Appreciation · SHS3 Literature In English

Lesson notes

Learning Objectives

Indicator: 3.2.2.LI.6 - Apply knowledge of elements of prose and literary devices in critiquing varied prose texts

By the end of the lesson, learners can:

Identify and annotate key elements of prose and literary devices in a given passage from their prescribed text or a short extract.
Formulate a clear thesis statement that presents a personal critical response to a prose text.
Develop coherent critique paragraphs using the PEE (Point, Evidence, Explanation) format, with one idea per paragraph and clear topic sentences.
Write a concluding paragraph that summarises main points, makes a final judgement, and refers back to the thesis statement.
Give and receive constructive feedback on peer critique essays, showing respect for diverse interpretations.

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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.6 - Apply knowledge of elements of prose and literary devices in critiquing varied prose texts
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.
Curriculum reference: NaCCA curriculum document, p. 129

Exemplars (from the NaCCA curriculum)

Structuring Talk for Learning:

- Through the use of KWL chart, mind maps, etc., learners brainstorm on ideas from text to discuss the following: o Mood/tone/atmosphere o Theme raises questions about life /society/nature etc. o Good use of language/underuse/overuse of language devices.

Structuring Talk for Learning: This will apply concept/mind mapping, participatory feedback etc., to develop and write critique essays. Writing guides may be provided through the processes of critical reading, analysing the text and developing a draft. e.g., with the aid of a template, collate the following information and develop: a) Read and Annotate-author's world, some literary devices etc, some thematic statements, some emotions, feelings, ideas etc., that the writer projects. b) Write summaries/paraphrases or synopsis etc. c) Identify related ideas d) Analysing-your personal responses to the ideas e) Evidence of the personal responses

Drafting/Writing a) Evidence of the personal responses b) Writing thesis statement/response to essay prompt c) Using the PEE format to develop paragraphs, assigning one idea to one paragraph, with clear topic sentences d) Develop a concluding paragraph to provide a final judgement, summarise main points and refer back to thesis/essay prompt Learners think critically and apply knowledge creatively. They show empathy and respect.

Assessment (3.2.2.AS.6). The document marks these depth-of-knowledge levels for this indicator: 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