LITERATURE IN

ENGLISH
Senior 5
TEACHER’S
GUIDE

Kigali, January 2022

 Copyright
© 2022 Rwanda Basic Education
Board All rights reserved.
This book is a property of Rwanda Basic Education
Board. Credit should be given to REB when the
source is quoted

ii Senior 5 Literature in English Teacher`s Guide

FOREWORD
Dear Teacher,

Rwanda Basic Education Board is honoured to present Senior 5 Literature in

English Teacher`s Guide which serves as a guide to competence-based
teaching and learning to ensure consistency and coherence in the learning of
the Literature in English subject. The Rwandan educational philosophy is to
ensure that learners achieve full potential at every level of education which will
prepare them to be well integrated in society and exploit employment
opportunities.

emphasizes the importance of aligning teaching and learning materials with the
syllabus

they learn and the competences they acquire. Those factors include the
relevance of

strategies and the instructional materials available. We paid special attention

to the activities that facilitate the learning process in which learners can
develop ideas and make new discoveries during concrete activities carried out
individually or with peers. With the help of the teachers, learners will gain
appropriate skills and be able to apply what they have learnt in real life
situations. Hence, they will be able to develop certain

also to the nation.

This is in contrast to traditional learning theories which view learning mainly as

a process of acquiring knowledge from the more knowledgeable who is mostly
the teacher. In competence-based curriculum, learning is considered as a
process of active building and developing of knowledge and understanding,
skills and values and attitude by the learner where concepts are mainly
introduced by an activity, situation or scenario that helps the learner to
construct knowledge, develop skills and acquire positive attitudes and values.

In addition, such active learning engages learners in doing things and thinking
about the things they are doing and they are encouraged to bring their own
real experiences and knowledge into the learning processes. In view of this,
your role is to:

Plan your lessons and prepare appropriate teaching materials.

Organize group discussions for learners considering the importance of social

works collaboratively with more knowledgeable and experienced people.

Engage learners through active learning methods such as inquiry methods,

group discussions, research, investigative and group and individual work
activities.
 by giving tasks which enhance critical thinking, problem solving, research,

Senior 5 Literature in English Teacher`s Guide iii

 creativity and innovation, communication and cooperation.

the class activities.

Encourage individual, peer and group evaluation of the work done in the
classroom and use appropriate competence-based assessment
approaches and
methods.

To facilitate you in your teaching activities, the content of this teacher`s guide
is self-
explanatory so that you can easily use it. It is divided in 3 parts:

The part 1 : Explains the structure of this book and gives you the
methodological
guidance;

The part 2 : Gives the sample lesson plans as reference for your lesson
planning process;

The part 3 : Provides details the teaching guidance for each concept given in
the student
book.

Even though this teacher`s guide contains the answers for all activities given in
the

I wish to sincerely appreciate all people who contributed towards the

development

its inception. Special appreciation goes to the teachers who supported the
exercise
throughout. Any comment or contribution would be welcome to the
improvement of
this guide for the next versions.
iv Senior 5 Literature in English Teacher`s Guide
ACKNOWLEDGEMENTS
I wish to express my appreciation to all the people who played a major role in

to work with REB in the in-house textbooks production project. I wish to extend
my

way or the other contributed to the success of writing of this textbook.

design and layout services, illustrations and image anti-plagiarism.

Basic those from

Curriculum, Teaching and Learning Resources Department (CTLR) who were
involved in the whole process of in-house textbook writing.

Joan MURUNGI,
Head of Curriculum, Teaching and Learning Resources
Department (CTLR)
Senior 5 Literature in English Teacher`s Guide v
TABLE OF CONTENTS
FOREWORD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . iii ACKNOWLEDGEMENTS . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . v PART I. GENERAL
INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 . . . . . . . . .
...........................1
....................................1 1.2.1. Developing
competences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1
1.2.2. Addressing cross cutting
issues. . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 3 1.2.4. Guidance on
assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

learning
process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
1.2.6. Teaching methods and techniques that promote the
active

learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
7 PART II: SAMPLE LESSON PLANS . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . UNIT 1 : EUROPEAN LITERARY TRADITIONS I . . . . .
. . . . . . . . . . . . . . . 9 . . . . . . . . . . . . . 13 . . . . . . . . . . . . . . . 14 . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 ..
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . 19 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. 22

UNIT 2 : UNDERSTANDING PROSE . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . .27 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30

2.3
THEMES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . .34
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36

vi Senior 5 Literature in English Teacher`s Guide

UNIT 3 : THEMES IN AFRICAN
NOVELS . . . . . . . . . . . . . . . . . . . . . . . . . . 39 3.1 HISTORICAL
THEME . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 3.2
POLITICAL THEMES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . .43 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44 . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45 3.5 SOCIAL THEMES . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45

UNIT 4 : EPIC
POETRY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
49 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . 53 4.3 REVIEW OF POETIC
DEVICES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54

UNIT 5 :
ODES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
59 5.1
ODES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . 62 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . .63 5.3.
BALLAD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . .64 5.4.
ACROSTIC . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . .65 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
.65 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. .66 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. .67 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
.68 5.9 EPIGRAM . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . .69 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. .70

UNIT 6 : RHYTHM IN AFRICAN

POETRY . . . . . . . . . . . . . . . . . . . . . . . . . .73 . . . . . . . . . . . . . . . . . . . . .
 . . . . . . . . . . . . . . . . . 75 . . . . . . . . . . . . . . . . . . . . . . . . . . 77 6.3 REVIEW
OF POETIC DEVICES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .78
6.3.1 Onomatopoeia
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 8 6.3.2 Alliteration,
assonance and consonance . . . . . . . . . . . . . . . . . . . 8 0

Senior 5 Literature in English Teacher`s Guide vii

 UNIT 7 : DEVELOPMENT OF EUROPEAN
DRAMA . . . . . . . . . . . . . . . . . .83 . . . . . . . . . . . . . . . . . . . . . . . . . .86 . .
. . . . . . . . . . . . . . . . . . . . . . . . . .89 7.2.1 Ancient greek
drama . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 9
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .90 7.1.3
Farce . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 1
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 1
7.1.5 Modern drama . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
92

UNIT 8 : LANGUAGE USE IN DRAMA . . . . . . . . . . . . . . . . . . . . . .

. . . . . . 95 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
103 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103 . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . 104 8.3.1
Metaphor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104
8. 3. 2
Alliterations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .105
8.3. 3
Repetitions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .105
8.3.4 Assonance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
106
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106

REFERENCES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . 110

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .112

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124
viii Senior 5 Literature in English Teacher`s Guide
PART I. GENERAL INTRODUCTION
1.1. The structure of the guide
This section provides a paragraph presenting the guide: overall structure, the
structure of a unit and the structure of a lesson. A brief explanation is given on
each component to guide the users.

1.2. Methodological guidance

1.2.1. Developing competences

Since 2015 Rwanda shifted from a knowledge -based to a competence-based

curriculum for pre-primary, primary and general secondary education. This
called for changing the way of teaching/learning by shifting from a teacher -
centered to a learner -centered approach. Teachers are not only responsible
for knowledge transfer but also for

environment. It implies also that a learner has to demonstrate what he/she is

able to do

situation.

The competence-based curriculum employs an approach of teaching and

learning based on discrete skills rather than dwelling on only knowledge or the
cognitive domain of learning. It focuses on what learner can do rather than
what learners know.

competences are developed through learning activities disseminated in

learner-centered rather than the traditional didactic approach. The student is
evaluated against set standards to achieve before moving on.

which are transferable throughout a range of learning areas and situations in

life. Below are examples of how generic competences can be developed in
Literature in English:

Critical Thinking

These are activities that require students to think critically about subject
content.

decisions, allocating tasks, disagreeing constructively etc.

Research and discuss themes, characters, setting and plot of set stories
and novels.

traditions.
Senior 5 Literature in English Teacher`s Guide 1
 Enjoy reading
literature
Make literary
criticism

Ability in skimming /scanning texts.

Draw conclusions about discussed topics.

Research and problem solving

books.
Create a School Library of books about literature.

Creativity and Innovation

Write a story or poem

Design a poster of traditional
literary.
Write and design a booklet of literature.
Make a model
Invent new ways of doing traditional
things

Identify a problem which requires data collection to solve it

Identify local problems and devise ways to resolve them using literary
works (plays, poems and stories)

Communication Skills

Tell/write a story, poem or drama

Describe an event or situation
Present ideas – verbally and in
writing

Observe, interpret any image

Teamwork, cooperation, personal and interpersonal management and life skills

 Work in pairs – particularly useful for shared reading and comprehension
in lower grades but can also be useful in higher grades for planning
research, problem solving, planning experiments etc.
Small group work

2 Senior 5 Literature in English Teacher`s Guide

 Large group work
Data collection from the community
Collect community photographs and interview residents to make a
class/school History of the local community

of groups

Lifelong Learning

Take initiative to update knowledge and skills with minimum external

support.
Cope with the evolution of knowledge and technology advances for
personal

Seek out acquaintances more knowledgeable in areas that need

personal improvement and development
Exploit all opportunities available to improve on knowledge and skills.

1.2.2. Addressing cross cutting issues.

Among the changes in the competence- based curriculum is the integration of

cross cutting issues as an integral part of the teaching learning process-as they
relate to and must be considered within all subjects to be appropriately
addressed. The eight cross

values education, Genocide studies, Inclusive education, Comprehensive

sexuality education, Financial education, environment and sustainability,
Standardization culture.

the teacher need to address all of them whenever an opportunity arises. In

addition, learners should always be given an opportunity during the learning
process to address these cross cutting issues both within and out of the
classroom.

Below are examples on how crosscutting issues can be addressed in your

subject:

1.2.. Attention to specil eductionl needs specic to ec suect

When we think about inclusive education, often we just think about getting
children into school, i.e. making sure they are physically present in school.
However, we also need to ensure that children are participatingin lessons and
school life, and that they are achieving academically and socially as a result of
coming to school. So we need to think about presence, participation and
achievement.
children. However, by working as a team within your school, with support from
families and local communities, and by making small changes to your teaching
methods, you

Senior 5 Literature in English Teacher`s Guide 3

Teachers need to:

activities (e.g. role-play, music and singing, word games and quizzes, and
outdoor activities).
Always demonstrate the objective of the activity; show children what they
expect them to do.
Vary their pace of teaching to meet the needs of each child. Some children
process information and learn more slowly than others.

pictures) if you introduce new words or concepts.

Make full use of facial expressions, gestures and body language.
Pair a child who has a disability with a friend. Let them do things together
and learn from each other. Make sure the friend is not over protective
and does not

Have a multi-sensory approach to your activities.

Below are strategies related to each main category of disabilities and how to
deal with every situation that may arise in the classroom. However, the list is
not exhaustive

Strategies to help children with developmental disabilities:

activity, allow more time.

Do activities together with the child.
Gradually give the child less help.
Let the child do the activity with other children and encourage them to help
each other.
Divide the activity into small achievable steps.

Adapt activities so that children who use wheelchairs or other mobility aids,
or

Help them as much as possible to sit in a good position in classroom.

Ask parents/caregivers to assist with adapting furniture – e.g. the height of a
4 Senior 5 Literature in English Teacher`s Guide
 legs or wheelchair under.
Encourage peer support – friends can help friends.
Get advice from parents or a health professional about assistive devices

Encourage the child to look at your face.

Ask the parents/caregivers to show you the signs they use at home for
communication – use the same signs yourself and encourage other
children to also use them.

Strategies to help children with visual disabilities

Help children to use their other senses (hearing, touch, smell and taste) to
play and carry out activities that will promote their learning and
development.

If the child has some sight, ask them what they can see. Get information
from parents/caregivers on how the child manages their remaining sight
at home.
Make sure the child has a group of friends who are helpful and who allow the
child to be as independent as possible.
Plan activities so that children work in pairs or groups whenever possible.

Adaptation of assessment strategies

the key unit competence. Results from assessment inform the teacher which
learner needs remedial, consolidation or extension activities. These activities
are designed to cater for the needs of all categories of learners: slow, average
and gifted learners respectively.

1.2.4. Guidance on assessment

Assessment is an integral part of teaching and learning process. The main

purpose of assessment is for improvement. Assessment for learning/
Continuous/ formative
Senior 5 Literature in English Teacher`s Guide 5
performance and education system in general.

Continuous / formative assessment

It is an ongoing process that arises out of interaction during teaching and

learning. It includes lesson evaluation and end of sub unit assessment. This
formative assessment should play a big role in teaching and learning process.
The teacher should encourage individual, peer and group evaluation of the
work done in the classroom and uses appropriate competence-based
assessment approaches and methods.

Summative assessment

The assessment can serve as summative and formative depending on its

purpose. The end unit assessment will be considered summative when it is
done at the end of the unit.

It will be formative assessment, when it is done in order to give information on

the progress of students and from there the teacher decideson what
adjustments need to be done. The assessment done at the end of the term or
year is considered as a summative assessment because the teacher, school
and parents are informed of the achievement of educational objective and
think of improvement strategies. There is also end of level/ cycle assessment in
form of national examinations.

1.2.. tudents learning stles and strategies to conduct teacing and learning
process

selection of a teaching method should be done with the greatest care and
some of the factors to be considered are: the uniqueness of subjects, the type
of lessons, the particular learning objectives to be achieved, the allocated time
to achieve the objective, instructional available materials, the physical/sitting
arrangement of learners

Active learners tend to retain and understand information best by doing

something active with it—discussing or applying it or explaining it to others.

b) Sensing and intuitive learners

Sensing learners tend to like learning facts whereas intuitive learners often
prefer discovering possibilities and relationships. Sensors often like solving
problems by well-established methods and dislike complications and surprises
while intuitive learners like

6 Senior 5 Literature in English Teacher`s Guide

innovation and dislike repetition.

c) Visual and verbal learners

written and spoken explanations.

d) Sequential and global learners

Sequential learners tend to gain understanding in linear steps, with each step
following
logically from the previous one. Global learners tend to learn in large jumps,
absorbing
material almost randomly without seeing connections, and then suddenly
“getting it.”

1.2.. eacing metods and tecniues tat promote te active learning

uses active learning whereby learners are really engaged in the learning
process.

What is Active learning?

Active learning is a pedagogical approach that engages students in doing

things and
thinking about the things they are doing. In active learning, learners are
encouraged to
bring their own experience and knowledge into the learning process.

The role of the teacher in active learning

The teacher engages learners through active learning methods such as

inquiry
methods, group discussions, research, investigative activities and group
and
individual work activities.
He/she encourages individual, peer and group evaluation of the work
done in
the classroom and uses appropriate competence-based assessment
approaches
and methods.

competences by giving tasks which enhance critical thinking, problem

solving,
research, creativity and innovation, communication and cooperation.

contributions in the class activities.

The role of learners in active learning
engaged in active learning:

Senior 5 Literature in English Teacher`s Guide 7

 Communicates and shares relevant information with other learners
through presentations, discussions, group work and other learner-
centred activities (role play, case studies, project work, research and
investigation)
Actively participates and takes responsibility for their own learning
Develops knowledge and skills in active ways
Carries out research/investigation by consulting print/online documents
and

through clear explanation and arguments, critical thinking, responsibility

and

Main steps for a lesson in active learning approach

All the principles and characteristics of the active learning process highlighted
above

into three main parts whereby each one is divided into smaller steps to make
sure that learners are involved in the learning process. Below are those main
part and their small steps:

1) Introduction

Introduction is a part where the teacher makes connection between the

current and previous lesson through appropriate technique. The teacher opens
short discussions to encourage learners to think about the previous learning
experience and connect it with the current instructional objective. The teacher
reviews the prior knowledge, skills and attitudes which have a link with the new
concepts to create good foundation and logical sequencings.

