SHS3 Literature In English · Semester 1 Week 1: Knowing Your Elements

Lesson notes

Learning Objectives

Indicator: 3.2.1.LI.1 - Discuss the significance of contexts of texts in shaping the texts’ main concerns.

By the end of the lesson, learners can:

Define the four main types of context (social, cultural, political, historical) and explain how each shapes a text’s meaning.
Identify contextual clues in a given prose passage and link them to the text’s main concerns or themes.
Discuss in small groups how their own social, ethnic, and economic backgrounds influence the way they interpret a text.
Explain, with at least one example each, how the context of a text’s production differs from the context of its reception by readers.
Present a brief oral or written analysis showing how a specific context shapes the main concern of a selected prose text.

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Curriculum details

Strand: Prose (Strand 2)
Sub-strand: Knowing Your Elements (2.1)
Content standard: 3.2.1.CS.1 - Demonstrate knowledge and understanding in prose elements in interpreting varied prose texts. 3.2.1.LO.1 Apply the knowledge of the elements of prose in interpreting varied texts.
Indicator: 3.2.1.LI.1 - Discuss the significance of contexts of texts in shaping the texts' main concerns.
Suggested placement: Semester 1, Week 1 (Week 1 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. 123

Exemplars (from the NaCCA curriculum)

Experiential Learning:

- Review knowledge on structure of fiction, nonfiction and style. Learners in groups, discuss different prose texts and styles. Learners present their findings.

- In groups discuss a variety of contexts (social, cultural. political etc.) in identifying themes, characters and style as building blocks of prose which can be broken apart and examined individually to give a deeper meaning into the text drawing on learners' social, ethnic, economic etc. backgrounds.

- In groups, review elements such as setting, symbolism, plot, etc using a variety of creative and innovative ways to cater for individual needs.

- Explain the processes of comparing or contrasting different texts; consider the choice of words, read and reread full texts or portions whilst taking notes-listing themes side by side, determining main/central themes, and looking for other works with similar themes.

- Learners will learn to work in teams to develop empathy to make others feel belonged.

Assessment (3.2.1.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:
- Lesson plans
- Literary Texts
- Online summaries
- Annotation guides
- Internet resources
- Biographies
- Autobiographies
- Worksheets
- Writing templates or plans