LessonnotesGH

SHS1 Literature In English · Semester 1, Week 13

From Narrative to Craft

Lesson notes

Learning Objectives

Indicator: 1.2.3.LI.1 - Produce summaries of longer texts exhibiting different parts and types of plot structures.

By the end of the lesson, learners can:

  1. Identify the five parts of a plot structure (exposition, rising action, climax, falling action, resolution) in a given narrative.
  2. Distinguish between at least three types of plot structures (linear, episodic, and circular) by examining short stories.
  3. Produce a summary of a longer prose text that clearly reflects its plot structure, including key events from each plot part.
  4. Collaborate in mixed-ability groups to reflect on a story’s subject matter and present a summary using the language of literary analysis.
  5. Reflect on a selected story or plot and write an individual summary in a personal journal, demonstrating a grasp of the plot’s sequence.

This lesson positions learners to move from reading narratives to crafting their own pieces in Week 14, where they will produce a narrative with the elements learnt (plot and setting). The focus here is on understanding and summarising plot structures, not yet on writing original narratives.

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Curriculum details

Strand
Prose (Strand 2)
Sub-strand
From Narrative to Craft (2.3)
Content standard
1.2.3.CS.1 - Exhibit creative writing skills by producing short stories useful for fictional prose. 1.2.3.LO.1 Adapt and create narrative pieces Experiential Learning.
Indicator
1.2.3.LI.1 - Produce summaries of longer texts exhibiting different parts and types of plot structures.
Suggested placement
Semester 1, Week 13 (Week 13 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. 42

Exemplars (from the NaCCA curriculum) 

Collaborative Learning:

- In groups (mixed ability and gender), learners reflect on the subject matter of a story or plot as a model and make a journal for writing of its summaries.

- Learners share ideas and creatively present their summaries in specific literacy and language of literature in English.

Group Presentation:

- Groups share their findings for feedback. Presentation sessions will help learners use verbal and nonverbal language for academic purposes. Critiquing work for feedback is a critical thinking activity.

- Individual Work: Individuals reflect on the subject matter on a selected story or plot and write a summary in the learner's journal. This develops a learner who will continually evaluate and further motivate his/her actions.

Project-Based Learning: Let learners in groups or individually reconstruct narratives into other creative art forms such as dramatisations, animations, storytelling sessions, review blogs/vlogs, etc.

Assessment (1.2.3.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning.

Teaching and Learning Resources:
- Digital writing templates
- Digital tools
- Videos on drama
- Films
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