Appreciation · SHS1 Literature In English

Lesson notes

Learning Objectives

Indicator: 1.3.2.LI.1 - Identify the use of plot, setting and characters in drama texts

By the end of the lesson, learners can:

Define plot, setting and character in their own words using examples from familiar Ghanaian stories and performances.
Identify the key elements of plot (exposition, rising action, climax, falling action, resolution) in a short drama excerpt or video clip.
Describe how setting creates atmosphere and influences the actions and choices of characters in a drama text.
Distinguish between major and minor characters, and between protagonist and antagonist, using evidence from a drama text.
Work collaboratively in task groups to identify and present plot, setting and character elements from a selected drama piece, using appropriate academic language.

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Curriculum details

Strand: Drama (Strand 3)
Sub-strand: Appreciation (3.2)
Content standard: 1.3.2.CS.1 - Demonstrate knowledge and understanding of tools of appreciation in analySing varied drama texts. 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.1 - Identify the use of plot, setting and characters in drama texts
Suggested placement: Semester 2, Week 1 (Week 21 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. 54

Exemplars (from the NaCCA curriculum)

Experiential Learning

- Have learners watch a drama piece to review the knowledge on elements of drama e.g., plot, setting and character.

- In task groups, learners brainstorm and discuss the importance of plot, setting and characterisation. This activity should guide learners to be conscious of teamwork, inclusivity and use of appropriate language.

- Learners in different task groups discuss the effects of setting and atmosphere on a drama piece.

- Learners go on Gallery walk to critique each other's work. Critiquing develops critical thinking, but learners must do these respecting individual opinions through using academic and ethically acceptable language.

- Teacher guides learners to analyse the importance of plot, setting and character in selected texts.

- The relevance of Dramatic Devices egs, soliloquy, aside, monologue, allusion, catharsis, comic relief, contrast.

- Learners use some of the dramatic devices to sketch a short drama piece.

- Learners share their work and critique to collectively develop and implement the innovations to review and publish.

Assessment (1.3.2.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning.
Level 1 Recall: Identify differences between plot and setting in drama.

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