Knowing Your… · SHS1 Literature In English

Lesson notes

Learning Objectives

Indicator: 1.3.1.LI.1 - Examine the different types of characters making distinction between direct and indirect characterisation in selected drama texts.

By the end of the lesson, learners can:

Identify at least four types of characters (protagonist, antagonist, round, flat, static, dynamic) in selected drama texts and films.
Define direct characterisation and indirect characterisation, giving one example of each from a familiar drama text.
Distinguish between direct and indirect characterisation by analysing how a character’s traits are revealed through speech, actions, appearance, and what others say about them.
Support their analysis of a character with textual evidence, explaining whether the characterisation is direct or indirect.
Discuss characters from Ghanaian drama texts and films without resorting to personal biases or stereotypes, showing respect for diverse perspectives.

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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.1 - Examine the different types of characters making distinction between direct and indirect characterisation in selected drama texts.
Suggested placement: Semester 1, Week 20 (Week 20 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)

Experiential Learning:

- Learners watch a popular film.

- Learners are guided with questions to explain who characters are and their purpose and roles in the drama.

- Learners discuss characters, avoiding personal biases and stereotyping while they develop cultural identity and global citizenship as they interact with varied texts.

Assessment (1.3.1.AS.1). The document marks these depth-of-knowledge levels for this indicator: 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