SHS1 Literature In English · Semester 1 Week 10: Appreciation

Lesson notes

Learning Objectives

Indicator: 1.2.2.LI.1 - Establish the relationship between context and setting

By the end of the lesson, learners can:

Define context and setting in prose fiction, and state the difference between the two concepts.
Identify the social, historical, cultural and political context of a given prose text from clues in the passage.
Explain how an author’s background (personal context) influences the setting they create in a text.
Analyse, in small groups, how a specific setting reflects the context in which a text was written, using evidence from the text.
Present group findings orally, using ethically acceptable and respectful language, and give constructive feedback to other groups.

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Curriculum details

Strand: Prose (Strand 2)
Sub-strand: Appreciation (2.2)
Content standard: 1.2.2.CS.1 - Demonstrate knowledge and understanding in diversity in contexts, plots and settings as tools for interpreting narrative texts. 1.2.2.LO.1 Apply the knowledge of aspects of context, plot structures and setting in interpreting the text.
Indicator: 1.2.2.LI.1 - Establish the relationship between context and setting
Suggested placement: Semester 1, Week 10 (Week 10 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. 38

Exemplars (from the NaCCA curriculum)

Talk for learning /Brainstorm:

- In mixed-ability and gender groups, look for background information on the author through the use of ICT.

- In mixed ability and gender groups, discuss an author's development of setting and its effect on the text.

- Groups present their findings for feedback. In groups learners will learn from others to understand and respect the needs, perspectives and actions of others. In working with others, the learners should use ethically acceptable language in communicating their ideas.

- Discussing the development of the effect of setting on text will enable them develop critical thinking skills.

Assessment (1.2.2.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 3 Strategic reasoning.

Teaching and Learning Resources:
- Selected Texts
- Autobiographies
- Films
- Audio-visual materials