12/05/2021

SDENG3J:
English
Teacher
Education
Assignment 1 - 640822

J Maree 59413875
59413875@MYLIFE.UNISA.AC.ZA
Contents
Question 1 .................................................................................................................................................... 3
Question 2 .................................................................................................................................................... 4
Activity 1: Reading .................................................................................................................................... 4
Grade 10 ............................................................................................................................................... 4
Lesson Duration: .................................................................................................................................. 4
Lesson Outcomes/Objectives: .............................................................................................................. 4
Description of the activity: ................................................................................................................... 4
Assessment: ......................................................................................................................................... 4
Activity: ................................................................................................................................................ 5
Activity 2: Writing skills ............................................................................................................................ 6
Grade 10 ............................................................................................................................................... 6
Lesson duration: ................................................................................................................................... 6
Lesson Outcomes/Objectives: .............................................................................................................. 6
Description of the activity: ................................................................................................................... 6
Assessment: ......................................................................................................................................... 6
Activity: Summary ................................................................................................................................ 7
Activity 3: Language skills ......................................................................................................................... 8
Grade 10 ............................................................................................................................................... 8
Lesson duration: ................................................................................................................................... 8
Lesson Outcomes/Objectives: .............................................................................................................. 8
Description of the activity: ................................................................................................................... 8
Assessment: ......................................................................................................................................... 8
Activity: ................................................................................................................................................ 9
Question 3 .................................................................................................................................................. 10
The assimilation theory .......................................................................................................................... 10
The Accommodation theory................................................................................................................... 10
Conclusion .......................................................................................................................................... 10
Question 4 .................................................................................................................................................. 11
Bibliography ............................................................................................................................................... 12
Screens Did What?!

Warning: Excessive screen time may be hazardous to your child’s health.

From TVs to tablets, nearly half of our kids’ waking hours are spent on digital media, and their addiction
grows along with them. While toddlers log about five hours of digital media every day, that amount
increases to a whopping nine hours once they’re in their teens.

All that screen time means they’re sitting still instead of moving around. In fact, digital activities take up
roughly 60% of kids’ “play time.” And studies have shown that sitting for too long is very bad for all of us.
Inactivity doesn’t just lead to weight gain, but also a dangerous cluster of symptoms that include increased
blood pressure, cholesterol and blood sugar levels. Why? Working the muscles that keep you standing
seems to help the body break down fats and sugars and ward off health risks. Too much sitting — that is,
more than four hours a day — increases the risk of cardiovascular disease by 125%.

Those studies involved adults, so we don’t really know just how much all that passive screen time affects
our kids over the long haul. But their digital addiction is harming them in the here and now. And we’re
not just talking eye strain, disrupted sleep patterns or the constant distraction that ups the risk of trips
and falls. Welcome to a whole new generation of digital illnesses…

Another problem is text claw. It’s not an official medical diagnosis yet, but anyone who’s spent enough
time texting, typing or web browsing knows that the repetitive fine motor activity can cause feelings of
soreness and cramping in the wrist and forearm. There’s also a more localised version known as
smartphone pinky that results from using your little finger to support the weight of your phone. The result
is pain and an unsightly indentation between the first and second joints. Not pretty.

But the worst of the ailments is text neck, which has also been dubbed iPosture or iHunch. It’s the
discomfort in the neck and spine that happens when you spend too much time hunched over your devices.
The slouched look is cool for boots and winter hats, but the angle at which our big heads tilt downward
places about 60 pounds of extra stress on the neck, equal to five gallons of paint. One physiotherapist told
The New York Times that he’s now seeing “dowager” humps, where the upper back becomes set in a
forward curve, in our perennially stooping teens. And size matters. The smaller the device, the more you
shrink and contort your body to use it. iPosture can also affect moods and minds: Studies have shown that
slouchers have lower self-esteem and are less productive.

