SCHEME OF WORK
WEEKS TOPICS
1. a. Revision of last term’s work
b. Literary terms/Figures of speech
2. Introduction to African poems
Ambassadors of Poverty-Umeh P.O.C.
a. Themes and content analysis of ‘Ambassadors of Poverty’
b. Poetic Devices of ‘Ambassadors of Poverty’
3. The Fence: Lenrie Peters
a. Themes and content analysis of ‘The Fence’
b. Poetic Devices of ‘The Fence’
4. Myopia: Sly C. Coker
a. Themes and content analysis of ‘Myopia’
b. Poetic Devices of ‘Myopia’
5. Homeless, not Hopeless: Sola Owonibi
a. Themes and content analysis of ‘Homeless, not Hopeless’
b. Poetic Device of ‘Homeless, not Hopeless’
6. Expelled: Jared Angira
a. Theme and content analysis of ‘Expelled’
b. Poetic Devices of ‘Expelled’
7. Boy on a Swing: Onswald Mtshali
Theme and content analysis of ‘Boy on a Swing’
Poetic Devices of ‘Boy on a Swing’
8. Introduction to non-African poems
The Sun Rising: John Donne
Themes and content analysis of ‘The Sun Rising’
Poetic Devices of ‘The Sun Rising’
9. Daffodils: William Wordsworth
Themes and content analysis of Daffodils
Poetic Devices of ‘Daffodils’
10. The Soul’s Errand: Walter Raleigh
Themes and content analysis of ‘The Soul’s Errand’
Poetic Devices of ‘The Soul’s Errand
11. Revision
1ST TERM
WEEK 1
Topic: What is Prose?
Reference books: Essential Literature-in - English
Behavioral objectives:
At the end of the lesson, the students should be able to:
I. Define prose.
II. Explain plot.
Content:
Prose is a long narrative with a wide range characters, events and experiences. It is written in a straight forward language. It is not poetic. A long narrative prose in which the characters are usually imaginary is known as a novel. The plot is the sequential arrangements of events.
Evaluation:
I. Define prose.
II. Explain plot.
Assignment:
Write the titles of four African novels and the titles of two foreign novels.
Reference books: Essential Literature-in - English
Behavioral objectives:
At the end of the lesson, the students should be able to:
I. Define prose.
II. Explain plot.
Content:
Prose is a long narrative with a wide range characters, events and experiences. It is written in a straight forward language. It is not poetic. A long narrative prose in which the characters are usually imaginary is known as a novel. The plot is the sequential arrangements of events.
Evaluation:
I. Define prose.
II. Explain plot.
Assignment:
Write the titles of four African novels and the titles of two foreign novels.
WEEK 2
Main Topic: Poem
Topic: Boy on a swing
Reference books: Exam Focus-Page 252
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Read the poem fluently
2. Discuss the background, the setting and the subject matter of the poem.
Content:
Boy on a Swing
Slowly he moves
To and fro, to and fro,
Then faster and faster
He swishes up and down.
His blue shirt
Billows in the breeze
Like a tattered kite.
The world whirls by:
East becomes west,
North turns to south;
The four cardinal points
Meet in his head
Mother!
Where did I come from?
When will I wear long trousers?
Why was my father jailed?
Background
Apartheid policy was instituted in South Africa in 1948 by the white minority rulers. Segregation was the order of the day. Blacks were restricted from certain cities and there were separate amenities for whites. Arbitrary arrest, torture and serial killing were common occurrence in South Africa. Various pressure groups sprang up among the blacks mounting pressure on the unpopular white minority-led government to jettison the evil system. Onswald Mtshali was one of the South African poets who used his poems to attack the government of the day. The evil system was finally abrogated in 1993.
Setting
The poem has two settings-physical and temporal. The physical setting is South Africa while the temporal setting was the period between the institution of apartheid in 1948 and its abrogation in 1993. Oswald Mtshali wrote the poem within the period.
Subject Matter
The agony of apartheid is revealed in the subject matter as indicated in the lines and stanzas of the poem.
Lines 1-4
The movement of the boy on a swing is described. It begins slowly then faster up and down.
Lines 5-7
The effect of the wind on his blue shirt as a result of his rapid movement on the swing is described.
