay. SUCCESSFUL ENGLISH Week 2 (Week 22) – Theme continued: Dramatic lives Day CAPS content and activities LB LB TG Homework Class pp. Act. pp. Date completed 1 R&V: Read and discuss literature set work (Literary text 11) (25 mins); 121 Continue reading LSC: Learn about generalisations and stereotypes; reword some stereotypes, so 121 Act. 5 120 literature set work that they become generalisations; discuss & mark answers (30 mins) p. 74 2 LSC: Revise logical connectors and conjunctions & use some in sentences; 121–122 Act. 6 120 Continue reading discuss & mark sentences (30 mins); literature set work W&P & LSC: Learn about the text structure and language features of an 122 argumentative essay (25 mins) p. 74 3 R&V: Read and discuss literature set work (Literary text 11) (15 mins); LB pp. 122–123 Act. 7 W&P: Draw up a list of arguments for and against a proposal (25 mins); in groups 122–123 Act. 7 120 W&P: Write a plan for a of four, read lists to each other and decide on arguments to use in a discursive discursive essay essay (arguing for and against a proposal) (15 mins) p. 74 4 W&P: Use plan to write first draft of a discursive essay (55 mins) p. 74 122–123 Act. 7 120 LB pp. 122–123 Act. 7 W&P: Revise first draft of essay 5 W&P: Exchange essay with a partner & give each other feedback (15 mins); revise, 122–123 Act. 7 120 Continue reading edit, proofread and write final version of discursive essay (40 mins) p. 74 literature set work Reflection Think about and make a note of: How well did learners manage the task of What will you change next time? Why? developing arguments for and against a proposal? Were you satisfied with the support you gave them for this task and for distinguishing between stereotypes and generalisations? Why or why not? Did you cover all the work set for the week? If not, how will you get back on track? HOD/Subject head: Date: Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 77

SUCCESSFUL ENGLISH Week 3 (Week 23) – Theme: Reading for life Day CAPS content and activities LB LB TG Homework Class pp. Act. pp. Date completed 1 R&V & L&S: With a partner, discuss the structure of a short poem (5 mins); 124 Refresh LB p. 125 Act. 1 L&S: In groups of five, discuss how to prepare for a report on extended reading 125 Act. 1 123 L&S: Prepare notes for (15 mins); oral report on extended R&V & LSC: Match a text feature to a genre & write an explanation of each feature 125 Act. 2 123–124 reading (25 mins); in groups of four, compare lists and explanations (10 mins) p. 74 2 R&V: Revise text structure of a short story; read a short story & write answers to 126 LB pp. 127–129 Act. 3 Q 5–10 on characters, rising action and climax; discuss & mark answers (55 mins) 127–128 Act. 3 124 R&V: Write answers to p. 74 Q 11–13 on language used in the story 3 R&V: Discuss & mark homework (15 mins); write answers to Q 14–18 on text 127–129 Act. 3 124 Continue reading structure and language choices; discuss & mark answers (40 mins) p. 74 127–129 Act. 3 124 literature set work 4 LSC: Do activities on vocabulary related to the reading text (short story); 130 Act. 5 125 LB pp. 131–132 Act. 6 discuss & mark answers (30 mins); 131 Act. 6 125–126 R&V & L&S: Prepare for R&V: Revise internal and external structure of poetry; read a poem and 131–132 small group discussion participate in a short class discussion of its internal and external structure (25 mins) by re-reading the poem p. 74 and thinking about the questions 5 R&V & L&S: In small groups, discuss questions related to the poem (30 mins); 131–132 Act. 6 125–126 Continue reading R&V: With a partner, make notes on internal and external structure of three 132 Act. 7 126 literature set work poems; discuss & mark notes (25 mins) p. 74 Reflection Think about and make a note of: How well did learners manage the tasks based on a What will you change next time? Why? short story and on poems? What could you do to assist any learners who found these tasks difficult? Did you cover all the work set for the week? If not, how will you get back on track? HOD/Subject head: Date: 78 Grade 12 English First Additional Language

SUCCESSFUL ENGLISH Week 4 (Week 24) – Theme continued: Reading for life Day CAPS content and activities LB LB TG Homework Class pp. Act. pp. Date completed 1 R&V: Discuss literature set work (Literary text 12) (15 mins); 133 LB p. 134 Act. 8 W&P: Learn about text structure and language features of diary entries 134 Act. 8 126 W&P: Revise first draft of (10 mins); plan & write first draft of a diary entry (30 mins) p. 74 diary entry 2 W&P: Exchange draft diary entry with a partner & give each other feedback 134 Act. 8 126 LB p. 135 Act. 10 (10 mins); revise, edit, proofread and write final version of diary entry (20 mins) L&S: Practise 2–3 mins Note: The diary entry can be assessed for Term 3 FAT 9 oral report on extended W&P & LSC: Do final editing work on presentation of extended writing project 135 Act. 9 127 reading (25 mins) p. 74 3 L&S: 15–20 learners present oral reports on extended reading texts (55 mins) p. 75 135 Act. 10 127 Continue reading literature set work 4 L&S: 15–20 learners present oral reports on extended reading texts (55 mins) p. 75 135 Act. 10 127 Continue reading literature set work 5 L&S: If necessary rest of class present oral reports on extended reading texts; Continue reading R&V: If time permits, discuss literature set work (Literary text 13) p. 75 literature set work Reflection Think about and make a note of: What were the strengths and weaknesses of What will you change next time? Why? learners’ oral reports on their extended reading? What could you do to help them build on the strengths and overcome the weaknesses? Did you cover all the work set for the week? If not, how will you get back on track? HOD/Subject head: Date: Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 79

