Narrative, Drama, Poetry · SHS1 English Language

Lesson notes

Learning Objectives

Indicator: 1.5.1.LI.3 - Create monologues and dialogues in narratives and plays to make meaning.

By the end of the lesson, learners can:

Define monologue and dialogue and distinguish between the two devices in narratives and plays.
Identify monologues and dialogues in a given narrative or play excerpt and explain how each conveys meaning about a character or situation.
Create an original monologue for a character in a narrative that reveals the character’s feelings, motives or background.
Create an original dialogue between two or more characters in a play that advances a situation or conflict.
Perform a short monologue or dialogue in groups, using voice, tone and gesture to make the meaning clear to an audience.

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Curriculum details

Strand: Literature (Strand 5)
Sub-strand: Narrative, Drama, Poetry (5.1)
Content standard: 1.5.1.CS.1 - Demonstrate knowledge and understanding of how language of literary genres facilitates understanding of a text. 1.5.1.LO.1 Explore the meaning of literature 1.5.1.LO.2 Employ language to analyse a text for its meaning. 1.5.1.LO.3 Employ monologues and dialogues in texts. 1.5.1.LO.4 Traces the sequence of events in texts. 1.5.1.LO.5 Explore different themes in African poems.
Indicator: 1.5.1.LI.3 - Create monologues and dialogues in narratives and plays to make meaning.
Suggested placement: Semester 2, Week 17 (Week 37 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:

sub strand name - p.94: the three genres are listed in a different order each year - "NARRATIVE, DRAMA, POETRY" on printed p.87, "POETRY, NARRATIVE AND DRAMA" on printed p.156 and "NARRATIVE, POETRY AND DRAMA" on printed p.213 - against "Narrative, Drama, Poetry" in the scope-and-sequence. Transcribed as each page prints it
Curriculum reference: NaCCA curriculum document, p. 94

Exemplars (from the NaCCA curriculum)

Group Work/Collaboration: Learners collaboratively identify monologues and dialogues in narratives and plays and discuss how they help to convey meaning.
Task-Based Learning:
- In mixed ability groups, learners collaboratively create monologues in narratives.
- In groups, learners collaboratively create dialogues in plays.
Teaching and Learning Resources:
- Internet
- Dictionaries
- Texts
- Motifs (designs or images that have symbolic meaning used for effect. E.g., broom, mirror, chair) Books, Television, laptops, etc.
- Level appropriate texts
- Sentence cards
- Play scripts by learners
- Props (objects used on stage or screen by actors during a performance. It also refers to anything movable or portable on a stage or a set) distinct from the actors, scenery, electrical equipment and costume.
- Level appropriate texts
- Student made scripts
- Play scripts
- Movies
- Level appropriate literary text
- Student-made stories
- Different selected African poems
- Students-made poems
Assessment (1.5.1.AS.3). The document marks no depth-of-knowledge level for this indicator.