Lines 8-12
The effect of the activity on the boy increases as the ‘world whirls by,’ with ‘east’ becoming ‘west’ and ‘north’ turning to ‘south’ resulting into ‘the four cardinal points’ meeting ‘in his head.’ The psychological effect of the swinging on the boy is illustrated through the lines.
Lines 13-16
The lines here are a departure from the earlier issue. The real issue bothering the boy is mentioned here as he raises some fundamental questions which are pertinent and rhetorical.
He asks for his identity from the mother-‘Where did I come from?’
He asks for his desire for freedom-‘When will I wear long trousers?’
He asks for the reason for injustice meted out to his father- ‘Why was my father jailed?’
All the questions asked by the boy constitute the plight of the blacks in South Africa.
Evaluation:
1. Read the poem- Boy on a Swing
2. Discuss the background, the setting and the subject matter of the poem above.
Assignment:
Discuss one theme of the poem ‘Boy on a Swing’.
Topic: Boy on a Swing
Behavioral objectives:
1. Read the poem fluently
2. Discuss the themes of the poem-Boy on a swing
Content:
The concerns of the blacks in South Africa constitute the theme of the poem.
a. The problem of identity
The question the boy asks-‘Where did I come from?’ is on the lips of every South African. They are treated as aliens on their own soil. To move from one city to another, they have to show their ‘passes’. Failure to produce a ‘pass’ may earn a man a life jail term. They cannot vote and their children have separate schools they attend apart from the whites.’
b. The theme of oppression
Oppression had become institutionalized in South Africa. Blacks were herded into the Black Maria and without trial sent to prison and severely tortured. Many were killed or maimed for no just cause. The police would roll out armored tanks and shoot indiscriminately, all in bid to silence protesters. No wonder the boy asks the question- ‘Why was my father jailed?’
c. The theme of confusion or Loss of direction
The apartheid policy in South Africa engendered disorder, confusion and loss of direction. This is indicated in the poem-‘the world whirls by’ in his head with ‘east’ becoming ‘west’ and ‘north’ turning to ‘south’.
d. The importance of a mother
The boy directs the questions agitating his mind at his mother and not any other person. This shows that the mother is the closest to the boy as well as most emotionally attached to the boy. This also shows that in time of trouble, the mother is there for the child.
Evaluation:
Assignment:
List the figures of speech used in the poem-Boy on a Swings.
1. Read the poem one after another.
2. Discuss the themes of the poem- Boy on a Swing
Topic: Boy on a swing
Reference books: Exam Focus-Page 252
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Read the poem fluently
2. Discuss the background, the setting and the subject matter of the poem.
Content:
Boy on a Swing
Slowly he moves
To and fro, to and fro,
Then faster and faster
He swishes up and down.
His blue shirt
Billows in the breeze
Like a tattered kite.
The world whirls by:
East becomes west,
North turns to south;
The four cardinal points
Meet in his head
Mother!
Where did I come from?
When will I wear long trousers?
Why was my father jailed?
Background
Apartheid policy was instituted in South Africa in 1948 by the white minority rulers. Segregation was the order of the day. Blacks were restricted from certain cities and there were separate amenities for whites. Arbitrary arrest, torture and serial killing were common occurrence in South Africa. Various pressure groups sprang up among the blacks mounting pressure on the unpopular white minority-led government to jettison the evil system. Onswald Mtshali was one of the South African poets who used his poems to attack the government of the day. The evil system was finally abrogated in 1993.
Setting
The poem has two settings-physical and temporal. The physical setting is South Africa while the temporal setting was the period between the institution of apartheid in 1948 and its abrogation in 1993. Oswald Mtshali wrote the poem within the period.
Subject Matter
The agony of apartheid is revealed in the subject matter as indicated in the lines and stanzas of the poem.
Lines 1-4
The movement of the boy on a swing is described. It begins slowly then faster up and down.
Lines 5-7
The effect of the wind on his blue shirt as a result of his rapid movement on the swing is described.
Lines 8-12
The effect of the activity on the boy increases as the ‘world whirls by,’ with ‘east’ becoming ‘west’ and ‘north’ turning to ‘south’ resulting into ‘the four cardinal points’ meeting ‘in his head.’ The psychological effect of the swinging on the boy is illustrated through the lines.