Development of the new lesson

The development of a lesson that introduces a new concept will go through the
following

synthesis/summary and exercises/application activities, explained below:

Discovery activity

Step 1

The teacher discusses convincingly with students to take responsibility of

their learning
He/she distributes the task/activity and gives instructions related to the
tasks (working in groups, pairs, or individual to instigate collaborative
learning, to discover knowledge to be learned)
8 Senior 5 Literature in English Teacher`s Guide
 UNIT 1 : EUROPEAN LITERARY TRADITIONS I

1
Key unit competence

The learner should be able to analyse texts according to their social, historical
and political contexts in European literary traditions.

Learning Objectives:

Learner should be able to:

Identify the major periods of European literary traditions.
List and describe the periods of European literary
traditions.

Skills

Learner should be able to:

Recognise the social, historical and political context in the novel.

Develop an understanding of the importance of norms and tradition
values Recognise the social, historical and political context in the novel.

context.
Compare and contrast social, historical and political contexts in texts from

Explain how contexts help in the development of the plot in a novel.

Attitudes and values

Learner should be able to:

Senior 5 Literature in English Teacher`s Guide 9

 a set novel.
Recognise the social, historical and political context in the novel

Develop an understanding of the importance of norms and tradition

values.

Content:

Medieval Literature
Renaissance literature
Baroque literature
Enlightenment literature
Classical literature Assessment
criteria Learners will be able to:

European literary tradition.

Prerequisite
African literary traditions,
Various periods of African literary
traditions Characteristics of literature of
each period

Cross-cutting issues:
Gender
Inclusive education
Peace and values
10 Senior 5 Literature in English Teacher`s Guide
List of lessons

Number
Lesson title Objectives
of
Identify the major periods of
European literary traditions.
Introduction to
List and describe the periods
1.1 European 3
of European literary traditions.
literary
traditions
the European literary traditions.

Recognise the social, historical

Classical ancient and political context in the novel.
1.2 Greek and Latin Develop an understanding of the 5
literature. importance of norms and
tradition values.

Recognise the social, historical

and political context in the novel.
1.3 Medieval literature Critically evaluate how 5
messages in a novel are
convoyed in the light of

Compare and contrast social,

historical and political contexts in
texts from
1.4 Renaissance. 5
literary traditions.

horizons beyond the

classroom through a set
Recognise the social, historical
and political context in the novel
1.5 SS Baroque 5

times.

Senior 5 Literature in English Teacher`s Guide 11

 Evaluate how messages in a novel

1.6 Enlightenment context. 5

Explain how contexts help in the
development of the plot in a novel.
Develop an understanding of the
importance of norms and
tradition values.
1.7 Classicism 5

times.
Can analyse texts according to their

Assessment contexts in their European literary 2

tradition.

Introductory activity
Guide learners to observe the map
Ask the learners to locate four countries bordering Mediterranean Sea and
their capitals.
Ask the learners to discuss the contributions of each nation in terms of their
literary traditions to the rest of Europe.
Possible answers
1. Spain: Madrid
France: Paris
Italy: Rome
Greece: Athens
2. Greece was the pioneer of literary traditions. Italy through Roman
civilization, Latin became the language of science and learning.
French Revolution inspired

12 Senior 5 Literature in English Teacher`s Guide

Guidance on introductory activity

In this unit, the following are the key inquiry questions that will be the guide to
the problem statement:

i) What is African literary tradition?

ii) Identify the period of African literary traditions and their characteristics.
iii) What is the relevance of each period in nowadays social, historical and
political contexts in Rwanda?
iv) What do you think European literary traditions mean?

Teaching and learning resources:

Recommended text books.

World map.
Computer with Internet access.
Set novels (Animal Farm and The Pearl)

Dictionaries

1.1.Introduction to European literary traditions

Activity 1.1

Guide learners to work in groups to discuss the periods of African literary

and the content acquired on African literary traditions in Senior 4.

Ask learners to discuss on periods of European literary tradition.

critical thinking, cooperation, communication, research and problem-solving

skills. Engage learners in activities like discussions, asking and answering
questions and for

Possible answers

1. European literary traditions is the literature written in the context of Western

culture in the languages of Europe, including the ones belonging to the Indo-
European language family as well as several geographically or historically
related languages such as Basque and Hungarian.
Senior 5 Literature in English Teacher`s Guide 13
Application activity 1.1

The teacher provides the learners with enough time to read the extract given.
The students discuss in the small groups guided by their teacher.
The students record some answers related to the questions.

Possible answers

3. It is written on the context of Western culture trying to expose the problems

of capitalism, democracy, communism and totalitarianism in Europe in 19th
Century.

society went through during the early times of Greek civilization. There was no
freedom of speech. Socrates was imprisoned and sentenced to death penalty
because of his philosophical and political ideas to change the society and to
make it more diplomatic.

1.2.Classical ancient Greek and Latin literature

Activity 1.2

European literary traditions.

After, ask learners to mention the characteristics of Classical ancient Greek
and Latin literature.

critical thinking, cooperation, communication, research and problem-solving

skills. Engage learners in activities like discussions, asking and answering
questions and for

Possible answers

1. Ancient Greek literature refers to literature written in the Ancient Greek

language from the earliest texts until the time of the Byzantine Empire.
14 Senior 5 Literature in English Teacher`s Guide
 a) The main writers of Greek literature:

AUTHORS WORKS
1.Pindar Odes
2.Theocritus Epigrams
3.Sophocles
4.Plato (427-348) B.C The dialogue, the republic

b) Major writers of Latin literature

The following are the Latin literature writers: Cicero, Vergil, Ovid and Horace.
The contribution of Ciceroin Latin in world literature.

He was a Roman politician and lawyer, who served as consul in the year 63
BC.

greatest orators and prose stylists.

Latin language was so immense that the history of prose, not only in Latin
but in European languages up to the 19th century, was said to be either a
reaction against or a return to his style.

Application activity 1.2

Find appropriate answers to three questions

Assessment:

Learners are asked to explain the characteristics of Classical ancient Greek

and Latin literature and analyse its relevance in social, historical and
political contexts in Rwandan society.

text documents to clearly explain all about classical ancient Greek and
Latin literature.

1.3.Medieval literature
Activity 1.3

Ask learners to read the excerpt critically.

Organize learners to work in pairs or small groups depending on the task.
Senior 5 Literature in English Teacher`s Guide 15
critical thinking, cooperation, communication, research and problem-solving
skills. Engage learners in activities like discussions, asking and answering
questions and for

Possible answers

1.

The character of the Doctor

Caring person
Hardworking
Courageous
Talkative
Etc.
2. The theme of the above extract is hard working, love, and knowledge in
everything.
3. “He watched his patient closely for the hours.”
4. The medieval Literature was based on love, faith, bravery, loyalty and
devotion.
Classical literature was based on reason, return to Greek and Latin antiquity.

Application activity 1.3.1

The teacher organizes the class into small groups to read the passage.

Possible answers

Good leader
Extravert (social)
Bravery
Loyal
Modest
Chivalric and heroic
Democratic
He wanted all people to be equal
Charismatic
16 Senior 5 Literature in English Teacher`s Guide
 Application Activity 1.3.2

Guide learners on how to write an essay.

A good essay has an introduction, body and conclusion.

Possible answers

Chivalric behaviour and gallantry are not outmoded virtues.

Assessment

Learners are asked to analyse text and explain the social, historical and
political contexts in the Rwandan society referring to the period of the
king Ruganzu

or other text documents to clearly explain its relevance in Rwanda

society.

1.4. Renaissance literature

Activity 1. 4

Ask learners to work in groups.

Guide learners on the modalities of group discussion.

critical thinking, cooperation, communication, research and problem-solving

skills. Engage learners in activities like discussions, asking and answering
questions and for

Possible answers

1. Renaissance was a period in European history, from the 14th to the

17thCentury, regarded as the cultural bridge between the Middle Ages and
modern time.
It started as a cultural movement in Italy in the Medieval period and later
spread to the rest of Europe, marking the beginning of the Modern age. The
intellectual basis of the Renaissance was humanism, derived from the
concept of Roman humanitarians and the rediscovery of classical Greek
philosophy, such as that of Protagoras, who said that “Man is the measure of
all things.” This new thinking became manifest in art, architecture, politics,
science and literature.
2. Literature changed during Renaissance because instead of being an
advance from medieval period, Renaissance becomes a nostalgia for
classical antiquity. Many of the themes are picked from classical antiquity i.e
a complete return to classical Greek and Latin Literature. It is a rebirth of
antiquity literature.
3. The main focus of Renaissance Literature is humanism, art, science, music,
religion and self-awareness

Senior 5 Literature in English Teacher`s Guide 17

4.

Bacon.

Application Activity 1.4.1

Guide learners to search more information on the internet or other sources

on

Possible answers

Comedy History Tragedy Poetry

Henry IV, part Antony and The Sonnets
Well 1 Henry IV, Cleopatra
part 2 Henry V Coriolanus The Rape of
The Comedy Hamlet Lucrece Venus and
of Errors Henry VI, part Adonis
Cymbeline 1 Henry VI, Funeral Elegy by
part 2 Henry Macbeth W.S.
Measure for VI, part 3 Othello
Measure Henry VIII
The Merry Wives Timon of Athens
of Windsor Richard II Titus Andronicus
The Merchant of Richard III
Venice
A Midsummer

Much Ado About

Application Activity 1.4.2

Ask learners to read the extract critically.

Organize learners to work in pairs or small groups.
Note: Their answers should involve the integration of generic
competences such as critical thinking, cooperation, communication,
research and problem-solving skills. Engage learners in activities like
discussions, asking and answering

18 Senior 5 Literature in English Teacher`s Guide

Possible answers

1. The feelings a ruler should inspire to his/her people in terms of war are
courage, resistance, patience, determination and victorious
2. In the above extract, the tone is sorrow, modest and compassion.
3.
victory over the enemies. They will protect the territories of the realm,
guarantee the security to everybody.
4. a) Stimulatelearners to give logical answers as the discussion goes on.
5. b) Consider reasonable, constructive and ideal answers from learners.
Assessment

Learners are asked to outline and explain the characteristics of Renaissance.

They

documents to clearly analyse the social, historical and political contexts.

1.5. Baroque literature

Activity 1.5

of the period of Baroque.

Guide learners to research more information on the periods.
Let the learners do much work so as to integrate some generic
competences such as critical thinking, cooperation, communication and
research skills.
Engage learners in activities like discussions, asking and answering
questions.

critical thinking, cooperation, communication, research and problem-solving

skills. Engage learners in activities like discussions, asking and answering
questions and for

Assessment:

Learners are asked to evaluate the social, historical and political contexts.
They

documents.

1.6.Enlightenment literature
Activity 1.6

Ask learners to work in groups.

Guide learners on the importance of group leadership.
Senior 5 Literature in English Teacher`s Guide 19
critical thinking, cooperation, communication, research and problem-solving
skills. Engage learners in activities like discussions, asking and answering
questions and for

Possible answers

1. nlightenment impacted society by introducing the idea that mankind could

use their reason to discover the natural laws of the world and the natural rights
of mankind. These ideals opened the possibility of unending advancements in
the knowledge and possibilities of mankind.

2.

Age of reason

Less trust in old forms of traditional authority

existence
3.

Age of many thinkers and reason

Thought action based
Change of religious traditional thoughts
Core on a critical questioning of traditional institutions, customs and morals.
A considerable degree of similarity between competing philosophies
Main ideas from philosophers:
- The power of human reasoning
- Reason requires autonomy and sometimes breaking

studying tools.
Application activity 1.6.1

of Baroque period.
Engage learners in activities like discussions, asking and answering questions.

critical thinking, cooperation, communication and research skills.

Possible answers

1.

20 Senior 5 Literature in English Teacher`s Guide

 Age of reason, the perfect society built on common sense and tolerance,
promoting the ideal and power of Bourgeoisie.
Reserved for the elites and upper middle class;

Political discussions;

2.

physics, three laws of gravity his volume was called The Principal.

founder of Enlightenment in education.

Denis Diderot. He contributed more in modern literature, law and
mathematics

Voltaire
Montesquieu
Assessment

Learners are asked to discuss the impact of the period of Enlightenment to

book, computer and internet or other text documents.

Application activity 1.6.2

Possible answers

classes of their society which was based on segregation and discrimination.

2. The teacher will lead discussion on the political context that prevailed in that
time in the following point:

b) Doctor belonged in
noble;
c) Segregation in that
time;

3. The Doctor was:

a) Wicked, bad person, not compassionate,
sadist.
b) Someone who is hated.
4. Themes: greed, family, wealth, good versus evil, gender and primitivism,
segregation. 5. Destruction of culture, oppression that led to the lack of self-
esteem, exploitation…

Senior 5 Literature in English Teacher`s Guide 21

To the young generation: ignorance, lack of initiative and accountability,
poverty, loss of self- esteem …
6)

This period was the golden age in Europe

Authors in Europe started to write essays and novel in an intellectual fashion.
Intellectual discussions of eras (pure, simple and sincere.)
Intellectual activities and eighties
Intellectual movement = homogeneity of attitudes towards culture

1.7.Classical literature

enlightenment period.

Activity 1.7

classicism. Then, ask them to analyse the setting.

Form groups and ask learners to do research on the Classical literature
Engage learners in activities like discussions, presentations, asking and
answering questions.

as critical thinking, cooperation, communication and research skills.

Possible answers

1.

English literature.A book on classical principles, Longinus constitutes the key

source of aesthetic of romanticism
2.

CLASSICISM: A genre of philosophy, literature, architecture art and music

originated in ancient Greek and Roman emphasising on society, aesthetic
expression of the Enlightenment.
Enlightenment: Age of reason, the perfect society built on common sense
and tolerance, promoting the ideal and power of Bourgeoisie.
Reserved for the elites and upper middle class;

22 Senior 5 Literature in English Teacher`s Guide

 Political discussions;

3.

Shakespeare.
Moliere.
Pierre Corneille.

Victor Hugo
Ask learners to search for more information about
them.
Application activity 1.7

Possible answers

2.

life free from the shackle of colonization

The Pearl of great price (wealth).

3.

