What are the guidelines for preparing the shortest lesson "Dục Thúy Sơn"? What are the required outcomes regarding literary texts for 10th-grade students in Vietnam under the Literature curriculum?

What are the guidelines for preparing the shortest lesson "Dục Thúy Sơn"?

Students may refer to the following shortest lesson "Dục Thúy Sơn"

*Note: Information is for reference only./.

What are the guidelines for preparing the shortest lesson "Dục Thúy Sơn"? What are the required outcomes regarding literary texts for 10th-grade students in Vietnam under the Literature curriculum? (Image from the Internet)

What are the required outcomes regarding literary texts for 10th-grade students in Vietnam under the Literature curriculum?

Under sub-section 2 Section 5 General Education Program for Literature issued with Circular 32/2018/TT-BGDDT, the required outcomes regarding literary texts for 10th-grade students in Vietnam under the Literature curriculum are:

[1] Reading comprehension of content

- Be able to comment on the overarching content of the text; know how to analyze typical details, themes, stories, characters, and their relationships within the integrality of the work.

- Analyze and evaluate the theme, ideology, and message the text aims to convey to the reader through the artistic form of the text; analyze some bases for identifying the theme.

- Analyze and evaluate the emotions, feelings, and dominant inspirations expressed by the writer through the text. Discover the ethical and cultural values from the text.

[2] Reading comprehension of Form

- Recognize and analyze some elements of epics, myths such as: space, time, plot, characters, narrator and character speech, etc.

- Recognize and analyze some elements of the story such as: characters, story, third-person narrator (omniscient narrator), and first-person narrator (limited narrator) perspective, narrator speech, character speech, etc.

- Analyze and evaluate the aesthetic value of some elements in poetry such as language, imagery, rhyme, rhythm, opposition, lyrical subject, lyrical character.

- Recognize and analyze some elements of chèo or tuồng texts such as: theme, anonymity, plot, characters, dialogue, circulation method, etc.

[3] Relation, comparison, connection

- Apply knowledge about the author Nguyen Trai to understand some of his works.

- Recognize and analyze the historical-cultural context depicted in the literary text.

- Relate to identify some closeness in content between literary works from different cultures.

- State the meaning or impact a literary work has on the reader’s ideology, perspective, thinking, and feelings; express personal emotions and evaluations about the work.

[4] Broaden reading

- Within a school year, read at least 35 literary texts (including texts guided for reading online) with similar genre and length to the studied texts.

- Memorize some favorite poem excerpts or poems in the program.

What literary knowledge are 10th-grade students in Vietnam required to possess after completing the Literature curriculum?

Under sub-section 2 Section 5 General Education Program for Literature issued with Circular 32/2018/TT-BGDDT,10th-grade students in Vietnam are required to possess the following literary knowledge after completing the Literature curriculum:

- The dominant inspiration of the work

- The story, third-person narrator (omniscient narrator), first-person narrator (limited narrator), perspective in the story

- Some elements of epics, myths: space, time, plot, narrator, characters, narrator speech and character speech,…; value and vitality of epics

- Aesthetic values of some formal elements in poetry

- Some elements of folk chèo or tuồng scripts: anonymity, theme, plot, characters, dialogue, circulation method,…

- Historical or cultural, social context and the work

- Basic knowledge about Nguyen Trai aiding in the understanding of some distinct works by this author

- The closeness in content among literary works from different cultures

- Literary works and the reader