Knowing Your… · SHS1 Literature In English

Lesson notes

Learning Objectives

Indicator: 1.2.1.LI.2 - Use the knowledge gained to examine how an author creates plot and setting.

By the end of the lesson, learners can:

Identify the five stages of plot structure (exposition, conflict, complication, climax, resolution) in a given prose excerpt.
Explain how an author orders events using linear chronology and why this matters for reader understanding.
Describe the components of setting (time, place, and social context) in a prose text.
Analyse how an author’s choices in plot and setting create tension, suspense, or mood in a passage.
Present a small-group analysis of plot and setting using a fishbone chart, citing evidence from the text.

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Curriculum details

Strand: Prose (Strand 2)
Sub-strand: Knowing Your Narrative Elements (2.1)
Content standard: 1.2.1.CS.2 - Demonstrate understanding of how novelists use elements of prose to create stories 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.2 - Use the knowledge gained to examine how an author creates plot and setting.
Suggested placement: Semester 1, Week 7 (Week 7 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:

indicator text - p.34 the learning indicator code is printed 1.1.2.1LI2; a spurious second segment (1) is printed between the year and the strand; normalised to 1.2.1.LI.2, which is the code every other row of this content standard prints
exemplars - p.34 the assessment code is printed 1.1.2.1AS2; a spurious second segment (1) is printed between the year and the strand; normalised to 1.2.1.AS.2
Curriculum reference: NaCCA curriculum document, p. 34

Exemplars (from the NaCCA curriculum)

Building on What Others Say: Have learners brainstorm in task-based groups to present the following orally or in written form.

- Plot structure - beginning, middle, end or exposition, conflict, complication, climax and resolution with fishbone charts.

- Linear chronology in plot.

- Setting-time, place, context, etc.

- Learners learn to communicate using verbal or non-verbal academic language which is ethically acceptable.

- Have learners critique others' work to learn from them and show tolerance in discussions.

Assessment (1.2.1.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning.

Teaching and Learning Resources:
- Selected excerpts and text lesson plans
- Literary Text Multi -sensorial classrooms online summaries
- Annotation guides
- Audio-visual resources
- Work sheets
- Writing templates or plans
- Audio versions of excerpts
- Video excerpts of tension-based or suspenseful plots