Narrative, Drama, Poetry · SHS1 English Language

Lesson notes

Learning Objectives

Indicator: 1.5.1.LI.4 - Develop the sequence of events across texts and how it contributes to meaning.

By the end of the lesson, learners can:

Identify the five parts of a plot (beginning/exposition, rising action, climax, falling action, resolution) in a narrative, drama, or movie.
Trace the sequence of events in a given text using a story map with the questions: who, what, where, when, how, and why.
Explain how the order of events in a text contributes to its overall meaning and effect on the reader or audience.
Arrange scrambled events from a text into a correct chronological sequence and justify the order chosen.
Create an original storyline that follows a logical sequence of events from beginning to resolution.

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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.4 - Develop the sequence of events across texts and how it contributes to meaning.
Suggested placement: Semester 2, Week 18 (Week 38 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.95: 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. 95

Exemplars (from the NaCCA curriculum)

Experiential Learning:
- As a class, learners watch a movie or read a text and trace the sequence of events.
- In mixed ability groups, learners identify the plot in the movie/text through the herringbone or story map (i.e. the use of: who, what, where, when, how, why) strategy. In mixed ability groupings, learners collaboratively trace the plot from the beginning, rising action, climax, falling action and resolution.
Task-Based learning: In groups, learners identify the beginning, rising action, climax, falling action and resolution of a text/play script and make simple notes on them. Learners present their findings orally.
Collaborative Learning: With the experience in tracing the plot, learners collaboratively create their own story lines following a sequence.
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.4). The document marks these depth-of-knowledge levels for this indicator: Level 3 Strategic reasoning.