Knowing Your… · SHS3 Literature In English

Lesson notes

Learning Objectives

Indicator: 3.3.1.LI.2 - Compare and contrast the different dramatic forms in varied texts

By the end of the lesson, learners can:

Identify at least four different dramatic forms (tragedy, comedy, melodrama, and tragicomedy) and state two distinguishing features of each.
Compare two dramatic texts from different forms using a comparison template that captures form, tone, character types, and plot structure.
Contrast how the same theme (for example, love, power, or greed) is handled differently in two dramatic forms.
Write a well-structured essay of at least three paragraphs that compares and contrasts two dramatic forms, supported by evidence from the texts studied.
Present their comparative analysis to the class, giving and receiving feedback using positive language.

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Curriculum details

Strand: Drama (Strand 3)
Sub-strand: Knowing Your Dramatic Elements (3.1)
Content standard: 3.3.1.CS.1 - Demonstrate knowledge and understanding of a variety of dramatic forms in analysing varied texts. 3.3.1.LO.1 Use knowledge in forms of drama in analysing varied texts
Indicator: 3.3.1.LI.2 - Compare and contrast the different dramatic forms in varied texts
Suggested placement: Semester 1, Week 17 (Week 17 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. 137

Exemplars (from the NaCCA curriculum)

Problem Based Learning

- Brainstorm the different forms of drama in a whole class activity.

- In mixed ability/gender-based groups compare and contrast dramatic forms in two texts. Occasional use of same sex groupings to encourage competitive learning practiced in mixed gender institutions.

- Groups present their findings in a well written essay.

- In group carousel activities, critique works to identify the best based on a template developed by the class.

- This is the beginning of creative performance. Introverts should be encouraged to try, however, allow those who are ready to present. Gender based groups can be used occasionally to encourage inclusivity in a healthy competition throughout the session.

- Relevant printables - Digital learning resources including video, audio, visuals, text, animations and images.

- Recordings

Assessment (3.3.1.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 4 Extended critical thinking and reasoning.

Teaching and Learning Resources:
- Relevant reading materials.
- Writing guide
- Radio and tv programs.
- Videos
- Apps and Softwares