Literature Lesson Plan SS2 First Term PDF Download 2023

SS2 LITERATURE-IN-ENGLISH IST LESSON PLAN
WEEK: 1 DATE: CLASS: SS2

SUBJECT: Literature-In-English-In-English
LESSON TITLE: Introduction to African Poems
SUBTITLE:
PERIOD: 1st and 2nd DURATION: 80 mins
LEARNING OBJECTIVES: At the end of the lesson, students should be able to:
I. identify and discuss the themes of the poem.
II. identify the features of poetry in the poem.
KEY VOCABULARY African, poems, themes
WORDS:
RESOURCES AND • Exams focus Literature-In-English 2021 – 2025
MATERIALS:
• Vital Steps to Distinction in Literature-In-English-in-English
• Recommended text
BUILDING Learners have a prior knowledge of genres of Literature-In-English

BACKGROUND AND
CONNECTION TO PRIOR
KNOWLEDGE
CONTENT: ANALYSIS OF “BLACK WOMAN” BY LÉOPOLD SENGHOR
THEMES
1. The concept of Negritude: Negritude has been defined by Léopold
Sedar Senghor as “the sum of the cultural values of the black world as
they are expressed in the life, the institutions, and the works of black
men.” In the poem “Black Woman”, Senghor reinforces the ideas of
negritude. He personifies Africa-nation- as an African woman. In the first
stanza, the poet emphasizes the thematic statement that the color of the
natural black woman itself is life and her form is beauty.
2. Beauty: Leopold Sedar Senghor celebrates the beauty of three

major places or landmarks, namely, the African geographical landscape;
the spirit and essence of womanhood, especially black womanhood; and
the ethos of the dead ancestors.
3. Motherhood: Line 3, “grew up in your shadow…”

Content Analysis of the poem
The poem begins with a direct call “Naked woman, black woman…” and
culminates into the comfort that ‘she’ has given the persona since his
childhood, “…In your shadow I have grown up…”. The ‘woman’ which
could be representative of Africa, nurtured the persona and he in turn
expresses gratitude and praise for ‘her’ gentleness and charm.
The persona shifts his focus to the physical features of the ‘woman’ and
through this, proceeds to metaphorically adore the landscape and
geography of the continent. His comparison of the “black woman” to
‘ripe fruit’ and ‘black wine’ lays bare the qualities that he intends to
project to the rest of the world. “Savannah stretching to clear horizons…”
secures another praise for the geography of the continent. The persona
refers to the ‘woman’ as ‘…the Promised Land’ which is a biblical allusion
to further stress the importance of the ‘woman’ to him.
The cultural heritage of drumming and singing receives the next praise
from the persona as he considers these activities as distinctly something
that the ‘black woman’, Africa, offers.
STRATEGIES AND Activity 1: Ask participants to read the poem and identify instances of
ACTIVITIES: each poetic element as they find them.
Activity 2: The teacher enumerates and explain the topic with relevant
example
Activity 3: Assign different poetic elements to small groups (e.g., one
group focuses on rhyme, another on meter).
Activity 4: Encourage participants to discuss how these individual
elements combine to create a rich poetic experience.
Activity 5: After identifying themes and poetic features in a poem,
encourage participants to write their own poem on a related theme.
ASSESSMENT I. Discuss what themes are in poetry.
(EVALUATION): II. Highlight the importance of identifying themes for deeper
understanding.
WRAP-UP The teacher wraps up and concludes the lesson using web summary
(CONCLUSION): method and correct any mistake observed during the assessment.
ASSIGNMENT: 1. Discuss the poem, “Black Woman” as an ode.

