DATE . . . . . . . . . . . . . . . . . . . . . . . . . . . TIME . . . . . . . . . . . . . . . . . . . .
1. CLASS INFORMATION
| NUMBER OF STUDENTS | |||||
| REGISTERED | PRESENT | ||||
| GIRLS | BOYS | TOTAL | GIRLS | BOYS | TOTAL |
| . | |||||
MAIN COMPETENCE:
1.0 Demonstrate mastery of the concepts and principles of literature
SPECIFIC COMPETENCE:
1.1 Assess the contribution of Tanzanian writers to the development of Tanzanian literature in English
MAIN ACTIVITY:
Discuss influence of indigenous socio-cultural setting, Ujamaa and Pan-Africanism
SPECIFIC ACTIVITY:
Discuss influence of indigenous socio-cultural setting, Ujamaa and Pan-Africanism
TEACHING/LEARNING RESOURCES:
Selected literary texts and audio/audio-visual materials
REFERENCES: T.I.E (2024) History for Advance Level Secondary Schools Student's Book Form Six, Dar-es-Salaam
|
Stage |
Time |
Teaching Activities |
Learning Activities |
Assessment Criteria |
|
Introduction |
10 Minutes |
Guide students to brainstorm ideas related to discuss influence of indigenous socio-cultural setting, ujamaa and pan-africanism. |
Mention prior knowledge related to discuss influence of indigenous socio-cultural setting, ujamaa and pan-africanism. |
Students' prior understanding of discuss influence of indigenous socio-cultural setting, ujamaa and pan-africanism is correctly identified. |
|
Competence Development |
30 Minutes |
Guide students through selected literary texts to explore discuss influence of indigenous socio-cultural setting, ujamaa and pan-africanism. |
Read extracts, take notes and identify evidence related to discuss influence of indigenous socio-cultural setting, ujamaa and pan-africanism. |
Students accurately explain discuss influence of indigenous socio-cultural setting, ujamaa and pan-africanism. |
|
Design |
20 Minutes |
Facilitate group analysis and presentations on discuss influence of indigenous socio-cultural setting, ujamaa and pan-africanism. |
Groups present findings identifying key aspects of discuss influence of indigenous socio-cultural setting, ujamaa and pan-africanism. |
Students correctly analyse and present findings on discuss influence of indigenous socio-cultural setting, ujamaa and pan-africanism. |
|
Realizations |
20 Minutes |
Assess through oral questions, presentations and tasks. |
Students present portfolio, answer questions orally and perform tasks. |
The influence of aspects of indigenous socio-cultural setting, Ujamaa and Pan-Africanism on Tanzanian Literature in English are well discussed. |
REMARKS :
--REMARKS TO WRITTEN HERE-- |
DATE . . . . . . . . . . . . . . . . . . . . . . . . . . . TIME . . . . . . . . . . . . . . . . . . . .
1. CLASS INFORMATION
| NUMBER OF STUDENTS | |||||
| REGISTERED | PRESENT | ||||
| GIRLS | BOYS | TOTAL | GIRLS | BOYS | TOTAL |
| . | |||||
MAIN COMPETENCE:
1.0 Demonstrate mastery of the concepts and principles of literature
SPECIFIC COMPETENCE:
1.1 Assess the contribution of Tanzanian writers to the development of Tanzanian literature in English
MAIN ACTIVITY:
Discuss influence of indigenous socio-cultural setting, Ujamaa and Pan-Africanism
SPECIFIC ACTIVITY:
Discuss influence of indigenous socio-cultural setting, Ujamaa and Pan-Africanism
TEACHING/LEARNING RESOURCES:
Selected literary texts and audio/audio-visual materials
REFERENCES: T.I.E (2024) History for Advance Level Secondary Schools Student's Book Form Six, Dar-es-Salaam
|
Stage |
Time |
Teaching Activities |
Learning Activities |
Assessment Criteria |
|
Introduction |
10 Minutes |
Guide students to brainstorm ideas related to discuss influence of indigenous socio-cultural setting, ujamaa and pan-africanism. |
Mention prior knowledge related to discuss influence of indigenous socio-cultural setting, ujamaa and pan-africanism. |
Students' prior understanding of discuss influence of indigenous socio-cultural setting, ujamaa and pan-africanism is correctly identified. |
|
Competence Development |
30 Minutes |
Guide students through selected literary texts to explore discuss influence of indigenous socio-cultural setting, ujamaa and pan-africanism. |
Read extracts, take notes and identify evidence related to discuss influence of indigenous socio-cultural setting, ujamaa and pan-africanism. |
Students accurately explain discuss influence of indigenous socio-cultural setting, ujamaa and pan-africanism. |
|
Design |
20 Minutes |
Facilitate group analysis and presentations on discuss influence of indigenous socio-cultural setting, ujamaa and pan-africanism. |
Groups present findings identifying key aspects of discuss influence of indigenous socio-cultural setting, ujamaa and pan-africanism. |
Students correctly analyse and present findings on discuss influence of indigenous socio-cultural setting, ujamaa and pan-africanism. |
|
Realizations |
20 Minutes |
Assess through oral questions, presentations and tasks. |
Students present portfolio, answer questions orally and perform tasks. |
The influence of aspects of indigenous socio-cultural setting, Ujamaa and Pan-Africanism on Tanzanian Literature in English are well discussed. |
REMARKS :
--REMARKS TO WRITTEN HERE-- |