Historical setting: The Pearl was written in the time when America emerges
as world supper power with its industrial capacity, after ending World War
II. The colonial era in Mexico.
Political setting: colonialism

pearl)
Cultural setting: dream like
Physical setting: the story happened in La Paz on the Baja
Peninsula Temporary setting: It is set in 1947.
Senior 5 Literature in English Teacher`s Guide 23
 End unit assessment

Possible answers

1. African literary tradition mainly emerged from oral literature. It is divided into
three periods: the pre-colonial, the colonial and postcolonial literature. While
European was mainly written and divided into six periods include Classical
ancient Greek and Latin literature, Medieval literature, Renaissance literature,
Baroque literature, Classical literature and Enlightenment literature

2.The concept of European culture is generally linked to the classical Western

world of literary, , political (modernity refers to a period marked by a
questioning or rejection of tradition; the prioritization of individualism, freedom
and formal equalityprogress and
human perfectibility; rationalization and professionalization; a movemen
from feudalism (or agrarianism) toward capitalism and thet marke
economy; industrialization, urbanization and secularization; the development t
of the nation-state and its constituent institutions (e.g. representative
democracy, public education, modern bureaucracy) and forms of surveillance
(Foucault 1995, 170–77). Some writers have suggested there is more than one
possible modernity, given the unsettled nature of the term and of history itself.)
, artistic and philosophical (Historically, the term refers to the philosophical
thinking of Western culture, beginning with Hellenic (i.e. Greek) philosophy of
the Pre-Socratics such as Thales (c. 624 – c. 546 BC) and Pythagoras (c. 570 BC
– c. 495 BC), and eventually covering a large area of the globe. The word
philosophy itself originated from the Hellenic: Philosophia , literally, sophia,
“wisdom”).

The scope of philosophy in the ancient understanding, and the writings of (at
least some of) the ancient philosophers, were all intellectual endeavours. This
included the problems of philosophy as they are understood today; but it also
included many other disciplines, such as pure mathematics and natural
sciences such as physics, astronomy, and biology (Aristotle, for example, wrote
on all of these topics), principles which set it apart from other civilizations.
Much of this set of traditions and knowledge is collected in the Western canon.

3. Matching

Periods Inuential riter Main characteristics

Classical ancient Greek Aristotle, Plato, Cicero, Art of speaking,

and Latin literature Virgile persuading and
rhetoric.

24 Senior 5 Literature in English Teacher`s Guide

 Christina de Pizan Chivalry, magic and love
Medieval literature

Humanism, art,
science, music,
Renaissance literature William Shakespeare religion and
self-awareness,
magic, mythology and
classic tradition.

Enlightenment literature Age of reason

Rousseau

Classical literature

4.

was clever.

animals that supported the idea of the windmill.

Unit summary:

This unit introduces you to the concept of European literary traditions. It goes
through

and some extracts from famous writers of each period. It compares their
literary works
in terms of social, political and historical context.
Senior 5 Literature in English Teacher`s Guide 25
UNIT 2 : UNDERSTANDING PROSE

2
Key unit competence:
The learner should be able to read and critically analyse novellas and short
stories. Learning objectives

Learners should be able to:

Identify the key aspects of a short story or novella.

Demonstrate how relationships among elements in a set novella or short
story advance its plot development.

Skills
Learners should be able
to:

intention and purpose.

Select an element of a set novella or short story and its relationship to
another element.
Select an element of a set novella or short story and its relationship to
another element.
Attitudes and Values

Learners should be able to:

Engage actively in creative writing.

Appreciate that elements of a set short story or novella are used for a
purpose.

Content
Key aspects of prose

Plot development.
Literary devices
Senior 5 Literature in English Teacher`s Guide 27
 Creative writing process
Inference and suspense

Assessment criteria

Learners will be able to read and critically analyse novellas and short stories
Prerequisite

Various literary devices

Cross-cutting issues
Peace and Values
Gender
Comprehensive sexuality education

Inclusive education

List of topics
Lesson title Learning objectives Number
of
2.1 Revie ey periods
8
Identify the key aspects of a short story
aspects of or novella.
prose
Select an element of a set novella or
short story and its relationship to
another element.

Appreciate that elements of a set short

story or novella are used for a
purpose.
2.2 Plot Demonstrate how relationships among 7
developme elements in a set novella or short
nt. story advance its plot development.

novella or short story relate to the

28 Senior 5 Literature in English Teacher`s Guide

2.3 Literary Select an element of a set novella or 8
devices short story and its relationship to
another element.

2.4 Creative Engage actively in creative writing. 6

riting process

their writing.

2.5 Inference Appreciate that elements of a set short 4

and story or novella are used for a
suspense purpose.
Assessment Learners can read and critically 2
analyse novellas and short stories

Introductory activities
Guide learners to review Senior 4 content
1. Ask learners to explain what they understand by the term prose.

Possible answers
1. A prose is one of the three genres of literature. It is a long narrative
describing

paragraph.
2. The key aspects of prose are characters, setting, plot, themes, point of view
and language style.
3. Prose is written in sentences, paragraphs, narrative language. It is arranged
into chapters. Poetry is composed in lines or verses which are arranged into
stanzas.It is written in verse form and composed with rhythm and rhyme.
Drama is written into acts and scenes. It uses monologue or dialogue. The
actors/actresses perform on stage.

Teaching and Learning resources

resources or any other appropriate teaching aids:

Recommended text books;
Senior 5 Literature in English Teacher`s Guide 29
 Computer and Internet access.
Set short stories (from the anthology “When The Sun Goes Down and other
Stories from Africa and Beyond.”)
Dictionaries

2.1 Review of key aspects of prose

2.1.1 Setting
Possible answers

Dar as Salaam.

3. The story is set in the family where a widow is a head of it. She tries to seek
advice from Mr Velji on education matters of her children. The historical
setting: the story is set in post-independence period where learning has
become more prominent

Cultural setting of the story is seen through the condition that the mother
gave to her son not to (marry a white woman, drink and smoke) that is to
say the mother was tied to her traditional culture. She feared to lose these
values that she had given to her son.

2.1.2 Character and characterization

Activity 2.1.2
Guide learners to work in groups to identify the elements of plot.
The learners are also guided to make research on types of plot.
Engage learners in activities like discussions, asking and answering questions.
Note:Their answers should involve the integration of generic competences
such as critical thinking, cooperation interpersonal, communication and
research skills.

Possible answers

2. The major character in the story is Okonkwo.

3. The narrator in Third Person Point of View (the above extract is from the
book Thing Fall Apart
30 Senior 5 Literature in English Teacher`s Guide
 4. The main theme is the importance of motherhood (supremacy).

While an antagonist is the main character who most of the time challenges
or hinders the protagonist.

Application activity 2.1.2

Guide learners to work in groups to identify the setting of the story.
The learners are also guided on how to read critically.
Engage learners in activities like discussions, asking and answering
questions.
Note:Their answers should involve the integration of generic competences
such as critical thinking, cooperation, interpersonal communication and
research skills.

Possible answers
1. The main character is Aloo, and the minor character is Mother, sisters and Mr
Velji.
2. Respect, determination, bright and hardworking to achieve his dreams.
3. The students will read carefully the short story from the beginning up to the
end, observing the behaviours of the main characters and the major
characters.
For example: the mother of Aloo was very resistant to let Aloo pursue his
studies abroad pretending that she was very poor and fearing from her son to
be a drug user

in his last year at school, he proves to be exceptionally bright in his studies.

the local varsity gives him a place to study Agriculture.

2.1.3 Plot
Activity 2.1.3
Guide the discussions on gender equality in Rwanda.
Give more examples based on leadership, education and careers.

Possible answers
1. The story is set among the people who live on the shores of Lake Victoria. It
is a rural setting in the era of the African chieftaincy. The story is completely
devoid of

Senior 5 Literature in English Teacher`s Guide 31

 these people make owing to the pressure of the inherited chieftaincy. Chief
Mboga goes to the foot of the Ramogi Hills to pray for a son. He is a man
both stressed and depressed because none of his many wives have borne
him a son to inherit his

bank where she had gone to fetch water. She is disappointed when she
gives birth to a baby girl. Her disappointment is not long lived though,
because she goes into labour again and this time the twin is a boy.
Overjoyed and desiring to please her husband, she abandons the girl child
by the bank and takes the boy back home to the happy chief. Her secret
tears at her heart but when she goes back to the river bank after staying
indoors for the mandatory 4 days, the baby is not there.
Mboga and the gods: Chief Mboga feels that the gods
have denied him happiness. For many years he had beseeched Ramogi, the
ancestor of the Luo

to inherit his chieftaincy.

3. a) The roles of men and women in the story are quite distinct. Women had to
stay and bore children. Men are dominant in society and decision makers.
b) Guide the discussions on gender equality in Rwanda. Give more
examples based on leadership, education, careers (women in politics and
how women are carrying out dierent obs.)

2.1.3.1 Types of plot

Activity 2.1.3.1
Possible answers
1. A plot is a logical succession of events or actions in a short story or
novella.
2. Plot is divided into two types: linear and circular plot.

Application activity 2.1.3.1

Possible answers
1. Setting:
Characters:
Steve: determined, loving, realistic, open, sociable, hardworking;
Kanja: hypocritical, ignorant, lustful;
Maureen: hopeless, faithful, loving, religious, hospitable, enduring
32 Senior 5 Literature in English Teacher`s Guide
2. The summary plot of the story:

him and the villagers. He has made a decision that has not gone down well
with the villagers. They believe that he deserves better than marrying
Maureen. This is because Maureen is HIV positive. However, no one is ready to
seek his opinion on the matter

Maureen therefore alienates him from the people who looked up to him. His
mind is

he is afraid for Steve because rumour also has it that she is HIV positive. Steve
feels

based on the rumours he has heard. What is more, his friend had also made
advances to Maureen but was unsuccessful. Further, his friend brings the HIV
stigma right into their

of taking responsibility for passing the virus to him. This was her way of making
him a victim and Steve resented it. He forbids her to reason like that but will
not stop.

to live if people cruelly discriminate against you. Steve would have none of this
and implores her not to think like that to no avail. Steve not only buys the most
nutritious

after a few bites, what is more she yearns for death. Despite his remonstrations
with her

possibility of her death.

He tries to have good mental health by making Maureen avoid negative
talk, this is a battle he loses for her but does not succumb to. He
continues to live positively He talks of counting their blessings.

Senior 5 Literature in English Teacher`s Guide 33

 He stops smoking at the urging of his doctor. This too is a battle that he is
winning.

He buys nutritious foods and takes his drugs. He tells Maureen that she has to
eat and take her drugs daily. Although Maureen loses this battle Steve does
not.He is in it for the long haul. He is determined to stay alive.

2. emes
Activity 2.3
Leaving from When The Sun Goes Down and Other stories from Africa and
Beyond
1. Aloo and Mother

and Mr Velji

Application activity 2.3

Possible answers
1. The tone was sorrowful and sad.

to see the circumstances of the email whether it was written by a drunkard

or sober or any other bad wishers for Tatha.

This is the main theme of the story. For example, the narrator only learns
thathis actions on the plane lacked integrity after they had caused Tatha her
job. Most of the service providers he meets lack integrity and are merely
concerned about themselves.

Malawi Air too is a prisoner of its own policies. They were quick to dismiss
Tatha on account of a comment from a solitary passenger who was drunk. The
claims were not

had made even after a personal retraction by the complainant. They also have
double standards: passengers on their planes are asked to make comments
on the quality

fear of retribution.
Finally, and most importantly, Tatha acted with integrity but lost her job on
account of
34 Senior 5 Literature in English Teacher`s Guide
2.3 Literary Devices

2.3.1. Simile
Activity 2.3.1
Possible answers

about the story.

symbolism, hyperbole, irony etc.

Application activity 2.3.1

They are in the following sentences:

A sound like that of a rock thrown on the roof had scared him
awake. He thought of this as the road swallowed the pupils.

2.3.2 Metaphor
Activity 2.3.2
Possible answers
Guide the students to nd out the eamples of metaphors used in the
passage.
They are in the following sentences:
…what a smashing beauty Maureen is…
I am no Christ though…
“And is it not a fourletter ord anyway?” (AIDS)
…you were a hallelujah (Christian)
Steve also have the big disease with a small name
(AIDS)

2.3.3. Personication
Activity 2.3.3.
Possible answers

passage. They are in the following sentences:

Senior 5 Literature in English Teacher`s Guide 35
 The ind had died don and it was a sunny day.

2.3.4. Symbolism
Activity 2.3.4

passage.
Some are in the following sentences:

take the girl).

2.4 Creative writing process

Activity 2.4
Possible answers
Creative writing is an open and imaginative form of writing in which the
author or a writer freely expresses his/her unique thoughts and feelings.
It is the focus on authenticity, imagination, and expression which
separates creative writing from other forms.
The main steps of creative writing are prewriting stage (planning), the
drafting stage (writing), revising stage, the proofreading stage.

Application activity 2.4

The teacher guides the students in writing a short story by respecting writing
stages. The teacher will mark in process and individually. The students will
work on their work to improve it and the teacher will keep on reminding that
any piece of writing must have a title, an introduction, a body and a conclusion.
It should be free from spelling and grammatical errors. Ideas should be
coherent and well stated in clear language and illustrated with examples.

2.5 Inference and suspense

Activity 2.5
Possible answers
1. Inference is a logical guess about a story or character based on your own
experience

2. Suspense is the intense feeling that an audience goes through while waiting
for the outcome of certain events. It basically leaves the reader holding their
breath and

36 Senior 5 Literature in English Teacher`s Guide

 wanting more information.

Application activity 2.5

Possible answers
The teacher guides the students discussion to nd out the possible usage of
inferences and suspense.
Here are some points of the discussions:

drink the juice?”;

The death of Maureen;

Did Steve remarry after the death of her wife?

Did the surrounding community cease murmuring

End unit assessment

a short story. It handles several themes and incidents in novel may span
many years.

A short story tends to be short with one or two events.

2. The key aspects of a short story are plot, setting, characters, themes,
messages and point of view.

3. The main themes of short stories in “When the Sun Goes Down” are:
Two of the best developed themes in this story are fear and guilt. They are
both developed by Maureen.
a) b) HIV/AIDS is developed by both Steve and Maureen. The author uses
Steve to show how people can live positively with AIDS. Maureen on the
other hand serves to illustrate how hopelessness and not AIDS kills people
infected with HIV.
c) Ignorance is developed by:

than AIDS.

d) Loneliness is developed by both Steve and Maureen.

Senior 5 Literature in English Teacher`s Guide 37
4. The advantages of studying abroad are:
Personal development
Life experience
Make lifelong friends
Find new interests
Career opportunities
Master of foreign languages
Take in a new culture
Education
Explore the world

5. The teacher guides the students during discussion period. Here are some of
key points:
Poverty of home country
Insecurity
Low living conditions
High rate of unemployment
Corruption
Low salary

End unit summary:

In this unit, we were introduced to key aspects of prose: characters, setting,

plot and themes. We have also gone through the plot development (linear,
circular or recursive)

“When the Sun Goes Downand other stories from

Africa and beyond.”
be good creative writers.

38 Senior 5 Literature in English Teacher`s Guide

 UNIT 3 : THEMES IN AFRICAN NOVELS

3
Key unit competence:

The learner should be able to analyse major and minor themes in African novels
and

Learning Objectives

Knowledge and understanding:

Learner should be able to:

Describe historical, economic and cultural contexts highlighted in set novel,

Analyse how contexts contribute to the development of themes in set novels.

Skills

Learner should be able to:

themes in a set novel.

Restate recurring themes in African novels.

Attitudes and values

Learner should be able to:

Content
Historical themes

Senior 5 Literature in English Teacher`s Guide 39

 Economic themes
Political themes
Cultural themes
Assessment
criteria:

Learners can analyse major and minor themes in African novels and evaluate
how they

Prerequisite

Identify and analyse the historical, economical, socialand cultural themes in

the selected extracts from set novels.

Cross-cutting issues
Environment and sustainability

Gender

Lists of lessons
Lesso Learning objectives (from the Number
n title syllabus including noledge, sills of periods
and
3.1 Historical attitudes):
Describe historical contexts highlighted in 8
themes set novels.

novels.

Analyse how contexts contribute to the

development of themes in set novels.
3.2 Political Describe political themes highlighted in 8
themes set novels.
40 Senior 5 Literature in English Teacher`s Guide
3.3 Economical Describe economical contexts highlighted 8
themes in set novels.

Appreciate that texts are written and read

3.4 Cultural Describe cultural themes highlighted in 8

themes set novels.

Restate recurring themes in African

novels.

experiences, beliefs and values may

Assessmen Learners can analyse major and minor 3
t themes in African novels and evaluate
how

social and cultural contexts.

Introductory activity

Possible answers

1. We read novels for the following reasons:

Mental stimulation
Stress Reduction

Vocabulary expansion
Memory improvement
Stronger analytical thinking skills
Improved focus and concentration
Better writing skills
Free entertainment
Tranquillity

are written.
Senior 5 Literature in English Teacher`s Guide 41
3. Africa is a continent of famous writers in literary works.
Here are some of tem

No Names Famous novels

1 The River Between
2 Chinua Achebe Things Fall Apart
3 Camara Laye African Child
4 Peter Abrahams Mine Boy

Teaching and Learning resources:

or any other appropriate teaching aids:

Recommended text books;

Computer and Internet access.
Set short stories
Dictionaries

Activity 2

Possible answers

became a Mine Boy.

2. The story tells us that the people were divided into two groups; the group of
haves (the rich white people) and have not (black people). The black people
had no value and were discriminated in the society. They were simple
labourers.
3. The main message or theme is discrimination/racial segregation. Black
people were totally discriminated.

3.1 Historical theme

Activity 3.1.1

Possible answers

1. Historical theme means historical events that motivate the writer to write.
2. The elements of historical theme may be war, independence, genocide,
famine, migration, drought, natural calamities, and volcano eruptions.

42 Senior 5 Literature in English Teacher`s Guide

Application activity 3.1.1

Possible answers

1. The teacher takes the students through the extract looking for historical
elements in the extract. Independence is a key element in the text. It is also
a reference. A common saying in the country after independence shows
that to get a job was not a matter of what you know but whom you know.
This proves that before independence, job was given by colonisers.
2. The book was written after independence for the following reasons:
The natives were bosses in smart civil service jobs
Scholarships abroad were given by ministers in charge of them (Minister of
Overseas Training)
After independence, service delivery became vice versa. For example; “a
white- man taxi-driver received ten shillings from the white man for
carrying his suitcase.

Application Activity 3.1.2

Possible answers

corruption while the second extract is dealing with problems of

unemployment of black people in South Africa before independence. The
second extract deals with migration and rural exodus to seek jobs in the
city.

3.2 Political themes

Activity 3.2.1

Possible answers

1. A political theme means political situation that are depicted in a story.

2. A political theme is composed with some elements that highlight good
governance, corruption, unity and reconciliation in a story.

Activity 3.2.2

Possible answers

1. The cause of the strike is that the cage collapsed and killed two men. The
engineers in
Senior 5 Literature in English Teacher`s Guide 43
 mining said it was a minor collapse of the cage and asked the mine boys to
enter the

They said, “we are men”. “It does not matter if our skins are black!”. “We
are not cattle to throw away our lives.” “We are men.”
2. The relationship between the black people and the white peoplewere worse.
White people were rulers and administrators while black people were poor
and labourers. They were discriminated totally in political, social and
economical activities. For

3. The political theme discussed in the above extract is apartheid or racial

discrimination. Throughout the above extract, the writer explains the
distinction between the black and white people in South Africa.

3.3 Economical themes

Activity 3.3.1

Possible answers

1. An economical theme is a description of economical situation in the prose

narrative
2. An economical theme is characterised by poverty, development, growth,
economic

a novel.

Activity 3.3.2

Possible answers

plantation).

crop.
3.The teacher guides class debate and the students participate fully in
expressing their convincing arguments. Here are some of them: a leader
should be familiar, charismatic, democratic, extravert, problem solving and
many more.
44 Senior 5 Literature in English Teacher`s Guide
3.4 Cultural themes.
Activity 3.4.1

Possible answers

1. Cultural themes are cultural elements that are described in a narrative

prose.
2. Cultural themes are traditions (polygamy, charms, witchery, rituals,
superstitions, kubandwa, guterekera and kuraguza.

Application Activity 3.4.1

Possible answers

1. The culture elementsin the extract are polygamy, protective medicine

(charms), respecting ancestors and rituals.
2. These cultural elements are relevant in the Rwandan context because there
are some similarities like polygamy, traditional beliefs, rituals (guterekera,
kubandwa, kuraguza), respecting ancestors and so on.

3.5 Social themes

Activity 3.5.1

Possible answers

1. By social theme, we understand the social interaction between people in

their daily life.
2. The elements of social theme are the way the society is organized in family,
state, in social groups, institutions, roles, social relationship, societal values,
religions,

Application Activity 3.5.1

Possible answers

1. The life in Malay Camp was very chaotic, queer, sorrow, sad, melancholic,
enmity, homosexuals and bizarre. The pulsating motion of Malay Camp at
night was everywhere. Warm and intense and throbbing. For instance;
People sang. People cried. People fought. People loved. People hated.
Others were sad. Others gay.
Others with friends. Some lonely. Some died. Some were born…
Senior 5 Literature in English Teacher`s Guide 45
2. Life in the city was like life in Malay Camp because it was a struggle for life.
“All the

soft, everyone will spit in your face…”

3. The above extract depicts the disruption of South African society. The racial
segregation (apartheid) was the base of misunderstanding between two
groups of people. Black people were not allowed to get out of the camp, to
go to school, to study in English.
End unit assessment activities

A. A Man of the People by Chinua Achebe

The setting:

independenc
e.

Characters:

Plot:

especially when he is known as “A Man of the People”. Instead, his position

is used

girlfriend; she cheats on him with the minister. Seeking revenge, Odili begins
to

both bribes and violent threats. Then there is a military coup.

Themes:

B. Mine Boy by Peter Abrahams

The setting: Mine Boy is a 1946 novel by South African novelist Peter
Abrahams. It was set in South Africa during the apartheid.
Character
s:
Plank.
Plot: The story sets in South Africa. In this story, Peter Abraham portrays
apartheid
 night in the city. After getting a job, he moves to his own house in
Vrededorp. Leah earned her living through selling illicit brew. There was
also Dladla who was bitter about Leah controlling him and betrays her to
the police. Leah found out

46 Senior 5 Literature in English Teacher`s Guide

 about it but before she could deal with Dladla, he was found dead in the
bush

became bold and loud only when drunk.

Eliza. He constantly rejects Maisy who loves him. However, in the end he
accepts her and promises to marry her as soon as he gets out of jail as
Eliza left him. Leah is sent to jail after being caught red handed with the
illicit brew by the crafty policeman nicknamed the Fox who had been
trying to catch her for a long time. She had managed to escape the police
dragnet by bribing some policemen who

himself at the police station.

Themes:

apartheid.

End Unit summary:

both novels A Man of the People by Chinua Achebe and Mine Boy by Peter
Abrahams.
Senior 5 Literature in English Teacher`s Guide 47
UNIT 4 : EPIC POETRY

4
Key unit competence:

Learning objectives

Knowledge and Understanding

The learner should be able to:

contexts and from various parts of the world.

Skills

The learner should be able to:

parts of the world.

Analyze and explain how the themes are developed in epics set and written
in

Identify the characteristics of epics in the text.

Attitudes and values

The learner should:

Be able to demonstrate awareness of the themes in epics.

Show interest to read and analyze epics.

Senior 5 Literature in English Teacher`s Guide 49

Content
Selected epics from Africa and the rest of the world.
Characteristics of an epic.

synecdoche and metaphor.

Assessment criteria
periods and cultures with regard to their
themes.

Prerequisites

Identify types of poems

Analyze poetic devices

Crosscutting issues:

Peace and values education.

Gender.
Comprehensive sexuality
education.
Financial education.
Standardization of culture

List of sutopics

List of lessons Objectives periods

4.1 Epic Poetry given epic poems 7

Identify the characteristics of

Characteristics
4.2 8
of an Epic poem
50 Senior 5 Literature in English Teacher`s Guide
 Analyze the poetic devices used
Review of Poetic
devices:Alliteration parts of the world.
, repetition,
4.3 8
assonance, simile compose their own poems
and metaphor.

End unit periods and cultures with 2

assessment regard to their themes

Introductory Activity

Guide learners to read “Mwindo Epic” individually.

Ask one of the learners to read the poem aloud, slowly and clearly to the
whole class.
In pairs, ask learners to compare the poem to previous types of poems
learnt. Ask some learners from some pairs to present their works to the
class.

Ask learners to answer questions about the poem.

Possible answers

1.The poem is reminding Muisa that Mwindo is more powerful than him
even if the latter is younger than the former.
2. Mwindo is the hero in the poem.
3. His heroic deeds are: Born-he-walked.

Teaching/ learning resources:

Dictionaries.
Extracts of epic poems
Internet access.
Senior 5 Literature in English Teacher`s Guide 51
4.1 Epic Poetry
Activity 4.1

one by one. Each poem should be read as many times as possible. Model read
the poem clearly if necessary. Ask the learners to discuss in groups or pairs
and answer the questions about the poems.

Possible answers

1. The poem narrates the bravery of Shaka such as beating but not being
beaten, being considered as an axe that surpasses other axes in
sharpness, etc
2. The hero in the poem is Shaka because the speaker praises him, for
example he/she

3. Literary devices used in the poem:

Repetition: in the lines 5 and 6. “he who” is repeated twice.
In the lines and Shaa is repeated tice. Etc.
Hyperbole: example: Shaka is the axe that surpasses other axes
in sharpness. (line 7)
Alliteration: examples: he who beats but is not beaten…(line 6)
The sentence contains alliteration with the letter “b” in “beats”,
“but”, and “beaten”.
Etc.
Activity4.2

Possible answers

1. The main idea in the poem is the praise of a baby born with strange
behaviour(crying as a cub) and strange nature ( the gods boiled his blood in
a clay pot of passion)
2. The hero is the baby Shaka because he cries like a cub, his eyes are lanterns
that shine from the dark valleys of Zululand to see white swallows coming
across the sea.
3. Poetic devices used:
Simile: examples: as tough as water bark, as sharp as syringa
thorns(stanza four)
Metaphor : example: his baby cry was of a cub ( stanza 1)
Alliteration: example: b in “boiled” and “blood” (stanza 2).
Assonance: example: e in “neck” and “lioness” (stanza 1)
Etc
4. The setting is Zululand located in South Africa today.

52 Senior 5 Literature in English Teacher`s Guide

Application activity 4.1

Possible answers

2. Lawino uses similes to build up the picture of Clementine:

Examples: her lips are red hot like glowing charcoal, she resembles the wild
cat, her mouth is like raw yaws etc.

for a modern one) something which attracts Ocol who is no longer in love
with old culture/ behaviour.
4. In addition to similes given in answer 2, other poetic devices used are:
Alliteration, assonance, etc (answer may vary from learner to learner).

Acoli / African traditional life whereas Clementine (Tina) stands for the
European/ modern one.

4.2 Characteristics of an epic poem.

guide them to identify the hero/ heroine and the heroic deeds, supernatural
power,

and his or her deeds they admire.

Activity 4.2.

Possible answers

1. The poem talks about Liyongo, who was expected to be the king of Bauri. On
his

was imprisoned: he escaped, joining the bush people, and building a

reputation for bravery, chivalry, generosity and justice.

Questions 2 and 3: Answers may vary from learner to learner.

Senior 5 Literature in English Teacher`s Guide 53
Application activity 4.2

After being familiar with the activity 4.2, having received the content summary
on epic poetry, learners are now able to analyse the epic “The Death of My
Father”. In their groups or pairs, guide them and encourage them to participate
actively in this activity

Possible answers

1. The poem talks about a child who praises the bravery of his deceased father
who had worked hard in his time with hope to get out from poverty. The child
still believes

hopes or dreams.
2. The speaker is disappointedand frustrated

But I did not mourn for him

The hard, coarse sand- paper hands, spoke eloquently of the life he had lived.
He built colonial mansions, arrogant constructions but he squatted in a sickly
mud- house.
I had already inherited his premature old- age look.
I had imbibed his frustration.

(Answers may vary from learner to learner)

Evidences:

He lives in my son my father.

4. The answer is yes; because he was a hardworking person with the aim to
overcome the family poverty. Evidence: - stanza 2 and 4.

4.3 Review of poetic devices

Alliteration, repetition, personication, assonance, simile,
metaphor)
54 Senior 5 Literature in English Teacher`s Guide
Activity 4.3.1.

poetic devices, the following points should be put into consideration:

The repetition of initial consonant sounds of words refers to as alliteration.

The repetition of vowel sounds in nearby words or words with close
proximity, refers to asassonance.
Language that attributes human qualities to non human things refers to
aspersonication.
Comparisons using connecting words such as “like, as, etc” refer to assimile
while the comparison without these connecting words refers to
asmetaphor.

is called repetition.

Possible answers

1. Either: The central idea of the poem is about a warrior praising his own brave
actions

Or: the warrior delights in his own strength and skill through describing his
victories.

3. Some alliterative ords are:

(Answer may vary from learner to learner)

4. Repetition: I ho is repeated more times, in order to emphasize on his

praises.
Senior 5 Literature in English Teacher`s Guide 55
Enjambment: examples:

my cotton cloth is enjambment of the line 3.

Beast from Bihanga, enjambment of line 7
Them are the enjambment of line 10.

5. Answers may vary from learner to learner.

Activity 4.3.2

Possible answers

1. The subject matter in the poem is a black man lamenting for being exploited
by his boss.
2. The use of:
Assonance: some examples: must and burn, consume and combustion.
alliteration: some examples: mae me your mine, forever and force.
coal!
3. Other poetic devices used include repetition (example: “I am coal” is
repeated. The same as the words “burn”, “I must burn” and “master”

Note:

Application activity 4.3

After the feedback from activities 4.3.1. and 4.3.2, having provided the content
summary, you guide them to attempt activity 4.3 in applying in groups or pairs,
the knowledge and skills they acquired.

Possible answers

the latter was released from prison.

2. The poem took place in prison.
3. Hands stand for people (who are not in prison) involved in their daily
activities while all stands for prison.
4. The poetic device used here is synecdoche.

56 Senior 5 Literature in English Teacher`s Guide

End of unit assessment

they are all involved, for this is the assessment of the whole unit objectives. As
the teacher, the feedback from the assessment below will help you for a self-
assessment.

Activity 1

Possible answers

1. The poem talks about the conception of an extra-ordinary baby boy who was
to destroy the kingship of Manding. This frightened the king Susu
Sumanguru Baamangana who tried in vain to kill the baby once born.
2. Some of the epic features in the poem are: -supernatural forces (conception
of a bab during a long period of time. (stanza 1 and 3)
- Divine intervention: (the last stanza).

Questions 3 and 4: Answer may vary from learner to learner.

Activity 2

Possible answers

1. The speaker is praising the popular, irreplaceable and invincible leadership of

a certain powerful person.
2. Some of the poetic devices include:
. Simile: example: plentiful as grains of sand.
. Hyperbole: example: plentiful as grains of sand on the earth. (They
are so many)
. Repetition: examples: he who owns you is repeated.
3. Answers may vary from learner to learner.

