From Narrative to Craft · SHS3 Literature In…

Lesson notes

Learning Objectives

Indicator: 3.2.3.LI.3 - Apply their knowledge of appropriate metalanguage and prose-specific conventions to review or create their own narrative pieces

By the end of the lesson, learners can:

Identify and define at least six prose-specific metalanguage terms (e.g., narrator, point of view, dialogue, characterization, setting, plot) and apply them correctly when discussing narrative texts.
Analyse a short narrative passage and annotate it using appropriate metalanguage to show understanding of how prose conventions create meaning.
Review a peer’s narrative draft using prose-specific conventions and provide constructive, specific feedback that names the conventions at work.
Create an original short narrative piece (300 to 400 words) that deliberately applies at least three prose-specific conventions such as narrator, dialogue, chapter division, or personification.
Justify the narrative choices made in their own writing by explaining how the chosen conventions serve the story’s purpose and effect.

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: From Narrative to Craft (2.3)
Content standard: 3.2.3.CS.1 - Demonstrate understanding of the use of writing and dialoguing skills to creatively construct essays and narrative pieces. 3.2.3.LO.1 Create, construct and communicate clear, organised and coherent arguments, essays and fictional narratives.
Indicator: 3.2.3.LI.3 - Apply their knowledge of appropriate metalanguage and prose-specific conventions to review or create their own narrative pieces
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.
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.133 the learning indicator code is printed 3.1.2.3LI3; a spurious second segment (1) is printed between the year and the strand; normalised to 3.2.3.LI.3, which is the code every other row of this content standard prints
exemplars - p.133 the assessment code is printed 3.1.2.3AS3; a spurious second segment (1) is printed between the year and the strand; normalised to 3.2.3.AS.3
Curriculum reference: NaCCA curriculum document, p. 133

Exemplars (from the NaCCA curriculum)

Project-Based Learning:

- Through brainstorming, teacher reviews the use of metalanguage appropriate for writing prose. e.g., run-on-lines, conversational language, personification etc and guide learners to identify such usages.

- Learners in groups (mixed ability/gender)revise some prose specific elements and review some creative works on their own.

- Learners create their own narrative pieces (short stories. novels etc.) using prose specific conventions such as chapters, narrator, etc. with the help of writing guides and templates.

- Learners allocate tasks between members and groups and recognise others that need help.

Assessment (3.2.3.AS.3). The document marks these depth-of-knowledge levels for this indicator: Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning.

Teaching and Learning Resources:
- Selected African and Non-African fictional texts
- Digital writing templates
- Videos
- Sample marked essays