SHS1 Literature In English · Semester 1 Week 9: Knowing Your Narrative Elements

Lesson notes

Learning Objectives

Indicator: 1.2.1.LI.4 - Discuss how the elements of language and style enhance meaning in fictional texts

By the end of the lesson, learners can:

Identify at least four elements of language and style (humour, verbal irony, exaggeration, proverbs, and contracted forms) in a given prose excerpt.
Explain how a specific element of language or style contributes to the meaning of a passage, using evidence from the text.
Discuss in mixed-ability groups how suspense is created through pacing, red herrings, atmosphere, and high stakes in a short excerpt.
Use academic language respectfully when responding to the ideas of others during group discussions.
Write a short paragraph analysing how one element of style affects the reader’s understanding of a character or situation.

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Curriculum details

Strand: Prose (Strand 2)
Sub-strand: Knowing Your Narrative Elements (2.1)
Content standard: 1.2.1.CS.2 - Demonstrate understanding of how novelists use elements of prose to create stories 1.2.1.LO.1 Establish meaning by exploring a variety of prose fictional texts for pleasure. 1.2.1.LO.2 Analyse the author's creation of elements of prose. 1.2.1.LO.3 Analyse authors choice of language and style in prose fictional texts to create effect.
Indicator: 1.2.1.LI.4 - Discuss how the elements of language and style enhance meaning in fictional texts
Suggested placement: Semester 1, Week 9 (Week 9 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.
Curriculum reference: NaCCA curriculum document, p. 36

Exemplars (from the NaCCA curriculum)

Group/Collaborative Learning:

- In different task groups (mixed-ability/gender) discuss language devices such as humour, verbal irony, exaggerations, proverbs and contracted forms in texts. This activity will help learners communicate effectively and meaningfully in English Language and to value and work in favour of a democratic and inclusive atmosphere.

- In different task groups (mixed ability/gender) adopt collaborative learning and Inquiry-based learning to explore how the use of humour and suspense in texts, films etc. contribute to meaning, while examining the conflict, the pacing, the red herrings (clues in the stories that mislead readers), the atmosphere and high stakes which accentuates the suspense. Inquiry-based learning will help learners develop critical thinking and an inquiry-based approach to continual learning.

Building on what others say:

- Group learners in mixed-ability/gender to use carousel activities to discuss the role of characters in the development of suspense.

- Learners must be conscious to use academic language as well as using ethically accepted verbal and non-verbal language and respect the opinions of others.

Assessment (1.2.1.AS.4). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning.

Teaching and Learning Resources:
- Selected excerpts and text lesson plans
- Literary Text Multi -sensorial classrooms online summaries
- Annotation guides
- Audio-visual resources
- Work sheets
- Writing templates or plans
- Audio versions of excerpts
- Video excerpts of tension-based or suspenseful plots