SHS2 Literature In English · Semester 2 Week 2: Appreciation

Lesson notes

Learning Objectives

Indicator: 2.3.2.LI.4 - Appreciate drama texts that reflect diverse context and concerns

By the end of the lesson, learners can:

Identify the specific cultural, social, historical, or geographical context of a given drama text and explain how that context shapes the characters’ actions and concerns.
Compare how two drama texts from different contexts (e.g., a Ghanaian play and a foreign play) treat a similar concern, such as family honour, corruption, or the clash between tradition and modernity.
Apply the 5 Whys strategy to trace a central concern in a drama text to its root cause within the society depicted.
Write a short critical paragraph appreciating a drama text by linking its context to its central concerns, using relevant textual evidence.
Respectfully critique a peer’s paragraph using a provided template, offering constructive feedback in academic language.

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Curriculum details

Strand: Drama (Strand 3)
Sub-strand: Appreciation (3.2)
Content standard: 2.3.2.CS.1 - Demonstrate knowledge and understanding of tools of appreciation in analysing varied dramatic texts. 2.3.2.LO.1 Use the dramatic tools to appreciate varied drama texts.
Indicator: 2.3.2.LI.4 - Appreciate drama texts that reflect diverse context and concerns
Suggested placement: Semester 2, Week 2 (Week 22 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. 100

Exemplars (from the NaCCA curriculum)

Inquiry-Based Learning:

- 5 Whys strategy is an inquiry-based model to help learners engage with the problem.

- Discuss the use of the devices in the development of characterisation in selected drama text.

- Identify and analyse the use of aside and soliloquy in the development of themes.

- Learners individually critique their own work using the guide.

- In groups/individual learning explore how themes and style are developed in a selected text.

- Individual works are critiqued based on a template to guide learners and monitor their progress. Learners think critically to apply knowledge and skills as they work showing respect by using academic language.

Assessment (2.3.2.AS.4). The document marks these depth-of-knowledge levels for this indicator: 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)