Knowing Your… · SHS1 Literature In English

Lesson notes

Learning Objectives

Indicator: 1.2.1.LI.2 - Make a distinction between a variety of prose fiction texts.

By the end of the lesson, learners can:

Define short story, novella, novel, fable, parable, myth, legend, allegory and fantasy in their own words.
Identify the distinguishing features (length, complexity, plot structure, character development, purpose) of at least five different prose fiction sub-genres.
Categorise given prose fiction texts into their appropriate sub-genres, providing reasons for their classification.
Compare and contrast two different prose fiction texts, explaining how their features differ based on sub-genre.
Work collaboratively in mixed-ability groups to select, categorise and present examples of prose fiction texts from online and local sources.

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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.2 - Make a distinction between a variety of prose fiction texts.
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.
Curriculum reference: NaCCA curriculum document, p. 32

Exemplars (from the NaCCA curriculum)

ICT Learning:

- In groups (mixed ability/gender), identify stories with varied themes online and share with other groups. This activity should give learners the opportunity to enhance their digital skills even as they play their roles in the team.

- In mixed ability groups, apply the knowledge on features in categorising the examples selected. Learners learn to develop participatory problem-solving skills.

- Share examples with other groups to critique. They do this by critically thinking of their inputs to get the right information and examples.

N.B: This helps to recognise the different learning styles of learners and create visual, auditory and kinaesthetic activities and learning opportunities.

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:
- 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