SHS1 English Language · Semester 2 Week 20: Narrative, Drama, Poetry

Lesson notes

Learning Objectives

Indicator: 1.5.1.LI.6 - Discuss the relationship among the plot, themes and literary devices in two African poems and how they contribute to meaning

By the end of the lesson, learners can:

Explain how the plot (sequence of events) in each of two African poems connects to the poem’s dominant theme.
Identify at least three literary devices in each poem and state what they contribute to the poem’s overall meaning.
Discuss, in mixed-gender groups, how the plot, themes and literary devices work together to reinforce one another in both poems.
Compare the relationship among plot, themes and literary devices across two African poems, noting similarities and differences.
Write a short paragraph analysing how plot, theme and literary devices combine to create meaning in one of the poems studied.

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Curriculum details

Strand: Literature (Strand 5)
Sub-strand: Narrative, Drama, Poetry (5.1)
Content standard: 1.5.1.CS.1 - Demonstrate knowledge and understanding of how language of literary genres facilitates understanding of a text. 1.5.1.LO.1 Explore the meaning of literature 1.5.1.LO.2 Employ language to analyse a text for its meaning. 1.5.1.LO.3 Employ monologues and dialogues in texts. 1.5.1.LO.4 Traces the sequence of events in texts. 1.5.1.LO.5 Explore different themes in African poems.
Indicator: 1.5.1.LI.6 - Discuss the relationship among the plot, themes and literary devices in two African poems and how they contribute to meaning
Suggested placement: Semester 2, Week 20 (Week 40 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Source document note: The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:

sub strand name - p.96: the three genres are listed in a different order each year - "NARRATIVE, DRAMA, POETRY" on printed p.87, "POETRY, NARRATIVE AND DRAMA" on printed p.156 and "NARRATIVE, POETRY AND DRAMA" on printed p.213 - against "Narrative, Drama, Poetry" in the scope-and-sequence. Transcribed as each page prints it
Curriculum reference: NaCCA curriculum document, p. 96

Exemplars (from the NaCCA curriculum)

- Collaboratively, learners compare the dominant themes in the two African poems.
- In gender mixed groupings, learners identify the literary devices used in the poems.
- Through collaborative discussions, learners identify the relationship among plots, themes and the literary devices identified in the two African poems.
Teaching and Learning Resources:
- Internet
- Dictionaries
- Texts
- Motifs (designs or images that have symbolic meaning used for effect. E.g., broom, mirror, chair) Books, Television, laptops, etc.
- Level appropriate texts
- Sentence cards
- Play scripts by learners
- Props (objects used on stage or screen by actors during a performance. It also refers to anything movable or portable on a stage or a set) distinct from the actors, scenery, electrical equipment and costume.
- Level appropriate texts
- Student made scripts
- Play scripts
- Movies
- Level appropriate literary text
- Student-made stories
- Different selected African poems
- Students-made poems
Assessment (1.5.1.AS.6). The document marks these depth-of-knowledge levels for this indicator: Level 4 Extended critical thinking and reasoning.