Knowing Your… · SHS1 Literature In English

Lesson notes

Learning Objectives

Indicator: 1.3.1.LI.2 - Analyse similarities and differences between characters in relation to their actions and decisions.

By the end of the lesson, learners can:

Identify the actions and decisions of at least three characters from a selected drama text or film excerpt.
Compare and contrast two characters by examining what their actions and decisions reveal about their values, motivations, and personalities.
Analyse how a character’s decisions in one scene influence the actions of other characters in the same drama.
Discuss characters’ similarities and differences without resorting to cultural or gender stereotyping, using evidence from the text to support their views.
Present their analysis using academic and ethically acceptable verbal and non-verbal language during a pyramid discussion.

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Curriculum details

Strand: Drama (Strand 3)
Sub-strand: Knowing Your Dramatic Elements (3.1)
Content standard: 1.3.1.CS.3 - Demonstrate understanding of the contribution of setting in dramatic texts 1.3.1.LO.1 Discuss the contribution of plot to the meaning of dramatic texts. 1.3.1.LO.2 Discuss the contribution of setting in dramatic texts. 1.3.1.LO.3 Discuss Characterisation in dramatic texts.
Indicator: 1.3.1.LI.2 - Analyse similarities and differences between characters in relation to their actions and decisions.
Suggested placement: Semester 2, Week 1 (Week 21 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. 50

Exemplars (from the NaCCA curriculum)

Building on What others Say:

- Learners discuss the actions and decisions of the different types of characters in drama/film.

- Learners do this, avoiding personal biases and cultural/gender stereotyping.

Experiential Learning:

- Show a short drama.

- Learners in groups discuss characters' attitudes, emotions, and identities in relation to their roles. They connect meaningfully with texts and embrace diversity and practise inclusion even as they imbibe the positive attitudes and manage their emotions.

- Teacher designs questions to guide learners engage in a structured discussion.

Building on What Others Say:

- Teacher uses the pyramid discussion to get learners to discuss how characterisation is achieved through the writer's craft. Learners use academic, ethically acceptable verbal and non-verbal language.

- Learners connect the learnt elements to make distinctions between direct and indirect characterisation in level appropriate texts .

- Learners develop critical thinking skills as they connect knowledge on elements to explore characterisation as well as connecting meaningfully to develop cultural identity and global citizenship in texts.

Assessment (1.3.1.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning.

Teaching and Learning Resources:
- Textbooks
- Films
- Skits/Drama
- Templates
- Creative works by learners
- Laptops and projector