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SCHEME OF WORK
WEEKS TOPICS
1. Revision of last term’s work
2. Introduction to non-African Drama
George Bernard Shaw: Arms and the Man
OscarWilde: The Importance of Being Earnest
a. Plot summary of either play listed above
b. Setting of the play listed above
3. Reading and summary of Act 1 of either play listed above
4. Reading and summary of Act 2 of either play listed above
5. Reading and summary of Act 3 of either play listed above
6. Character and characterization in either play: Note: Roles played by each character in either play must be emphasized
7. Themes of either play listed above
8. Styles-Languages and dramatic techniques of either play listed above
9. Strange Meeting: Wilfred Owen
Themes and content analysis of ‘Strange Meeting’
Poetic Devices of ‘Strange Meeting’
10. ‘Upon A Honest Man’s Fortune’: John Fletcher
a. Themes and content analysis of ‘Upon a Honest Man’s Fortune’
b. Poetic Devices of ‘Upon a Honest Man’s Fortune’
11. The Negro Speaks of Rivers: Langston Hughes
a. Themes and content analysis of ‘The Negro Speaks of Rivers
b. Poetic Devices of ‘The Negro Speaks of Rivers’
12. Revision

Topic:- Poetry (Unseen)
Reference book:- Exams focus Literature in English, Best result on literature.

Behavioral Objective:- by the end of the lesson, student should introduced to; (i) read a poem (ii) explain its content.

Content:-
Earth has not anything to show more fair Dull would be of soil who could pass by A sight so touching in its majesty.
This city now doth, like a garment, wear the beauty of the morning, silent, Bare, ships, towers, domes, theatres, and temples lie upon unto the fields, and to the sky. All bright and glittering in the smokeless air, Never did sun more beautifully step in his first splendors, valley, rock or hill; ne'er saw, Never felt, a calm so deep! Dear God! The very houses seen asleep. And all the mighty heart is lying still!

Evaluation:- What type of poem is this? (i) a sonnet (ii) explain its lines.

Assignment:- Study the poem alone and write out at lest three figures of speech used in the poem.


Topic: Theme(s), rhyming scheme and style in the poem.
Behavioral Objective:- By the end of the lesson, student should be able to ; (i) mention theme and discuss them (ii) identify the rhyming scheme (iii) mention the style of the poet.

Content:- The poem study during the last period carries the theme of nature. It indicates how beautiful nature is and he connected it to a town
- It is the greatness of this town that makes the poem a point of nature. The rhyme scheme is aabb. The poet made use of some old English words used such as; majesty, doth, other words used create the image of nature and beauty e.g majesty, glittering, splendors, all bright etc. the figures of speech dominant in the poem are; imagery, personification, simile, metaphor etc.

Evaluation:- mention the theme in the poem and explain it. (ii) identify the poetic devices used.

Assignment:- writes short notes on the following; mood/tone, imagery, onomatopoeia.




Topic:- Poetry (Unseen)
Reference book:- Exams focus Literature in English SSCE, Best result on literature.

Behavioral Objective:- by the end of the lesson, student should introduced to; (i) read the poem (ii) explain its content.

Content:-
fast, fast, fast, fast
Stocky feet are moving
And teeth clinched fast
The din is quite deafening
Welcome to Onitsha
And see gentility outlawed
Oh, the stench that is Onisha
Aesthetic edifices jampacked
Beauty is made putrid
What an organized chaos
Every face is contorted
Ever ready to clinch the fist
Why not go and be assaulted
So as to get the gist
Hearty welcome to Onisha.

Note:
The poem gives a descriptive picture of Onisha and its activities chaos. The poet places wealth and death side by side, which means that Onisha is a place where people kill to get money.

Evaluation:- What is the meaning of the poem?

Assignment:- Write out all the of speech used in the poem.




