SHS1 Literature In English · Semester 1, Week 19
Knowing Your Dramatic Elements
Lesson notes
Learning Objectives
Indicator: 1.3.1.LI.1 - Discuss the significance of setting to the development of selected drama texts
By the end of the lesson, learners can:
- Define setting in drama and distinguish between its physical, temporal, and social dimensions.
- Explain at least three ways setting contributes to the development of a drama text (mood, conflict, character, plot).
- Analyse a selected scene from the prescribed drama text and discuss how its setting shapes the meaning of that scene.
- Use appropriate academic language (atmosphere, milieu, foreshadowing, symbolic setting) when discussing setting in group presentations.
- Evaluate how a change in setting would alter the outcome of a key event in the prescribed drama text.
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Sign in with phone numberCurriculum details
- Strand
- Drama (Strand 3)
- Sub-strand
- Knowing Your Dramatic Elements (3.1)
- Content standard
- 1.3.1.CS.2 - 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.1 - Discuss the significance of setting to the development of selected drama texts
- Suggested placement
-
Semester 1, Week 19
(Week 19 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. 49
Exemplars (from the NaCCA curriculum)
Experiential Learning: - Learners watch a film to identify the conflicts. - Learners in small groups (mixed-ability/gender), apply the knowledge gained, in explaining how conflicts move the plot forward. In their discussions, learners learn to manage or avoid personal biases and cultural stereotyping, to connect meaningfully with the text. - Groups present their work while teacher guides learners with questions to critique the presentations. The ability to question opinions, reflect on perceptions and actions of others will help learners develop critical thinking skills. Problem Based Learning: - Learners discuss the effect of plot on the prescribed drama text. - Teacher guides the discussion with questions as learners think-pair-share to contribute ideas. - Learners will develop critical thinking skills as they find answers to the questions to explore the effect of plot on the prescribed text. - Encourage learners to use academic language effectively. Century Skills and Competencies, and GESI Assessment (1.3.1.AS.1). 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: - Textbook - Films - Skits/Drama - Templates