Student Number: 57208816.

Module Code: TMS3719.

Assignment Number: 04.

Unique Number: 612894.

HONESTY DECLARATION FOR THE DEPARTMENT OF LANGUAGE EDUCATION, ARTS AND CULTURE.

Module Code: TMS3719…… Assessment Date: 26 August 2022.

1.  I know that plagiarism means taking and using the ideas, writings, works or inventions of another as if
they were one’s own. I know that plagiarism not only includes verbatim copying, but also the extensive
use of another person’s ideas without proper acknowledgement (which includes the proper use of
quotation marks) or any attempt to cheat the plagiarism checking system. I know that plagiarism covers
the use of material found in textual sources and from the Internet.

2.  I acknowledge and understand that plagiarism is wrong.

3.  I understand that my assignment/exam answers must be accurately referenced.

4. This assignment/exam file/portfolio is my own work. I acknowledge that copying someone else’s
work, or part of it, is wrong, and that submitting identical work to others constitutes a form of
plagiarism.

5.  I have not allowed, nor will I in the future allow, anyone to copy my work with the intention of
passing it off as their own work.

6. I understand that I can be awarded 0% if I have plagiarized.

7.   I understand that my assignment/exam file/portfolio may be submitted automatically to Turnitin.

8.  I confirm that I have read and understood the following UNISA policies:

8.1 Policy for Copyright and Plagiarism

8.2 Policy on Academic Integrity

8.3 Student Disciplinary Code

Name..LEBO LIZZY RAMOKOLO… Student No: .....57208816..............

Signed LLRams………. Date …26 August 2022………….

Question 1.

1.1. Plan.A strategy is a plan for dealing with situations. I will plan my lesson before I can go to class and
teach. When I get to class I will make sure that I follow the plan effectively. I will keep in mind that, goals
can only be achieved with a good plan. Planning my lesson will make it easier for me to manage teams
clarity and work towards interim evaluations and final results.

Pattern. When teaching new topic, I will use strategy that have been implemented before and I will get
into more details and give more different examples. I will use patterns from previous class to teach new
lessons. Using pattern that learners are used to will make it easier to understand because they are
familiar with the pattern.

Position. I will consider the strategic position and how my learners want to position them self. I will give
my learners support and encourage them to believe in their capabilities.

Perspective. I will find how different the learners are and help to building their strength.

Ploy. I will introduce extra lessons in the mornings and afternoons to get more time to help learners
understand the topic.

1.2.1. Pre-reading are activities that helps students think about what they know about a topic and
predict what they will read or hear.

The purpose of pre-reading activities are to:

 Establish a purpose for reading.

 Improve vocabulary so students can complete the reading task successfully.
 Predict what they are going.
 Establish what they know about a topic.
Some examples of pre-reading activities are:

 KWL Charts: Have have students write everything they know about the topic (K column) and
everything they want to know (W column) and what they learned after the reading (L Column).
 True or False: I will read a few statements and ask them if they think those statements are true
or false.before revealing the answers and let them confirm if they were right or wrong when
they are doing the reading.
 Videos: There is so much good free content available these days. First, I will find a short video
relating to the topic of the reading. I would suggest something around three minutes long. After
watching the video myself, I will prepare some simple discussion questions. Play the video and
then ask the learners to talk with a partner about what they saw, there after i will ask the
learners to work in pairs. Challenge them to talk in English for 1 minute about a topic.

1.2.2. While-Reading.
activities that help students to focus on aspects of the text and to understand it better. The goal of
these activities is to help learners to deal as they would deal with it as if the text was written in their first
language.

These are some examples of while-reading activities:

 Identify topic sentences and the main idea of paragraphs.

 Distinguish between general and specific ideas.
 Identify the connectors to see how they link ideas within the text.

Coding text involves teaching students a method of margin marking so they can place a question mark
next to an statement they don’t understand or an exclamation mark next to something that surprised
them.

1.2.3. Post Reading.

Post-reading activities help students understand texts further, through critically analyzing what they
have read.

These are some examples of post- reading activities:

 Creative Discussions: I will prepare five simple questions and ask students to talk about those
question for 3 minutes and after that ask one member of each pair to go and talk to another
person of the group.
 Quiz Your Classmates: I will ask learners to prepare 5 questions about what they read, once
they have them ready, I will tell the learners to make groups of 4 and then they can ask those
questions to each other.
 Finding Related News: After learners have finished reading, they can browse on the internet for
a new related to something they read, for example: if they read something about moral and
values, they can find examples of altruism on the web and they can share that information with
their classmates.

Question 2.

2.1. Characterization

Physical description - the character's physical appearance is described. For example, we might be told
the color of hair or something about the clothing of the character. How the character dresses might
reveal something about the character. Does the character wear old, dirty clothing, or stylish, expensive
clothing?

Action/attitude/behavior - What the character does tells us a lot about him/her, as well as how the
character behaves and his or her attitude. Is the character a good person or a bad person? Is the
character helpful to others or selfish?
Inner thoughts - What the character thinks reveals things about the character. We discover things about
their personalities and feelings, which sometimes helps us understand the character's actions.