2. Critically examine the thematic preoccupation of the poet in Black
Woman L.S Senghor.
3. Examine the literary devices used in the poem.
4. To what extent is the poem a praise of the poet’s mother land?
HOD/V. P’S
COMMENTS AND
ENDORSEMENT:
SUBJECT: Literature-In-English
LESSON TITLE: “The Leader and the Led” – Niyi Osundare
SUBTITLE:
I. devices identify and discuss the main themes of the poem.
II. state and explain the poetic.
KEY VOCABULARY Themes, devices
WORDS:
MATERIALS:
BUILDING Learners have a prior knowledge of themes

BACKGROUND AND
CONNECTION TO PRIOR
KNOWLEDGE
CONTENT: THEMES
The following themes are derived from the poem:
(a) Theme of leadership
(b) Theme of imperfection
(c) Theme of moderation
(d) Theme of nature
CONTENT ANALYSIS
An analysis or enquiry into Niyi Osundare’s ‘The leader and the led
depicts different kinds of politicians who fight for power and leadership
positions in Nigeria & Africa. The poem ‘The leader and the led’ by Niyi
Osundare has 12 stanzas. Firstly, each stanza of the first seven stanzas
has contrasting ideas, which presents the problems of leadership in
Africa while the remaining stanzas proffer possible solutions. Each stanza
carries unique meaning related to the understanding of the poem.
The poem starts by presenting the Lion’s stake to the throne in the pack.
The pack in this poem represents Nigeria or African nations. ‘The lion
stakes his claim/ To the leadership of the pack’ lines 1&2. The Lion
represents the kind of leaders who seek for power because of their
physical strength and bravery. These kinds of leaders assert and compel
people to obey them through the use of coercion. They use their
strength, power and authority to instill fear on their followers who cower
at their presence.
Lions are brave and outspoken (roar of lions) the later – a quality some of
these leaders possess and use effectively through their great oratory
power to manipulate people’s beliefs.
The followers in this stanza are the Antelopes. Antelopes are animals
known for taking quick actions and with keen eyesight for being
watchful. They are preys to lions. The lions are reminded of their
destructive devouring nature and intimidating tactics by the Antelopes
which are not the qualities needed in a complete leader. This is depicted
in line 4, ‘The ferocious pounce of his paws’. The Antelopes can be
likened to the elites and the educated members of the society – the top
civil servants.
STRATEGIES AND Activity 1: Ask students to individually read the poem and identify what
ACTIVITIES: they believe are the main themes.
Activity 2: Encourage them to underline or highlight lines or phrases that
support their chosen themes.
Activity 3: Divide students into small groups, in their groups, have them
discuss their identified themes and the poetic devices they found in the
poem.
Activity 4: Ask each group to present their identified themes and
supporting evidence.
Activity 5: Facilitate a discussion where students explore the diversity of
themes and perspectives.
ASSESSMENT I. devices identify and discuss the main themes of the poem.
(EVALUATION): II. state and explain the poetic.
ASSIGNMENT: 1.Critically examine the thematic preoccupation of the poet in “The

Leader and the led” by Niyi Osundare.
2.Examine the use of symbolism and imagery in the poem, “The Leader
and the Led”.
3.Leadership is about followership. To what extent is the phrase true
about the poem, “The Leader and the Led” Niyi Osundare.
4.Discuss “The Leader and the Led” as an ethical poem.
5.Identify and discuss the poetic devices used in the poem.
HOD/V. P’S
COMMENTS AND
ENDORSEMENT:
LESSON TITLE: Grieved Lands” – Agostinho Neto
SUBTITLE:
I. identify and discuss the main themes in the poem.
II. state the poetic devices in the poem
KEY VOCABULARY Themes, devices, Grieved, Land
WORDS:
MATERIALS:
BUILDING Learners have a prior knowledge of poem.

BACKGROUND AND
CONNECTION TO PRIOR
KNOWLEDGE
CONTENT: CONTENT ANALYSIS
The Grieved Lands is poem of 42 lines with seven uneven stanzas. It is a
free verse. The Grieved Lands presents the uniqueness of Black race and
their resistance to slavery and colonial rule. It belongs to the group of
poems which advance the unique beauty of the Black race and the
dominant strength of being Black. The poet draws from the realistic
nature of Negritude (a movement which celebrates and promotes the
uniqueness and dominance of Black race to other races popularly
propagated by Léopold Sedar Senghor).
In the poem, The Grieved Lands the poet presents African race as an
imperishable race and African land as a land that can withstand anything;
Lines 40 -41.
The first three stanzas talk about the degradation of Africa by slavery,
imperialism, colonialism and Westernization. The poet uses these stanzas
to decry the effects of Western influence on Africa. Line 2 “In the tearful
woes of ancient and modern slave” In this line, the “ancient” refers to
the physical slavery when men and women were forcefully moved out of
the Land of Africa to different parts of the world. The “modern slave”
refers to the present psychological and mental slavery in Africa and
among Blacks, where Africans or Blacks depend on the West for aids and
solutions. This is seen as the psychological acceptance of Western values,
culture – dressing, lifestyle etc as the standard of measuring success and
achievement.
In stanza two, the poet decries the elimination of the valuable culture,
beauty, custom and land of Africa by the colonialism and westernization.
He figuratively presents this through the symbol of “flower” and “forest”.
This is seen in lines 7 – 10 “In the infamous sensation of the stunning
perfume of the/Flower/ Crushed in the forest/ by the wickedness of iron
and fire” … ‘Iron and Fire’ refers to the fierce way the colonialist and
imperialist imposed themselves on Africa. These moves destroyed the
beautiful flora and fauna of African land hence they grieve. The ever-
blossoming African beauty and teeming African youth, customs and
culture represented by ‘Flower’ were crushed by civilization which made
Africans lose their identity. ‘Crushed in the forest’.
poem.
ASSESSMENT I. identify and discuss the main themes in the poem.
(EVALUATION): II. state the poetic devices in the poem
ASSIGNMENT: I. identify and discuss the main themes in the poem.

HOD/V. P’S
COMMENTS AND
ENDORSEMENT:
LESSON TITLE: “The song of the Women of my Land” – Qumar Farouk Sesay
SUBTITLE:
KEY VOCABULARY Poem, themes
WORDS:
MATERIALS:
BUILDING Learners have a prior knowledge of poetry.

BACKGROUND AND
CONNECTION TO PRIOR
KNOWLEDGE
CONTENT: THEMES
Themes in the Song of the Women of our Land by Farouk Qumar Sesay
1. Themes of oppression of women
2.Theme of endurance
3. The power of Literature.
CONTENT ANALYSIS
The poem starts with the comparison of contemporary Africa to ancient
Africa when the songs of the women preserve the cultural heritage of
African. The songs, lyrics, and tunes symbolically represent Africa’s
culture and history. The persona points out that the songs have
disappeared because the new generation has lost its grasp on songs. The
persona laments how time has taken the memory of the songs. Here,
time represents modernization or the influence of Western Culture on
the African lifestyle. History and culture are preserved over time if the
people continue to live by it, document it, and pass it on to the next
generation.
In the first three lines, the poet bemoans how his people have neglected
their culture and allowed time to destroy their core values. See lines 3 –
‘It strips away lyrics of the women of my land.’
Remember, that lyrics are the words of a song. That is the content value
that carries the meaning and beauty of each song. Lyrics and tunes make
songs melodious. When one is lost, the other becomes meaningless and
useless. Hence, the poet says that the lyrics have been taken away,
leaving only the tune’s echoes. Let’s see how the poet addresses this
situation.
Firstly, Lines 1 – 11 presents the importance of the song of the women.

The songs are about their culture, history, and personalities. The songs
reveal the struggle for survival, their genealogy, and the uniqueness of
their culture. The song for survival is depicted in lines 7 – 10′ Of how
they ploughed the terrain of their landscape …/When servitude cuffed
the ankles of their soul.’
poem.
ASSIGNMENT: 1. What do you think is the major concern of the poetic personae in
the poem?
2. Examine the use of poetic devices in the poem, “The Song of the
Women of My Land”.
3. “The Song of the Women of My Land” is a poem of appreciation.
Discuss
4. Identify and discuss the theme of the poem.
HOD/V. P’S
COMMENTS AND
ENDORSEMENT:
LESSON TITLE: “Raider of the Treasure Trove” – Lade Wosornu
SUBTITLE:
KEY VOCABULARY Themes, poetic devices, Raider, Treasure, Trove
WORDS:
MATERIALS:
BUILDING Learners have a prior knowledge of poems

BACKGROUND AND
CONNECTION TO PRIOR
KNOWLEDGE
CONTENT: THEME
1. Theme of love: The poem centres on the importance of love. Love
can be used to override all forms of rage. Love leaves beautiful trails and
memories that create pure everlasting bliss and impression on fellow
humans. This is in contrast to rage and the pain that comes with it.
2. Dangers of uncontrolled anger: This is the underlying theme the
poet wants to warn the readers about. In the poem, the poet reveals
how anger destroys lives. When people fail to check their anger, other
people get hurt. Actions taken with anger or decision made in anger
leave permanent scars in our lives. We should restrain from taking action
when we are pissed.
3. Brevity of life: The brevity of life is one the themes in The Raider
of the Treasure Trove. From the poet’s view, life is a journey. A journey
shorter than we think. In other to make this journey worthwhile, we
should strive to enjoy every opportunity given to us to live by spreading
love, joy and compassion.
In our analysis of The Raider of the Treasure Trove, the poet starts the
first stanza with rhetorical questions calling the readers to action. These
questions challenge the existence of humans if not to attain the great
heights. Lines 3 & 4 the reasons you are here? Always strive/to fly flags
of joy, and, sail upstreams’
One of the ways humans achieve success in life is by being happy about
where they are. This propels them to strive to achieve more – to aim
higher. When people are happy, they tend to be more productive. This is
represented by ‘To fly flags of joy’, the poet calls on people to keep
moving up because time wait for no one. Remember the first line of the
poem – ‘But what can be worthy of your life’ which runs into the second
line ‘… dearer than the gems or your dreams’.
Stanza two presents the effect of joy in the life of every human being. Joy
drives us. Joy makes humans spread love to people around them. Love
helps humans channel the course of their lives, ‘Powered by the breeze
of love, your course’ line 5.
poem.
ASSIGNMENT: 1. Examine the theme of love and compassion in the poem, “Raider
of the Treasure Trove”
2. Critically examine the theme of “rage” in the poem, Raider of the
Treasure Trove”.
3. Discuss the use literary techniques in the poem, “Raider of the
Treasure Trove”.
HOD/V. P’S
COMMENTS AND
ENDORSEMENT:
LESSON TITLE: The Government Driver on his retirement” – Onu Chibuike
SUBTITLE:
I. identify and discuss the main themes in the poem;
KEY VOCABULARY Themes, poetic devices, driver, government
WORDS:
MATERIALS:
BUILDING Learners have a prior knowledge of poetry

BACKGROUND AND
CONNECTION TO PRIOR
KNOWLEDGE
CONTENT: THEMES:
There are many themes in the poem, such as (a) the theme of
disobedience, (b) the theme of freedom, (c) the theme of endurance, (d)
the theme of servitude, (e) the theme of death, (f) the theme of
imperfection, etc.
As regards the theme of freedom, the whole poem resonates freedom

because the celebration of retirement is synonymous to celebration of
freedom.
The poet expressed the importance of freedom by employing words like