Lines 13-16
The lines here are a departure from the earlier issue. The real issue bothering the boy is mentioned here as he raises some fundamental questions which are pertinent and rhetorical.
He asks for his identity from the mother-‘Where did I come from?’
He asks for his desire for freedom-‘When will I wear long trousers?’
He asks for the reason for injustice meted out to his father- ‘Why was my father jailed?’
All the questions asked by the boy constitute the plight of the blacks in South Africa.
Evaluation:
1. Read the poem- Boy on a Swing
2. Discuss the background, the setting and the subject matter of the poem above.
Assignment:
Discuss one theme of the poem ‘Boy on a Swing’.
Topic: Boy on a Swing
Behavioral objectives:
1. Read the poem fluently
2. Discuss the themes of the poem-Boy on a swing
Content:
The concerns of the blacks in South Africa constitute the theme of the poem.
a. The problem of identity
The question the boy asks-‘Where did I come from?’ is on the lips of every South African. They are treated as aliens on their own soil. To move from one city to another, they have to show their ‘passes’. Failure to produce a ‘pass’ may earn a man a life jail term. They cannot vote and their children have separate schools they attend apart from the whites.’
b. The theme of oppression
Oppression had become institutionalized in South Africa. Blacks were herded into the Black Maria and without trial sent to prison and severely tortured. Many were killed or maimed for no just cause. The police would roll out armored tanks and shoot indiscriminately, all in bid to silence protesters. No wonder the boy asks the question- ‘Why was my father jailed?’
c. The theme of confusion or Loss of direction
The apartheid policy in South Africa engendered disorder, confusion and loss of direction. This is indicated in the poem-‘the world whirls by’ in his head with ‘east’ becoming ‘west’ and ‘north’ turning to ‘south’.
d. The importance of a mother
The boy directs the questions agitating his mind at his mother and not any other person. This shows that the mother is the closest to the boy as well as most emotionally attached to the boy. This also shows that in time of trouble, the mother is there for the child.
Evaluation:
Assignment:
List the figures of speech used in the poem-Boy on a Swings.
1. Read the poem one after another.
2. Discuss the themes of the poem- Boy on a Swing
WEEK 3
Main Topic: Style
Topic: Symbolism and Double Points of View
Reference books: Exam Focus
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Mention the objects that are used as symbols
2. Explain the use of symbols in the poem.
Content:
‘Boy’ in the poem is symbolic: it symbolizes every black South African going through the agony of apartheid policy. As the boy is concerned by the uncertainty surrounding his identity and bothered by the injustice regarding the imprisonment of his father, so is every black South African. In fact the boy stands for every black South African.
The use of Pronominal Reference
The pronoun ‘he’ and pronominal adjective ‘his’ refer to the boy.
Double Points of View
The first three stanzas are written in the third person point of view, while the last stanza is written in the first person point of view
Evaluation:
1. What are the objects used to discuss symbolism in the poem ‘Boy on a swing’?
2. Discuss symbolism and Pronominal Reference in the poem ‘Boy on a swing.?
Assignment
Identify four figures of speech used in the poem ‘Boy on a swing.’
Main Topic: Figures of Speech in ‘Boy on a swing’
Topic: alliteration, simile, rhetorical questions, repetition, diction and structure
Reference books: Exam Focus
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Mention the figures of speech in the poem
2. Explain the figures of speech as used in the poem.
Content:
1. Alliteration: repetition of same consonant sounds at the beginning of nearby words. It creates sound effects. For example: ‘to and fro, to and fro’ ‘then faster and faster’
2. Simile: In the second stanza-His blue shirt billows in the breeze like a tattered kite
3. Rhetorical question: ‘Where did I come from?’ ‘When will I wear long trousers?’
4. Repetition: Lines 2 and 3-‘to and fro’
5. Diction: The poet uses simple diction throughout to align the common experience of swinging with a child’s point of view but it is philosophical in meaning.
6. Structure: The poem is divided into two: the first three stanzas describe the boy’s physical and psychological state of the boy and the last stanza contains a dramatic shift from the swinging experience to more fundamental issues.