Unit summary
Senior 5 Literature in English Teacher`s Guide 57
 UNIT 5 : ODES

5
Key unit competence:

To be able to identify and analyse odes and explore the atmosphere created in
them.

Learning objectives:

Knowledge and understanding:

The learner should be able to:

Demonstrate understanding how the atmosphere is created in odes.

Skills:

The learner should be able to:

Identify techniques to create certain atmospheres in poems.

Apply knowledge about the characteristics of epigrams to practice writing poetry

Attitudes and values:

The learner should:

Actively engage in reading and writing poetry.

Content

Selected poems.

Sonnet and Epigram.

Poetic devices: enjambment and consonance.

Senior 5 Literature in English Teacher`s Guide 59

Assessment criteria:

Find out if the learners can identify and analyze odes and explore the
atmosphere created in them?

Prerequisites:

Rhyme and rhythm

Types of poems
Poetic devices

Cross-cutting issues:
Peace and values education
Environment and Sustainability.
Gender.
Comprehensive sexuality education.

List of sutopics.

List of
Objectives
lessons of period

Specify the characteristics of an ode

5.1 Ode and demonstrate understanding how 2
the atmosphere is created in an ode

Specify the characteristics of an elegy

5.2 Elegy and demonstrate understanding how 2
the atmosphere is created in an elegy

Specify the characteristics of a ballad

5.3 Ballad and demonstrate understanding how 2
the atmosphere is created in a ballad

60 Senior 5 Literature in English Teacher`s Guide

 Identify and describe words made
5.4 Acrostic up of initial letters of each line of an 2
acrostic poem.

Identify and describe shapes of

5.5 Concrete things structured by words (diction) 2
of the poem.

Specify the unique features of a haiku

5.6 Haiku and 2

Specify the characteristics of a tanka

5.7 Tanka and 2

Identify and describe types of sonnets

5.8 Sonnet in terms of their structure (how they 5
are built) and rhyme scheme.

Apply knowledge about the

5.9 Epigram characteristics of epigrams to 2
practice writing poetry.

Identify techniques used to create

5.10 Enjambment enjambment in any given poem 2
and

Learners can identify and analyze

odes and explore the atmosphere 2
Assessment
created in them.

Introductory Activity

Guide learners to read the poem Ode to a Rainy Day individually.

Ask one of the learners to read the poem aloud, slowly and clearly to the
whole
class.
In pairs, ask learners to compare the poem to other types of poems learnt.
Ask some learners from some pairs to present their works to the class.

Ask learners to answer questions about the poem.

Senior 5 Literature in English Teacher`s Guide 61
Possible answers

1. The speaker persuades someone not to go outside for it is raining.

2. The speaker is disappointed/ discouraged by the rainy day.
3. Some poetic devices:
Alliteration: examples: “p” in “pitter patter” and “s” in “splish splash” and
“skitter skater”
Consonance: examples: “t” in “pitter patter” and “skitter skater” and “sh” in
“splish splash”
Assonance: examples: vowel sound “ei” in rain and day, the vowel sound “ ”
in pitter patter and skitter skater.
Onomatopoeia: Splashsplash, skitter skater and pitter patter.
4. They create musicality (rhythm) in the poem to raise the curiosity of the
listener or the reader.

Teaching and learning resources:

selected poems

dictionaries
Computers with internet access and
CDs.

5.1 ODES
Expected answers activity 5.2

1. The poem talks about someone who is describing the hard times his
people in Ethiopia went through, but he/she is happy for the change/
progress/positive step they are making today.
2. The mood in the poem is resilient, example: stanza 2.
3. His people/ nation.
4. The poet is optimistic.

Note

62 Senior 5 Literature in English Teacher`s Guide

5.2. Elegy
Learning Activity

subject or audience.

Expected answers for activity 5.2

1.The poem talks about the woman who is expecting a baby but it is still-born.
2.The miscarried child.
3 .The tone is bitter because the parent is angry and unhappy/ she cannot
forget what happens to her.
a) The woman did not know where her daughter was buried because she
was still weak and she did not attend the burial.
b) The answers may vary from learner to learner.
5. The mood is sympathetic

Application activity 5.2

After the feedback about the activity 5.2 (Christine) and the content summary
about Elegy given to the learners, ask them to read the poem Pardon me.
Again, ask them to work on this activity in the same way they did with the
previous activity. Encourage active participation for every learner. Facilitate
the task by providing clues on how to accomplish the activity.

Expected answers for application activity 5.2

1. The poem is about someone who is addressing his / wwher parents about
his/

expectations.
2. The tone is disappointing/ discouraging: the speaker is disappointed by
his/her

3. The child rejects the ways of the father, example: he cannot slaughter other
tribesmen; he takes prayers as of no use.

Note: use the notes provided in the student’s boo to introduce Elegy.
Senior 5 Literature in English Teacher`s Guide 63
5.3. Ballad
Learning Activity

in their group work and ensure they all participate actively. If you feel they are
able to

what a Ballad is.

Expected answers for activity 5.3

1. The main idea of the poem is the refusal/rejection of the turtledove to be a

mistress of the nightingale.
2. “ My lady if you will, I shall be your slave”

5. The title is appropriate because “the cool fountain” means “calm or

unenthusiastic fountain”. In the poem the widow turtledove does not show
any emotion to the

Application activity 5.3

Once you have established that they have understood what ballad is, ask them
to attempt Application activity 5.3. As a group, let them take turns to read the
given passage, tell the group to present their answers and lead the class to
discuss and evaluate the answers.

Expected answers for application activity 5.3

1. The poem is against colour based discrimination.
2. The poet is addressing to racist white men.
3. The mood is revolting since the speaker is against what is done by racist
white people.
4. Some of the poetic devices used:

Alliteration: example: signs/ saying

Assonance: examples: need/ feel, money/ just.
Consonance: examples: masses/ grasses; bad/ sad/ red

Note:
64 Senior 5 Literature in English Teacher`s Guide
5.4. Acrostic
Learning activity

Ask the learner what a poem is, and describe its major features. Guide them to
read the poem in activity 5.4 and to identify its characteristics. For example
initial letters and stanzas.

Expected answers for activity 5.4

3. Each line of the poem makes by itself an example of one quality of a good
learner.

Application activity 5.4

Remind the learners what an acrostic poem is. Tell them to discuss in groups or
pairs the

and give advice where necessary.

Expected answers for application activity 5.4

1. The general message of the poem is to remind anybody that any day is a gift
but it depends on him/her to make it valuable.
2. Answers may vary from learner to learner. The teacher will help learners in
this activity.
3. Answers may vary from learner to learner. The teacher will help learners to
discuss/ debate on the statement.
Note: use the notes provided in the student’s boo to introduce
Acrostic.

5.5 Concrete
Learning activity

Tell learners to read individually the poem in activity 5.5 loudly. Guide them to
discuss and identify the message and the shape of the poem.

Expected answers for activity 5.5

1. The poem is talking about someone who is wondering whether the shaped
poem is a
Senior 5 Literature in English Teacher`s Guide 65
 glass containing wine.
2. The poem is shaped in a glass.

Application activity 5.5

Expected answers for application activity 5.5

1. Although people take alcohol, they are also aware of its risks.
2. Regretful. The speaker regrets for alcohol inconveniences.
3. It means taking alcohol will make him/her running some risks.
Note: use the notes provided in the student’s boo to introduce
Concrete.

5.6 Haiku
Learning activity

a line in a poem. Ask learners to read the poem in activity 5.6 and in
group ask them to identify the unique features they notice in the poem.
Help them to count number of syllables in each line and tell how many
they are.

Expected answers for activity 5.6

1. Though there are disturbers, people/ animals may regain their normal ways
of living. 2. The poem is made up of one stanza with three lines.
3. Line 1: 5 syllables.
Line 2: 7 syllables.
Line 3: 5 syllables.
Application activity 5.6

To this step you are expected to remind learners what a Haiku is. Ask them to
read

outstanding ones.

Expected answers for application activity 5.6

66 Senior 5 Literature in English Teacher`s Guide
 1. The poet is portraying good living conditions in
summer. 2. The speaker is happy.
3. Answers may vary from learner to learner.

5.7 Tanka.
Learning activity

lesson.

a poem. Ask learners to read the poem in activity 5.6 and in group ask them to
identify the unique features they notice in the poem. Help them to count
number of syllables

contrast haiku and tanka.

Expected answers for activity 5.7

The poet describes the young cat.

2. The poet is very pleased /delighted with the

kitten 3. Line 1 : 5 syllables.
Line 2: 7 syllables.
Line 3: 5 syllables.
Line 4: 7 syllables.
Line 5: 7 syllables.
Application activity 5.7

book. Walk around and listen to the discussion and advice them if necessary.
Tell the group to discuss their answers and lead the class to discuss and
evaluate their answers. Ask learners to try and write their own Tanka. Then ask
learners to discuss them in terms of characteristics and message.

Expected answers for application activity 5.7

1. The subject matter in the poem is separation from his/ her

beloved. 2. The poet is anxious.
3. The title is appropriate because it invokes a farewell (sign of separation).
Senior 5 Literature in English Teacher`s Guide 67
4. Answers may vary from learner to learner.

Note: use the notes provided in the student’s boo to introduce Tana.

5.8 Sonnet
Guide the learners to read the sonnet individually, silently and ask them what
they note about it. Thereafter, ask them to read it loudly in their groups. Guide
them to discuss the sonnet. Guide them to focus on the structure. The more
they interact with it, the more they will be familiar with its characteristics. Tell
them to discuss sonnets in activities 5.8

the Shakespearean sonnet (English sonnet) and Petrarchan sonnet (Italian).

Learning activities

Expected answers for activity 5.8.1

by whites and he emphasize that black people are in a good position to solve
their problems.
2. 14 lines.
3. The rhyme scheme is:abab cdcd efef gg
4. The poet is disappointed since he/she laments on how black people are
mistreated by the whites

Expected answers for activity 5.8.2

2. 14 lines.
3. The rhyme scheme is: abbaabba cdecde.

b) The speakers of the both poems are disappointed.

c) Both poets are disappointed.

Application activities 5.8

68 Senior 5 Literature in English Teacher`s Guide

Once learners are familiar with the two types of sonnets and their
characteristics, guide them to discuss in groups the sonnet in application
activities 5.8.1 and 5.8.1 in the

evaluate their answers.

Expected answers for Application activity 5.8.1

regain his/her home country for he/she dislikes the life style of the host
country.
2. The mood is sympathetic
3. The tone of the speaker is
desperation.
4. It is Shakespearean sonnet
5. The rhyme scheme is abab cdcd
efef gg.

Expected answers for application activity 5.8.2

1. The poem talks about the blessings of God that fall on all the things, greater
or smaller

2. The rhyme scheme is abbaabbacdecde.

3. Petrarchan/ Italian sonnet.
Note: use the notes provided in the student’s boo to introduce
Sonnet.

5.9 Epigram
Learning activity

Remind the learners what they have covered in poetry so far. Ask them to read
the Epigram in activity 5.9 and then say what they note about it.

Expected answers for activity 5.9

1. This Epigram raises the idea that being gossiped about may seem bad,
but being completely ignored often is even worse.
2. The mood is sympathetic.

Senior 5 Literature in English Teacher`s Guide 69

Application activity 5.9

Ask the learners to read and discuss the questions in application activity 5.9.
Tell the group to present their answers. Ask them to compose their own
Epigrams. If you have access to internet, download many samples for the
learners. Ask the learners to discuss them in terms of message and
characteristics.

Expected answers for application activity 5.9

1. In A Man Said To The Universe, Stephen Crane uses the epigrammatic form
to express that although human beings feel important, the universe does not
always treat them as such.
2. The speaker is unhappy.
3. Answers may vary from learner to learner.
Note: use the notes provided in the student’s boo to introduce
Epigram.

5.10 Enjambment
Learning Activity

Ask the learners to read the poem Begging AIDSin

them that enjambment in poetry is moving over from one line to another
without a terminating punctuation mark. Tell them it occurs when a clause or a
phrase begun in one line is completed in the next.

Expected answers for activity 5.10

1. The central idea of the poem suggests that elders have become like circus
performers that do tricks for their food
2. Examples: stanza 1 : line 4 is enjambment of line 3; line 7 is enjambment of
line 6.
Stanza 3 : line 2 is enjambment of line 1.
3. Some examples of images used in the poem:
Metaphor: example: elders become big circus lions.
Symbolism: example: toys of death.
etc
70 Senior 5 Literature in English Teacher`s Guide
Application activity 5.10

Learners know what enjambment is. Ask them to read the extract from the
poem The

download many samples from internet if you have access.

Expected answers for application activity 5.10

1. Although weeping is human nature, hard situation can be consumed in

another way.

Answers will vary from learner to learner.

Note:

Unit Summary

elegy, ballad, acrostic, concrete, haiku, tanka, sonnet, epigram and

enjambment) they have been taught in this un

End of unit assessment

conclude the whole unit. At the same time, it must help you to wrap the unit
up. The assessment is a summative one/assessment task; thus it needs to be
performed in one sitting. Assist the learners to make sure it is a success.

Expected answers

1. Answers may vary from learner to learner.

2. Answers may vary from learner to learner.
3. Answers may vary from learner to learner.
4. Answers may vary from learner to learner. But more emphasizes must be
put on musicality or rhythm they create in the poem.
5. 1. Answers may vary from learner to learner.
Senior 5 Literature in English Teacher`s Guide 71
 2. Some of poetic devices used:
Repetition: examples: - I wanted to write you a letter-
my love Alliteration: example: - that you would
withhold.
Assonance: example - our night lost in the long grass
Enjambment
Simile: examples: lips red as henna, hair black as mud, eyes sweet as
honey, etc.
72 Senior 5 Literature in English Teacher`s Guide
 UNIT 6 : RHYTHM IN AFRICAN POETRY

6
Key unit competence:

To be able to identify rhythm in selected poems from Africa and

describe its relationship with the context of the poems.

Learning objectives:

Knowledge and understanding:

The learner should be able to:

Demonstrate understanding of what rhythm

is. Describe rhythm in selected poems.
Recall the use of poetic devices in poetry.

Skills:

The learner should be able to:

Identify rhythm patterns in poems.

Analyse and explain the relationships between rhyme and
rhythm. Recite poems in front of others.

Attitudes and values:

The learner should:

Appreciate the aesthetic qualities of language use in a poem to achieve

Accept the recitation of others with appreciation.

Senior 5 Literature in English Teacher`s Guide 73

Content:
Selected rhythmic poems
Combination of rhythm and rhyme
Poetic devices use. Alliteration, assonance and
onomatopoeia.
Assessment criteria: can the learner identify rhythm in selected poems from
Africa and understanding its relationship with the context of the poems.

Prerequisites:

Rhyme and rhythm

Types of poems
Poetic devices

Crosscutting issues:
Peace and values education
Environment and Sustainability.
Gender.
Comprehensive sexuality education.

List of su topics.

