Appreciation · SHS2 Literature In English

Lesson notes

Learning Objectives

Indicator: 2.2.2.LI.2 - Discuss the different aspects of style authors use in creating their works

By the end of the lesson, learners can:

Define style in prose and list at least four aspects of style an author may use.
Identify the narrative voice (first person, third person limited, third person omniscient) in passages from the selected text.
Recognise and explain the effect of an author’s word choice, sentence structure, figurative language, and dialogue on the meaning of a passage.
Compare the narrative voices in two different passages or short extracts and evaluate which is more effective for revealing character.
Discuss, in small groups, how an author’s style shapes the reader’s understanding of a theme in the selected text, using at least one piece of textual evidence.

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Curriculum details

Strand: Prose (Strand 2)
Sub-strand: Appreciation (2.2)
Content standard: 2.2.2.CS.1 - Demonstrate knowledge and understanding of diversity in themes and style as tools for interpreting narrative text. 2.2.2.LO.1 Apply the knowledge of themes and style in interpreting the selected texts. 2.2.2.LO.2 Apply knowledge of elements of prose in critiquing narrative/prose texts.
Indicator: 2.2.2.LI.2 - Discuss the different aspects of style authors use in creating their works
Suggested placement: Semester 1, Week 8 (Week 8 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: The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:

indicator text - p.88 the learning indicator code is printed 2..2.2.LI.2; a separator is doubled; normalised to 2.2.2.LI.2, which is the code every other row of this content standard prints
Curriculum reference: NaCCA curriculum document, p. 88

Exemplars (from the NaCCA curriculum)

Experiential Learning/Group Work

- In groups, identify the narrative voice in texts and evaluate them applying differentiated approaches under the guidance of the teacher.

- Assign model essays, videos or podcasts to read, watch and listen to identify the voice and also other narrative elements like chronology.

- Learners share their experiences and question each other's experiences.

Assessment (2.2.2.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning.

Teaching and Learning Resources:
- Selected Texts
- Autobiographies
- Films
- Audio-visual materials
- ICT Tools
- Novels