Evaluation:
1. What are the figures of speech in the poem ‘Boy on a swing’.
Assignment
Write a poem of yours showing symbols and figures of speech.
Topic: Symbolism and Double Points of View
Reference books: Exam Focus
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Mention the objects that are used as symbols
2. Explain the use of symbols in the poem.
Content:
‘Boy’ in the poem is symbolic: it symbolizes every black South African going through the agony of apartheid policy. As the boy is concerned by the uncertainty surrounding his identity and bothered by the injustice regarding the imprisonment of his father, so is every black South African. In fact the boy stands for every black South African.
The use of Pronominal Reference
The pronoun ‘he’ and pronominal adjective ‘his’ refer to the boy.
Double Points of View
The first three stanzas are written in the third person point of view, while the last stanza is written in the first person point of view
Evaluation:
1. What are the objects used to discuss symbolism in the poem ‘Boy on a swing’?
2. Discuss symbolism and Pronominal Reference in the poem ‘Boy on a swing.?
Assignment
Identify four figures of speech used in the poem ‘Boy on a swing.’
Main Topic: Figures of Speech in ‘Boy on a swing’
Topic: alliteration, simile, rhetorical questions, repetition, diction and structure
Reference books: Exam Focus
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Mention the figures of speech in the poem
2. Explain the figures of speech as used in the poem.
Content:
1. Alliteration: repetition of same consonant sounds at the beginning of nearby words. It creates sound effects. For example: ‘to and fro, to and fro’ ‘then faster and faster’
2. Simile: In the second stanza-His blue shirt billows in the breeze like a tattered kite
3. Rhetorical question: ‘Where did I come from?’ ‘When will I wear long trousers?’
4. Repetition: Lines 2 and 3-‘to and fro’
5. Diction: The poet uses simple diction throughout to align the common experience of swinging with a child’s point of view but it is philosophical in meaning.
6. Structure: The poem is divided into two: the first three stanzas describe the boy’s physical and psychological state of the boy and the last stanza contains a dramatic shift from the swinging experience to more fundamental issues.
Evaluation:
1. What are the figures of speech in the poem ‘Boy on a swing’.
Assignment
Write a poem of yours showing symbols and figures of speech.
WEEK 4
Main Topic: Poem
Topic: Homeless not Hopeless
Reference books: Exam Focus
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Read the poem fluently.
2. Discuss the background, the setting and the subject matter of the poem.
Content:
Homeless not Hopeless
We are the natives of the street
Holed-up under bridges
We are necessary
We are part of your existence
Major fragments of the globe
As the day chameleons to night
You slump in the warmth of your beds
And the heat of loved ones
We also embrace the cozy
Cardboard beds laid on stinks
As the night injects us with cool breeze
And endurance
We sleep and dream
And have conferences with
The indigenes of the elusive world
When it’s day, in bundles
We pack our belongings
And move on with our days
Standing, kneeling, and bending
To beg for alms just for
The day
Necessary part of our society
Translators of your dreams
Carriers of your burdens
Angels, we open gates
Of your blessings
We are the lack
That take your lack
We are homeless, not hopeless
This makes us rile at hereafter
When death opens the gate
To the second phase.
Background
Jerry Agada exposes the evils of the capitalist society. There is a wide gap between the rich and the poor. It is unfortunate that the poor constitutes the majority while the rich are in the minority and yet they are in control of the economy. The rich do not care about the poor in fact, they oppress them. The poet identifies with the majority in this poem. These poor are homeless, they live in cardboard houses under bridges but they are not hopeless.
Setting
The physical setting of the poem is Nigeria-the rural and urban slums; the neglected shanties of the country, where life is nasty and brutish. The time setting is the post –independence Nigeria, where the civil terrain has been replete with economic inequality and social and political recklessness.
Subject Matter
Lines 1-5
The line s describes the psychological and physical conditions of the poor as they are ‘holed –up under bridges’. They see their life as complementing the life of the rich-lines 3-5.