Number Sub -topic Objectives Number

title of period
1 Rhythm Demonstrate understanding of 8
what rhythm is and identify
rhythm patterns in poems
2 Combination of Analyse and explain the 5
rhythm and relationships between rhyme
rhyme and rhythm
3 6

3.1.Onomato-
poeia

74 Senior 5 Literature in English Teacher`s Guide

 4

End of Unit 2
Assessment poems and demonstrate under-

Introductory Activity

6.1 Rhythm in Africa Poetry

Guide learners to read individually the poem Lullaby.
Ask one of the learners to read the poem aloud, slowly and clearly to the
whole class.
In pairs, ask learners to compare the poem to other types of poems learnt.
Ask some learners from some pairs to present their works to the class.

Ask learners to answer questions about the poem.

Teaching/ learning activity

various items and activities in this unit.

Remind the learners what they have covered in poetry so far.

from other forms of poetry.

Ask them to read the poem in activity 6.1 and they say how it sounds in
their ears. Ask them to identify the atmosphere of the persona.

to the discussion and advise when necessary.

Tell the group to present their answers and lead the class to discuss and
evaluate the answers.
Ask learners to try and write their own poems.
If you have access to internet, download many samples for the learners. Ask
the learners to discuss them in terms of rhythm, rhyme, message and try
to compose some for themselves.

Senior 5 Literature in English Teacher`s Guide 75

Teaching/learning resources:

Songs
Selected poems

Computer connected to internet

Learning Activity

Tell learners to sing any song they are familiar with and to say what they like
about songs.

rhythm. Instead, the rhythm is set by the stresses or accents in the words
themselves.

Ask learners in groups, to read the poems Lullaby(Introductory activity), Grass

Will

Poems that have irregular rhythmical cadence are said to be written in free
verse.

Expected answers for introductory activity

1. Answers may vary from learner to learner

2. The message of the poem is that a mother, although she is poor she has
intense love
to her child.
3. The poet repeats some phrases because he/she want to put emphasis on
ideas. For

towards the child. On the other hand, some phrases are repeated to create
musicality/
rhythm.

5. Answers may vary from learner to learner.

Expected answers for activity 6.1

and ask for tears.

76 Senior 5 Literature in English Teacher`s Guide
her.
4.Answers may vary from learner to learner.

6.“ Grass Will Grow” symbolises a hopeful future

Expected answers for activity 6.2

1.The central idea of the poem is about a man praising Diko, a beautiful
woman/girl.
2.The mood is heart- warming, enthusiastic, exciting.
3. Simile : examples: her eyes are like those of a new born fawn.
Alliteration : example: h in her heel nor her palm. Etc.

4.The rhythm is irregular because there is no rhyme scheme, the poem does
not follow the rhythm pattern. (it is written in free verse)
Note: use te notes provided in te students ook to introduce Rytm.

Application Activity 6.1

Ask the learners to read in groups the poem Rhythm of Africa, application
activity 6.1. Tell them to describe the rhythmic pattern in it. The more they
interact with it, the more they will be familiar with its characteristics.

Expected answers for application activity 6.1

3.The poet used: Onomatopoeia:

4. Answers may vary from learner to learner

6.2 Combination of rhythm and rhyme

Learning activity
Senior 5 Literature in English Teacher`s Guide 77
further suggestions in individual items and activities. Ask the learners what a
poem is.

identify its characteristics in terms of rhyme and rhythm. Guide them to

discuss, walk around and listen to discussions and give advice where
necessary.

Expected answers for activity 6.2.

3.Rhyme:-

Consonance:

Assonance:

5.i) Short life.

6.3 Review of Poetic Devices

Guide the learners to discuss what they have coved in poetry so far. Tell them
to discuss in their groups what poems are and their characteristics. Further,
they should discuss what a poetic device is. Let them take turns to give their
explanations.

6.3.1 Onomatopoeia

Learning Activity

Guide them to work in groups and identify the sound mostly repeated in the
poem. Ask the
78 Senior 5 Literature in English Teacher`s Guide
learners to give the name of the poetic device used for such a sound. Guide the
learners to

Expected answers for activity 6.3.1

1.The poem talks about people who are exploited and overworked while their
bosses do not show any concern.
2.Answers may vary from leaner to learner. Example: kwa, kwa,
kwa! 3.Answers may vary from leaner to learner.

Note: use te notes provided in te students ook to introduce

Onomatopoeia.

Application Activity 6.3.1

Once you are sure the learners are familiar with onomatopoeia, ask them to
read the

discussions and advise the learners when necessary.

Expected answers for application activity 6.3.1

2.Onomatopoeia:Clink-Clink.
3.The onomatopoeia put an emphasis on the message of the poem.

6.Answers may vary from leaner to

learner.
In line 1 Clink stands for Heaven

In line 4 it stands for done

In line 6 Clink stands for bread
In line 7 it stands for our
trespasses
In line 8 it stands for forgive.
 In line 9 it stands for not and temptation

Senior 5 Literature in English Teacher`s Guide 79

6.3.2 Alliteration, assonance and consonance

Learning Activity

Guide learners to discuss the poetic devices they have already covered. Tell
them to

of revising poetic device is having extracts from any given poem. Once you are
sure they are familiar with the devices, ask them to name Alliteration,
Assonance and Consonance

refers to the repetition of consonants in words of close proximity. It generally

refers to

Assonance

Consonance refers to the repetition of consonant sounds at the end of and

within

Expected answers for activity 6.3.2

1.The poem talks about the superstitious beliefs of some people who believe,
without

2.Examples of rhyme scheme in the poem: light/sight, pluck/luck, morn/born,

foot/root

3.Alliteration: examples: spilled/spirit, pots/plates

Assonance: Example: crumbs/must, spilled/spirit
Consonance: Examples: thing/morning,
4.Answers may vary from learner to learner.
Note: use te notes provided in te students ook to introduce poetic
devices ( alliteration, assonance and consonance).

Application activities 6.3.2

Since learners are familiar with poetic devices, ask them in groups, to read
poems in application activities in 6.3.2.a and 6.3.2.b. Tell them to answer in
groups all questions on each activity. Walk around, listen to their discussions
and advise them where necessary. Tell the groups present their answers and
lead the class to discuss and evaluate their answers.

80 Senior 5 Literature in English Teacher`s Guide

Expected answers for application activity 6.3.2.1

he wrote this poem to talk about the death of a small boy in his care. Paton
makes the

2.a) and b) The tone is ironic: Paton means the opposite of what he says.
Although he seems to be supporting authority, he is really questioning the
values of a society that fails the young and helpless.

3. i) Alliteration: Examples: conception/comprehension, principals/police

ii) Assonance: Examples: conception/comprehension, lost/lonely
iii) Consonance: Examples: psychologists/psychiatrists

Expected answers for application activity 6.3.2.2

things (smaller or stronger)

2.Some of the words sound like their meaning. Examples: rumble, tremble,
crack, whirling, clinging, tattered, whistle, etc. The technique using words that
sound like their meaning is called onomatopoeia.
3.Some poetic devices:

simile: example: like a plague of locusts

consonance: chasing/nothing
alliteration: example: babies/backs

Unit Summary

have covered in this unit. The following points should be put into consideration:

The meaning of Rhythm in poetry and its characteristics

Combination of Rhythm and Rhyme
Review of poetic devices (Onomatopoeia, Assonance, Consonance and
Alliteration)
Senior 5 Literature in English Teacher`s Guide 81
End of Unit Assessment

This is a summative activity for unit 6. It consists of 4 questions. At the same

time, it must help you to make yourself evaluation. This assessment needs to
be performed in one sitting. Assist the learners to make sure it is a success.

Expected answers

of words.

to judge.

82 Senior 5 Literature in English Teacher`s Guide

 UNIT 7 : DEVELOPMENT OF EUROPEAN DRAMA

7
Key unit competence:

Learning objectives:

Knowledge and understanding

The learner should be able to:

Analyse the themes and messages in selected plays

Relate the themes and messages in drama to the historical period they were
written in.

Skills

The learner should be able to:

Apply techniques of improvisation to perform selected scenes from a drama.

Attitudes and values

Show respect for other students when they participate in miming or improvising
selected scenes from plays.

Content
Introduction to European drama

Senior 5 Literature in English Teacher`s Guide 83

Periods in the development of drama:

Ancient Greek dramas

Medieval/Mystery plays
Farce

Modern drama

Assessment criteria:

Prerequisites:

African drama
Rhyme and rhythm in drama

Types of drama
Dramatic techniques

Cross-cutting issues :
Peace and values education
Environment and Sustainability
Gender
Comprehensive sexuality education

Inclusive Education
Standardisation Culture
Financial Education
84 Senior 5 Literature in English Teacher`s Guide
List of sutopics.
Total number of periods in syllabus: 25

No utopic Oectives Numer of

Periods
7.0 Introduction to -Describe the concept of a 6
European European drama and how it
drama
Europe.

7.1 Periods Read plays selected for each 30

period and discover their main
Ancient Greek themes.
dramas
Analyse the dramatic
Medieval/Mystery
plays techniques used in the plays

Farce Selected from each period.

Modern drama
messages in various plays

Appreciate how messages

time

Learners can understand 4

how drama developed
throughout

themes and messages

Teaching/learning resources:

Play: An Enemy of the People;

Selected extracts;

Computer connected to internet.

Senior 5 Literature in English Teacher`s Guide 85

Introductory activity

Ibsen
Ask learners to work in groups to analyse the play critically by answering the
questions in the introductory activity;
Ask each group to present their work to the class; complement and reinforce
their presentations where necessary.

7. 0. Introduction to European Drama

Possible answers for introductory activity 7.0

1. Characters and characterization of An enemy of the people

a) Dr. Thomas Stockman

He is a protagonist of the play

He is brother of the mayor, who got him the job at the baths.
Stockman is idealistic and excitable.
Dr. Stockman believes strongly in individual freedom and the right of every
man to express himself freely.
He is honest and ethical
His lack of tact and understanding of the practical issues places him in such
an awkward position.

He puts his principles above his own desires and gains.

of the baths.
He is thoroughly disgusted by the petty and dishonest interpretations placed
on his actions.
He is a man of great personal integrity

86 Senior 5 Literature in English Teacher`s Guide

 b) Mayor Peter Stockman:

A mayor of the town and an elder brother to Dr. Thomas Stockman

He is an antagonist of the play

individuals should be subjected to the rule of these authorities.

He does not believe in personal or individual expressions (Suppresses
freedom of expression)
He is convinced that he is right and anyone opposed to him must be wrong
(A dictator)
He is not a man of strong ethical principles.
c) Catherine Stockman:

She is a minor character who represents the eternal matriarch.

Her interest is in the family.
She does not care for civic causes, but when her husband is attacked by
other people, she comes to his side even though she does not
understand the principles behind the cause.
d) Billing
An assistant at the newspaper,
he is a radical like Hovstad, but

He is in some way courting Petra.

e) Captain Horster

A ship captain who has little interest in local politics, Horster provides the hall
for

f) Morten Kiil

water pollution report. He is the adoptive father or grandfather (depending on

the translation) of Mrs. Stockmann, and his will assigns a good deal of wealth to
her and her children.

Men and a few women of varying conditions and

occupations. A group of schoolboys- the audience at a
public meeting.
Senior 5 Literature in English Teacher`s Guide 87
2. Setting:The play An enemy of the People
written in 1882 (19th Century). The play takes place in a coastal town in the
southern

had challenged the hypocrisy of Victorian morality.

3. Dramatic techniques used in An Enemy of the People are:

on the cross because the mass of people thought he was dangerous.

Tone and Mood: ironic, somewhat cynical, mostly objective

4. Themes highlighted in An enemy of the People.

i. Society and Class

An Enemy of the People presents a complex analysis of society and class. The
play proposes that the main problem with society is that it is run by the
majority, a group made up of unintelligent people.

ii) Wealth
Money and the pursuit of wealth is a major theme. All of the characters
in the

iii) Rules and order: The established rules and order of society are a
constant topic of conversation in the play.
iv) Politics:
v) Pride
to think very highly of themselves and are concerned about
maintaining face in public
vi) Hypocrisy: Hypocrisy runs rampant throughout An Enemy of the
People. Power, money, and public image all play a part
vii) Power:An Enemy of the People is one long power struggle. Many
of the

viii) Principles
An Enemy of the
People
matter what

5. An Enemy of the People

play in response to the criticism of his play Ghosts which used an immoral
language about the issues of the society. It deals with the extent to which
individual desires and beliefs are compromised by society. In particular, the
play focuses on the ways in which an individual can be compromised by the
society he is trying to help.
88 Senior 5 Literature in English Teacher`s Guide
Ibsen experienced after the publication of Ghosts. Ibsen noted: “Dr. Stockmann
and I got on excellently together; we agree on so many subjects”. Therefore,
the themes and messages highlighted in the play An enemy of the people
depict the problems in the modern society.

during the time when Henrick wrote the play An enemy of the people.

General Guidance on Teaching/ learning activities

various items and activities depending on every lesson.

Ask learners to brainstorm on what they have covered in drama so far;

Ask them to work individually or work in groups to attempt the activities in
the

Facilitate the activities and support each leaner depending on their learning
needs.

7.1 Periods in development of drama

Activity 7.1

Teacher guides the learners to read the play An enemy of the people and
answer the following questions .

1. Who is the real enemy of the people in the play An enemy of the
people? Why?
2. What lessons do you learn from the play An enemy of the people?
3. With examples, relate the events in the play An enemy of the people
to the modern society

7.2.1 ANCIENT GREEK DRAMA

Possible answers for application activity 7.1.1

1. Ancient Greek Drama refers to any dramatic form: Tragedy, comedy, Farce,
Satyr plays, mime or pantomime composed in the Greek Language.
Senior 5 Literature in English Teacher`s Guide 89
2. The main features of ancient Greek Drama are characters from the noble
families,

roles and human relationships.

3. The famous playwrights of ancient Drama are Sophocles, Aeschylus,

Euripides and Aristophanes.

Possible answers for application activity 7.2.1

1. The extract is about the messages from God to purify the land by expiation
of blood by blood.

irony.
3. This play falls in an ancient Greek drama because of invocation of gods,
using noble characters and king of the priests.

7.2 Medieval /Mystery plays

Possible answers for learning activity 7.2

1. The people in the above picture are watching a” mystery play”

2. Some of the characteristics of Medieval Mystery plays-written in verse,
teaching

3. The mystery plays focused on the representation of Bible stories in churches

as tableaux with accompanying antiphonal song. They developed from the
10th to the 16th Century, reaching the height of their popularity in the 15th
Century before being rendered obsolete by the rise of professional theatre. The
name derives from mystery used in its sense of miracle, but an occasionally
quoted derivation is from ministerial,

Possible answers for application activity 7.2.2

1. The above extract is about the conversation between Abel and Cain. Abel is
persuading

2. Abel used sweet and polite words to win over Cain like “Dear brother, why
must

weather.”
3. Abel was soft hearted, discipline, God fearing while Cain was very rude,
wicked,

90 Senior 5 Literature in English Teacher`s Guide

unrighteous, etc.

7.1.3 FARCE

Possible answers for learning activity 7.1.3

1. Farce is a dramatic comedy set apart from other literary genres because its
purpose
is to make the audience laugh.

people laugh.

Possible answers for application activity 7.1.3

1. The above extract is about playing the trick on the seller of cloth not to pay
him.
2. Funny in the extract is about Patelin who is going in bed to pretend to be
sick.

4. Some of the characteristics of farce in the above extract are disgraceful love
intrigues,
clever tricks to get money or outwit simpleton to make people laugh.

irony.

