Grade 11 (Life Orientation Lesson Plan).pdf

Grade 11 (Life Orientation Lesson Plan)

1. MPUMALANGA DEPT OF EDUCATION|

GODIDE HIGH SCHOOL
EMIS NO: 800035154

09 -02- 2024

UNIVERSITY OF JOHANNESBURG PRIVATE BAG 1307
FACULTY OF EDUCATION: SP & FET METHODOLOGY AND PRACTICE THULAMAHASHE 1365
L__THULAMAHASHE CIRCUIT
LESSON DESIGN TEMPLATE
Student surname and initials | KHOSAI.N Student 222090500 number | Grade: 11
Name of school GODIDE HIGH SCHOOL Duration of the lesson: 50 MINUTES | Subject Area: LIFE ORIENTATION

‘Topic from CAPS: development of the self in society
Subtopic: Relationships and their influence on your wellbeing,

15 this lesson part of a series? Yes, the provided lesson is part of a series exploring personal development and social awareness. It relates o other lessons by focusing on
understanding the influence of relationships o one's overall wellbeing.

Situational analysis:

Nestled within the serene community of Rolle Trust, Mpumalanga, Godide High School is an educational hub within the Bohlabela circuit, accommodating approximately
479 students under the guidance of 18 dedicated teachers. The upcoming lesson, cantered on “Relationships and Their Impact on Wellbeing,” is slotted for a 50-minute
duration, typically in the morning from 13:40 to 14:30. As students make their way to school, whether by foot from Rolle or via transportation, the initial moments of the
session will focus on attendance, a succinct introduction to the topic, and outlining clear learning objectives. Throughout the lesson, students will be expected to actively
participate in discussions, explore the influence of relationships on their overall wellbeing, analyse various scenarios, and engage in activities fostering empathy and
understanding.

“he Big Idea: To understand the requirements for admission to additional and higher education courses to make informed career decisions.

The key/essential question: How do different life aspects impact overall wellbeing, and how can we navigate them effectively?

09 -02- 2024

2. The Aim of the lesson: to develop students’ ability to identify and evaluate the impact of different relationships on wellbeing, discerning which contribute positively and
which may be detrimental

Lesson Objective(s):
At the end of the lesson, learners should be able to:

1. Recognize and identify various types of relationships in personal experiences and wider contexts.
2. Analyse the characteristics and dynamics of relationships to discern factors contributing positively or detrimentally to overall wellbeing.
3. Evaluate the impact of communication and boundaries in relationships, determining their influence on individual wellbeing.

4. Engage in collaborative discussions to share insights, perspectives, and personal experiences related to the key question

5, Develop plans and strategies for fostering positive relationships and mitigating potential negative influences on wellbeing.

INTRODUCTION [ 10] minutes

‘Teacher/learner activities and learning content. Justification of Principles invoked + Competencies Resources (indicate
teacher/learner activity infused. when and how they will
be used)

3. 1. The teacher will greet students with enthusiasm,
sparking engagement for the lesson on relationships
and wellbeing.

2. The teacher will recap on the previous lesson about
“Plan and achieve life goals: Apply life skills as evidence
of an ability.

3. The teacher will display the different types of
relationships.

+ The teacher will ask general questions:
1. Can you name a relationship in your life that you
believe contributes positively to your wellbeing?

3. in your opin
play a role in maintaining posite relationships?

Students are expected | ‘We understand/ learn
to: new things by relating

1. Welcome the them to what we already
teacher with a know’

comparable sense of
‘enthusiasm and ease.

2. Express their
thoughts and opinions
to demonstrate their
perspectives or existing
knowledge.

Communication

1. Laptop

Wil be used to display
the different types of
relationships.

3. Have you ever noticed a relationship that had a
negative effect on someone's wellbeing? What was the
situation?

4. Inyour past experiences, what actions or strategies
have you or others used to foster positive relationships
‘and manage potential negative influences on wellbeing?

ENGAGEMENT PHASE [35] Minutes

4. ‘The teacher will:

+ Define personal values, choices, and goal setting,
showing how they are all connected.