Lines 6-15
The life of the rich and the life of the poor in the night are compared. While the rich enjoy the warmth of their beds ‘and the heat of the loved ones’, these people also ‘embrace the cozy/cardboard beds laid on stinks’-L. 9-1, they also sleep and dream and confer with ‘the indigenes of the elusive world’-L. 15
Lines 16-21
The poor wake to the challenges of the day and their struggle to survive. They pack their belongings in bundles-L.16-17 and move out ‘to beg for alms just for/the day’-L.20-21.
Lines 22-32
These lines shift attention from the suffering in their earlier lines and extol the significance of the poor as the carriers of the burdens and the angels that open gates of blessings for the rich. The lines end in optimistic tone, expressing the hope of the poor in the life hereafter, when they will begin the second phase-L. 30-32.
Evaluation:
1. Read the poem one after another.
2. What is the background to the poem?
3. Explain the setting and the subject matter of the poem.
Assignment
Write two themes of the poem.
Topic\: Homeless not Hopeless
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Mention the themes of the poem.
2. Explain the themes and the poetic devises of the poem.
Content:
Themes
A. Unequal distribution of wealth: In the same society, some people are regarded as first class citizens while many are classless. They are poor, live in shanties and nobody cares for them-L. 1-6, 7, 9, 10
B. Poverty and Oppression: The poor are weak and voiceless. They work to feed the rich while the rich exploit them-L. 25, 26, 27, 28
C. Endurance and Hope: In spite of their suffering and lack, the have-nots continue to endure in the hope that things will change. They are optimistic about the future and eternal respite from poverty and socio-economic pain-L.30-32.
D. Life after death: Belief in the life after death is strong in this poem. Death is not the end of man. Death is seen as a means of escaping from burden and agony of lack-L.32.
Poetic Devices
a. Imagery: Using poetic device effectively to create mental pictures that will appeal to the senses-‘holed-up under bridges,’ ‘...the cozy cardboard beds laid on stinks’
b. Personification: ‘as the night injects us with cool breeze’, ‘when death opens the gate…’
c. Metaphor: It calls something what it is not-‘major fragment of the globe’, ‘…day chameleons to night’
d. Euphemism: ‘We sleep and dream /and have conferences with the indigenes of the elusive world’
e. Oxymoron: when two opposing concepts are placed side-by-side in a poem: ‘cardboard beds laid on stinks’ are described as being cozy-contradiction of the rich and the poor in a buoyant nation
f. Mood: It shows pensiveness and somberness that evokes a deep pity or concern.
g. Tone: It has a defiant/assertive and optimistic tone. There is an expression of lamentation.
h. Diction: He uses simple language that can be understood by the average reader. The choice of pronouns ‘we’ and ‘you’ is significant. ‘We’ refers to the poor while ‘you’ refers to the rich. It also shows that the poet identifies with the poor.
i. Structure: The poem has no definite rhyme, but there is at least one instance of end-rhyme-L.27 and 28
Evaluation:
1. Mention the themes of the poem and explain each of them.
2. What are the poetic devices of the poem?
3. Explain each of the poetic devises.
Assignment
Write a poem of your depicting ambition and hope.
Topic: Homeless not Hopeless
Reference books: Exam Focus
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Read the poem fluently.
2. Discuss the background, the setting and the subject matter of the poem.
Content:
Homeless not Hopeless
We are the natives of the street
Holed-up under bridges
We are necessary
We are part of your existence
Major fragments of the globe
As the day chameleons to night
You slump in the warmth of your beds
And the heat of loved ones
We also embrace the cozy
Cardboard beds laid on stinks
As the night injects us with cool breeze
And endurance
We sleep and dream
And have conferences with
The indigenes of the elusive world
When it’s day, in bundles
We pack our belongings
And move on with our days
Standing, kneeling, and bending
To beg for alms just for
The day
Necessary part of our society
Translators of your dreams
Carriers of your burdens
Angels, we open gates
Of your blessings
We are the lack
That take your lack
We are homeless, not hopeless
This makes us rile at hereafter
When death opens the gate
To the second phase.
Background
Jerry Agada exposes the evils of the capitalist society. There is a wide gap between the rich and the poor. It is unfortunate that the poor constitutes the majority while the rich are in the minority and yet they are in control of the economy. The rich do not care about the poor in fact, they oppress them. The poet identifies with the majority in this poem. These poor are homeless, they live in cardboard houses under bridges but they are not hopeless.
