LessonnotesGH

SHS1 Literature In English · Semester 1, Week 3

General Knowledge in Literature

Lesson notes

Learning Objectives

Indicator: 1.1.1.LI.1 - Use the tools in analysing varied level appropriate texts

By the end of the lesson, learners can:

  • Identify at least four literary tools (such as plot, character, setting, theme, diction, imagery, symbolism, point of view) in a given level-appropriate text.
  • Apply two or more literary tools to analyse a short oral or written text and support their interpretation with evidence from the text.
  • Distinguish between the literary tools that are more prominent in oral literature (such as repetition, proverbs, personification, invocation) and those more prominent in written literature (such as narrative structure, character development, imagery on the page).
  • Work collaboratively in mixed-ability groups to present a brief analysis of a chosen text, using appropriate academic language and respecting diverse viewpoints.
  • Convert a short oral piece (such as a folktale or song) into a written version, identifying which literary tools to keep and which to adapt for the written form.

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Curriculum details

Strand
Exploring Literature (Strand 1)
Sub-strand
General Knowledge in Literature (1.1)
Content standard
1.1.1.CS.2 - Demonstrate knowledge and understanding in the tools of literary analyses. 1.1.1.LO.1 Use knowledge and understanding of concepts, types, importance of literature and literary genres in relation to oral and written literature. 1.1.1.LO.2 Use varied literary tools for analysing texts for pleasure to create love and interest in literature
Indicator
1.1.1.LI.1 - Use the tools in analysing varied level appropriate texts
Suggested placement
Semester 1, Week 3 (Week 3 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:

  • content standard text - p.28 the content standard code is printed 1.1.1CS.2; a separator is missing; normalised to 1.1.1.CS.2
Curriculum reference
NaCCA curriculum document, p. 28

Exemplars (from the NaCCA curriculum) 

Project-Based Learning: Learners in small groups (mixed ability/gender), make a collection of examples from the different genres.

Talk for Learning:

- Through talk for learning, learners organise knowledge gained about oral and written literature by highlighting the differences and finding ways of making adaptations between the two genres.

- Relate the stories to written pieces using KWL charts, mind maps, presentations, etc.

- Through talk for learning strategy, learners learn to use academic verbal, non-verbal, ethically acceptable language.

- Have learners conduct discussions in an inclusive democratic atmosphere and organise work creatively using KWL charts etc. to present the concept.

In groups (mixed ability/gender):

- Discuss the examples of written texts developed from Oral literature e.g., Ama Ata Aidoo's ANOWA, Efua Sutherland's MARRIAGE OF ANANSEWA.

- Learners work as a team using language effectively and meaningfully. They must be sensitive to the inter-relatedness of the various individuals and groups as they appreciate the Ghanaian culture.

- Think critically to organise work logically.

- Learners identify genres of Oral literature and turn them into written versions to present in class.

- Create opportunities for struggling learners by presenting templates to guide them through guided practice. E.g. 1. I do - teacher models a task 2. We do- co construction between teacher and learner 3. You do- learner works with teacher as a guide 4. You do- learner works alone

- Create opportunities for GATE learners by providing challenging tasks. e.g., Creative writing activities to develop creativity and inclusivity.

Assessment (1.1.1.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning.

Teaching and Learning Resources:
- Textbooks
- Videos
- Projector
- Computers
- Smartphones/Tablets (if possible)
- Online clips or videos of films/skits and drama/songs
- Templates( to guide learners organise their discussion)
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