FEZILE DABI EDUCATION DISTRICT

SBA TASK THREE: TRANS TEXT MOCK ACTIVITY

DIDACTIC LESSON PLAN FOR QAULITY CLASSROOM PRACTICE
SUBJECT: English First Additional Language
THEME/TOPIC: Creative Writing: Longer Transactional Text
TEXTS: Informal letter, email, obituary & dialogue.
CORE SKILL(S): Writing
ENABLING SKILLS: Reading, viewing and listening
GRADE: 8
DATE: 04/05/2023-19/05/2023
NOTE TO EDUCATORS: Core skills refer to the skills that the task seeks to assess. For
example, primarily a comprehension assesses the learners
reading and viewing skills.

Enabling skills refer to skills that are necessary in assisting

learners to complete this activity successfully.

In other words, as an educator, you are expected to marshal

learners by teaching them the formal and informal letter as well as
the features of each prior to subjecting them to Formal
Assessment Task 3.

While you marshal them, they are expected to listen to you

(listening), respond to questions that you will pose to them
(speaking) and take note of important information on the informal
letter, email, obituary and dialogue preferably in colour so that it
STANDS OUT (writing).
NOTE: It is COMPULSORY for ALL learners to listen attentively
and to take down notes. Their minds are not tape
recorders and cannot absorb all the information by
simply sitting and listening. They need to listen AND note
important information. This will assist them in answering
the set questions.

LESSON OUTCOMES: At the end of this lesson, learners should have mastered the
skill to:

 Demonstrate understanding of an informal letter, email,

obituary and dialogue as well as the structural features of
each.
 Differentiate between the register and purpose of an
informal letter, email, obituary and dialogue.
 Produce fully fledged and accurately structured pieces of
an informal letter, email, review, formal report, obituary and
dialogue for practice in preparation for a formal assessment
task.

1
 GRADE 8 EFAL LONGER TRANSACTIONAL TEXT: TASK 4 MOCK ACTIVITY FEZILE DABI

 Produce a flawless informal letter, email, obituary and a

dialogue through process writing: brainstorm relevant
ideas, draft, revise, edit and publish/submit the final version
for assessment.
 Interpret the rubric and align their selected piece in line with
its requirements.
TEACHER ACTIVITY:  Unpack the concept of a longer transactional text to
learners.
 Educate and familiarise learner with the informal letter,
email, obituary and dialogue as well as the structural
features of each.
 Familiarise learners with the requirements of an
introduction body and conclusion of an informal letter,
email, obituary and dialogue.
 Educate learners on process writing (brainstorming,
drafting, revising editing and publishing) and its significance
in producing a polished or flawless transactional text.
 Prepare learners informally for formal assessment by
means of at least one classroom activity on the informal
letter, email, obituary and dialogue.
 Acquaint learners with the rubric and teach them to align
their informal letter, email, obituary and dialogue with the
requirements of the rubric.
LEARNER ACTIVITY:  Ensure that you have a different colour pen with you,
preferably, purple, pink, orange and green. Your colours
should be clearly visible when you write.
 Moreover, ensure that you have a highlighter. You will be
expected to highlight important information.
 Listen attentively to your educator while he/she unpacks the
informal letter, email, obituary and dialogue as well as
process writing to you.
 Highlight important information from the notes your
educator has issued to you.
 Moreover, write down important information that will assist
you in producing a relevant essay that answers the
question. This information should be written on the notes
issued to you by your educator itself and NOT on a separate
paper. This will assist you to identify the information easily
and quickly when developing and responding to longer
transactional text questions.
 Select multiple transactional text topics for practice in class.
 Plan, draft, revise, edit and proofread your letter.

2
Compiled by N.Z.Mazibuko 04 May 2023
 GRADE 8 EFAL LONGER TRANSACTIONAL TEXT: TASK 4 MOCK ACTIVITY FEZILE DABI

CREATIVE WRITING

[source: www.lenmed.co.za]
PROCESS WRITING:

[source: www. https://knilt.arcc.albany.edu]

3
Compiled by N.Z.Mazibuko 04 May 2023
 GRADE 8 EFAL LONGER TRANSACTIONAL TEXT: TASK 4 MOCK ACTIVITY FEZILE DABI

PROCESS WRITING

Writing instruction usually involves producing a text through the writing process. However, not
every step of the process will be fully required on every occasion. For example, if learners are
writing a familiar text type, they will not need to analyse its structure and language features in so
much detail. Writing and designing texts is a process and learners need the opportunity to put
this process into practice. The process may unfold as stated below:

A learner should:
● decide on the purpose and audience of a text to be written and/or designed.
● brainstorm ideas using, for example mind maps, flow charts or lists.
● organise ideas.
● read draft critically and edit. At this stage, the following must be kept in mind
● avoid fancy characters and capital letters in the middle of sentences
● sms language is not allowed (u vs you)
● identify careless errors (they’re vs their/ its vs it’s)
● produce a well-designed final version.