"freeman" in line 7, "Today frees" in line 23, "Celebrating the celebration
of his retirement" in line 26.
And now to the theme of death.
The poem "A Government Driver on His Retirement" also reminds the
readers that no matter how long humans hunger for freedom or even get
to the point of celebrating it death is a boss to freedom (no human being
is free from death).
Another theme in the poem is the theme of imperfection.
Humans lack perfection in the same way the government driver in the
poem. Unexpected actions or events could transform to error. A mere
celebration of job retirement became the downfall of the government
chauffeur.
The theme of endurance. Endurance and patience are siblings and both
are very rewarding.
The reward for endurance in the context of the poem are freedom and
gift (a brand-new car).
poem.
ASSESSMENT I. identify and discuss the main themes in the poem;
ASSIGNMENT: 1. Discuss any four themes from the poem, “A Government Driver
on His Retirement”
2. Examine the use of literary devices in the poem.
3. To what is the poem a poem of regret/a tragedy/an irony
4. Critically examine the use of contrast and irony in the poem.
HOD/V. P’S
COMMENTS AND
ENDORSEMENT:
LESSON TITLE: Introduction to Non – African Poems:
SUBTITLE:
KEY VOCABULARY Non-African Poetry, themes, poem
WORDS:
MATERIALS:
BUILDING Learners have a prior knowledge of non-African poetry.

BACKGROUND AND
CONNECTION TO PRIOR
KNOWLEDGE
CONTENT: Analysis of Journey of the Magi
Stanza One
In the first stanza of this piece the speaker, who is one of the traveling
Magi, starts the poem by giving a broad overview of the journey he and
the other Magi embarked on. It was not a pleasant trip. They had a “cold
coming…of it.” The men were forced to deal with terrible weather that
made everything harder. The speaker reflects on the days of travel as
having occurred in the “worst time of the year / For a journey. Due to the
fact that they could not choose when they traveled, they had to face
these conditions.
The next two lines expand the details of their journey and the troubles
they had to face along the way.
The ways deep and the weather sharp,
The very dead of winter.
The men were not the only ones who suffered at this time, their camels,
which were made to walk through the landscape bearing the men and
their supplies were “galled, sore-footed, and refractory.” They eventually
ended up “Lying down in the melting snow.”
It is interesting that the poet chose to begin this piece, which is about the
birth of Christ, in such a way. It does away with the image of majestic
beings riding in to visit the child, instead they are painted as deeply
human. They suffered just as anyone would traversing the countryside.
The speaker even states at one point that “There were times we
regretted,” or missed, “The summer palaces…the terraces…And the
silken girls bringing sherbet.” These were all elements of their home
which were familiar to them and without which they were made to
travel.
The following lines, which are crafted in an ever-worsening list, describe
a litany of problems the men faced. There were the “camel men” who
were often “cursing and grumbling.” At points they even ran away from
the camps seeking out “liquor and women.” The campsites were often
cold as the fires went out, and there were no “shelters” to keep the men
and animals dry.
In addition to these troubles with nature, they faced “hostile” cities and
“unfriendly” towns which were unwilling to help them. The men had a
“hard time…of it.” By the time they got to the end of their journey they
had learned to prefer traveling at night.
poem.
ASSIGNMENT: 1. Discuss life, death, and dichotomy in “Journey of the Magi”
2. Explain the title of the poem “Journey of the Magi”
3. Doe the beginning of the poem make you sympathize with the Magi? If
so, how? If not, how come?
HOD/V. P’S
COMMENTS AND
ENDORSEMENT:
LESSON TITLE: “Caged Bird” – Maya Angelou
SUBTITLE:
KEY VOCABULARY Caged, bird, themes, poetry
WORDS:
MATERIALS:
BUILDING Learners have a prior knowledge of poetry.

