SHS1 Literature In English · Semester 2 Week 3: Appreciation

Lesson notes

Learning Objectives

Indicator: 1.3.2.LI.3 - Discuss the use of dramatic devices in different level appropriate drama texts.

By the end of the lesson, learners can:

Define at least six dramatic devices (soliloquy, aside, monologue, allusion, catharsis, comic relief, contrast) in their own words.
Identify dramatic devices in short extracts from level appropriate drama texts, both local and foreign.
Explain how a specific dramatic device contributes to the meaning or effect of a scene.
Work in small groups to sketch and perform a short drama piece that uses at least two dramatic devices, using appropriate academic language.
Give and receive constructive feedback on group presentations, respecting diverse views and opinions.

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Curriculum details

Strand: Drama (Strand 3)
Sub-strand: Appreciation (3.2)
Content standard: 1.3.2.CS.1 - Demonstrate knowledge and understanding of tools of appreciation in analySing varied drama texts. 1.3.2.LO.1 Interpret how plot, setting, and character contribute to the meaning of drama texts. 1.3.2.LO.2 Make a distinction between themes and style in appreciating drama texts for effect.
Indicator: 1.3.2.LI.3 - Discuss the use of dramatic devices in different level appropriate drama texts.
Suggested placement: Semester 2, Week 3 (Week 23 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. 55

Exemplars (from the NaCCA curriculum)

Problem Based Learning:

- Learners in task groups think critically to organise information to appropriately explain Dramatic Devices e.gs soliloquy, aside, monologue allusion, catharsis, comic relief, contrast etc.

- Learners in groups present their work for feedback to develop leadership and public speaking skills to be equipped with the necessary qualifications to gain access to further and higher education and the world of work and adult life.

- Learners in small groups use some of the dramatic devices to sketch short drama pieces to develop their creativity skills. In doing this they will be required to use academic language.

Assessment (1.3.2.AS.3). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning.

Teaching and Learning Resources:
- 3D Living pictures,
- Action clip
- Film and skits online/internet
- Varied level appropriate drama texts(both local and foreign)