Narrative, Drama, Poetry · SHS1 English Language

Lesson notes

Learning Objectives

Indicator: 1.5.1.LI.1 - Use the definition of literature to identify its genres.

By the end of the lesson, learners can:

Define literature in their own words, drawing on their personal experiences with stories, songs, films and performances.
State the three main genres of literature: narrative (prose fiction), drama, and poetry.
Identify at least two distinguishing characteristics of each genre and give an example of each from their own reading or viewing.
Sort short excerpts into the correct genre (narrative, drama, or poetry) and justify their choice using the characteristics they have learned.
Explain at least two ways literature matters in everyday life, using examples from home, school, or community.

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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.1 - Use the definition of literature to identify its genres.
Suggested placement: Semester 2, Week 15 (Week 35 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)

Experiential Learning: In mixed ability groupings, learners use concepts map to define literature in simple terms using different sources including the Internet/watch a movie.
Task-Based Learning:
- Learners outline the importance of literature in everyday life activities.
- Learners identify the genres that make up literature (Narrative, Drama, Poetry) and identify the individual characteristics.
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.1). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall.