Appreciation · SHS2 Literature In English

Lesson notes

Learning Objectives

Indicator: 2.2.2.LI.1 - Discuss the steps of critiquing prose texts using strong and exhaustive textual evidence from both explicit and inferential material

By the end of the lesson, learners can:

List and explain the steps in critiquing a prose text, from initial reading to final judgment.
Differentiate between explicit and inferential textual evidence, giving at least two examples of each from a selected passage.
Discuss the steps of a critique guide by building on what others say, using sentence frames such as “I agree with… and I would add that…” or “I see it differently because…”
Identify at least three criteria for judging a prose text (for example, setting, plot, characterisation, theme, language use) and apply them to a short passage.
Support a personal response to a prose text with at least two pieces of textual evidence, one explicit and one inferential.

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Curriculum details

Strand: Prose (Strand 2)
Sub-strand: Appreciation (2.2)
Content standard: 2.2.2.CS.2 - Communicate personal and critical responses to narratives through different contextual factors. 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.1 - Discuss the steps of critiquing prose texts using strong and exhaustive textual evidence from both explicit and inferential material
Suggested placement: Semester 1, Week 11 (Week 11 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. 89

Exemplars (from the NaCCA curriculum)

Building on What Others Say:

- Follow a suggested guide to critique selected texts by building on what others say, e.g. Well-developed setting.

- Simple/complex plot

- Good convincing relatable characters e.g., not perfect, have flaws etc.

- Interesting/simple/complex plots

- Mood/tone/atmosphere

- Theme raises questions about life /society/nature etc.

- Good use of language/underuse/overuse of language devices etc.

- Learners take turns to build on what others say to promote unity and teamwork. Also, they respect different opinions from others.

Assessment (2.2.2.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning.

Teaching and Learning Resources:
- Selected/Prescribed texts or excerpt
- Summary Creator
- Essay plan format
- Critique essay template etc