From Narrative to Craft · SHS1 Literature In…

Lesson notes

Learning Objectives

Indicator: 1.2.3.LI.2 - Produce a narrative piece with the elements learnt (plot and setting)

By the end of the lesson, learners can:

Identify and label the five stages of plot (exposition, rising action, climax, falling action, resolution) in a given short narrative.
Distinguish between physical setting (time and place) and social setting (customs, beliefs, values) in sample story extracts.
Apply the process writing method (pre-writing, drafting, revising, editing, evaluating) to produce a draft short story with a clear plot structure and vivid setting.
Peer-review a group member’s draft using a simple story map template, giving constructive feedback on plot and setting.
Reflect on how setting and plot choices in their own writing connect to real-life Ghanaian experiences and cultural values.

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Curriculum details

Strand: Prose (Strand 2)
Sub-strand: From Narrative to Craft (2.3)
Content standard: 1.2.3.CS.1 - Exhibit creative writing skills by producing short stories useful for fictional prose. 1.2.3.LO.1 Adapt and create narrative pieces Experiential Learning.
Indicator: 1.2.3.LI.2 - Produce a narrative piece with the elements learnt (plot and setting)
Suggested placement: Semester 1, Week 14 (Week 14 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. 42

Exemplars (from the NaCCA curriculum)

Project-Based Learning:

- Learners watch videos/films of different cultural settings online to enhance their imagination.

- Learners by this activity will be digitally literate with strong understanding of ICT, connect meaningfully with varied cultures to develop cultural and global citizenship as well as be aware of personal biases and stereotypes.

- In groups/pairs, teacher guides learners to produce a draft of a short story on any selected theme to reflect life using the process writing method below: a) Pre-writing b) Drafting c) Revising d) Editing e) Evaluating the story map templates, etc.

- Learners in groups will learn to tolerate and be sensitive to each other's needs, use language ethically.

- Learners must be creative and original to show integrity and honesty.

Assessment (1.2.3.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning.
Level 2 Skills of conceptual understanding: ;

Teaching and Learning Resources:
- Digital writing templates
- Digital tools
- Videos on drama
- Films