SUCCESSFUL ENGLISH Week 5 (Week 25) – Theme: Bias Day CAPS content and activities LB LB TG Homework Class pp. Act. pp. Date completed 1 R&V & L&S: In small groups read a blog conversation & identify examples of bias 136 Refresh LB p. 138 Act. 1 (15 mins); L&S: Use notes to L&S: Read a definition of bias; do pre-listening activity in preparation for listening 137 Act. 1 129 prepare answers to to a radio newscast for bias (20 mins); listen to newscast twice & make notes 137 questions for class (20 mins) p. 74 discussion on Day 2 2 L&S: Participate in class discussion of newscast (25 mins); 138 Act. 1 129 Continue reading LSC: Learn how pronouns can be used to position people; read an extract from 138–139 Act. 2 130 literature set work a novel & write answers to questions on pronouns in it; discuss & mark answers (30 mins) p. 74 3 R&V: Discuss literature set work (Literary text 14) (15 mins); do intensive reading 140–141 Act. 3 131 LB pp. 140–141 Act. 3 of an extract from a novel & begin to answer questions on it (40 mins) p. 74 R&V: Complete answers to questions on an extract from a novel 4 R&V: Discuss & mark answers to homework questions on a novel (20 mins); 140–141 Act. 3 131 Continue reading LSC: Learn about sequencing in a text; sequence sentences in a paragraph; 141 Act. 4 131 literature set work discuss & mark a sentence sequence (30 mins); W&P: Learn about features of a narrative account (5 mins) p. 74 141 5 R&V: Discuss literature set work (Literary text 14) (15 mins); LB p. 142 Act. 5 W&P: Plan & write first draft of a biased narrative of a political event (40 mins) 142 Act. 5 131 W&P: Revise first draft of p. 74 a biased narrative Reflection Think about and make a note of: Were you pleased with the way you taught learners What will you change next time? Why? to understand the concept of bias? Why or why not? How well did they manage activities involving critical language awareness? Did you cover all the work set for the week? If not, how will you get back on track? HOD/Subject head: Date: 80 Grade 12 English First Additional Language

SUCCESSFUL ENGLISH Week 6 (Week 26) – Theme continued: Bias Day CAPS content and activities LB LB TG Homework Class pp. Act. pp. Date completed 1 W&P: Exchange first draft with a partner and give each other feedback (15 mins); 142 Act. 5 131 Continue reading revise, edit, proofread and write final version of biased narrative (40 mins) literature set work p. 74 2 R&V & LSC: Do intensive reading of a newspaper article using critical language 143–144 Act. 6 132 Continue reading awareness to recognise bias; write answers to questions; discuss & mark answers literature set work (55 mins) p. 74 3 R&V: Discuss literature set work (Literary text 14) (15 mins); LB pp. 145–146 Act. 7 W&P: Learn about text structure and language features of a formal letter of 145 Act. 7 132 W&P: Revise, edit, apology; plan & write first draft of a formal letter of apology (40 mins) p. 74 145–146 proofread and write final version of letter of apology 4 R&V: Do intensive reading of two more articles; begin to write answers to 146–147 Act. 8 132–133 LB pp. 146–147 Act. 8 questions about bias and how it is conveyed in the articles (55 mins) p. 74 R&V & LSC: Complete answers to questions on bias 5 R&V & LSC: Discuss and mark answers to questions on newspaper articles 146–147 Act. 8 132–133 Continue reading (25 mins); literature set work R&V: Read and discuss literature set work (Literary text 14) (30 mins) p. 74 Reflection Think about and make a note of: What were the strengths and weaknesses of What will you change next time? Why? learners’ biased narratives and formal letters of apology? What could you do to help them build on the strengths and overcome the weaknesses? Did you cover all the work set for the week? If not, how will you get back on track? HOD/Subject head: Date: Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 81

