SHS1 Literature In English · Semester 2 Week 7: Appreciation

Lesson notes

Learning Objectives

Indicator: 1.3.2.LI.4

By the end of the lesson, learners can:

Define theme and style in drama and distinguish between the two concepts using examples from level appropriate drama texts.
Explain how at least three key characters in a given drama text contribute to the development of the play’s theme.
Identify and discuss specific elements of style (such as diction, imagery, symbolism, and stage directions) used by a playwright to reinforce the theme.
Work collaboratively in mixed-ability groups to analyse assigned characters and present findings on how those characters reveal the play’s main concerns.
Respond critically to issues raised in a drama text, questioning norms and practices in a respectful, inclusive manner that avoids stereotyping.

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Curriculum details

Strand: Drama (Strand 3)
Sub-strand: Appreciation (3.2)
Content standard: 1.3.2.CS.2 - Demonstrate understanding between dramatic elements and dramatic devices in appreciating drama texts for effect. 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.4 - Apply the knowledge of theme and style to appreciate level appropriate drama texts
Suggested placement: Semester 2, Week 7 (Week 27 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. 57

Exemplars (from the NaCCA curriculum)

Task Based Learning:

- Have learners in groups (mixed-ability/gender) discuss characters in the development of the theme. Each group is assigned some characters to work on.

- Learners collaborate using ethically acceptable language to explore issues in a given text that create empathic effect.

- Learners avoid stereotyping and respect individuals' beliefs, religions and cultures as they discuss the concerns developed in the text by the author.

- Learners in this activity think critically to question norms and practices raised in the text and develop an inclusive way of organising their work for presentation.

Assessment (1.3.2.AS.4). 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:
- 3D Living pictures,
- Action clip
- Film and skits online/internet
- Varied level appropriate drama texts(both local and foreign)