Ghana curriculum lesson note
SHS 2 Literature-in-English 1st Semester Week 7 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | Literature-in-English | Week | 7 |
| Duration | 60 minutes | Form | SHS 2 |
| Strand | PROSE | Sub-Strand | APPRECIATION |
| Learning Outcome(s) | 2.2.2.LO.1 - Apply the knowledge of themes and style in interpreting the selected texts 2.2.2.LO.2 - Apply knowledge of elements of prose in critiquing narrative/prose texts | ||
| Content Standard | 2.2.2.CS.1 2.2.2.CS.2 | ||
| Learning Indicator(s) | 2.2.2.LI.1 - Apply knowledge of elements of prose in critiquing narrative/prose texts | ||
| Lesson Focus | Apply knowledge of elements of prose in critiquing narrative/prose texts | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Apply knowledge of elements of prose in critiquing narrative/prose texts Apply the idea through guided and independent learning activities. Demonstrate understanding through oral responses, written work or practical performance. | ||
| Essential Question(s) | What literary feature or idea is central to Apply knowledge of elements of prose in critiquing narrative/prose texts? How do form, language, structure or performance choices shape meaning? What evidence from the text supports the interpretation? | ||
| Pedagogical Strategies | Close Reading Think-Pair-Share Collaborative Discussion Performance/Creative Response Textual-Evidence Analysis | ||
| Teaching & Learning Resources | Selected short literary texts/excerpts Literature notebook Whiteboard/markers Short prose extracts Annotation sheets | ||
| Key Notes on Differentiation | |||
| Content | Use shorter excerpts, vocabulary support and guided annotation for learners who need scaffolding. Extend advanced learners with comparative texts, alternative interpretations or more independent critical/creative work. | ||
| Process | Move from teacher modelling to paired analysis and then independent response. Allow oral rehearsal, annotation and performance before extended writing where appropriate. | ||
| Product | Use evidence such as annotations, critical paragraphs, oral interpretations, performances, creative transformations or short craft pieces. Assess interpretation, textual evidence, literary terminology, originality and clarity of explanation. | ||
| Success Criteria | Learners use correct subject vocabulary. Learners complete the main task with reasonable accuracy. Learners explain or demonstrate how the concept applies in a new situation. | ||
| Homework | Complete a short application task connected to the week's learning indicator. | ||
| Lesson Activities | |||
| Stage | Teacher Activity | Learner Activity | Assessment / DoK |
| Starter10 minutes | Read, play or display a short language sample connected to elements of prose in critiquing narrative/prose texts and ask learners to identify the feature. | Share prior knowledge, listen to peers and record the lesson question in their notebooks. | Not provided. |
| Activity 115 minutes | Model elements of prose in critiquing narrative/prose texts using pronunciation practice, sentence examples, a short text, dialogue or guided reading. | Listen or read, identify the feature and repeat or explain examples. | Check accurate recognition or production of the language feature. |
| Activity 220 minutes | Guide pairs to practise elements of prose in critiquing narrative/prose texts through oral response, reading, writing, translation or role play. | Practise in pairs or groups and improve responses using teacher and peer feedback. | Assess pair or group practice using clear language-success criteria. |
| Activity 310 minutes | Ask learners to produce an original oral or written response that uses elements of prose in critiquing narrative/prose texts accurately. | Create and present a short response that uses the feature accurately. | Collect an exit response and check accuracy, clarity and transfer. |
| Lesson Closure | Summarise elements of prose in critiquing narrative/prose texts and correct one common misconception using learner examples. State one thing learned and complete the exit response. | ||
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Create Lesson PlanMore SHS 2 Literature-in-English 1st Semester Lessons
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