Pen-Write E-Library

SCHEME OF WORK
WEEK:
1. Revision of the last term work
2. &3 Introduction to Unseen prose
Features of Unseen prose
Short comprehensive passage with or without a title
The plot structure is very straight forward and sequential
The passage is always within the range of student experience
Tools for Unseen passage Analysis
Comprehensive reading with understanding
Sample Unseen passage bring out the narrative elements like theme, plot, setting, narrative techniques (1st person, 3rd person, Omniscience etc)
3. Introduction to Unseen poem
4. Introduction to Unseen poem
Features of unseen Poem
Short Poem
Simple language
Tools for Unseen Poem Analysis
Comprehensive analysis of Unseen Poem
Sample Unseen poems to bring out simple poetic devices like irony, metaphor, simile, personification, pun, alliteration, assonance.
5. Introduction to Unseen Drama
Features of Unseen Drama
Very short drama (Playlet)
Dialogue form
Actions
Audience participation
Tools for Unseen playlet Analysis
Comprehensive analysis of Unseen playlet
Sample unseen playlets to bring out the theme, the character analysis, dramatic elements like setting, stage, audience.
6&7. Revision of SS1`s work to include
Literary Appreciation and all the texts selected for SS one.
8&9 Revision of SS2`s work to include all the texts of drama, prose and poetry selected for study.
10&11 Revision and Mock examination.

Topic: Ambassadors of Poverty-Figures of Speech
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Read the poem fluently.
2. Discuss the figures of speech of the poem.
Content:
Personification-defeated by poverty-line82
Metaphor-fallow farmlands-line 54
Hyperbole-glued to the city-line 69
Simile-fasting as food-line 40
Alliteration-…fit for the farms-line 68
Repetition-Ambassadors of poverty-lines 1,9, 19, 28
Irony-Ambassadors of poverty –lines 1, 9, 19
Evaluation:
The following questions are asked:
1. Read the poem one after another.
2. Discuss the figures of speech in the poem.
Assignment
Who are the ambassadors of poverty and why?
Topic: Ambassadors of Poverty-Structure
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Read the poem fluently.
2. Discuss the structure of the poem.
Content:
Stanza 1-lines 1-8
It examines critically the corrupt tendencies among political office holders who are here conferred with ironic and grandiose title of Ambassadors of Poverty.
Stanza 2-lines 9-18
It elaborates on the expectations of the citizenry.
Evaluation:
The following questions are asked:
a. Read the poem one after another.
b. Discuss the structure of the poem.
Assignment
Discuss the significance of the poet’s repetition of the statement ‘Ambassadors of Poverty’ in this poem.

Topic: Ambassadors of Poverty-Figures of Speech
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Read the poem fluently.
2. Discuss the figures of speech of the poem.
Content:
Personification-defeated by poverty-line82
Metaphor-fallow farmlands-line 54
Hyperbole-glued to the city-line 69
Simile-fasting as food-line 40
Alliteration-…fit for the farms-line 68
Repetition-Ambassadors of poverty-lines 1,9, 19, 28
Irony-Ambassadors of poverty –lines 1, 9, 19
Evaluation:
The following questions are asked:
1. Read the poem one after another.
2. Discuss the figures of speech in the poem.
Assignment
Who are the ambassadors of poverty and why?

Topic: Ambassadors of Poverty-Structure
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Read the poem fluently.
2. Discuss the structure of the poem.
Content:
Stanza 1-lines 1-8
It examines critically the corrupt tendencies among political office holders who are here conferred with ironic and grandiose title of Ambassadors of Poverty.
Stanza 2-lines 9-18
It elaborates on the expectations of the citizenry.
Evaluation:
The following questions are asked:
a. Read the poem one after another.
b. Discuss the structure of the poem.
Assignment
Discuss the significance of the poet’s repetition of the statement ‘Ambassadors of Poverty’ in this poem.

Topic: Ambassadors of Poverty- Themes
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:
1. The corruption of political office-holders and its adverse effects on the society
2. The hypocrisy and negative influence of the Western world on post-colonial Africa
3. Mediocrity and the incompetence of corrupt leaders and public office holders
4. The corruption of power
Evaluation:
The following questions are asked:
1. Read the poem one after another.
2. Discuss the themes of the poem.
Assignment
Comment on whether the poem is objective in the portrayal of the ruling class.
Topic: Ambassadors of Poverty-Summary
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Read the poem fluently.
2. Discuss the summary of the poem.
Content:
The poem looks closely at Nigerian political leaders, who are depicted as symbols of inept and corrupt leadership in Africa.
Evaluation:
The following questions are asked:
1. Read the poem one after another.
2. Discuss the summary of the poem.
Assignment
How effectively does the poet employ hyperbole in the poem? Cite instances.

Main Topic: Poem
Topic: Myopia by Sly Cheney Coker
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Read the poem fluently.
2. Discuss the background and setting of the poem.
Content:
The atmosphere of the country became characterized by oppression, repression, intimidation and fear especially during President Siaka Steven’s years. The socio-economic condition of Sierra Leoneans, the masses, became unbearable. The environmental degradation due to mining activities forced the farmers in the hinterland to the urban centers. Unemployment increased. The opulence and extravagance of the political class continued unabated.
Setting
Physical setting is an urban area, apparently Freetown. Temporal setting is the post independence Sierra Leone of 1970’s and 1980’s.
Evaluation:
The following questions are asked:
1. Read the poem one after another.
2. Discuss the background and the setting of the poem.
Assignment
Discuss the poetic devices of the poem.

Topic: Myopia-Subject Matter
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Read the poem fluently.
2. Discuss the subject matter of the poem.
Content:
Lines 1-4
A portrait of the peasants, the poor majority is discussed. They have no shelter to protect them from inclement weather. They are drenched and shiver with cold. They are emaciated.
Lines 5-11
The ugly sight of the street is discussed.
Evaluation:
The following questions are asked:
1. Read the poem one after another.
2. Discuss the background of the poem.
Assignment
Comment on the poetic devices of the poem.

Topic: Myopia by Sly Cheney Coker-Poetic Devices
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Read the poem fluently.
2. Discuss the poetic devices of the poem.
Content:
1. Metaphor- Lines 5 and 7
Boulevards of his country as ‘railway tracks in my heart’
2. Personification-L.14-15
3. Alliteration-l.14
4. Assonance-l.12
5. Imagery-‘drenched’, emaciated bones’
Evaluation:
The following questions are asked:
1. Read the poem one after another.
2. Discuss the poetic devices of the poem.
Assignment
Discuss the themes of the poem.

Topic: Myopia-Themes
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:
Lines 1-4
1. Miserable lives of the masses
2. Bad leadership
3. The need for a revolutionary change
Evaluation:
The following questions are asked:
1. Read the poem one after another.
2. Discuss the themes of the poem.
Assignment
Comment on the poetic devices of the poem.

Main Topic: Poem
Topic: The Strange Meeting by Wilfred Owen
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Read the poem fluently.
2. Discuss the background and setting to the poem.
Content:
Wilfred Owen fought in the First World War and died in it. He believed WW1 was an attack on humanity which required its stopping at once, perhaps by negotiating peace. In 1917, he was wounded and convalesced at the Craiglockhart Wa r Hospital where he wrote many of his war poems. He rejoined the war in 1918 and was killed one week before the end of the war.
Setting: It’s the world after here. War rages in the world but its victims have ‘escaped voluntarily out of battle.’
Evaluation:
The following questions are asked:
1. Read the poem one after another.
2. Discuss the figures of speech in the poem.
Assignment
Read about two themes of the poem.