Last but not least, there’s a newly identified, clinically documented, increasingly common illness — digital
motion sickness, aka cybersickness. When we view moving, action-packed digital content, or even when
quickly scrolling on our smart phones, there’s a sensory conflict between our eyes and bodies, which don’t
feel the movement. The result of that disconnect? Headaches and wooziness. Researchers say up to 80%
of people show such symptoms, and that females are more susceptible than males. And the aftereffects
can linger: A teen who plays a virtual reality game or spends a long session scrolling on his phone could,
say, get behind the wheel of a car and have balance and vision impairments similar to being drunk.

Taken from https://journal.thriveglobal.com/omg-screens-did-what-91f9c8b685f7

Question 1
Learners being in Grade 10 are at an age where technology plays a big role in their lives. Given
that most schools have learners that consist of different backgrounds, multicultural learners. One
should be one step ahead of them. By choosing activities that are appropriate and that all can
relate to. In this instance it would be technology.
Ask yourself the question, why? Why technology? What is the one thing that all children/learners
have in common, regardless of their background? Technology, Smartphones. By choosing reading
material that is relevant to the learners which can be used in their activities one ensures that
learner will understand what is expected of them as they will make use of prior knowledge and
of what they already know in order to complete activities to the best of their abilities.
Choosing materials learners can relate to also intrigues them and want them longing for more.
Making use of technology during reading can also help intrigue the learners for they are the tech-
savvy generation. Keeping in mind that with all good there are some bad. As in the article
excessive screen time is not good for anyone. Learners should learn how to prioritize. Doing what
needs to be done (homework, chores, etc.) before turning to technology to get time by.
Making learners aware of the negative impacts of technology in a fun and relevant (ensuring they
can relate) way might make them see it in a different light. “Tell me and I forget. Teach me and I
remember. Involve me and I learn.” – Benjamin Franklin
“Technology is just a tool. In terms of getting the kids working together and motivating them, the
teacher is the most important.” – Bill Gates
Question 2

Activity 1: Reading
Grade 10

Lesson Duration:
10 minutes per learner

Lesson Outcomes/Objectives:
- Assist students in acquiring the understanding, abilities, and techniques necessary to
become proficient and independent readers who learn with intent.
- Learners will be able to read and speak in appropriate language.
- Teach others how to use a range of writing and speaking styles appropriate for different
audiences.

Description of the activity:

Learners will be given the text a week before the formal assessment due date. They will be
required to prepare for a prepared speech in front of the class with regards to the given text.
They have the opportunity to prepare accordingly. This also ensures that they have enough time
to ensure they know how each word is pronounced. This is however individual work and
individual marks will be given to each learner

Assessment:
Teacher observation
Formal Assessment
Activity:
The teacher will hand you a reading piece you need to prepare accordingly. This is a formal
assessment and will contribute towards your SBA mark.
Ensure that you know what is expected of you. Refer back to the rubric to see the mark allocation.
- Marks will be given for confidence during reading.
- Fluency in language.
- Eye contact has to be made.
- Body language.
Activity 2: Writing skills
Grade 10

Lesson duration:
30 minutes

Lesson Outcomes/Objectives:
- Learners will be able to recognize the main ideas in an extract
- Learners will be able to summarise according to a word count.
- Learners will be able to take time management into account.

Description of the activity:

The passage will be used as a starting point to develop the main ideas required to draft a mind
map before attempting their summaries. This will ensure that they are fully aware of the main
ideas of the passage and can then start summarising. Learners will be given an extract which they
should read. They should then be able to summarise the 7 main ideas of the extract using no
more than 60 words. This will test their summarizing abilities and their abilities to think outside
the box. They are not allowed to quote directly from the extract but by using their own words for
summarizing.

Assessment:
Formal Assessment
Activity: Summary

- Write down the seven (7) most important ideas of the extract.
- Write your seven statements in point form.
- Only write ONE sentence per idea.
- Do NOT quote from the extract.
- Leave a line open between your sentences.
- Your summary must be between 50 – 60 words.
- Indicate the total words at the end of your summary.
- You will be penalized if you exceed the number of words.
Activity 3: Language skills
Grade 10

Lesson duration:
45 Minutes

Lesson Outcomes/Objectives:
- Learners will be able to read and understand an extract on their own.
- They will be able to answer the questions accordingly.