Setting
The physical setting of the poem is Nigeria-the rural and urban slums; the neglected shanties of the country, where life is nasty and brutish. The time setting is the post –independence Nigeria, where the civil terrain has been replete with economic inequality and social and political recklessness.
Subject Matter
Lines 1-5
The line s describes the psychological and physical conditions of the poor as they are ‘holed –up under bridges’. They see their life as complementing the life of the rich-lines 3-5.
Lines 6-15
The life of the rich and the life of the poor in the night are compared. While the rich enjoy the warmth of their beds ‘and the heat of the loved ones’, these people also ‘embrace the cozy/cardboard beds laid on stinks’-L. 9-1, they also sleep and dream and confer with ‘the indigenes of the elusive world’-L. 15
Lines 16-21
The poor wake to the challenges of the day and their struggle to survive. They pack their belongings in bundles-L.16-17 and move out ‘to beg for alms just for/the day’-L.20-21.
Lines 22-32
These lines shift attention from the suffering in their earlier lines and extol the significance of the poor as the carriers of the burdens and the angels that open gates of blessings for the rich. The lines end in optimistic tone, expressing the hope of the poor in the life hereafter, when they will begin the second phase-L. 30-32.
Evaluation:
1. Read the poem one after another.
2. What is the background to the poem?
3. Explain the setting and the subject matter of the poem.
Assignment
Write two themes of the poem.
Topic\: Homeless not Hopeless
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Mention the themes of the poem.
2. Explain the themes and the poetic devises of the poem.
Content:
Themes
A. Unequal distribution of wealth: In the same society, some people are regarded as first class citizens while many are classless. They are poor, live in shanties and nobody cares for them-L. 1-6, 7, 9, 10
B. Poverty and Oppression: The poor are weak and voiceless. They work to feed the rich while the rich exploit them-L. 25, 26, 27, 28
C. Endurance and Hope: In spite of their suffering and lack, the have-nots continue to endure in the hope that things will change. They are optimistic about the future and eternal respite from poverty and socio-economic pain-L.30-32.
D. Life after death: Belief in the life after death is strong in this poem. Death is not the end of man. Death is seen as a means of escaping from burden and agony of lack-L.32.
Poetic Devices
a. Imagery: Using poetic device effectively to create mental pictures that will appeal to the senses-‘holed-up under bridges,’ ‘...the cozy cardboard beds laid on stinks’
b. Personification: ‘as the night injects us with cool breeze’, ‘when death opens the gate…’
c. Metaphor: It calls something what it is not-‘major fragment of the globe’, ‘…day chameleons to night’
d. Euphemism: ‘We sleep and dream /and have conferences with the indigenes of the elusive world’
e. Oxymoron: when two opposing concepts are placed side-by-side in a poem: ‘cardboard beds laid on stinks’ are described as being cozy-contradiction of the rich and the poor in a buoyant nation
f. Mood: It shows pensiveness and somberness that evokes a deep pity or concern.
g. Tone: It has a defiant/assertive and optimistic tone. There is an expression of lamentation.
h. Diction: He uses simple language that can be understood by the average reader. The choice of pronouns ‘we’ and ‘you’ is significant. ‘We’ refers to the poor while ‘you’ refers to the rich. It also shows that the poet identifies with the poor.
i. Structure: The poem has no definite rhyme, but there is at least one instance of end-rhyme-L.27 and 28
Evaluation:
1. Mention the themes of the poem and explain each of them.
2. What are the poetic devices of the poem?
3. Explain each of the poetic devises.
Assignment
Write a poem of your depicting ambition and hope.
WEEK 5
Main Topic: Poem
Topic: Expelled by Jared Angira
Reference books: Essential Literature
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Read the poem fluently.
2. Discuss the diction, and the poetic devises of the poem.
Content:
The whites inflicted hardship on the blacks. This is depicted by the use of Gomorrah and Sodom in the poem. It shows the degree of rejection, contempt and dispossession the arrival of the whites brought on the blacks.
Poetic devices
Enjambment: This is also referred to as run on lines. This is seen throughout the poem.
