Appreciation · SHS1 Literature In English

Lesson notes

Learning Objectives

Indicator: 1.3.2.LI.3 - Discuss the use of dramatic devices in different appropriate drama texts

By the end of the lesson, learners can:

Define at least five common dramatic devices (dramatic irony, soliloquy, aside, flashback, foreshadowing, suspense, and comic relief) and distinguish one from another using examples drawn from drama texts they have already studied in this semester.
Identify and label the dramatic devices used in short extracts from both Ghanaian and foreign plays, citing textual evidence for each identification.
Explain, in small group discussions, how a chosen dramatic device creates a specific effect on the audience (such as building tension, creating humour, or revealing character), using subject-specific academic language.
Compare and contrast the use of the same dramatic device in two different drama texts, articulating how the device works differently depending on the context of the play.
Present a brief group analysis to the class, demonstrating confident verbal and non-verbal communication while respecting and responding to the opinions of other groups.

Sign in with your phone number to read the full note and download the GES plan - free.

Sign in with phone number

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.3 - Discuss the use of dramatic devices in different 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)

Group work/collaborative learning:

- In different task groups learners review knowledge on dramatic devices. Learners present their information to the class.

- In groups (mixed-ability/gender) learners explore the use of dramatic devices in varied drama texts.

- Learners communicate verbally and non-verbally confidently and effectively using subject specific academic language.

- In group discussions learners are encouraged to be conscious of the sensitivities of others and respect their opinions.

Assessment (1.3.2.AS.3). The document marks these depth-of-knowledge levels for this indicator: Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning.
Level 2 Skills of conceptual understanding: Level 3 Strategic reasoning

Teaching and Learning Resources:
- 3D Living pictures,
- Action clip
- Film and skits online/internet
- Varied level appropriate drama texts(both local and foreign)