Appreciation · SHS3 Literature In English

Lesson notes

Learning Objectives

Indicator: 3.2.2.LI.3 - Examine the significance of some of the literary devices in appreciating their prescribed text

By the end of the lesson, learners can:

Define at least six literary devices (foil, parallelism, diction, mood, foreshadowing, in media res, dramatic irony, vignette, flashback) and identify them in excerpts from their prescribed text.
Explain the significance of a literary device by stating what it reveals about character, plot, theme, or the reader’s experience.
Compare how two different devices work together to create meaning in a given passage.
Respond to a small group discussion by building on a classmate’s observation about a device, using sentence frames such as “I agree with that point, and I would add…” or “That connects to what we saw earlier when…”
Write a short analytical paragraph showing how one literary device contributes to the appreciation of their prescribed text.

Sign in with your phone number to read the full note and download the GES plan - free.

Sign in with phone number

Curriculum details

Strand: Prose (Strand 2)
Sub-strand: Appreciation (2.2)
Content standard: 3.2.2.CS.1 - Demonstrate knowledge and understanding of the elements of prose and literary devices in analysing varied prose texts. 3.2.2.LO.1 Use the knowledge of elements and literary devices in analysing selected texts. 3.2.2.LO.2 Communicate personal and critical responses to narratives through different perspectives.
Indicator: 3.2.2.LI.3 - Examine the significance of some of the literary devices in appreciating their prescribed text
Suggested placement: Semester 1, Week 5 (Week 5 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. 128

Exemplars (from the NaCCA curriculum)

Talk for Learning/Building on What Others Say:

- Learners discuss the significance of foil, parallelism, diction, mood, foreshadow, in media res, dramatic irony, vignette, flashback, etc. in chapters, excerpts or full texts by following the following processes

Assessment (3.2.2.AS.3). 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:
- Lesson plans
- Literary Texts,
- Multi-sensorial classrooms
- online summaries
- annotation guides
- Biographies
- Autobiographies
- audio-visual resources
- Worksheets
- writing templates or plans
- comparison charts etc
- Selected prescribed texts or excerpts, summary creator, critique essay template, essay plan format, etc.
- Internet resources