Topic: Theme(s), style, and poetic devices.
Behavioral Objective:- By the end of the lesson, student should be able to ; (i) list and discuss theme of discuss them (ii) identify styles and poetic use in the poem.

Content:- The theme of the poem is life in Onisha. The poem is centred on the kind of life that people live in Onisha. A life that is full of atrocity and chaos, a place where they pursue wealth and riches to any level.

Poetic devices
Figures of speech - the following figures of speech are used; alteration/repitation, synoedoche, paradox,
Imagery - there is the image of unlawful men/women, chaos, sinful atmosphere etc.
Style in the poem - simple diction that are easily interpreted, run - on - lines etc.

Evaluation:- discuss the theme in the poem (ii) identify the styles and poetic devices used.

Assignment:- what have you learnt in the poem?

Main Topic: 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 background, the setting and the subject matter of the poem
Content:
We had traded in this market competitively perfect
Till you came, in the boat, and polished goodwill
Approval from higher order
All pepper differentials, denied flag-bearers

And cut our ribs, dried our cows
The vaccines from the lake
Burst the cowshed, the drought you brought
Planted on the market place, the tree of memory

I had no safe locket to keep my records
When Sodom burnt, and Gomorrah fell
No debtors, records blared
The creditors tapped my rusty door

My tears flowed to flooded streams
And sources the rivulets from my human lake
From my veins, my heart, my whole
Disposition of the last penny
The last sight of my fishing-net

Everyone avoids my path; I avoid death’s too
Pursuit in a dark circus
The floating garden in a gale
Plants reject sea water, the sea water rejects me
I have nothing to reject
The broken line runs across my face

The auctioneer will gong his hammer
For the goods left behind.
Background
Kenya became a British protectorate in 1895 and a colony in 1920. It ended in 1963 when Kenya became independent in 1963. The British perpetrated lots of political and economic maneuver. Indigenes were forced into labor and their rights denied. The western education that they brought overwhelmed the Kenyan cultural practices. Many Kenyan writers condemned the actions of the British and Jared Angira was one of the writers.
Setting
The physical setting of the poem is Kenya and the temporal setting was the seventies when post-colonialism and African reactions to the evil of colonialism in Africa were intense.
Subject Matter:
Line 1
It discusses the pre-colonial era of Kenya.
Lines 2-8
They discuss the arrival of the colonialists.
Lines 9-12
They discuss the continuation of the tale of woes, the effects of colonial incursion.
Lines 13-17
The discussion of the woes continues.
Lines 18-23
They discuss socioeconomic dehumanization to the people of Kenya.
Lines 24-25
They discuss the auctioning of whatever is left with the Kenyas
Evaluation:
The following questions are asked:
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: 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 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:
The following questions are asked:
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
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:
The following questions are asked:
a. Read the poem one after another.
b. Discuss two themes of the poem.
Assignment
Write a short note on Kenya.

Topic: A Woman in her prime
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Read the passage fluently
2. Discuss childlessness and the psychological effect on the victim.
Content:
Tano is the god believed to be capable of giving of children to barren women and Fridays are set aside for sacrifice to the god. She prepares to consult Tano again. She tries to get there in time to avoid the usual rush. The black hen for the sacrifice suddenly disappears which is a bad omen to Pokuwaa.
Evaluation:
The following questions are asked:
1. Read the chapter one after another
2. What is the effect of childlessness on a family?
Assignment
Read Chapter 2.
Topic: A Woman in her Prime
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Read the novel fluently
2. Discuss Tano and its influence.
Content:
The house of Tano is a mystifying place. The priest issues instructions to Pokuwaa. Kwadwo, Pokuwaa’s third husband is in the room, standing beside her. The concoction is mixed for Pokuwaa.
Evaluation:
The following questions are asked:
1. Read the Chapter one after another.
2. What is the influence of the gods on man?
Assignment
Read chapter 3.

