Sample Lesson Plan:

Subject: LITERATURES IN ENGLISH

Grades: 12-13
Time: 60 minutes
Unit: 1
Module: Prose
Topic: Aunt Jen by Paulette Ramsay
Sub-topic: An Introduction

Attainment Target: At the end of this lesson, students should be able to:

 Understand the historical context of the text, Aunt

Jen.

Lesson Objectives: 1. Analyse the context in which the text is written

2. Examine how meaning is affected by context
3. Evaluate video based on context

Previous Knowledge The teacher would have reviewed the different types of novels
and their characteristics.

Resources Aunt Jen by Paulette Ramsay

Historical Context: https://www.youtube.com/watch?

v=RGjjOKI2UR4

Or

https://www.youtube.com/watch?v=YFZzUZLC7Pg

Further exploration-

Interpreting literature: Historical context v. personal

context:

https://www.youtube.com/watch?v=eq2qpngAM28

Historical data on Jamaica:

https://nlj.gov.jm/history-notes-jamaica/

Pictures:
https://www.nationalarchives.gov.uk/education/resourc
es/bound-for-britain/
 Paulette Ramsay-
http://polyliterature2017.weebly.com/paulette-ramsay-
aunt-jen.html

- Oral history from elders in the community.

- Library archives.

Content Cultural Life

Jamaica’s cultural development has been deeply influenced by

British traditions and a search for roots in folk forms. The
latter are based chiefly on the colourful rhythmic intensity of
the island’s African heritage.

Suggested Topics for Discussion

- Cultural milieu
- Daily life and social customs
- Jamaican Migration to England Briefly Explained

Introduction/Engagement: The teacher will share a video with students based on historical
(15 minutes) context (SEE CONTENT). Based on the video, students will
answer the following questions:

 What is historical context?

 What are the types of historical context?
 Why is historical context important?

Lesson Development: Students will share their responses in class.

(Exploration/ Extension/ Students will read an overview of Jamaica in the 1970s. Based
Explanation) on this overview students will be assigned a type of historical
context in their groups to read and do a brief presentation on:

(40 minutes)  Social;

 Historical;
 Political;
 Religious;
 Ethnic;
 Cultural; and the
 Author’s biography details
In their presentations students will be encouraged to outline how
they think each type of context will impact their understanding
of the text.
Students will watch a video presentation entitled: ‘Interpreting
Evaluation: literature: Historical context v. personal context’.
(20 minutes) After watching the video, students will examine, discuss and
make notes on the prompt below:

‘When we read literature from another place, time, and culture,

we may be adding assumptions that are very different from those
held by earlier authors and audiences’. To what extent is this
explored in the video entitled ‘Interpreting literature:
Historical context v. personal context’?

Home Work: (SEE PRESENTATION OUTLINE).

In their respective groups, students will be assigned sections of
the novel to examine and then make presentations to the class.

Overall Evaluation of
Lesson
 Sample Lesson Plan:
Subject: LITERATURES IN ENGLISH
Grades: 12-13
Time: 120 minutes
Unit: 1
Module: Prose Fiction
Topic: Aunt Jen by Paulette Ramsay
Sub-topic: Plot-- Group Presentations

Attainment Target: At the end of this lesson, students should be able to:
 Understand the sequence of events in the novel

Objectives: 1. Outline the sequence of events in the text

2. Examine the presentation of characters and
characterization
3. Evaluate text structure
4. Identify and discuss thematic concerns in the text
Previous Knowledge: Students would have reviewed the historical context of the
novel.

Resources: Aunt Jen by Paulette Ramsay

Syllabus

Introduction/Engagement: Students will once again review the presentation outline for
their group presentations of aspects of the text.
15 minutes
Lesson Development: Students will present in their selected group based on the
following guidelines:
(Exploration/ Extension/
Explanation)  Analyse the presentation of characters and their
traits in selected chapters.
95 minutes  Outline the sequence of events in selected
chapters.
 Identify and discuss the presentation of possible
conflict that is presented.
 Examine the setting presented in selected chapters
and discuss the impact on characters in these
chapters.
 Determine the narrative techniques presented
throughout selected chapters.
 Examine the author’s style
 Identify and discuss possible themes presented.
Evaluation: Students will be asked to critique the presentation of their
peers highlighting:
10 minutes
 What they found informative
 Any recommendations they have
 Overall presentation

Students will be asked to share any questions or points

they might have.