+ Clarify the concept of constitutional values.

+ Educate on wellbeing and relationships.

+ Discuss the various types of relationships with
different individuals or groups, highlighting their
evolving nature, and visually present these relationship
types, httos://images app.g00.gl/PLNBJapa2RhNcdJh?

«Explore how relationships can positively or negatively
impact wellbeing, including signs of unhealthy
relationships, utlizing a YouTube video for
comprehension,
https://voutu,.be/Gn72Q2x0cOE?si=QwWUIXLIYWijrer

‘Assign a class activity demonstrating the link
between students’ values, choices, and goal setting.
«Facilitate a Q&A session for hi student inquiries.

+ Insteuct on managing changing relationships.

+ Expand on methods for building healthy
relationships and safely exiting abusive ones.

Learners are expected
to:

1 Be attentive and
actively engage in the lesson.
2 Identify and

understand the various
relationship types
introduced.

3 Complete assigned
classwork,

4 Listen carefully to
the video illustrating the
impact of relationships on
wellbeing and signs of
unhealthy relationships. 5.

Pose questions
for clarification.
6. Participate in ciass

or group discussions.

Learners learn more
effectively if they engage
metacognitively.

Collaboration

1 Textbook
Utlized by the teacher
to provide additional
information during the
lesson.

2. Laptoy
Employed to showcase a
video discussing healthy
and unhealthy
relationships.

3. Handouts:
Given to students for
reference during the
lesson.

5. + Explain the rights and responsibilities within
relationships

* Teach about desired qualities in different
relationships and the importance of individuality within
them.

+ Conclude by examining the influence of media on
values and beliefs regarding relationships.

* Offer a second opportunity for learners to ask
questions.

OPEN DISCUSSION QUESTIONS:

1. Do you think all relationships have the same
impact on our wellbeing, or are there specific types
that tend to be more beneficial or detrimental? Why?

2. Do you believe that certain relationships can
change over time, either becoming more positive or
more detrimental to your wellbeing? What factors
contribute to these changes?

3. Are there any relationships in your life where
you've had to prioritize your own wellbeing over
‘maintaining the relationship? How did you navigate
that situation?

CONSOLIDATION [5] Minutes

1. The teacher will briefly summarise the lesson.
Reflection questions:
2 Reflecting on today’s lesson, how do you think your

‘own communication style and boundaries contribute to the
health of your relationships?

Learners are expected
to:

1. Listen to the brief
summary of the lesson.
2. Reflect

3. Write a homework
& Ask question.

“Cognition and Emotions
are intertwined *

Communication

6. 3. Considering what you've learned, what changes can you
make in your approach to relationships to promote greater
wellbeing for yourself and those around you? |

The teacher will: |

1. Give students a homework that covers what was
discussed in class. |

2. Open an opportunity for student to sk questo |

ASSESSMENT:
(CLASSWORK) formative assessment

Scenario:

Sarah, a high school student, has been feeling stressed and overwhelmed lately. She notices that her mood often depends on her interactions with certain
in her life. For exampie, when she spends time with her supportive and ninde:standing friends, she feels hep; Imre weves, when
she interacts with her critical and judgmental classmates, she feels anxious and insecure.

Based on this scenario, answer the following questions:

11. Identify the types of relationships Sarah experiences in the scenario.
2. How do Sarah's interactions with her supportive friends affect her wellbeing?

(3. Explain how Sarah's interactions with her critical classmates impact her overall mood and self-esteem.

4. Based on Sarah's experiences, discuss the importance of surrounding oneself with positive and supportive individuals for maintaining wellbeing,
5. What strategies could Sarah use to navigate her interactions with her critical classmates more effectively?

|ANSWERS:

1. Identify the types of relationships Sarah experiences in the scenario:
- Sarah experiences both supportive and unsupportive relationships. Her interactions with supportive friends c
interactions with critical classmates have a negative impact. (Marks: 2)

contribute positively to her wellbeing, while

7. 2. How do Sarah's interactions with her supportive friends affect her wellbeing?