SUCCESSFUL ENGLISH Week 7 (Week 27) – Theme: Wired for setwork Day CAPS content and activities LB LB TG Homework Class pp. Act. pp. Date completed 1 L&S & LSC: With a partner use informal and formal language to describe the 148 Refresh 135 Continue reading same photograph; discuss when it is appropriate to use each type of language literature set work (10 mins); R&V & LSC: Revise figures of speech by completing a table; discuss & mark 149–150 Act. 1 135 answers (25 mins); discuss figures of speech used in one of the set works being studied (20 mins) p. 75 2 R&V: Participate in a whole class discussion of a key issue in one of the set 151–152 Act. 3 136 LB pp. 151–152 Act. 3 works being studied (30 mins); read an extract from a novel and begin to answer R&V: Complete answers questions on characters and setting (Q 5–12) (25 mins) p. 75 to Q 5–12 3 R&V: Discuss & mark homework (20 mins); write answers to questions on language 151–152 Act. 3 136 Continue reading use and style (Q 12–15); discuss & mark answers (35 mins) p. 75 literature set work 4 R&V: Discuss literature set work (Literary text 15) (15 mins); LB p. 154 Act. 4 W&P: Learn about text structure and language features of a descriptive essay 153 Act. 4 136–137 W&P: Complete first (10 mins); plan & begin first draft of a descriptive essay (30 mins) p. 75 153 draft of descriptive essay 5 W&P: Exchange first draft with a partner & give each other feedback (15 mins); 154 Act. 4 136–137 Continue reading revise, edit, proofread and write final version of descriptive essay (40 mins) literature set work p. 75 Reflection Think about and make a note of: How well did learners manage the activities related What will you change next time? Why? to the literature set works? Were you pleased with the support you gave them? Why or why not? Did you cover all the work set for the week? If not, how will you get back on track? HOD/Subject head: Date: 82 Grade 12 English First Additional Language

SUCCESSFUL ENGLISH Week 8 (Week 28) – Theme continued: Wired for setwork Day CAPS content and activities LB LB TG Homework Class pp. Act. pp. Date completed 1 R&V: Discuss literature set work (Literary text 16) (15 mins); read an extract from a 154–155 Act. 5 137 LB pp. 154–155 Act. 5 novel & write answers to Q 3–6; discuss & mark answers (40 mins) p. 75 R&V: Write answers to Q 7–12 2 R&V: Discuss & mark homework (15 mins); write answers to Q 13–20; discuss & 154–155 Act. 5 137 Complete reading of mark answers, using model answers on p. 156 (40 mins) p. 75 literature set work 3 R&V: Participate in final discussion of literature set work (Literary text 16) LB pp. 157 Act. 7 & 8 (30 mins); LSC: Complete sentence LSC: Begin to rewrite sentences by replacing informal language with more formal 157 Act. 7 137–138 writing tasks language (formal style elements) (25 mins) p. 75 &8 4 LSC: Discuss & mark homework (15 mins); 157 Act. 2 137–138 LB p. 162 Act. 2 W&P: Plan & do first draft of a poster or CD cover (40 mins) p. 75 162 Act. 2 140 W&P: Revise poster or CD 5 W&P: Exchange draft with a partner & give each other feedback (10 mins); revise, 162 Act. 2 140 edit, proofread & present final version of poster or CD cover (30 mins) Note: The poster or CD cover can be assessed for Term 3 FAT 9 LSC: In small groups, discuss answers to editing tasks (15 mins) p. 75 159 Act. 9 138 Reflection Think about and make a note of: This week learners were required to write in a What will you change next time? Why? formal style for some of the activities. How well did they do this? Were you pleased with their responses to the activities on literature set works? Why or why not? Did you cover all the work set for the week? If not, how will you get back on track? HOD/Subject head: Date: Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 83

SUCCESSFUL ENGLISH Weeks 9, 10 and 11 – Revision and trial examinations or test End-of-term reflection Think about and make a note of: 3. What ONE change should you make to your teaching practice to help you teach 1. Was the learners’ performance during the term what you had expected and hoped more effectively next term? for? Which learners need particular support with EFAL in the next term? What strategy can you put in place for them to catch up with the class? Which learners would benefit from extension activities? What can you do to help them? 2. With which specific topics did the learners struggle the most? How can you adjust 4. Did you cover all the content as prescribed by the CAPS for the term? If not, what your teaching to improve their understanding of this section of the curriculum are the implications for your work on these topics in future? What plan will you in the future? make to get back on track? HOD/Subject head: Date: 84 Grade 12 English First Additional Language

education Department: Education PROVINCE OF KWAZULU-NATAL ENGLISHENGL 12 ENGLISHEN ENGLISHENG ENGLISHEN GRADE ENGLISHENG ENGLISHEN ENGLISH ENGLISHENG First Additional Language Jik’iMfundo is a programme to improve learning outcomes, funded by the National Education ENGLISHEN TEACHER TOOLKIT CAPS Planner and Tracker ENGLISHENG Collaboration Trust, the KwaZulu-Natal Department of Education and others. ENGLISHEN 2018 TERM 3 THE PROGRAMME TO IMPROVE LEARNING OUTCOMES The Stables Hollard Campus ENDORSED BY 22 Oxford Road Tel: +27 11 351 2430/2457 Parktown 2193 Email: admin@pilo.co.za ISBN: 978-1-928320-77-7 Grade 12 EFAL Tracker 2018 Term 3 cover 88 KZN.indd 1 3/7/2018 3:26:53 PM