Allusion: There is biblical allusion. There is reference to Sodom to show the rejection and the decadence the whites had brought on the Kenyas.
Alliteration: Lines 8, 13 and 15-“flowed to flooded streams”
Metaphor: Line 8-“the tree of memory”, line 15-“rusty door”, line 14-“human lake”
The use of symbols: Vaccine, lake, debtors, creditors, Sodom, Gomorrah
Apostrophe: Line 1-The poet speaks as if the addressee were present with him.
Evaluation:
1. Read the poem one after another.
2. What is the diction used in the poem?
3. Discuss the poetic devise used in the poem.
Assignment
Discuss one theme of the poem.
Topic: Expelled by Jared Angira
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Read the poem fluently.
2. Discuss the themes of the poem.
Content:
Themes
1. The coming of the white to Africa
2. Rejection, deprivation and loss of self-identity
3. The sufficiency of African civilization before colonialism
4. Racial pride, hatred and denigration
5. The rotten state of Africa with the white man’s coming
Evaluation:
a. Read the poem one after another.
b. Discuss two themes of the poem.
Assignment
Write a short note on Kenya.
Topic: Expelled by Jared Angira
Reference books: Essential Literature
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Read the poem fluently.
2. Discuss the diction, and the poetic devises of the poem.
Content:
The whites inflicted hardship on the blacks. This is depicted by the use of Gomorrah and Sodom in the poem. It shows the degree of rejection, contempt and dispossession the arrival of the whites brought on the blacks.
Poetic devices
Enjambment: This is also referred to as run on lines. This is seen throughout the poem.
Allusion: There is biblical allusion. There is reference to Sodom to show the rejection and the decadence the whites had brought on the Kenyas.
Alliteration: Lines 8, 13 and 15-“flowed to flooded streams”
Metaphor: Line 8-“the tree of memory”, line 15-“rusty door”, line 14-“human lake”
The use of symbols: Vaccine, lake, debtors, creditors, Sodom, Gomorrah
Apostrophe: Line 1-The poet speaks as if the addressee were present with him.
Evaluation:
1. Read the poem one after another.
2. What is the diction used in the poem?
3. Discuss the poetic devise used in the poem.
Assignment
Discuss one theme of the poem.
Topic: Expelled by Jared Angira
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Read the poem fluently.
2. Discuss the themes of the poem.
Content:
Themes
1. The coming of the white to Africa
2. Rejection, deprivation and loss of self-identity
3. The sufficiency of African civilization before colonialism
4. Racial pride, hatred and denigration
5. The rotten state of Africa with the white man’s coming
Evaluation:
a. Read the poem one after another.
b. Discuss two themes of the poem.
Assignment
Write a short note on Kenya.
WEEK 6
MID-TERM REVISION TEST
1. Discuss two of the themes of ‘Boy on a swing.’
2. Briefly discuss two devices used in the poem ‘Boy on a swing.’
3. Discuss the background to the poem ‘Homeless not Hopeless.’
4. Discuss the use of oxymoron and euphemism in the poem ‘Homeless not Hopeless.’
1. Discuss two of the themes of ‘Boy on a swing.’
2. Briefly discuss two devices used in the poem ‘Boy on a swing.’
3. Discuss the background to the poem ‘Homeless not Hopeless.’
4. Discuss the use of oxymoron and euphemism in the poem ‘Homeless not Hopeless.’
WEEK 7
Topic: Expelled by Jared Angira
Reference books: Essential Literature
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Read the poem fluently.
2. Discuss the diction, and the poetic devises of the poem.
Content:
The whites inflicted hardship on the blacks. This is depicted by the use of Gomorrah and Sodom in the poem. It shows the degree of rejection, contempt and dispossession the arrival of the whites brought on the blacks.
Poetic devices
Enjambment: This is also referred to as run on lines. This is seen throughout the poem.
Allusion: There is biblical allusion. There is reference to Sodom to show the rejection and the decadence the whites had brought on the Kenyas.
Alliteration: Lines 8, 13 and 15-“flowed to flooded streams”
Metaphor: Line 8-“the tree of memory”, line 15-“rusty door”, line 14-“human lake”
The use of symbols: Vaccine, lake, debtors, creditors, Sodom, Gomorrah
Apostrophe: Line 1-The poet speaks as if the addressee were present with him.
