SHS2 Literature In English · Semester 1 Week 3: Knowing Your Elements

Lesson notes

Learning Objectives

Indicator: 2.2.1.LI.1 - Discuss the development of themes throughout the selected prose texts

By the end of the lesson, learners can:

Define theme and distinguish it from subject or topic, using examples from texts read in Weeks 1 and 2.
Trace the development of a theme across the beginning, middle and end of a selected prose text, citing specific evidence from the text.
Explain how an author’s choice of setting, character actions and dialogue contribute to the gradual development of a theme.
Work in pairs to present a short analysis of how one theme develops in a given passage, building on the contributions of others.
Connect a theme from a selected text to their own experiences or contemporary Ghanaian life, showing how themes speak beyond the page.

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Curriculum details

Strand: Prose (Strand 2)
Sub-strand: Knowing Your Elements (2.1)
Content standard: 2.2.1.CS.2 - Demonstrate knowledge of how authors apply style and themes in their creative works. 2.2.1.LO.1 Establish meaning by exploring a variety of non-fiction prose texts. 2.2.1.LO.2 Analyse the author's use of themes and style to create works.
Indicator: 2.2.1.LI.1 - Discuss the development of themes throughout the selected prose texts
Suggested placement: Semester 1, Week 3 (Week 3 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.
Source document note: The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:

content standard text - p.83 the content standard code is printed 2.1.1.CS.2, which names strand 1 sub-strand 1, inside a table headed Strand 2 / Sub-Strand 1 whose learning indicators, assessments and learning outcomes all read 2.2.1; the row is filed by the printed section and the code is transcribed as printed
content standard text - p.79 the learning outcome code is printed 2.2.1.LO1; a separator is missing; normalised to 2.2.1.LO.1
content standard text - p.80 the learning outcome code is printed 2.2.1.LO2; a separator is missing; normalised to 2.2.1.LO.2
indicator text - p.83: the Content Standards column prints 2.1.1.CS.2, but this block's own indicators and assessments are 2.2.1.LI.1 to LI.4 and 2.2.1.AS.1 to AS.4, its sub-strand column reads 2.1, its sub-strand name is the same KNOWING YOUR ELEMENTS as the preceding block, and that block prints 2.2.1.CS.1 on printed p.82. Filed as 2.2.1.CS.2, which was free; the standard code is the only token in the block that says strand 1
Curriculum reference: NaCCA curriculum document, p. 83

Exemplars (from the NaCCA curriculum)

Initiating Talk for Learning:

- Through annotated texts, teachers initiate discussions using building on what others say to make learners construct meaning from the setting and atmosphere created by the author(e.g., use of description of places, weather, sounds, smells and relevant details) by building on each other's sensorial capabilities.

- Learners should be conscious of the sensitivities of others and use ethically acceptable language.

- Learners in pairs present their work to whole class.

Assessment (2.2.1.AS.1). 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:
- Internet resources such as videos
- Podcast of interviews
- Tv interviews worksheets
- Writing templates or plans
- Comparison charts etc.