BACKGROUND AND
CONNECTION TO PRIOR
KNOWLEDGE
CONTENT: Themes
Freedom and Slavery
The predominant theme of the poem is freedom. The first line depicts
this by introducing "the free bird." And the opposite theme is "slavery." A
caged bird in captivity "sings of freedom." The caged bird was created for
freedom as a free bird.
Nonetheless, it is in an unnatural situation, trapped in a cage. Not only is
it trapped, but its body has been mutilated as well.
Despair and Hope
The caged bird is in a state of despair. Being tied up in the cage
compromises his movement. He is hopeful that it will transform into a
free bird.
That is why he sings of the anticipated freedom. Freedom seems out of
reach, and his "tune is heard" in the distant hill. This tells us that the bird
is hopeful one day he will fly over to the distant hill just like his voice.
Fear and Courage
While the free bird finds it easy to fly and enjoy his freedom by claiming
the sky, the caged bird lives in fear.
However, he is courageous enough to keep singing and use the power of
his throat to fight for his freedom.
Adversity and Good Fortune
Sometimes it takes hardship to find out your abilities and strengths, like
the caged bird. Sometimes you enjoy the good fortune of using all your
abilities, like the free bird.
poem.
ASSIGNMENT: 1. Angelou uses the metaphor of a bird struggling to escape its cage. How
do you analyse this?
2. Discuss the theme of self-awareness as shown in the poem “Caged

Bird”.
HOD/V. P’S
COMMENTS AND
ENDORSEMENT:
LESSON TITLE: “Do not go Gentle into the Good Morrow” – Dylan Thomas
SUBTITLE:
KEY VOCABULARY Themes, poem, gentle, good, morrow
WORDS:
MATERIALS:
BUILDING Learners have a prior knowledge of non-African poetry

BACKGROUND AND
CONNECTION TO PRIOR
KNOWLEDGE
CONTENT: THEMES FROM THE POEM
• Ageing and dying: The poet laments the necessity and inevitability
of death and advise the aged to rebel against the monster called death.
The poet wants people to resist death to the end.
• Allegorical nature of Universal man: The poet divided man into
four categories—wise, good, wild and grave. It is a universal thing for
man to die, therefore, Thomas wants his father to fight against death
before he passes away. Wise men fought against death because they
have not achieved much in life.
• End of life care: The poet advised his dying father to resist death.
It is a power of family love between a father and a son. He advised his
father not to die since people are still fighting for more years to spend on
earth.
• Death is inevitable: The poet realizes that death will win the
battle. ‘’Though wise men at their end know dark is right’’. Yet, he went
ahead to encourage them to wage war against death and should not give
up easily.
(D) POETIC DEVISES /LITERARY TERMS USED IN THE POEM:

• Oxymoron: This is the use of contradictory terms in a brief
phrase. ‘Blinding sight’’-This means that aged people with failing eyes see
with illuminating. ‘’Blind eyes’’ which means grave men’s eyes are blind
but men can ‘’see’’. All these are used to fight death in order to add
more years to their lives.
• Repetition: This is when a word, phrase or sentence is used more
than one in a poem. The title of the poem ‘’Do not go gently into that
Good Night was repeated four times in the poem. Also ‘’Rage, rage
against the dying of the light’’. These were used to keep hope of living
alive and to caution the poet’s father to defy death.
poem.
ASSIGNMENT: 1. What literary devices are used in Do Not Go Gentle Into That
Goodnight by Dylan Thomas?
2. What does old age should burn and rave at close of day mean?
3. Discuss what you consider the central theme of Do not go gentle into
tat good night?
HOD/V. P’S
COMMENTS AND
ENDORSEMENT:
LESSON TITLE: “Bat” – David H. Lawrence
SUBTITLE:
KEY VOCABULARY Bat, theme, poetic devices
WORDS:
MATERIALS:
BUILDING Learners have a prior knowledge of Bat

BACKGROUND AND
CONNECTION TO PRIOR
KNOWLEDGE
CONTENT: THEMES
• Hatred. The poet considered bats as the ugliest of all creatures.
His description of bats really shows the hatred. Bat is seen as an old rag,
always sleep upside down.
• Nature: The poet gave reference to nature. Names of ancient
cities, places in Italy like Pisa, Florence, Mountains of Carrara, the arches
of the Ponte Vecchino and River Arno were beautifully described. The
poet also revered ‘’the sun from the west’’, ‘’evening’’, ‘’tired flower’’,
‘’Brown hills’’, ‘’air’’, ‘’the water’’ as parts of nature.
• Happiness: Bats is a symbol of happiness in China. The poet sees
it as a bad omen. It shows that what a person dislike may be a thing of
happiness to others.
POETIC DEVICES FROM THE POEM:

