General Knowledge in… · SHS1 Literature In English

Lesson notes

Learning Objectives

Indicator: 1.1.1.LI.1 - Explain the concepts, types and importance of literature.

By the end of the lesson, learners can:

Define literature in their own words and explain the idea that “literature is life” using examples from a skit, film, or song shown in class.
Identify at least two types of literature (oral and written) and give one example of each from their own experience or community.
State at least three importance of literature to individuals and society, with reference to the texts discussed in class.
Use appropriate academic language to express opinions about characters, settings, and issues in a short skit or film during group discussion and presentation.
Recognise that literature mirrors real-life situations by matching events from a text to situations in their own lives or communities.

This lesson opens the SHS1 Literature-in-English course and establishes foundational knowledge of what literature is, its types, and why it matters. It deliberately stops short of differentiating between oral and written literature in detail, since that is covered in the next lesson (1.1.1.LI.2).

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Curriculum details

Strand: Exploring Literature (Strand 1)
Sub-strand: General Knowledge in Literature (1.1)
Content standard: 1.1.1.CS.1 - Demonstrate understanding and interest in Literature-in-English and make meaningful connections to text and life. 1.1.1.LO.1 Use knowledge and understanding of concepts, types, importance of literature and literary genres in relation to oral and written literature. 1.1.1.LO.2 Use varied literary tools for analysing texts for pleasure to create love and interest in literature
Indicator: 1.1.1.LI.1 - Explain the concepts, types and importance of literature.
Suggested placement: Semester 1, Week 1 (Week 1 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:

content standard text - p.26 the content standard code is printed 1.1.1CS.1; a separator is missing; normalised to 1.1.1.CS.1
Curriculum reference: NaCCA curriculum document, p. 26

Exemplars (from the NaCCA curriculum)

Brainstorming/Talk for Learning; Think-Pair-Share:

- Share different materials, e.g., leaflets, manuals, textbooks on different subjects. Learners brainstorm to identify these as examples of Literature.

- Through brainstorming, learners in groups discuss the different meanings of literature to arrive at the meaning "literature is Life." Following this procedure: 1. Show a short skit, drama or film. 2. Guide learners to identify the issues in the skit, drama, film, songs, etc. e.g., who are the characters? What are the places mentioned in the skit? What roles do the characters play in the skit? Is the skit showing a real-life situation? 3. Let learners relate their answers to real life situations to arrive at the meaning of literature as life.

- Learners talk about characters, character traits, setting and issues in skits or films to establish connection to real life issues and draw conclusions to confirm 'literature as life'. Learners use language for academic purposes to develop confidence in communication.

- Based on the presentations, learners discuss the types of literature and its importance. Have them work in groups to enhance teamwork. Learners respect others' opinions and embrace diversity.

- Learners must use ethically acceptable language for academic purposes.

Assessment (1.1.1.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning.

Teaching and Learning Resources:
- Leaflets, short stories,
- Films
- Skits
- Songs
- Poems
- Online
- texts etc..