Reactions - Effect on others or what the other characters say and feel about this character. We learn
about the relationships among the characters. How does the character make the other characters feel?
Do they feel scared, happy, or confused? This helps the reader have a better understanding of all the
characters.

For example, In the novel, Gatsby resides in the West Egg, which is considered less trendy than East Egg,
where Daisy lives. This difference points out the gap between Jay’s and Daisy’s social statuses.
Moreover, you might also notice that Tom, Jordan, and Daisy live in East Egg while Gatsby and Nick
reside in West Egg, which again highlights the difference in their financial background. This division is
reinforced at the end of the novel when Nick supports Gatsby against the rest of the folk.Occupations
have also been used very tactfully in the novel to highlight the characteristics of certain protagonists.
The prime example is Gatsby who, despite being so rich, is known for his profession: bootlegging. He
had an illegal job that earned him a fortune but failed to get him into the upper class of New York
society. In contrast, Nick has a clean and fair job as a “bondman” that defines his character. The poor
guy Wilson, who fixes rich people’s cars, befriends his wife; and then there is Jordon, who is presented
as a dishonest golf pro

Characterization deals with how the characters in the story are described. In short stories there are
usually fewer characters compared to a novel. They usually focus on one central character or
protagonist. Characterization can be analyzed in the following ways:

 Plot and structure.

The plot is the main sequence of events that make up the story. In short stories the plot is usually
centered around one experience or significant moment. Plot can be linear, chronological and can move
around in a story.

 Narrator and Point of view

The narrator is the person telling the story. In most short stories the narrator and the main character are
the same.

 Conflict

Conflict or tension is usually the heart of the short story and is related to the main character. In a short
story there is usually one main struggle. When reading a short story you must be able to describe the
main conflict and if the conflict is internal within the character or if the conflict is external.

 Climax
The climax is the point of greatest tension or intensity in the short story. It can also be the point where
events take a major turn as the story races towards its conclusion. You must ask yourself if there is a
turning point in the story, when does the climax take place?

 Theme

The theme is the main idea, lesson, or message in the short story. It may be an abstract idea about the
human condition, society, or life. When reading ask yourself how is the theme expressed? and if there is
more than one theme.

 Style

The author's style has to do with the his or her vocabulary, use of imagery, tone, or the feeling of the
story. It has to do with the author's attitude toward the subject. In some short stories the tone can be
ironic, humorous, cold, or dramatic.

2.2. I will use the following steps to teach my grade 10 learners how to use a dictionary.

1. Choose the right dictionary for grade 10 learners. E.g Oxford Owl has useful guidance on choosing the
right dictionary.

2. Read with a dictionary at hand.

If learners encounters a word they don’t understand, first I will ask what they think it might
mean, taking clues from pictures and context, then help them look it up and see how close they
were to the right definition.
3. Look up spellings.
If learners are unsure how to spell a word, rather than telling them, I will help them look it up in
the dictionary: this will familiarise them with how dictionaries work, as well as showing them the
correct spelling.
4. Compile a dictionary scavenger hunt.
I will throw a series of quickfire questions at learners for them to solve using the dictionary, e.g.
‘How do you spell “quagmire?”’ ‘What language does the word “star” come from?’ ‘Tell me
what “frippery” means,’ and so on. This is a great activity to do with more than one child, as
they can race each other to the right answer.
5. Make their own dictionary.
They will use a notebook with alphabet dividers to record new words in, along with simple
definitions, making their own bespoke dictionary. I will try to make this exciting, rather than a
chore: instead of insisting learners writes each word down, play it up by saying, ‘That’s a
fantastic word – shall we add it to your dictionary?’ Get them to refer back to it whenever
they’re writing.
6. Play word games.
 Games like Scrabble, Boggle and Articulate are great for introducing new vocabulary, and
although it may technically be against the rules, using a dictionary to look up meanings d check
spellings will help learners become more familiar with how to use it, as well as increasing their
collection of new words.
7. Look up their weekly spellings.
Looking them up in the dictionary will help develop their comprehension so they can use these
words in their own writing and speech. I will set a weekly challenge for learners to use their
spellings in sentences even at home.
8. Improve their creative writing.
I will teach words that make a greater impact than the commonly used ones, like ‘said,’ ‘nice’
and ‘good.’ If they’re writing a story or poem at home (for pleasure or homework), have a
dictionary next to them so they can look up definitions of high frequency words and find
alternatives. This works well alongside introducing a thesaurus, and they can also compile their
own ‘word bank’ by writing down a common word and listing more powerful alternatives
beneath it as they encounter them. They can then use this to give their writing an extra spark in
the future.
9. Be playful.
I will make it a light-hearted family affair. Call out a random, rarely used word and see who’s
fastest to the definition. Choose three words and challenge everyone to come up with the
silliest sentence that contains all three but still makes sense. Pick a letter, set a timer for two
minutes, and see who can write down the most words that start with that letter. Activities like
these will give learner's vocabulary a boost and help them find their way around the dictionary
without it seeming like a chore.
References.
1. Teaching language (HL,FAL). UNIVERSITY OF SOUTH AFRICA.2022.