7.1.4 COMMEDIA DELL’ARTE

Possible answers for activity 7.1.4

meant for use and performance. They feature traditional characters and
masks.

meant for use and performance. They feature traditional characters and
masks.

Possible answers for application activity 7.1.4

1. The conversation itself was very funny; words and body language used were
very
2. The characteristics -play divided into acts, scene and a prologue, the
exaggeration of

Senior 5 Literature in English Teacher`s Guide 91

the situation, subject concerned with disgraceful love of intrigues clever tricks
to get money.

literary devices. Dramatic techniques used in the extract are dialogue, body
language,

7.1.5 MODERN DRAMA

Possible answers for activity 7.1.5

contamination of the bath.

2. The characteristics of modern drama tended to focus not on kings and
heroes but instead on ordinary people dealing with ordinary problems. It often
dealt with the sense of alienation and disconnectedness that average people
felt in this period.
3. Ancient Greek drama focuses on kings and heroes, deeds, extraordinary
people dealing with supernatural powers (gods and goddess).
4. The teacher guides the discussions of the students on the possible dramatic

Posssible answers for application activity 7.1.5

1. The purpose of Dr. Stockmann in the excerpt is to establish a school in order

to change

2. He is declared as a strong man because he discovered that the baths were

contaminated by bacteria but municipal authority opposes the idea and he
never abandoned the idea. Later on, he started a school to educate the people
on their rights. He said that the strongest man in the world is he who stands
most alone.

Here are some of them: education and determination.

End unit assessment

performance of the students and the understanding of the entire unit. The
teacher should evaluate whether the learners understand how drama
developed throughout

messages.
92 Senior 5 Literature in English Teacher`s Guide
1. The features of modern drama tended to focus not on kings and heroes but
instead on ordinary people dealing with ordinary problems. It often dealt with
the sense of alienation and disconnectedness that average people felt in this
period.

a) Ancient Greek Drama has a plot structure in comedy and tragedy.

The characters, the chorus were a mainstay of Greek drama. The
chorus could reveal information to the audience. Greek drama and
many plays had a religious bent to them. It evolved from choral
performance; both tragedy and comedy have choruses that are an
important and integral element of the performance. The choruses
always sing and dance;something not always the case in other
dramatic genres. Greek drama has a maximum of 3 actors. All the
actors were male. Costumes always included distinctive masks that
served to identity both individual character and character type.

b) Medieval plays were performed outdoors. The plays were written in

verse and taught Christian doctrine by presenting biblical characters.
Themes and characters were from the bible.

c) Modern dramatended to focus on ordinary people dealing with

ordinary problems; the sense of alienation and disconnectedness that
average people felt in this period.

3. The real enemy of the people in the play An Enemy of the People is Doctor
Thomas

truth. He is an idealist and quite reckless in his actions. It is this recklessness

that makes it possible for the antagonist to marshal forces against him. His
courage is however, not lost on the reader who nevertheless comes to
understand the predicament of a good

4. The lessons from the play An Enemy of the People are:

First, Truth and Morality in An Enemy of the People

his reputation, and his safety are put in jeopardy.

Second, the second message of the play is that the individual, who stands
alone, is

like. Isben who turned atheist during his encounter with Georg Brandes,
presents many Christian values in An Enemy of the People, and religious
references
Third, Ibsen An Enemy of the People deals with the extent to which individual
desires and beliefs are compromised by society. In particular, the play focuses
on the ways in

Senior 5 Literature in English Teacher`s Guide 93

which an individual can be ostracized by the society he is trying to help.

5. The events in the play An Enemy of the People is truly relevant to Africa and
the so-called developing world and emerging democracies at large in the
21stCentury as it thCentury. The play goes also to a great extent to
espouse truth, but he is subjected to insults, slander and some degree
intimidation and violence. It is also that at critical moments in our historical
development, the ‘compact

person of vision to courageously stand alone and say no to retrogressive yet

popular values.

6. Dr Stockmann is a hero because he goes to a great extent to espouse truth,

but he is subjected to insults, slander and some degree intimidation and
violence. But he stands

End unit summary

This unit dealt with Development of European drama. The art of drama
developed in the ancient Greek city state of Athens in the late 6th Century B.C.
The early works

dramas were designed to worship gods and goddesses. Medieval drama refers
to all dramas produced in the period between the fall of the Western Roman
empire and the beginning of Renaissance around the 15 thCentury A.D.
Medieval dramas were called mystery plays. The purpose of these plays was to
teach religion and Christian doctrines

this period. Their aims were to make people laugh.

94 Senior 5 Literature in English Teacher`s Guide
 UNIT 8 : LANGUAGE USE IN DRAMA

8
Key unit competence:
To be able to explore the use of language in drama to create tone and
atmosphere.
Learning objectives
The learner should be able to:
Recall understanding of literary devices;
Describe the atmosphere and the tone in selected dramas;
Demonstrate understanding of the importance of dramatic techniques in
creating tone and atmosphere.

Knowledge and understanding

Recall understanding of literary devices.
Describe the atmosphere and the tone in selected dramas;
Demonstrate understanding of the importance of dramatic techniques in
creating tone and atmosphere.

Skills:
The learner should be able to:
Perform dialogue in front of an audience.
Identify rhyme and rhythm in plays after listening to them.
Infer the tone and the atmosphere of a play from the literary devices used.
Attitudes and values:
The learner should:
Actively participate in performing a dialogue with other
students.
Content:
Selected plays written in verse or
prose:

Senior 5 Literature in English Teacher`s Guide 95

 Review literary devices (metaphor, alliteration, repetition, assonance)
Tone
Atmosphere
Rhyme
Assessment criteria: learners can explore the use of language in drama to
create tone and atmosphere.

Prerequisites:

African drama;
Rhyme and rhythm in drama;
Literary devices in drama;
Tone
Atmosphere.

Crosscutting issues:

values messages in the selected plays. For example, The Caucasian Chalk
Circle.
Environment and Sustainability: Some selected plays have messages
about environmental sustainability for example, The Caucasian Chalk
Circle. Guide learners to analyse how the environment is conserved.
Gender: All the selected plays have both female and male characters
playing

Comprehensive sexuality education: Some selected plays have issues of

sexuality for example, the relationship between Abigail and Proctor in The
Crucible, Grusha and Simon in The Caucasian Chalk Circle. Guide learners
to analyse those sexuality issues.

96 Senior 5 Literature in English Teacher`s Guide

2. List of sub-topics.

Total numer of periods in syllaus 32

No Sub topic Objectives Number of
Periods
1 8.0 Introduction to 4
language use in Drama

2 8.1Tone in drama Describe tone and 6

atmosphere in a
selected play.

3 Atmosphere in drama Describe tone and 6

atmosphere in a
selected play.
4 Review literary 7
devices (metaphor, of literary devices
alliteration, in creating tone
and atmosphere.
repetition, assonance)
5 8.4 Rhyme in drama Identify rhyme and 4
rhythm in a selected
play.
Identify rhyme and
6 8.5 Rhythm in drama 3
rhythm in a selected
play.
Can explore the use
End of unit assessment 2
of language in
drama to create
tone and
atmosphere.

Teaching/learning resources:
. Play: The Caucasian Chalk Circle;
. Selected extracts;

. Computer connected to internet.

Introductory activity

Senior 5 Literature in English Teacher`s Guide 97

 Guide learners to individually read the play The Caucasian Chalk Circleby
Bertolt Brecht
Ask learners to work in groups to analyse the play critically by answering the
questions in the introductory activity;
Ask each group to present their work to the class; complement and reinforce
their presentations where necessary.

Expected answers for introductory activity 8.0

1. Setting: The play The Caucasian chalk circle is set in the Soviet State of
Georgia towards the end of the Second World War in 1944.
2. Themes highlighted in The Caucasian Chalk circle:
a) Justice and injustice
The climax of The Caucasian Chalk Circle takes place in a courtroom, as a
rather unconventional judge named Azdak employs a very unusual method of
determining who should get custody of a small child. Brecht portrays Azdak as
a crazy radical who

hook in favor of prosecuting those who have sinned or broken the law in other,
less obvious ways.
b) Corruption
Corruption mainly refers to lack of integrity or honesty and is mainly
manifested by accepting bribes. Most of characters are usually driven by
greed. George Abashwili is materialistic. As he makes procession to enter the
church fort Easter service, many

that the governor plans to tear down the slums to create room for the garden
of the East Wing of palace.
The Ironshirts are corrupt. They use their privileged positions to execute
others and in the process make illegitimate gains. The iron shirts follow
Grusha and Michael since a

Azdak, the judge, is overly corrupt and his greed unstoppable. He openly takes
bribes in the court before listening to a case. He begins by saying, “I accept,”
meaning that he is willing to be bribed. As Azdak executes his duties, his deeds
do not measure up to the expected standards. He makes controversial
judgements that put his integrity into questions. He sits on the statue book
when delivering justice; a pointer to his contempt for what is just. He also takes
wine in public as he executes his duties.
98 Senior 5 Literature in English Teacher`s Guide
 c) Abuse of the power
The governor, George Abashwili, is said to be as rich as Croesus. He has so
many
horses in his stable and yet there are so many beggars on his door step. This
shows
that he amasses so much wealth for himself at the expense of his subjects.
They pile
along the gate carrying thin children and holding petitions. They cry for mercy
and
reduction of the high taxes.

The governor has hired two doctors to look after his son Michael-the apple of
his eyes.

The governor plans to tear down the slums to start building the East Wing
garden for

The soldiers also abuse power. “...........soldiers push the crowd back lashing at
them
with thick whips.” When the crowd pushes to have a peep at their heir-baby
Michael-
the crowd is pushed back by the iron shirts using thick whips.
The Fat prince abuses power when he conspires and overthrows the governor
from
power. He (The Fat prince) then orders the governor to be beheaded and his
head
hanged at the entrance of the palace for all to see.
The judge, Azdak abuses power openly by accepting bribes. Before considering
any
case he utters a short statement- I accept- to mean he is ready to take a bribe.
d) Love
The playwright explores the theme of love and friendship through various
characters in
the play. This is mainly portrayed through the parental love between the
governor and

e) Irresponsibility

Georgi Abashwili is the Governor and therefore responsible for the welfare of
those
under him. Although he is rich, he has so many beggars from the gateway,
holding up
thin children, crutches and petitions.
f) Religiosity and hypocrisy
Religion refers to having or showing belief in and reverence for a deity. On the
other hand
hypocrisy is deception by pretending to entertain on set of intentions while
acting under the

Act one of the play begins with Governor Georgi Abashwili going for Easter
mass. He

Senior 5 Literature in English Teacher`s Guide 99

pass as a devoted Christian, his regime has oppressed the people it serves.
h) Betray
To betray is to hurt people who trust you especially by not being loyal or
faithful to them. When the governor is being arrested, the iron shirts of the
place guard who are supposed to guard the governor refuse to obey.

3. CHARACTERS AND CHARACTERISATION

a) Grusha vashnadze

b) Azdak
He is a village recorder, clerk but after he is accidentally chosen to be the judge
by the iron shirts. He represents the voice of reason and social justice as he
takes from the rich and gives to the poor.
c) Georgi abashwili

He is beheaded on Easter Sunday after his brother the Fat Prince successfully
stages a coup.
d) Natella abashwili
She is the wife to Governor Abashwili and biological mother to Michael. When
the coup takes place, she leaves behind her child and later, she tries to reclaim
him back from Grusha, the lady who salvaged him.
e) Shauwa

judge.
f) Simon shashava
He is a soldier of the palace guard who remains at the door when the Governor
and

Michael, the son

Shalva, an adjutant
Arsen kazbek, a fat prince
Messenger from the capital

100 Senior 5 Literature in English Teacher`s Guide

 Old peasent ;with the
milk
Corporal and Private
Peasant and his wife

Aniko; his wife

Monk
Azdak; village recorder or
scribe
Shauwa; a policeman
Grand duke

IN THE PROLOGUE
Old man on the right
Peasant woman on the
right

A very young worker

Old man on the left
Peasant woman on the
left

Giri Tractorist
Wounded soldier
The Delegate from the
capital
The Singer

4. The Chalk Circle in The Caucasian Chalk Circle.

Shauwa to draw a circle around young Michael who is at the centre of a

custody row

is given to Grusha, the maid, because she shows motherly love by refusing to
pull too hard, afraid that she might harm the child.
5. The dramatic speech gures used by Bertolt Brecht in
his play. a) Irony

Senior 5 Literature in English Teacher`s Guide 101

tells the fat prince that the Governor has plans to build a wing by putting away
the slums.
b)Satire

position.
c) Metaphor

Bloodhounds are dogs trained to look for people.

d) Simile

e) Humour
When the two doctors in charge of Michael, quarrel over each and every issue –
no matter how trivial. Whenever the baby cries, they blame each other over
who is responsible.
f) Songs
The story of The Caucasian Chalk Circle is largely narrated through the use of
songs. The singer, Arkadi, and other characters in the play use songs
throughout the text in the following cases:
The Governor is introduced through a song. (p.13) The song helps in
describing how wealthy Georgi Abashwili is and his character. The song
also juxtaposes

g) Proverbs and Wise sayings

everywhere and as a soldier, he can protect himself.

8.1 TONE IN DRAMA

Activity 8.1

102 Senior 5 Literature in English Teacher`s Guide

The Tone used in the extract is found in the following
lines. Elizabeth: Giles is dead

He looks at she incredulously.

Proctor: When were he hanged?

Application activity 8.1

1. The extract is about the conversation between Abigail with Proctor
conversing on Elizabeth.
2. Abigail was angry because Proctor was calling her as a child while she
considered herself as mature enough.

There is sympathetic tone.

Abigail: With a push of anger; how do you call me child!

8.2 ATMOSPHERE IN DRAMA

Activity 8.2
1. The subject matter of the extract is related to the judgement or justice about
some characters.
2. Proctor was advised to fear nothing, because there was another judgement,
and they were sure that they had no witchcraft (charms).
3. As far as the atmosphere is concerning with mood, emotion or feeling.
Foreshadowing is another element of Atmosphere which is found in the
response of Rebecca to Proctor.

Let you fear nothing! Another judgement waits us

all! Setting also is the element of
atmosphere.
The setting of the extract is in the town.

Danforth: hang them high over the town!

Senior 5 Literature in English Teacher`s Guide 103
Application activity 8.2
The extract is about the conversation in which Danforth tries to force
Proctor to confess.
The setting of the extract was in the court house.

Danforth.
Proctor said:
I have confessed myself!

There is also a feeling of Panic in the speech of Proctor.

8.3 REVIEW OF LITERARY DEVICES

8.3.1 METAPHOR
Activity 8.3
1. The extract is about love. Proctor proposes Elizabeth to become his
girlfriend.
2. Before the extract, Proctor was conversing with Elizabeth in house. Proctor
promises Elizabeth to buy a heifer if the crop is good. After the extract, Proctor
and Elizabeth discusses on how Proctor can go to Salem on the Abigail issue of
witchcraft.
3. In the extract, Metaphor is used where Proctor says “This farm is like a
continent”

It can also symbolise the night. Massachusetts is a beauty.

