Knowing Your… · SHS1 Literature In English

Lesson notes

Learning Objectives

Indicator: 1.2.1.LI.3 - Establish the purposes and appeal of a variety of prose texts.

By the end of the lesson, learners can:

State at least five distinct purposes for which people read prose fictional texts, supporting each with a reason.
Explain how the appeal of a prose text (such as its characters, plot, or setting) connects to a specific purpose for reading.
Analyse a short prose passage and identify which purposes it might serve for different kinds of readers.
Justify, in a short paragraph, their personal reason for reading a chosen prose text, using academic language such as “pleasure,” “empathy,” “moral instruction,” or “escapism.”
Evaluate how the same text can appeal to different readers for different purposes, showing awareness of diverse perspectives.

Sign in with your phone number to read the full note and download the GES plan - free.

Sign in with phone number

Curriculum details

Strand: Prose (Strand 2)
Sub-strand: Knowing Your Narrative Elements (2.1)
Content standard: 1.2.1.CS.1 - Demonstrate knowledge and understanding of a variety of prose fictional texts. 1.2.1.LO.1 Establish meaning by exploring a variety of prose fictional texts for pleasure. 1.2.1.LO.2 Analyse the author's creation of elements of prose. 1.2.1.LO.3 Analyse authors choice of language and style in prose fictional texts to create effect.
Indicator: 1.2.1.LI.3 - Establish the purposes and appeal of a variety of prose texts.
Suggested placement: Semester 1, Week 6 (Week 6 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. 33

Exemplars (from the NaCCA curriculum)

- Use shared reading activities in groups (mixed ability/gender) to identify some common narrative devices e.g., tone, point of view in carousel activities.

- Using pyramid grouping, learners come out with purposes of reading. e.g., for pleasure, empathy, moral value, etc. Learners by this activity will develop their critical thinking skills and learn to understand, relate to and be sensitive to others. They will communicate using academic language.

Century and GESI

Assessment (1.2.1.AS.3). The document marks these depth-of-knowledge levels for this indicator: Level 4 Extended critical thinking and reasoning.

Teaching and Learning Resources:
- Lesson plans
- Multi-sensorial classrooms (using different teaching strategies to meet different learning styles, e.g., kinaesthetic)
- Online summaries
- Annotation guides
- Audio-visual resources
- Work sheets
- Writing templates or plans etc.
- Literary texts