From Narrative to Craft · SHS3 Literature In…

Lesson notes

Learning Objectives

Indicator: 3.2.3.LI.2 - Use the PEE approach to develop and organise examination style essays

By the end of the lesson, learners can:

Define the PEE approach and identify its three components (Point, Evidence, Explanation) in sample marked essays.
Analyse marked learner essays to evaluate how effectively they respond to essay prompts through paragraphing and textual evidence.
Construct a well-organised PEE paragraph responding to an examination style essay prompt, using textual evidence from a studied text.
Distinguish between strong and weak PEE paragraphs by comparing how each handles point, evidence and explanation.
Collaborate in pairs and teams to peer-review PEE paragraphs, giving constructive feedback based on the PEE criteria.

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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.2 - Use the PEE approach to develop and organise examination style essays
Suggested placement: Semester 1, Week 13 (Week 13 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. 133

Exemplars (from the NaCCA curriculum)

Project-Based/Task-Based Learning:

- Analyse samples of marked learners' essays and identify how they respond to essay prompts and their organisation in relation to paragraphing and textual evidence.

- Learners practice writing sample paragraphs asking students to refer to the good and bad essays analysed through shared writing, scaffolding, four square activity etc.

- Teacher revises and highlights their knowledge of coherence to unify their essays.

- In a think pair share activity, learners make use of their annotations, paraphrases, summaries and quotations to support their discussions.

- Pair work helps learners express belongingness ,self-awareness and obedience in a team.

Assessment (3.2.3.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning.

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