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Grade 8* Term 2 Unit 2, https://www.youtube.com/watch?v=WeKO12xwpKA -…

- - - - link to www.readingandwritinghaven.com
    - - Resources
        South African Mining Poem:
        "The Miner" by Oswald Mtshali.
        https://live.fundza.mobi/home/library/non-fiction-books/amagama-enkululeko/poem-the-miner-by-oswald-mtshali/
      - Switched on Task 2
        Poetry as Protest, Resistance and Empowerment
        PK: Poetry text analysis in English and in Drama classes.
        NK: Poetry as protest, resistance and empowerment.
        CA: Learners analyse the text and video recital of a protest and resistance poem.
        This SO is a gentle and relatable introduction to how poetry can be used as a tool for protest, resistance and empowerment.
        Learners will follow this link and read Olivia Vella's poem, 'Why am I not good enough', https://www.teenink.com/poetry/free_verse/article/973116/Why-am-I-not-good-enough#:~:text=Heaven%20forbid%20you%20are%20seen%20with%20your%20hair,on%20it.%20Why%20am%20I%20not%20good%20enough?
        
        They will then
        watch Olivia Vella's performance of the poem on video by following this link, https://www.youtube.com/watch?v=Eu_Gl0woeOw
        The class will then engage in a discussion of the poem. The discussion will focus on the theme, form, style and performance of the poem.
      - **Topic 3
        In-class Activity 3
        Poetry Analysis
        English Home Language
        
        Analysing the internal structure of a poem. How does the poet use poetic devices to reveal the miners' resistance to exploitation during the mining revolution.
        PK: Learners have analysed the internal structure of poems in Critical Literature. NK: Identifying the poetic devices used in resistance poetry, determining the impact of the use of those devices on the message of resistance that is being communicated by the miners. (Unpacked in Sway) CA:** Gallery wall and Flipgrid Presentation.
        
        Leaners will read the poem in class and discus the general meaning of the poem.
        
        In their groups, discuss and identify the poetic devices that are used in the poem.
        
        Learners will use their highlighters and pencils to make annotations of their findings on the poem. (Hard copy).
        
        Learners will explain how these devices help to enhance the message/ theme of the poem.
        
        Learners will paste their annotated poems on the wall.
        
        Learners will walk through the gallery wall to read through each other's findings.
        
        Learners will have a class discussion.
        
        Learners will individually complete a Teams assignment.
        
        Topic 4
        
        Topic: 4 The true cost of Mining now.
        In-class Activity 4A Part 1 Living conditions of miners in South Africa.
        Prior knowledge: Knowledge of South African mines being a very lucrative industry generating a lot capital for the country.
        
        New knowledge: Despite working in the key economic sector, miners are living in poor conditions.
        Consolidation: Leaners will read the article on miners at Marikana and take down Cornel notes to use in a class discussion
        
        Students will use the link below to make their Cornell Notes:
        https://www.aljazeera.com/features/2012/9/8/s-africa-miners-complain-of-living-hell
        Discussion on the conditions of miners at Marikana
        
        What were some of the social and economic challenges faced by minors at Marikana?
        
        Do you think they were justified in demanding a salary of R12 500 per month?
        
        In-class Activity 4B Substance abuse in the mines
        Prior knowledge: causes of substance abuse different types of substances commonly abused(done in term 1)
        New knowledge: stress and trauma may contribute to substance abuse
        Consolidation: Reading an article on substance abuse by the miners.
        
        Substance abuse in the mines.
        
        Learners will use the following link to access an article on substance abuse in the mines.
        
        https://gocontractor.com/blog/dealing-with-substance-abuse-in-mining/
        
        Leaners will read through the article and take down Cornel notes.
        
        Learners will discuss how the conditions at the mines affected the miners emotionally, and socially.
        
        Learners will discuss how these conditions may have contributed to substance abuse by the miners.
        
        .
        In-class Activity 4C Rehabilitation in South Africa.
        Prior Knowledge: Causes, types and effects of substance abuse
        New knowledge: Rehabilitation is available for users
        Consolidation: Research on rehabilitation in South Africa.
        Rehabilitation options in South Africa.
        Rehabilitation is a process of helping a person who has suffered an illness or injury restore lost skills and regain maximum self-sufficiency. Substance abusers usually benefit from these rehabilitation organisations and centres.
        Research Task.
        Learners will research and compile information on different rehabilitation organisations found in each province of South Africa. Your research may follow the guidelines below:
        a. Name of rehabilitation organisation.
        b. province which it is found.
        c. type of center(out patient or in-patient)
        d. costs involved in rehabilitation.
        
