August 31- Sep 4, 2020

Africa by David Diop

Submitted by: Jinky P. Gampong

I. Objectives:
1. Use correct production of the sounds of English when delivering speech
2. Use various strategies in decoding the meaning of words
3. Note implicit signals to indicate coherence ( MELC)
4. Use appropriate signals for emphasis.
II. Subject Matter:
 Springboard: Africa by David Diop
 Note implicit signals used by the writer to indicate coherence
III. Learning Resources:
Reference: Google, Internet, English Time 8
Materials: images, activity sheets, slide share
IV. Procedure:
A. Before the Lesson
a. Checking of attendance
b. Motivation Question
 What is your view of Africa?
 How do you express your perspective while respecting other culture?
c. About the Author

David Léon Mandessi Diop  was born in 1927 in Bordeaux, France, to a Senegalese father

and a Cameroonian mother. During his literary career, he was a proponent of Negritude.
This was a political philosophy/literary movement whose scholars included statesman-poet
Leopold Sedar Senghor. Negritude was a reaction to the French colonial administrative
policy of assimilation; this policy was predicated on the belief that Africans possessed neither
culture nor history and therefore French culture could be used to civilize them. Negritude
desired a deep and almost essentialist re-grounding of Africans in the history, values,
cultures of the Black people, while being open to friendship with other civilizations. The
poem below by Diop reflects those values.  David Diop died in an airplane crash in  1960. He
was 33.
D. Vocabulary Development
Write the definition for each vocabulary word in your own words. Then create a sentence in
the third column. The sentence should provide enough information to give the reader a
clear idea of what each word means.

Working Together

Vocabulary Word Definition Sentence

1. savannas
2. humiliations
3. impetuous
4. obstinately

B. During the Lesson

a. The Reading Text
Africa
David Diop
https://www.youtube.com/watch?v=Nv3t04vCV8Q
https://www.youtube.com/watch?v=UXwQclNIj6k

Africa my Africa
Africa of proud warriors in ancestral Savannahs
Africa of whom my grandmother sings
On the banks of the distant river
I have never known you
But your blood flows in my veins
Your beautiful black blood that irrigates the fields
The blood of your sweat
The sweat of your work
The work of your slavery
Africa, tell me Africa
Is this your back that is unbent
This back that never breaks under the weight of humiliation
This back trembling with red scars
And saying no to the whip under the midday sun?
But a grave voice answers me
Impetuous child that tree, young and strong
That tree over there
Splendidly alone  amidst white and faded flowers
That is your Africa springing up anew
springing up patiently, obstinately
Whose fruit bit by bit acquires
The bitter taste of liberty.
 b. Comprehending the Text ( refer to page 4 of English Time 8)
C. Post Reading Activity
Appreciating the Text: Read the poem Africa’s Plea. Find out how the author expresses
real life experience by answering the questions after the selection.
https://kathwilliamson.blogspot.com/2009/10/poem-africas-plea.html
Africa's Plea

I am not you -
but you will not
give me a chance
will not let me be me

'If I were you' -

but you know
I am not you,
yet you will not
let me be me.

You meddle, interfere

in my affairs
as if they were yours
and you were me.

You are unfair, unwise,

foolish to think
that I can be you,
talk, act
and think like you.

God made me me.

He made you you.
For God's sake
Let me be me.

Refer to page 4 for the questions

V. Assignment:
Write a reflection paper using signals on the poem Africa’s Plea.
Activity Sheet
Write the letter asked by the following numbers in the alphabet to form the
message of the poem.
1.) 4-9-6-6-5-18-5-14-3-5
2.) 19-1-13-5-14-5-19-19
3.) 5-17-21-1-12-9-20-25

A:Writing a journal article review
You may be asked to write a journal article review. Although this may be an unfamiliar exercise, it is not as complex a 
task
as writing an essay requiring a lot of library research, and not the same as a review in The Canberra Times which is 
written
for the general reader.Your journal article review is written for a reader (eg, your supervisor, lecturer or tutor) who is
knowledgeable in the discipline and is interested not just in the coverage and content of the article being reviewed, b
ut also in your critical assessment of the ideas and argument that are being presented by the author.
Your review might therefore be guided by the following questions:

Objectives What does the article set out to do?
Theory Is there an explicit theoretical framework? If not, are there important theoretical assumptions?
Concepts What are the central concepts? Are they clearly defined?
Argument What is the central argument? Are there specific hypotheses?
Method What methods are employed to test these?
Evidence Is evidence provided? How adequate is it?
Values Are value positions clear or are they implicit?
Literature How does the work fit into the wider literature?
Contribution How well does the work advance our knowledge of the subject?
Style How clear is the author's language/style/expression?
Conclusion A brief overall assessment.
B: A good article review requires careful reading, critical thinking, and clear, well-organized writing. 1. READ
• Read the article several times: once quickly to get the big picture and once or more slowly to understand the details.
• Determine the author's main idea/thesis/argument and supporting points. (Check the intro, conclusion, section
headings, summaries to each section, etc.)
• Map the main points. (Headings may be helpful.) WRITE TO THINK
2. Reflect on the author's main points by freewriting about them for yourself. This helps you uncover your ideas and
find language to express them.
• After reading each section (on one of the author's points), write answers to questions such as these: What is the
author saying in this section?
Why is he/she saying this?
How does this point fit with his/her other ideas?
How does this point fit with ideas from your course?
How does this point fit with your own experience and opinion?
So what? What are the implications of this idea?
3. WRITE TO COMMUNICATE • Plan your paper. A review usually contains a summary of the author's main ideas
(refer to your map) and your evaluation or assessment of these ideas (refer to your freewriting). Determine your
overall opinion/assessment of the author's ideas: positive, negative or mixed. Then find reasons backed by evidence
(examples) to support your opinion. Arrange your ideas hierarchically. • Write your paper quickly, following your plan.
Don't edit as you write. Focus on communicating your ideas. • Fix up your paper by working on one concern at a
time. 1) Content: Make your points clear and developed 2) Organization: Present ideas in chunks introduced by
summaries. 3) Language: Edit for conciseness. Correct errors in spelling, grammar, punctuation.