- Sarah's interactions with supportive friends positively affect her wellbeing by making her feel happier and more relaxed, These interactions likely provide
emotional support, understanding, and validation, which help alleviate stress and promote positive emotions. (2 MARKS)

3. Explain how Sarah's interactions with her critical classmates impact her overall mood and self-esteem:

- Sarah's interactions with critical classmates negatively impact her overall mood and self-esteem. These interactions likely lead to feelings of anxiety and
insecurity, as she may perceive herself through their judgmental lens, leading to self-doubt and lowered self-esteem. (Marks: 2)

4. Based on Sarah's experiences, discuss the importance of surrounding oneself with positive and supportive individuals for maintaining wellbeing:

- Sarah's experiences highlight the critical role of positive and supportive relationships in maintaining wellbeing. Interacting with supportive friends provides
emotional nourishment and helps buffer against stressors, while negative interactions can contribute to emotional distress. Surrounding oneself with
positive individuals fosters a supportive environment that promotes mental and emotional health. (Marks: 3)

What strategies could Sarah use to navigate her interactions with her critical classmates more effectively?
hi could employ strategies sucir as setting boundaries, practicing assertive communication, and seeking Support irom understanding peers or aduits.
Additionally, focusing on self-care and cultivating self-confidence can help mitigate the negative impact of critical classmates' behaviour.

(Marks: 3)

Total Marks: 12/12

8. (HOMEWORK) Summative assessment

Reflect on a personal experience with a relationship that significantly impacted your wellbeing. Describe the relationship, its characteristics, and
dynamics, and analyse how it contributed positively or detrimentally to your overall wellbeing. Discuss what you learned from this experience
and any strategies you employed to navigate the relationship effectively.

NAME & SURNAME:

9. RUBRIC

1. Reflect on a personal experience with a relationship that significantly impacted your wellbeing. Describe the relationship, its characteristics,
and dynamics, and analyse how it contributed positively or detrimentally to your overall wellbeing. Discuss what you learned from this
experience and any strategies you employed to navigate the relationship effectively.

NAME & SURNAME:
CRITERIA: Below Expectations Meeting Expectations | Exceeding Expectations
(1-2 MARK) (3-4 MARKS) (5 MARKS)
1. Depth of Reflection: Limited reflection on the | Adequate reflection on the | Thorough and insightful
personal experience; lacks personal experience, reflection on the personal
depth and insight into the demonstrating some | experience, demonstrating a
impact on wellbeing, understanding of the impact | deep understanding of the
H ! on wellbeing. ellbentand
significant introspection.
2. Self-Awareness and Limited self-awareness} Demonstrates some level of Displays strong self-
Emotional Expression: and emotional expression: self-awareness and awareness and emotional
minimal exploration of emotional expression; expression; effectively
emotions and their influence | expresses emotions related to] communicates emotions and
on the relationship. the relationship and it their role in the
impact on wellbeing, relationship's impact on
personal wellbeing.
3. Analysis of Relationship Limited analysis of Identifies some relationship | Provides a comprehensive
Dynamics: relationship dynamics; fails to] dynamics and characteristics analysis of relationship
identify key characteristics or| impacting wellbein, dynamics and
dynamics influencing — | provides basic analysis of characteristics; identifies
wellbeing. their influence. nuanced aspects
influencing wellbeing and
offers insightful analysis.

10. Learning and Growth: — [Limited discussion of learning] Discusses some learning and | Articulates significant

and growth from growth from the learning and growth from

the experience; lacks clarity experience; identifies lessons | the experience; provides

on lessons learned and their | learned and their potential clear and profound
impact on future impact on future insights into lessons

learned and
theirimplications for future
relationships.

5. Strategies for Navigation: |Few or no strategies discussed] Identifies some strategies for | Offers a range of effective

for navigating the relationship navigating the strategies for navigating the
effectively; lacks awareness of} relationship effectively; | relationship; demonstrates a
effective coping mechanisms | demonstrates awareness of deep understanding of
or prablem-solving strategies. | basic coping mechanisms or effective coping

mechanisms and
problem-solving strategies,

| problem solving ctrategt

TOTAL MARKS: 25