Knowing Your Elements · SHS2 Literature In English

Lesson notes

Learning Objectives

Indicator: 2.2.1.LI.2 - Discuss the development of style in the selected prose texts.

By the end of the lesson, learners can:

Define style in prose and identify at least four elements that contribute to an author’s style (word choice, sentence structure, figurative language, and tone).
Trace how an author’s style develops across a selected prose text, citing specific passages as evidence.
Compare the stylistic features of two different authors’ works and explain how each author’s choices shape the reader’s experience.
Discuss in small groups how style works together with theme to create atmosphere and meaning in a prose text.
Present a brief oral or written analysis showing how one element of style develops over the course of a chosen text.

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Curriculum details

Strand: Prose (Strand 2)
Sub-strand: Knowing Your Elements (2.1)
Content standard: 2.2.1.CS.2 - Demonstrate knowledge of how authors apply style and themes in their creative works. 2.2.1.LO.1 Establish meaning by exploring a variety of non-fiction prose texts. 2.2.1.LO.2 Analyse the author's use of themes and style to create works.
Indicator: 2.2.1.LI.2 - Discuss the development of style in the selected prose texts.
Suggested placement: Semester 1, Week 4 (Week 4 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.83 the content standard code is printed 2.1.1.CS.2, which names strand 1 sub-strand 1, inside a table headed Strand 2 / Sub-Strand 1 whose learning indicators, assessments and learning outcomes all read 2.2.1; the row is filed by the printed section and the code is transcribed as printed
content standard text - p.79 the learning outcome code is printed 2.2.1.LO1; a separator is missing; normalised to 2.2.1.LO.1
content standard text - p.80 the learning outcome code is printed 2.2.1.LO2; a separator is missing; normalised to 2.2.1.LO.2
indicator text - p.83: the Content Standards column prints 2.1.1.CS.2, but this block's own indicators and assessments are 2.2.1.LI.1 to LI.4 and 2.2.1.AS.1 to AS.4, its sub-strand column reads 2.1, its sub-strand name is the same KNOWING YOUR ELEMENTS as the preceding block, and that block prints 2.2.1.CS.1 on printed p.82. Filed as 2.2.1.CS.2, which was free; the standard code is the only token in the block that says strand 1
Curriculum reference: NaCCA curriculum document, p. 83

Exemplars (from the NaCCA curriculum)

Building on What Others say:

- Teacher leads learners to extend each other's knowledge through follow-up discussions on the theme and style creating the right ambiance and atmosphere of inclusivity.

- Learners select prose texts and explore the development of style for feedback.

Assessment (2.2.1.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding.
Level 3 Strategic reasoning: Explore the development of style in a selected text.

Teaching and Learning Resources:
- Internet resources such as videos
- Podcast of interviews
- Tv interviews worksheets
- Writing templates or plans
- Comparison charts etc.