Description of the activity:

The passage will be used as a springboard to develop learners focus and help them see things in
context. Learners are given a comprehension test where they should answer a few language
questions in order for the teacher to see whether they fully understand the content they are
reading or if they are only scanning an extract to answer certain questions. These questions will
mainly be focusing on language features.

Assessment:
Formal Assessment
Activity:
Read to following extract and answer the questions that follow.

1.1 What does the abbreviation TV stand for? (1)

1.2 What is an antonym for sitting? (1)
1.3 Rewrite the following sentence into a question.
Another problem is a text claw. (3)
1.4 Write a synonym for dangerous. (1)

…
Question 3
The assimilation theory
Often known as "melting-pot theory," this theory aims to synthesize all of a society's cultures into
a single civilization that is distinct from any of the originals. Minority groups in a racially
homogeneous mainstream society are expected to abandon their original identities and follow
the dominant group's beliefs, mores, and community. They become members of the nation state,
embracing national identity and tribal dominance.
The principle of meaningful learning assimilation is a useful term for the educational method, of
which rote learning examples are becoming more common. Learning a foreign language also
necessitates memorizing a large number of exceptions or grammatical constructs. When new
content is linked to previously studied language principles, rote learning becomes simpler and
lasts longer.
Both the learner and the instructor are essential to a fruitful instructional process. Learning will
not arise until the pupil actively attempts to apply new content to previously learned experience,
as described by expository instruction (teacher-centered approach in which the teacher
introduces the principles and ideas a student can learn) and reception learning (in which the
teacher “places” new ideas in the form of the learners cognitive structure).

The Accommodation theory

When groups with diverse beliefs, ideals, and ethos retain their distinct identities while living in
peaceful contact, this phenomenon occurs. Since communities change their interactions with one
another to overcome tension, potential tensions are minimized. In order to engage in the
national democratic society, specific steps are often taken to become proficient in the use of the
national language.
The accommodation theory describes how people change their language and communication
patterns in response to the language and communication patterns of others. People have a
tendency to mimic the way the listener speaks. It may be intentional or unintentional. Accent,
rhythm, vocabulary, cadence, and movements are just a few of the adjustments made. It is
achieved to blend in with a group or to improve one's social status.

Conclusion
By choosing these theories one will look at assignments or activities that do not necessarily
involve cultural background, but focus more on topics that are relevant to that certain age group,
topics all learners can relate to and have prior knowledge of in order to ensure that the work is
understandable regardless of cultural background. You will also use a language type that all
learners can relate to (what is Grammarly correct for the given language subject), (abbreviations,
slang words, etc.). This will ensure that learners who have a different cultural background
(including vocabulary) can also understand the teaching methods.
Question 4
“Bring your own reading material to class, it will be fun they said.” It’s all fun and games until
Sophia throws a pair of scissors at Ben while he is reading.
Allowing learners to bring their own reading material to school can open a door for a lot of
problems to resurface. Given the fact that we are dealing with a group of multicultural learners
with different believes, norms and backgrounds. Allowing learners to choose their own reading
materials can have problematic consequences. Ben for example is raised in a traditional
community where he has a strong believe and brought the bible as his reading material, Sophia
on the other hand has a different believe, and does not approve of Ben’s reading material for she
feels he is disrespectful of her believe and tries to force his believe upon the class.
Another factor that plays a vital role in the bringing of own reading material can be the level of
difficulty of the text. Being a Grade 10 learner one should expect the level of difficulty to be
moderate to difficult. Allowing learners to choose their own reading material opens a whole lot
of possible missteps. Given that someone who is uncomfortable with reading aloud or struggles
with word pronunciation will rather choose an easier text to read than an appropriate one.
Arguing that they do not know what text will be appropriate for them to read how can you
penalize a learner when they have done the activity as per request, but chose unappropriated
reading material. The same when a learner chooses something to difficult by thinking this can
“score” them some marks only to mispronounce half of the words.
I am not a believer in letting learners choose their own reading material for it opens a door to a
lot of misunderstandings and miscommunications. Teachers should remain responsible for
choosing the reading material to keep it relevant and fair.
Bibliography
- Study Guide
- TUT 001
- TUT 201
- TUT 101