● Learners should often be given the opportunity to write freely without an assessment
requirement. In this regard, teachers may focus on a particular skill or sub-skill being
dealt with during that particular stage of the process, without fully assessing the
produced text.
● Teachers should ensure that learners are familiar with the rubrics for assessment, as
well as how descriptors are used to assess the texts. Learners may be given a copy of
each rubric so that they may use such in self and/or peer assessment.
● Peers should also learn to edit one another’s work as this interaction is an important
part of the process writing which improves own and other’s awareness of the process.
● Teachers should provide learners with positive feedback to ensure improved writing
skills.

4
Compiled by N.Z.Mazibuko 04 May 2023
 GRADE 8 EFAL LONGER TRANSACTIONAL TEXT: TASK 4 MOCK ACTIVITY FEZILE DABI

LONGER TRANSACTIONAL TEXTS

A transactional text is a written exchange of information or a written record of communication

between people. This type of writing has a specific purpose and format such as applying for a
job, doing business, mourning the dead or communicating a particular message to someone you
know.

THE THREE CATEGORIES OF LONGER TRANSACTIONAL TEXTS

CATEGORY A:
 Formal letter

 Informal letter

 Formal and informal letter to the press (newspaper or magizine editor)

 Curriculum Vitea/resume and covering letter (assesed as a combination)

 Email

CATEGORY B:
 Curriculum Vitea/resume and covering letter (assessed as a combination)

 Review

 Newspaper article

 Magazine article

 Obituary (applicable to this category in FAL)

 Agenda and minutes of meetings

 Formal and informal report

CATEGORY C:
 Dialogue

 Written Interview

5
Compiled by N.Z.Mazibuko 04 May 2023
 GRADE 8 EFAL LONGER TRANSACTIONAL TEXT: TASK 4 MOCK ACTIVITY FEZILE DABI

 Written Formal and informal speech

NOTE: The above mentioned categories simply mean that in the test or exam, the examiner
(perspon setting the paper) will provide you with ONE or TWO options from each
category.

NOTE: You will be issued with FOUR options and you are expected to respond to ONLY ONE
option. Please select the option that you know and understand better than the others.
In selecting your topic, bear in mind the structure and features of each as well as the
expected length (number of words) you are expected to produce.

LENGTH OF THE TEXTS

You will be expected to produce a text of the following length depending on your grade and
language level:
LANGUAGE LEVEL GRADE 8 GRADE 9

English Home Language 140-160 words 160-180 words

English First Additional 120-140 words 140-160 words

PRACTICE ACTIVITY

GENERAL GUIDELINES FOR LEARNERS:

 Respond to ONE of the following topics

 The body of each of your answers should be 120–140 words.
 Remember that you must show all the steps in your process writing. Draft pieces without
editing will not be accepted.
 Strike a line through your planning and first draft.
 Pay particular attention to format, language, register and audience

6
Compiled by N.Z.Mazibuko 04 May 2023
 GRADE 8 EFAL LONGER TRANSACTIONAL TEXT: TASK 4 MOCK ACTIVITY FEZILE DABI

TOPICS:

INFORMAL LETTER

Your friend is struggling with high school and cannot strike the balance between social
media and schoolwork. Write a letter to your advising him on how to prioritise and manage
his/her time responsibly [10]

EMAIL

You are an RCL member at your school and a fight broke out among seniors and juniors
last week during a school concert. Your principal has issued a notice to all learners,
preventing all senior boys from attending any entertainment activity. However, you and
other learners sympathise with them. Write an email to your principal persuading him [10]
otherwise.

OBITUARY

A well-known businesswoman in your area, who assisted girls who could not attend
school during their menstrual cycle - with sanitary pads donations has passed away. You
and your community feel that you have lost someone special.

Write an obituary of the late and pay tribute to her. [10]

DIALOGUE

You saw your sister or brother hugging a fellow school mate of the opposite sex and got
the wrong impression.

Write a dialogue describing what happened, where and how it happened. [10]

TOTAL: [10]

7
Compiled by N.Z.Mazibuko 04 May 2023