• Language: Lawrence used violent words or expression to express
his hatred for bats. Words like ‘’flying madly,’’ ‘’voices indefinite, ’’wildly
vindictive,’’ ‘’old rags,’’ ‘’disgusting,’’ ‘’Black Piper.’’ The use of ‘’black’’
here connotes ‘’devil’’ or ‘’evil.’’ ‘’Disgusting’’ means something bad,
unfair, inappropriate that you feel annoyed and angry.
• Allusion: It is making reference to something which is already
known by a reader or listener. ‘’Ponte Vecchio’’ is a medieval stoned-a
segmental arch bridge over the Arnol River, in Florence, Italy. Another
way is ‘’Mountain Carrara’’—Carrara marble is a type of white or blue-
grey marble of high quality, popular for use in sculpture and building
decoration.
• Simile: This is when two things that share same features but are
from different nature are compared. The poet compared the ugly
appearance of bats with an umbrella. ‘’Wings like bits of umbrella.’’
Others are ‘’creatures that hang themselves up like an old rag’’, ‘’like a
glove, a black glove thrown up at night.’’ The descriptions of bats
indicated the poet’s hatred for the creature.
poem.
ASSIGNMENT: 1. Discuss the use of negative adjectives in the poem.

2. Metaphorically, life promises swallows and ends up giving batsDiscuss.
3. Examine the setting of the poem “Bat”
4. What is the significant theme in Lawrence’s “Bat”?
5. Discuss the similarities and dissimilarities between the two nocturnal
birds.
HOD/V. P’S
COMMENTS AND
ENDORSEMENT:
Compiled by MD Teachers’ Resources.
www.mdteachersresources.com
WhatsApp +2349151942274

Literature Lesson Plan SS2 First Term PDF Download 2023

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Literature Lesson Plan SS2 First Term PDF Download 2023

Uploaded by

Copyright:

Available Formats

SS2 LITERATURE-IN-ENGLISH IST LESSON PLAN

WEEK: 1 DATE: CLASS: SS2

BUILDING Learners have a prior knowledge of genres of Literature-In-English

2. Beauty: Leopold Sedar Senghor celebrates the beauty of three

3. Motherhood: Line 3, “grew up in your shadow…”

ASSIGNMENT: 1. Discuss the poem, “Black Woman” as an ode.

BUILDING Learners have a prior knowledge of themes

ASSIGNMENT: 1.Critically examine the thematic preoccupation of the poet in “The

BUILDING Learners have a prior knowledge of poem.

ASSIGNMENT: I. identify and discuss the main themes in the poem.

BUILDING Learners have a prior knowledge of poetry.

Firstly, Lines 1 – 11 presents the importance of the song of the women.

BUILDING Learners have a prior knowledge of poems

BUILDING Learners have a prior knowledge of poetry

As regards the theme of freedom, the whole poem resonates freedom

The poet expressed the importance of freedom by employing words like

And now to the theme of death.

BUILDING Learners have a prior knowledge of non-African poetry.

ASSIGNMENT: 1. Discuss life, death, and dichotomy in “Journey of the Magi”

2. Explain the title of the poem “Journey of the Magi”

BUILDING Learners have a prior knowledge of poetry.

2. Discuss the theme of self-awareness as shown in the poem “Caged

BUILDING Learners have a prior knowledge of non-African poetry

(D) POETIC DEVISES /LITERARY TERMS USED IN THE POEM:

BUILDING Learners have a prior knowledge of Bat

POETIC DEVICES FROM THE POEM:

ASSIGNMENT: 1. Discuss the use of negative adjectives in the poem.

You might also like