Topic: A Woman in her prime
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Read the passage fluently
2. Discuss the setting of the novel.
Content:
The setting of the novel is traditional or rural one. It was a pre-colonial era. We are told that ‘time at Brenhoma was counted by the sun’-P. 5. Marriage could break up at will-Pokuwa getting married and divorced.
There is belief in the effectiveness of the gods-‘the oracles don’t lie’-P. 59, they said.
They also have festivals, the chief of which is Odwira festival. It is used to mourn the dead. Odwira night is the ‘only night in the year when girls can stay out…without getting queried’.
Evaluation:
The following questions are asked:
1. Read the chapter one after another
2. Discuss the setting of the novel.
Assignment:
Comment on two themes of the novel.
Topic: A Woman in her Prime
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Mention the themes of the novel.
2. Discuss the themes of the novel.
Content:
The themes are:
1. Childlessness as a woman’s worry in the traditional African society.
In Pokuwaa’s society, ‘to be barren was the worst that could happen to a woman’-P.34. There will be no grandchild to warm her compound and no issue of her blood at all to mourn at her death.’-P.13.
2. The triumph of longsuffering
Pokuwaa became pregnant after going through ridicule and scorn of her neighbors. Maame Fosua commented: ‘My daughter, you have triumphed. The gods never fails to compensate those who have suffered’.-P.135
3. The questioning of the potency of the gods
The Brenhomas believed very much in the traditional gods. Pokuwaa became pregnant without ‘the great Tano’.
4. Work and pleasure in a traditional African community
Fofie, Tano’s day of sacrifice comes up once every six weeks. In spite of their farm work, the Brenhomas still attend funeral celebration at Ninting. They play Asogoro love game.
Evaluation:
The following questions are asked:
1. What are the themes of the novel?
2. Discuss the theme of childlessness in the novel- A Woman in her Prime.
Assignment
Discuss Pokuwaa as a character in the novel-A Woman in her Prime.

Topic: A Woman in her prime-Theme
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Read the passage fluently
2. Discuss the themes of the novel.
Content:
Order and Unity in a village
1. Brenhoma is orderly and united. It is orderly because it is governed by certain laws and regulations even if they are unwritten. The chief and the elders rule the village while the others constitute the followers. If there is any problem, announcement are made via the talking drums or the town crier who goes round the village informing people of the decisions of the chief or the elders or what they are expected to do.
2. Belief in the efficacy of the living-dead
The ancestors, though dead are thought to be still alive and therefore still effective when consulted. When lightning strikes, the village of Brenhoma believes the gods are angry with them.
3. Fruitfulness may not ensure happiness
Koramoa has a child yet her husband is unfaithful. He goes about looking for another woman which leaves Koramoa sad.
Evaluation:
The following questions are asked:
1. Mention the themes of the novel.
2. Discuss the themes of the novel.
Assignment:
Comment on two characters of the novel.
Topic: A Woman in her prime-Major Characters
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Mention the major characters in the novel
2. Discuss the characters of the novel.
Content:
1. Adwoa Pokuwaa, also known as ‘Otwewaa’, ‘Ahwenie’, and ‘Ahwenee’, being a beautiful child and a good dancer. She was born on a Monday. She is the only daughter of her aged mother. The mother insists it’s her children that can only be her true grandchildren and yet she has no offspring. Her community is a matrilineal one. She is a bit careless in the use of the prescription which makes it rather difficult to determine the efficacy of Tano.
2. Kwadwo Frodwuo is Pokuwaa’s third husband. He has a wife in his own house but has come to live with Pokuwaa, the second wife. Kadwo is a gret help to Pokuwaa in her farm work.
3. Pokuwaa’s mother is a mother of six children, all male except Pokuwaa. She insists on having Pokuwaa children as her grandchildren. She is a strong traditional believer. She is her daughter’s confidante.
4. Afua Koramoa is Pokuwaa’s childhood friend and confidante. Though she has a child, she is confronted with the problem of unfaithful husband. She is a songster.
Evaluation:
The following questions are asked:
1. Mention the major characters of the novel
2. Discuss each of the major characters of the novel.
Assignment:
Comment on two of the minor characters of the novel.