Evaluation:
1. Read the poem one after another.
2. What is the diction used in the poem?
3. Discuss the poetic devise used in the poem.
Assignment
Discuss one theme of the poem.
Topic: Expelled by Jared Angira
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Read the poem fluently.
2. Discuss the themes of the poem.
Content:
Themes
1. The coming of the white to Africa
2. Rejection, deprivation and loss of self-identity
3. The sufficiency of African civilization before colonialism
4. Racial pride, hatred and denigration
5. The rotten state of Africa with the white man’s coming
Evaluation:
a. Read the poem one after another.
b. Discuss two themes of the poem.
Assignment
Write a short note on Kenya.
Reference books: Essential Literature
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Read the poem fluently.
2. Discuss the diction, and the poetic devises of the poem.
Content:
The whites inflicted hardship on the blacks. This is depicted by the use of Gomorrah and Sodom in the poem. It shows the degree of rejection, contempt and dispossession the arrival of the whites brought on the blacks.
Poetic devices
Enjambment: This is also referred to as run on lines. This is seen throughout the poem.
Allusion: There is biblical allusion. There is reference to Sodom to show the rejection and the decadence the whites had brought on the Kenyas.
Alliteration: Lines 8, 13 and 15-“flowed to flooded streams”
Metaphor: Line 8-“the tree of memory”, line 15-“rusty door”, line 14-“human lake”
The use of symbols: Vaccine, lake, debtors, creditors, Sodom, Gomorrah
Apostrophe: Line 1-The poet speaks as if the addressee were present with him.
Evaluation:
1. Read the poem one after another.
2. What is the diction used in the poem?
3. Discuss the poetic devise used in the poem.
Assignment
Discuss one theme of the poem.
Topic: Expelled by Jared Angira
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Read the poem fluently.
2. Discuss the themes of the poem.
Content:
Themes
1. The coming of the white to Africa
2. Rejection, deprivation and loss of self-identity
3. The sufficiency of African civilization before colonialism
4. Racial pride, hatred and denigration
5. The rotten state of Africa with the white man’s coming
Evaluation:
a. Read the poem one after another.
b. Discuss two themes of the poem.
Assignment
Write a short note on Kenya.
WEEK 8
Main Topic: Poem
Topic: Ambassadors of Poverty
Reference books: Essential Literature
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Read the poem fluently.
2. Discuss the background to the poem.
Content:
Through the poem, Phillip Umeh exposes the corruption in the corridor of power in Nigeria in particular and Africa in general. The leaders appear as leaders of their people but they turn round to fleece them. The sit-tight leaders are also there. Development is far away from people, in spite of their long stay in power. They don’t think. Their heads are abroad while their anuses remain where they govern.
Evaluation:
1. Read the poem one after another.
2. Discuss the background to the poem.
Assignment
Discuss one theme of the poem.
Topic: Ambassadors of Poverty
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Read the poem fluently.
2. Discuss the themes of the poem.
Content:
Themes
1. Oppression
2. Deception
3. Poverty
4. Avarice
5. Waste
Evaluation:
a. Read the poem one after another.
b. Discuss two themes of the poem.
Assignment
Write a short note on the poetic devices.
Topic: Ambassadors of Poverty
Reference books: Essential Literature
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Read the poem fluently.
2. Discuss the background to the poem.
Content:
Through the poem, Phillip Umeh exposes the corruption in the corridor of power in Nigeria in particular and Africa in general. The leaders appear as leaders of their people but they turn round to fleece them. The sit-tight leaders are also there. Development is far away from people, in spite of their long stay in power. They don’t think. Their heads are abroad while their anuses remain where they govern.
Evaluation:
1. Read the poem one after another.
2. Discuss the background to the poem.
Assignment
Discuss one theme of the poem.
Topic: Ambassadors of Poverty
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Read the poem fluently.
2. Discuss the themes of the poem.
Content:
Themes
1. Oppression
2. Deception
3. Poverty
4. Avarice
5. Waste
Evaluation:
a. Read the poem one after another.
b. Discuss two themes of the poem.
Assignment
Write a short note on the poetic devices.
