Appreciation · SHS1 Literature In English

Lesson notes

Learning Objectives

Indicator: 1.3.2.LI.1 - Explain how themes are developed to bring out the main concerns of drama texts

By the end of the lesson, learners can:

Define theme and state at least three ways a theme can be developed in a drama text (e.g., character actions, dialogue, plot events, symbolism).
Trace the development of one major theme in a given drama excerpt, citing at least two pieces of textual evidence.
Explain how the development of a theme connects to the main concern or message the playwright wishes to communicate.
Work collaboratively in mixed-gender groups to discuss and present findings on theme development using acceptable academic language.
Distinguish between a theme and the main concern of a drama text, using one local and one foreign play as examples.

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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.1 - Explain how themes are developed to bring out the main concerns of drama texts
Suggested placement: Semester 2, Week 5 (Week 25 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. 56

Exemplars (from the NaCCA curriculum)

Problem Based Learning:

- Learners in task groups (mixed/gender) review knowledge on theme and style.

- Learners then think critically as they explore themes and style in given texts. The groups discuss these using ethically acceptable academic language.

- In the discussion learners learn to accept opinions and cultural differences as they explore how themes and style are developed to bring out the concerns of selected drama texts.

- Groups present their information to develop presentation skills to help talented learners develop their talents.

Assessment (1.3.2.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 3 Strategic reasoning; 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)