Sec+2+-+Emily+of+Emerald+Hill

=Online Lessons for "Emily of Emerald Hill" by Ms Kala=

=** Learning Outcomes: **=


 * Core Curriculum **
 * Students can gain a deeper/ richer understanding of the ** autobiographical/historical aspects of the text ** from the playwright’s background.
 * Students can get a general overview of the text - by ** identifying and evaluating the key elements present in the play such as themes, language, feminism and food. **
 * Students do an In-depth analysis of Emily’s character and her relationship with the unseen characters** with textual annotation/evidence. **


 * Curriculum of Practice **
 * Students understand how to ** generate, ** ** select, analyse and organise information from the text **in order to form a coherent argument/viewpoint.
 * Curriculum of Connections **
 * Students explore & understand ** the relevance of the Peranakan culture and the issues confronting Emily Gan ** to present day Singapore.

** Lesson Details: **

**Lesson 1:**

1. View the 2 extracts of the play. 2. Go through the 2 powerpoint slides.

Reading & Resources
media type="youtube" key="oXUrV5U0yUo" height="344" width="425"

media type="file" key="emily.wmv" width="432" height="265"

**Lesson 2:**

1. Go through the powerpoint on an overview of **Emily of Emerald Hill.** 2. Group Work In groups of 10, according to Index Number, chart the main events that happen to Emily during the given time period. Present your timeline on powerpoint in class.


 * **Index No** || **1915-1949** || **1050-1951** || **1951-End of Play** ||
 * **1-11** || **X** ||  ||   ||   ||
 * **12-21** ||  || **X** ||   ||
 * **22-32/33** ||  ||   || **X** ||


 * Reading & Resources**

**ACE Assignments (max 3 cps)**

You may choose to do topic 1 or 2. 1. In about 300-400 words, write an alternative ending to the play **Emily of Emerald Hill**. Maybe prose or play version. Submit to your teacher's workbin in Week 2, Monday, Term 3. 2. Design a sketchbook on Peranakan culture.The sketch book may contain sections on Peranakan food, clothes and jewelry, birth and marriage customs,etc. Please ensure that the sketchbook has illustrations with captions.

**Lesson 3**

In groups of 4, according to Index Number( Group 1 - Index No 1-4, Group 2 - Index No 6-8 and so on ), discuss the question below.

//**Emily is more tragic than triumphant.**//
Select relevant incidents/ episodes from the text. This discussion must be conducted with your Literature teacher on this page's discussion page.