Knowing Your Elements · SHS2 Literature In English

Lesson notes

Learning Objectives

Indicator: 2.2.1.LI.3 - Discuss how authors use style to bring out themes in their works.

By the end of the lesson, learners can:

Define style and theme and explain the relationship between the two in a prose text.
Identify at least three stylistic devices (diction, imagery, point of view, sentence structure, symbolism, or tone) used by an author in an excerpt and connect each to the theme it reinforces.
Discuss, in mixed-ability groups, how an author’s choice of words and narrative voice develops a specific theme in a selected passage.
Present a short group analysis showing how one stylistic feature shapes the reader’s understanding of a theme, using precise literary language.
Apply the same analytical approach to a new excerpt independently, annotating stylistic features and explaining their effect on theme.

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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.3 - Discuss how authors use style to bring out themes in their works.
Suggested placement: Semester 1, Week 5 (Week 5 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)

Group work/collaborative learning:

- Learners are tasked to annotate excerpts of texts which depict the setting and atmosphere drawing on the issues of minority and disability; this will improve societal and religious tolerance.

- In groups (mixed-ability/gender) learners discuss how authors use style to develop themes in selected

- Groups present their work for colleagues to critique for feedback.

Assessment (2.2.1.AS.3). 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:
- Internet resources such as videos
- Podcast of interviews
- Tv interviews worksheets
- Writing templates or plans
- Comparison charts etc.