Overall Evaluation of Lesson:

PRESENTATION SCHEDULE OUTLINE

Groups Chapters Presentation Overview

 Analyse the presentation of

Group 1 1970 characters and their traits in selected
chapters
 Outline the sequence of events in
selected chapters
Group 2 1971  Identify and discuss the presentation
of possible conflict that is presented.
 Examine the setting presented in
Group 3 1972 selected chapters and discuss the
impact on characters in these
chapters
 Determine the narrative techniques
presented throughout selected
Group 4 1973-74, 1993 chapters
 Examine the author’s style
 Identify and discuss possible themes
presented.
Sample Lesson Plan:
Subject: LITERATURES IN ENGLISH
Grades: 12-13
Time: 60 minutes
Unit: 1
Module: Prose Fiction
Topic: Aunt Jen by Paulette Ramsay
Sub-topic: Narrative Structure

Attainment Target: At the end of this lesson, students should be able to:

 Assess the relationship between narrative structure and

author’s meaning
Objectives: 1. Examine the narrative structure of the text
2. Discuss how narrative structure shapes the overall meaning of
a text
3. Evaluate the relationship between narrative structure and
thematic concerns/overall meaning of text

Previous Knowledge: Students would have presented on the entire text in their respective
groups

Resources: Novella Explained:

 https://www.youtube.com/watch?v=amvwSlqcvJ0

What is narrative structure?:

 http://s3.amazonaws.com/arena-
attachments/2440682/4061fcdbae18332009f36ecddfe056d2.pd
f?1531824962

Bildungsroman Explained:
 https://www.youtube.com/watch?v=WYdGO--pAPg
 https://www.youtube.com/watch?v=9bpdzkPn5rc

Content: Structure of the novel:

 Epistolary

The word epistolary is derived from Latin from the Greek word
epistolē, meaning a letter.
An epistolary novel is ‘a novel told through the medium of letters
written by one or more of the characters … it was one of the earliest
forms of novel to be developed and remained one of the most popular
up to the 19th century.’

Source: What Is An Epistolary Novel? & Tips For Writing One |

 Writers Write. Writers Write. (2020). Retrieved 6 November 2020,
from https://www.writerswrite.co.za/what-is-an-epistolary-novel/.

 Novella
In literature, a novella is a type of prose fiction, which is shorter than
full length novels and longer than short stories. It originates from an
Italian word “novella”, which means “new.” It is a well-structured yet
short narrative.

Source: Novella - Examples and Definition of Novella. Literary

Devices. (2020). Retrieved 4 November 2020, from
https://literarydevices.net/novella/.

 Bildungsroman
Bildungsroman, class of novel that depicts and explores the manner
in which the protagonist develops morally and psychologically. The
German word Bildungsroman means “novel of education” or “novel
of formation.”

Encyclopedia Britannica. n.d. bildungsroman | Definition &

Examples. [online] Available at:
<https://www.britannica.com/art/bildungsroman> [Accessed 7
February 2021].

Introduction/ Students will listen to the audio analysis of the term novella (SEE
Engagement: RESOURCES). Before listening, the teacher will direct students’
attention by providing a few guided questions:
10 minutes
 What is a novella?
 Briefly explain the features of a novella.

Lesson Development: Students will be guided to discuss the information garnered from the
audio. Also, students will outline the features of a novella that are
(Exploration/ Extension/ employed in the structure of the text, Aunt Jen.
Explanation) Students will be guided to read the document entitled ‘What is Narrative
Structure?’

The teacher will guide students in discussing the article, with individuals
or small groups presenting on the information in the document.
Students will then discuss the structure of the novel as an epistolary
novel.

Students will participate in this discussion by first completing a PROS

and CONS table by listing all the positives and negatives of using this
structure. This will be shared with the class for further discussion.

Students will analyse if this structure is effective in conveying the

thematic concerns and overall plot of the novel.
Evaluation: Students will be placed in debating teams and given the moot below to
debate:

‘Aunt Jen by Paulette Ramsay can be categorized as a bildungsroman in

its presentation of Sunshine’s story’

Overall Evaluation of
Lesson
Sample Lesson Plan:
Subject: LITERATURES IN ENGLISH
Grades: 12-13
Time: 120 minutes
Unit: 1
Module: Prose Fiction
Topic: Aunt Jen by Paulette Ramsay
Sub-topic: Author’s Techniques

Attainment Target: At the end of this lesson, students should be able to:
 Understand how meaning is conveyed through author’s
choice

Objectives: 1. Examine narrative techniques employed in the text

2. Comment on the effectiveness of author’s choice of
language and literary devices
3. Analyse how the author’s style contributes to the
presentation of thematic concerns
4. Evaluate the relationship between structure and
meaning

Previous Knowledge: Students would have presented on the entire text in their
respective groups

Resources: Aunt Jen by Paulette Ramsay

Major Literary Terms -

http://ai.stanford.edu/~csewell/culture/litterms.htm

Content: Stylistics is a branch of applied linguistics concerned with the

study of style in texts, especially, but not exclusively, in literary
works. Also called literary linguistics, stylistics focuses on the
figures, tropes, and other rhetorical devices used to provide
variety and a distinctness to someone's writing. It is linguistic
analysis plus literary criticism.

According to Katie Wales in A Dictionary of Stylistics, the

goal of
"most stylistics is not simply to describe the formal features of
texts for their own sake, but in order to show their functional
significance for the interpretation of the text; or in order to
relate literary effects to linguistic 'causes' where these are felt
to be relevant."

Studying a text closely helps to unearth layers of meaning that

 run deeper than just the basic plot, which happens on the
surface level.

Nordquist, R., 2019. The Elements of Style: Stylistics in

Literature. [online] ThoughtCo. Available at:
<https://www.thoughtco.com/stylistics-language-studies-
1692000> [Accessed 7 February 2021].

Introduction/Engagement: Students will be given two paragraphs from the article entitled
‘The Elements of Style: Stylistics in Literature’ by Professor
15 minutes Richard.

Lesson Development: Students will then read and analyse the information presented. A
discussion will then be engaged as to
(Exploration/ Extension/
Explanation) What is stylistics?
Why is analysis of stylistics important?
40 minutes How is stylistics employed in Aunt Jen?
What are the narrative techniques employed by the author?
How is stylistics employed to add to the presentation of thematic
concerns?

The teacher will guide students to discuss the techniques or

stylistics used in the novel.

Students will then be guided to critique the author’s use of

identified devices and techniques and state how effective these
are with the presentation of selected thematic concerns.

The critique may include the analysis of the following narrative

techniques:
o Point of View
o Foreshadowing
o Irony
o Imagery
o Symbols
o Use of proverbs
o Use of Idioms
o Use of letters

Evaluation: In groups students will explore and present on the unique

elements of the author’s narrative techniques used in Aunt Jen.
65 minutes
Students can also be guided to answer this essay question:
 1. With reference to ONE Caribbean AND ONE
British, American OR Postcolonial work of fiction
that you have studied, discuss ways in which writers
use narrative techniques to explore the issue of
identity.

Total 40 marks

Overall Evaluation of Lesson:

Sample Lesson Plan:
Subject: LITERATURES IN ENGLISH
Grades: 12-13
Time: 60 minutes
Unit: 1
Module: Prose Fiction
Topic: Aunt Jen by Paulette Ramsay
Sub-topic: Critical Analysis of the Text

Attainment Target: At the end of this lesson, students should be able to:

 Analyse the text using the critique of critics

Objectives: 1. Discuss the nature of critical analysis
2. Analyse critiques of the text in groups
3. Write a critical analysis essay
Previous Knowledge: Students would have presented on the entire text in their respective
groups

Resources: Sample Critique:

 http://polyliterature2017.weebly.com/uploads/5/8/3/1/58312
487/epistolaryarticle.pdf
Review of the Novel:
 http://polyliterature2017.weebly.com/uploads/5/8/3/1/58312
487/academic_journal_article______caribbean_quarterly.pd
f
Content: What is a critical analysis?

A critical analysis is subjective writing because it expresses the

writer's opinion or evaluation of a text. Analysis means to break
down and study the parts. Writing a critical paper requires two
steps: critical reading and critical writing.

Www2.southeastern.edu. n.d. CRITICAL ANALYSIS. [online]

Available at:
<https://www2.southeastern.edu/Academics/Faculty/elejeune/critiq
ue.htm#> [Accessed 7 February 2021].

Introduction/ The teacher will present students with a brief review of the novel
Engagement: (SEE RESOURCES).

10 minutes Students will examine the review by:

1. analyzing the structure of the review by identifying all main

ideas
 2. Summarizing the review in at least three sentences
3. Determining the purpose which could be
o To inform with factual material
o To persuade with appeal to reason or emotions
o To entertain (to affect people's emotions)
4. Evaluating the means by which the author has accomplished
his purpose

Lesson Development: Following which, students will be guided to discuss the term critical
analysis (SEE CONTENT).
(Exploration/ Extension/
Explanation) Students will then be given a copy of a critical analysis of the text
entitled ‘Consciousness, the epistolary novel and the Anglophone
Caribbean writer: Paulette Ramsay's Aunt Jen’ by Milt Moise
(SEE RESOURCE).

Students will read and discuss the article in groups. Following which
they will discuss the article in their respective groups.

Evaluation: Students can write a critical analysis essay using the following
guidelines:

 I. Background information to help your readers understand

the nature of the work
o A. Information about the work
 1. Title
 2. Author
 3. Publication information
 4. Statement of topic and purpose
o B. Thesis statement indicating writer's main reaction
to the work
 II. Summary or description of the work
 III. Interpretation and/or evaluation
o A. Discussion of the work's organization
o B. Discussion of the work's style
o C. Effectiveness
o D. Discussion of the topic's treatment
o E. Discussion of appeal to a particular audience

Essays will be shared and peer critiqued in class.

Overall Evaluation of
Lesson
Sample Lesson Plan:
Subject: LITERATURES IN ENGLISH
Grades: 12-13
Time: 60 minutes
Unit: 1
Module: Prose Fiction
Topic: Aunt Jen by Paulette Ramsay
Sub-topic: Essay Writing

Attainment Target: At the end of this lesson, students should be able to:

Write essays on issues explored in the chosen

text.
Objectives: 1. Examine sample exam questions
2. Share independent opinions and judgements
about issues in the text
3. Write essays based on sample CAPE®
Literatures In English questions
Previous Knowledge: Students would have previously written CAPE® LIE
essays.

Resources:  Graphic Organizer

Content: Possible Thematic Concerns

 Growth & maturity (bildungsroman novel);

 Childhood innocence;
 Identity;
 Relationships – family and community;
friendships; mother/daughter;
 Dreams and aspirations;
 Religion

Introduction/ Students will be asked to list the themes that are present in
Engagement: the novel. Students will discuss the listed themes through
whole class discussions.
10 minutes

Lesson Development: Students will then be asked to outline thematic concerns

and narrative/structural techniques providing supporting
(Exploration/ evidence in the organizer attached. This activity will be
Extension/ completed using group discussions.
Explanation)
Following this activity, students will analyse the structure
of sample questions and discuss how the information from
 the graphic organizer can be used to answer the questions.

Evaluation: Students will write essays based on sample questions

given (SEE SAMPLE QUESTIONS SHEET).

Overall Evaluation of
Lesson
 GRAPHIC ORGANIZER
THEMATIC TEXT NARRATIVE/STRUCTUR EVIDENCE
CONCERNS AL TECHNIQUES

RELATIONSH
IPS

IDENTITY