SHS3 English Language · Semester 2, Week 9
Production and Distribution of text
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Notes for this lesson are being prepared. The curriculum details below are complete and ready to use for your planning.
Curriculum details
- Strand
- Writing (Strand 4)
- Sub-strand
- Production and Distribution of text (4.1)
- Content standard
- 3.4.1.CS.1 - Create different paragraphs within a composition on a given topic. 3.4.1.LO.1 Compose paragraphs with varying content related to a specific subject.
- Indicator
- 3.4.1.LI.1 - Consolidate the knowledge and skill in composing paragraphs on selected topics.
- Suggested placement
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Semester 2, Week 9
(Week 29 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
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The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:
- sub strand name - p.202: this sub-strand heading is set in sentence case, "1. Production and Distribution of text", where every other sub-strand heading in the document is upper case and the year-1 and year-2 headings for the same sub-strand read "1. PRODUCTION AND DISTRIBUTION OF TEXT". Transcribed as printed
- Curriculum reference
- NaCCA curriculum document, p. 202
Exemplars (from the NaCCA curriculum)
Talk for Learning (TfL): - Learners, collaborating with one another in mixed ability groups examine sample materials (sample essay, passages from books, journals, sample texts from social media) and discuss the structure: i. Introductory paragraph containing: - Central Idea (for the essay) - Supporting sentences (to serve as topic sentences in the body paragraphs). ii. Body paragraphs (containing main ideas-topic sentences), iii. Concluding paragraph - Learners apply various useful strategies to compose their concluding paragraphs. Note: Learners use the appropriate linking words that show linearity, e.g. first, then, further, finally, ... Critical Thinking Skills: - Critical thinking entails analysis and evaluation. Therefore, learners acquire critical thinking and problem-solving skills as they analyse their topics and systematically organise their ideas to develop the plot structure of the story; the beginning, rising action, climax, falling action and conclusion. - Learners use devices such as metaphors, similes, personification, imagery, hyperbole, and alliteration to bring out the style of a narrative piece. - Learners use appropriate expressions to link ideas or sentences in a paragraph for coherence. E.g. besides, in addition, moreover, again, furthermore, etc. - Communication skills are acquired as learners share their ideas with peers and accept constructive feedback through communication and collaboration in order to achieve the basic required skills Individual Work: - Learners individually compose an introductory paragraph containing the following: i. Central idea (suitable for an essay) ii. Supporting sentences linked with appropriate cohesive devices (and, before, since, while, as, until etc., suitable background information and a conclusion. - Learners individually design story maps as guides and compose body paragraphs and concluding paragraphs. - Learners appreciate the value of respect for one another in their groups. Teaching and Learning Resources: - Sample essay, passages from books, journals, sample texts from social media, story map etc. Assessment (3.4.1.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning.