Annexure A: Lesson Observation
Lesson Information
Subject: English
Lesson Topic: Reading Comprehension (The lost Puppy)
Grade: 5
Duration of lesson 45 minutes
Lesson Observations
Describe the CAPS specific focus of this Concepts:
lesson. Reading comprehension
• Consult the CAPS termly focus for the Main characters, setting, and key events in a story
subject area and identify the concepts, Content:
content and skills that map to this lesson. Reading and comprehending a short story
Identifying the main characters, setting, and plot elements of a story
Skills:
Reading with fluency and understanding
Answering literal, inferential, and evaluative questions about a text
Making connections between the text and personal experiences
What are the specific learning objectives of 1. Students will be able to read and comprehend a short story.
this lesson? 2. Students will be able to identify the main characters and setting of the story.
3. Students will be able to answer comprehension questions about the story,
demonstrating their understanding of the key events and details.
Describe how the classroom is physically 1. Whole-class instruction:
arranged. Explain how the classroom layout The rows-and-columns seating arrangement is well-suited for whole-class
does or does not support this lesson. instruction, where the teacher can address the entire class from the front of
the room.
This layout supports the teacher's modelling of reading fluency and the use of
comprehension questions, as the students can easily focus on the teacher's
demonstrations.
2. Limited collaboration:
The individual seating in rows does not readily facilitate collaborative learning
activities, such as pair or group discussions.
This layout may hinder the students' ability to engage in interactive discussions
and share their ideas with their peers.
3. Teacher's positioning:
With the teacher's desk positioned on the right-hand side, the teacher may
have limited visibility and accessibility to some students, particularly those
seated on the left side of the classroom.
This positioning may make it more challenging for the teacher to provide
individualized support or guidance to all the students during the independent
practice portion of the lesson.
4. Flexibility and movement:
The rows-and-columns seating arrangement can limit the flexibility to
rearrange the classroom for different learning activities or to allow for more
student movement and participation.
This layout may not optimally support the incorporation of interactive or
kinaesthetic learning experiences.
Describe the Introduction: The teacher began the lesson by greeting the class and introducing the lesson topic of
• How did the teacher get learners reading comprehension.
motivated, curious and ready to learn? The teacher activated prior knowledge by asking students what they already knew
• How did the teacher introduce the topic? about reading comprehension and the elements of a story.
• How did the teacher provide a sense of The teacher clearly stated the lesson objectives, which were for students to read a
direction by outlining the lesson short story, identify the main characters and setting, and answer comprehension
objectives? questions.
Describe the teaching and learning:
• What content did the teacher cover?
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• What teaching strategy/s did the teacher
use? The teacher distributed copies of the short story "The Lost Puppy" to the
• Did this/these strategy/s suit the content? students.
Say why. The teacher modelled reading the first two paragraphs of the story,
demonstrating fluent reading and pausing to ask questions to check for
• Was the lesson effectively paced?
understanding.
• How did the teacher address learners The students were then given time to read the remaining paragraphs of the
with special needs or learning barriers? story independently.
During the independent reading, the teacher circulated the classroom,
observing students and providing support as needed.
After the reading, the teacher facilitated a class discussion, asking questions to
guide the students in identifying the main characters, setting, and key events
of the story.
To help students with learning barriers, the teacher read the story more than
wo times and emphasised the key points before moving forward.
The teacher encouraged students to make connections between the story and
their own experiences.
Describe the resources the teacher used. If
there weren’t any available, suggest what the
teacher might have used.
Describe the conclusion.
• Describe how the teacher drew the 1. Copies of the short story "The Lost Puppy":
lesson to a close. The teacher distributed physical copies of the story to the students, allowing
them to read the text and engage with the content directly.
• Explain how the teacher prepared the
2. Worksheet with comprehension questions:
learners for the next lesson.
The teacher provided a worksheet with questions related to the story, which
the students completed independently to demonstrate their understanding of
the reading.
If there were no physical copies of the story available, the teacher could have used the
following alternative resources:
1. Digital version of the story:
The teacher could have projected the text of the story on a whiteboard or
screen, allowing students to read the story together as a class.
This could be particularly useful in a classroom with limited access to physical
books.
2. Audiobook or read-aloud version:
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