        Switched on Task 4
        The most dangerous jobs in the world.
        1.Leaners will watch the video below on the most dangerous jobs . https://youtu.be/QLWQjjQDEpI
        2. Learners will then have a discussion on the following questions: a. What are the physical dangers of working under such environments? b. Discuss how these workers are affected emotionally and mentally?
        
        Topic 4: The true cost of mining now.
        Formal Assessment
        Mark Allocation: 10
        In - Class Activity 4D - Informational/ Informative texts
        PL - Purpose of informational texts. Learners have learnt about informational texts at Grade 8 and even in the previous grades.
        NK - Format, register and content of an Informative Website.
        CA - Researching and designing an informative/ informational website.
        Part A
        
        Using information gathered in In Topic4, learners will have a class discussion in which they will suggest ways in which they can provide substance abuse related information which can help miners who are facing this predicament.
        
        Learners will discuss the significance, structure and content which should be found in these types of informative texts.
        
        PART B
        
        Learners will brainstorm on the content that would be relevant for this type of website.
        2.Learners will use a mind-map to plan the content of their website by using the following guidelines:
        
        Name of your website (Take into account the purpose of your website)
        Brief introduction or foreword
        Definition - What is drug use/ abuse?
        Commonly abused substances
        Who is at risk?
        What are the symptoms of drug abuse?
        What are the treatments for drug abuse?
        Can drug abuse be prevented?
        Where and how can you get help? (Rehabilitation)
        
        Learners will submit their mind map on an assigned Teams assignment.
        
        Learners will use their ideas and the teacher's guidance to create an informative website in the Technolgy sessions.
        
        In- Class Activity 4C
        ICT- website requirements
        PK: Previous grades computer literacy and information accumulated from Activity 4A and 4B above.
        NK: Learner is introduced to website design through CodeHS.
        Website design techniques are provided on SWAY, with an online video.
        CA: Learner creates a website that is informative on substance abuse and reaching out for help.
        Website specifications are as follows:
        
        Learner identifies the target audience.
        
        Learner considers content layout and navigation.
        
        Learner considers layout properties such as headings, paragraphs, applying appropriate font properties, images, tables and use of tabs.
        
        Learner applies appropriate visual style: colors and style.
        
        Reflection Activity
        English Home Language
        FORMAL ASSESSMENT
        In-class Activity 5*
        TOPIC: Argumentative Essay
        (In this activity, learners will make use of information gathered in this unit to answer the driving question (provide a solution to the identified question).
        PK: Content taught and discussed throughout the Unit of Study.
        NK: Must be generated by learners through research. This will not be taught to learners, they must find the answer.
        CA: Learners are to present their findings in an oral presentation format.
        
        Learners will engage in a class discussion where they will be required to outline the elements of an argumentative essay (Using information gathered in the Switched on Activity)
        
        Learners will get into groups of four and brainstorm on the topic (with the educator's guidance). They will focus on the stance they choose to take and how they have to balance the argument without sounding ambiguous).
        
        Learners will individually plan the essay by using a mind map.
        
        Learners will be individually guided by the educator.
        
        Learners will write their first drafts with the guidance of the educator. (Emphasis will be put on presenting a clear stance and argument, using appropriate vocabulary and writing fully developed paragraphs)
        
        Learners will edit their drafts, write their final essays and submit them on the assigned Teams assignment.
        
        Switched On Task 5
        (In this activity, learners will make use of the information gathered in this unit to answer the driving question (provide a solution to the identified problem)
        PK: Learners have written essays in the previous grades and in Term 1 of Grade 8. (Unpacked in Sway)
        NK: Structure of an argumentative essay. (Unpacked in Sway)
        CA: Note taking and class discussion.
        This task will be assigned to the learners as homework.
        
        Learners will watch a video on argumentative essay writing.
        
        Learners will write Cornell Notes while watching the video.
        
        Their notes should focus on:
        Defining an argumentative essay
        Structure
        Stance taking
        Arguing for and against
        Organisation
        The structuring of paragraphs
        
        https://www.youtube.com/watch?v=oAUKxr946SI
        
        Resources: Youtube Video. PowerPoint Presentation, Sway.
        
        Resource: Notepad, web browser or CodeHS
        
        Resources: Sway. PowerPoint Presentation.