Topic: A Woman in her prime-Theme
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Read the passage fluently
2. Discuss the themes of the novel.
Content:
Order and Unity in a village
1. Brenhoma is orderly and united. It is orderly because it is governed by certain laws and regulations even if they are unwritten. The chief and the elders rule the village while the others constitute the followers. If there is any problem, announcement are made via the talking drums or the town crier who goes round the village informing people of the decisions of the chief or the elders or what they are expected to do.
2. Belief in the efficacy of the living-dead
The ancestors, though dead are thought to be still alive and therefore still effective when consulted. When lightning strikes, the village of Brenhoma believes the gods are angry with them.
3. Fruitfulness may not ensure happiness
Koramoa has a child yet her husband is unfaithful. He goes about looking for another woman which leaves Koramoa sad.
Evaluation:
The following questions are asked:
1. Mention the themes of the novel.
2. Discuss the themes of the novel.
Assignment:
Comment on two characters of the novel.
Topic: A Woman in her prime-Major Characters
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Mention the major characters in the novel
2. Discuss the characters of the novel.
Content:
1. Adwoa Pokuwaa, also known as ‘Otwewaa’, ‘Ahwenie’, and ‘Ahwenee’, being a beautiful child and a good dancer. She was born on a Monday. She is the only daughter of her aged mother. The mother insists it’s her children that can only be her true grandchildren and yet she has no offspring. Her community is a matrilineal one. She is a bit careless in the use of the prescription which makes it rather difficult to determine the efficacy of Tano.
2. Kwadwo Frodwuo is Pokuwaa’s third husband. He has a wife in his own house but has come to live with Pokuwaa, the second wife. Kadwo is a great help to Pokuwaa in her farm work.
3. Pokuwaa’s mother is a mother of six children, all male except Pokuwaa. She insists on having Pokuwaa children as her grandchildren. She is a strong traditional believer. She is her daughter’s confidante.
4. Afua Koramoa is Pokuwaa’s childhood friend and confidante. Though she has a child, she is confronted with the problem of unfaithful husband. She is a songster.
Evaluation:
The following questions are asked:
1. Mention the major characters of the novel
2. Discuss each of the major characters of the novel.
Assignment:
Comment on two of the minor characters of the novel.

Topic: A Woman in her prime-Major Characters
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Mention the minor characters in the novel
2. Discuss the minor characters of the novel.
Content:
1. Kofi Badu: He is Kwadwo’s friend whom Pokuwaa hates with passion. Kwadwo likes Kofi because he gives him good counsel.
2. Yaw Boakye: He is the courageous hunter whose corpse was found in the forest of Disemi near Pokuwaa’s farm. Vultures perched on his body and therefore his death was considered accursed.
3. Opanin Kofi Owusu: The head of Asona clan- Pokuwaa’s mother report her to him when she decides to stop the sacrifices prescribed by Tano priest.
Evaluation:
The following questions are asked:
1. Mention the minor characters of the novel
2. Discuss each of the minor characters of the novel.
Assignment:
Comment on two other minor characters of the novel.
Topic: A Woman in her prime-Major Characters
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Mention the minor characters in the novel
2. Discuss the minor characters of the novel.
Content:
1. Pokuwaa’s father: He loves Pokuwaa greatly and names her after his mother. He dies outside the village.
2. Akosua Serwa: Kofi Dede’s mistress whom Koramoa accuses of having the attention of her husband.
3. Kofi Dede: Koramoa’s husband who grows up with Koramoa and Pokuwaa.
Evaluation:
The following questions are asked:
1. Mention the minor characters of the novel
2. Discuss each of the minor characters of the novel.
Assignment:
Comment on two others of the minor characters in the novel.