Appreciation · SHS1 Literature In English

Lesson notes

Learning Objectives

Indicator: 1.3.2.LI.2 - Discuss the effects of the elements of style on drama texts

By the end of the lesson, learners can:

Define the elements of style in drama and list at least five of them (diction, imagery, symbolism, irony, tone, mood, foreshadowing).
Explain how an author’s choice of diction and imagery shapes the atmosphere of a dramatic scene.
Analyse a short dramatic passage and identify at least two elements of style, explaining the effect each creates.
Discuss in mixed groups how style choices (such as symbolism or irony) contribute to the overall meaning or effect of a drama text.
Present a group analysis of a scene, using appropriate literary language, and critique another group’s views respectfully.

This lesson builds on learners’ earlier work in Weeks 1 and 2 (plot, setting and characters) and Week 5 (themes). It extends this knowledge by focusing on the elements of style, which the learner will apply alongside themes in Week 7.

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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.2 - Discuss the effects of the elements of style on drama texts
Suggested placement: Semester 2, Week 6 (Week 26 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)

Building on What Others Say:

- Brainstorm to elicit knowledge on elements of style.

- Learners will use language of Literature for this academic activity. They will communicate effectively and confidently.

- In groups (mixed ability/gender) learners discuss the effects of elements of style in given texts.

- Groups work as they respect individual differences, beliefs and opinions and reflect to present their information for others to critique.

Assessment (1.3.2.AS.2). 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)