4. Other dramatic device used in the extract:

Application activity 8.3.1

The extract is about the conversation between Casca and Cassius on the

how they can get rid of him. Cassius convinces Casca not to reveal the
secret of

Metaphor is a literary device which is used for a thing to mean

something else. An example of metaphor used in the extract is: -Caesar
was compared to a lion while Romans are compared to sheep.
After this extract, there is a pact between Casca and Cassius for keeping
secret of
 Another literary device used in the extract is irony. Eg: “the poor man”
said

104 Senior 5 Literature in English Teacher`s Guide

8. 3. 2 ALLITERATIONS
Activity: 8.3.2
Alliteration is a repetition of the same consonant sound or more word on the
same line.

-“Since no one else will take you, son.

- I must take you
- Since no one else will take you,
son.

Application activity 8.3.2

1.The extract is about the suspicious relationship between Elizabeth and
Proctor.

Elizabeth supported herself against the contradiction of Parris and Hale

about the relationship between her and Proctor.

Eg: “Go to him, goody

Proctor”
“Proctor! Proctor!”

8.3. 3 REPETITIONS
Activity 8.3.3
1. Grusha was fearing someone who might come to kidnap
the child.
2. The baby was compared to a stolen thing because it was an adoptive
child. His mother was away from him.
3. In the extract the repetition is used in the following
lines: Till evening came, till night.
Come, till dawn came.
She sat too long, too long she saw.

Application activity 8.3.3

The extract was about the mutiny of
soldiers.
 Repetition is used in the following lines.
Something goes on, something can be
seen.

Senior 5 Literature in English Teacher`s Guide 105

8.3.4 ASSONANCE
Activity 8.3.4
The use of Assonance in the extract is found in the following lines:
ive and be brief.
To be brief, I live near the capitol.
It is also found in the last line of the
extract.‘ Tear him, tear him to pieces.
Come, bring b

Application activity 8.3.4

longer respected.
2. The blindman is the Governor who trusted power which ended one
day. 3. The last line shows how the governor is going to die and will never
come back. 4. The use of assonance is found in the following lines.
-They go their way like gods, But long is not forever.
, great sir, deign to walk upright.

8.4 RHYME IN DRAMA

Activity 8.4
The subject matter of the extract is an adoptive child, Michael. The
Ironshirts were ordered to bring him to his mother to inherit his father.
The father of the child was dead.
The use of Rhyme in the extract is found in the following
lines: dge
How he passed judgement
dge he was!

Application activity 8.4

The extract is about the conversation on how the child can be protected.
The merchant wants to keep the baby because she fears that the baby
might be kidnapped.
The baby was wanted by the Ironshirts.

106 Senior 5 Literature in English Teacher`s Guide

 Is the one you must
tread
And all you will eat
Is my bit of bread?

RHYTHM IN DRAMA

Activity 8.5
1. The extract is about the conversation between Shauwa and
Azdak.
2. The theme in the extract is relating to restore order and respect the
law.
3. The use of Rhythm in the extract is found in the following
lines Shauwa: oh, oh, oh, oh,
Azdak: Where are you, general, where are you?
Please, please, please, restore order.
Application activity 8.5
1. The extract is the conversation between Grusha and Simon talking about
their past relationship. The main message of the extract is basing to the broken
love because of war.
2. The use of repetition, alliteration and assonance are found in the following
examples:

a) Repetition
So many words are
said,
So many left unsaid

b) Alliteration
Simon Shashava, I am no longer called what I used to be
called.

c) Assonance

3. The use of Rhythm in the extract is found in the third line and
fourth: Where he comes from, he does not say.
Hear what her thought and did not say.
Senior 5 Literature in English Teacher`s Guide 107
End unit assessment

1. Teacher will guide learners to write an essay on each of dramatic devices

below: a) Metaphor
b) Alliteration
c) Repetition
d) Assonance
2. The extract is about the decision of Grusha for staying with the baby and
taking care of it.
3. Grusha describes the life of the baby as someone who was thrown away
without care

Literary devices are used in the following

lines: a) Alliteration
O black day in a lean, lean year.

b) Repetition
O black day in a lean, lean
year

c) Assonance
My legs are tired; my feet are
sore!

d) Atmosphere
For setting, atmosphere is found in the following
line:

Relating to the mood, Atmosphere is found in “my legs are tired, my

feet are sore!
About foreshadowing, Atmosphere is found in:” I will wash you, son….

e) Rhyme
It is used in the following lines:
O black day in a lean, lean year
 The trip was long, the milk was
dear.

108 Senior 5 Literature in English Teacher`s Guide

 f) Rhythm
It is another literary device which is found in the following lines

4. A teacher will guide learners to select appropriate scene, role-play real

characters, rehearse the play, and then perform the scene from the play “The
Caucasian Chalk Circle” bringing out tone and atmosphere of the play.

End unit summary

This unit dealt with Language use in drama. Dramatic Language deviates from
everyday language because it is the most important means of communication
on stage. Drama is

but it is performed before an audience, therefore, it must suggest the action

which surrounds it.
The playwright to achieve his/her goal, uses language in a unique manner to
make their plays artistically rich. They have to use irony, satire, metaphors,
similes, alliteration, assonance, repetition, rhyme and rhythm to create tone
and atmosphere in various plays.
Senior 5 Literature in English Teacher`s Guide 109
REFERENCES

Publishers Ltd.

Ltd.

Ltd.

Rwanda. East African Educational Publishers.

Macharia Mwangi, et alii…(2016). Literature in English for Rwanda schools
S4,

State House.

Educational Publishers Ltd.

Ltd.
Rubadiri, D. (2000). Growing up with poetry. Essex: Heinemann.
Amateshe, A. D. (1994). An Antology of East African Poetry. Essex:
Longman.

Publishers Ltd.

110 Senior 5 Literature in English Teacher`s Guide

Bertolt Brecht (1981) The Caucasian Chalk Circle. Dar es Salaam, Tanzania,
East African Educational Publishers Ltd.

Education, Inc.
Macharia Mwangi, Mark Chatembe, Wweru Mwangi.( 2016). Literature in
English for

ONLINE SOURCES
https//www.abebooks.com/Caucasian Chalk-Circle-Bertolt-Brecht-
Arca https//www.google.com/search an enemy of the People.
https://www.britannica.com/art/commedia-dellarte
http:///E:/Oedipus h t t p s : / / a r c h i v e . o r g / s t r e a m / t h r e e t o w n e l
e y p l a 0 0 0 5 8 6 m b p / threetowneleypla000586mbp.djvu
https://books.google.com/books/about/The_Farce_of_Master_Pierre_Pat
http://www.luoghidellarte.com/imgspettacoli/the servant of two masters; Act 1,
Scene 2
https: //quiizlet.com.
https://www.amazon.com.
https://www.google.rw/
https:// www.webexhibits.org
https://examples.yourdictionary.com/examples-of-haiku-
https://www.poemhunter.com
https://hero141.wordpress.com/2016/05/13/translation-ndabaga-the-female-
warrior/ http://www.luminarium.org/renlit/tilbury.htm
https://www.pinterst.com/coogdebi/inference-visualisation-pictures
https://www.shutterstock.com/search/suspense
http://www.gradesaver.com/animal-farm/q-and-a/what-is-the-historical-context-
of animal-farm-by-george-orwell-58901
https://study.com/academy/lesson/spanish-baroque-literature-authors-
examples.html
Senior 5 Literature in English Teacher`s Guide 111
 ANNEX 1: REQUIRED COMPETENCES AS OUTLINED IN
THE CURRICULUM
There are two types of competences addressed by the curriculum. These are
basic and generic competences. The indicative learning activities in each unit
have been planned so that they contribute to the development of the basic
and generic competences. The descriptors of each competence should
contribute to the elaboration of good learning activities and exercises.
Basic competences Descriptors

Competences Competence Descriptions

Basic Literacy Reading a variety of texts accurately and quickly.

Expressing ideas, messages and events through writing

legible
texts in good hand-writing with correctly spelt words.

phonetics of words.

when necessary
Computing accurately using the four mathematical
operations.

Manipulating numbers, mathematical symbols, quantities,

measurements and estimations.

related to everyday activities like commercial context and

Interpreting basic statistical data using tables, diagrams,

charts
ICT and digital Locating, extracting, recording and interpreting information
competences from
various sources.

Assessing, retrieving and exchanging information via internet

or
cell phones.

transactions.

information.

112 Senior 5 Literature in English Teacher`s Guide

Generic Competence Descriptors
Generic Competence Descriptors:
Competenc
e What learners are able to demonstrate during the learning
process
Critical thining
all situations.

Weigh up evidence and make appropriate decisions based on

experience
and relevant learning.

Think imaginatively and evaluate ideas in a meaningful way before

arriving at a conclusion.

Explore and evaluate alternative explanations to those presented by

others.
Creativity
and
innovation
enrich learning.

Take initiative to explore challenges and ideas in order to construct

new
concepts.

Generate original ideas and apply them in learning situations.

Demonstrate resilience when faced with learning challenges.

Research
and problems. Produce new knowledge based on research of
problem existing information and concepts and sound judgment in
solving developing viable solutions.

provided.

Senior 5 Literature in English Teacher`s Guide 113

Communicatio
n and ideas, through speaking and writing and other forms
of communication, using correct language structures and
relevant vocabulary in a range of social and cultural
contexts.

Comprehending language through listening and reading.

themes in a logical and appealing manner.

symbolic, representational and physical expression.

Developing and communicating formal messages and

speech appropriate to the target recipient or audience.
Cooperation, Co-operating with others as a team in whatever task assigned.
interpersona Adapting
l
managemen
Demonstrating a sense of personal and social responsibility and
t, life sills
making ethical decisions and judgments.

Having positive ethical and moral attitudes with socially

acceptable behaviour.

Performing practical activities related to environmental

conservation and protection.

Advocating for personal, family and community health, hygiene

and nutrition.

Developing motor skills to perform a variety of physical activities for

Lifelong Taking initiative to update knowledge and skills with minimum

external support.
learning
Coping with the evolution of knowledge and technology advances
for

Seeking out acquaintances more knowledgeable in areas that

need personal improvement and development.

Exploiting all opportunities available to improve on knowledge and

114 Senior 5 Literature in English Teacher`s Guide

 ANNEX 2: CROSS-CUTTING ISSUES DESCRPTORS AND
THEIR INTEGRATION IN SUBJECTS

Cross- Description Subjects

cutting incorporating
Issue aspects of the
cross-cutting
issue
Genocide Genocide Studies provides young people Social Studies,
with an understanding of the History and
Studies circumstances leading to the genocide Citizenship,
and the remarkable story of recovery and General Studies,
re-establishing Religious
national unity. Genocide Studies helps Education, ICT,
learners to comprehend the role of every Music
individual in ensuring nothing of the sort
ever happens again.
Environmen The growing awareness of the impact of SET, Social Studies,
t and the human race on the environment has Geography,
sustainabilit led to recognition of the need to ensure Biology, General
y our young people understand the Studies,
importance of sustainability as they grow Agriculture,
up and become responsible for the world Home Science,
around them. English, French,
Hence Environment and Sustainability
is a very important cross-cutting issue.
Entrepreneurship,
Learners need basic knowledge from Art and Craft,
the natural sciences, social sciences Economics, ICT,
and humanities to understand and Music, Physical
interpret principles of sustainability. Education, Physics,
They also Chemistry
need skills and attitudes that will enable
them in their everyday life to address
the environment and climate change
issue and to have a sustainable
livelihood.

Senior 5 Literature in English Teacher`s Guide 115

Gender Social Studies,
every individual their basic human History and
rights and gender inequality results in Citizenship,
women and girls being treated less General
favourably than men. A strongly Studies,
negative impact English, French,

nation as a whole is the fact that it results

in women being held back and their Entrepreneurship,
talents and abilities not being fully Economics,
realised. With a good understanding of Literature in
the principles of Gender Equality, it is English, ICT, Music,
intended that future generations will Physical Education,
ensure that the potential of the whole Physics

116 Senior 5 Literature in English Teacher`s Guide

Standardisatio Standardisation Culture develops All subjects
n Culture
importance of standards as a pillar
of economic development and in
the practices, activities and lifestyle
of the citizens. It is intended that
the adoption of standardization
culture should have an impact
upon health improvement,
economic growth,
industrialization, trade and general
welfare of the people.

While education is the foundation

and strength of our nation,
standards
sustainableare one of the key pillars
economic
Inclusive development.
Inclusive education involves All subjects
Education ensuring all learners are engaged
in education and that they are
welcomed by other students so
that everyone can achieve their
potential.
Inclusive practice embraces
every individual regardless of
gender or ability including those
with learning

almost focus of inclusive

curriculum is on ensuring
participation in

To be successful, it entails a range

attitudes, adapting the learning

and learning methods and working

Senior 5 Literature in English Teacher`s Guide 117

Comprehensive Comprehensive sexuality education which SET, Social
sexuality is age appropriate, gender sensitive and Studies,
education( HIV/ life skills based can provide young people Geography,
with the knowledge and skills to make History and
AIDS, informed decisions about their sexuality Citizenship,
STI,Family and life style. Biology, General
planning, Preparing children and young people for Studies, English,
Gender the transition to adulthood has been
equalityand one
reproductive Education, Physical
health) sexuality and relationships at its core. Few Education, ICT,
young people receive adequate Music
preparations for their sexual lives. This
leaves them
potentially vulnerable to coercion, abuse

and sexually transmitted infection

(STI) including HIV/AIDS. Many young
people

and confusing messages about sexuality

and gender. This is often exacerbated
by embarrassment, silence, disapproval
and open discussion of sexual matters
by adults (parents, teachers) at very
time when it is most needed.

Comprehensive sexuality education

supports a rights- based approach in which
values such as respect, acceptance
tolerance, equality, empathy and
reciprocity are inextricably
linked to universally agreed human right.

A clear message concerning these

Peace and The need for Peace and Values All subjects
Values Education in the curriculum is obvious.
Education Peace is clearly

individual to focus on personal achievement

and their contribution to the success of the
nation. Values education forms a key
element of the strategy for ensuring young
people recognize the importance of
contributing to society, working for peace
and harmony and

118 Senior 5 Literature in English Teacher`s Guide

 Citizenship and Relating the impact of historical events on past and
national identity present national and cultural identity.
Entrepreneurship
and business
society and how the local infrastructure functions in
development
relation to the global environment.
Science
and Demonstrating respect for cultural identities and
technology expressing the role of the national language in social
and cultural context. Advocating for the historical,
cultural and geographical heritage of the nation
within the global dimension.

Showing national consciousness, a strong

sense of belonging and patriotic spirit.

Advocating for a harmonious and cohesive society

and working with people from diverse cultural
backgrounds.
Applying entrepreneurial attitudes and approaches
to challenges and opportunities in school and in
life.

involved in employment.

Planning and managing micro projects and small

and medium enterprises.

Creation of employment and keeping proper books of

accounts. Risk-taking in business ventures and in
other initiatives. Evaluating resources needed for a
Apply science and technology skills to solve practical

Develop a sense of curiosity, inquisitiveness and research

to
explain theories, hypotheses and natural phenomena.

Reason deductively and inductively in a logical way.

science and technology and draw appropriate

conclusions.

Senior 5 Literature in English Teacher`s Guide 119

Financial Financial education makes a strong Mathematics, Social
Education contribution to the wider aims of education. Studies, Economics,
It makes learning relevant to real life Entrepreneurship,
situations. General Studies,
ICT,
program as a precondition for achieving
Pre-primary

education has a key role of not only

improving knowledge of personal but also
transforming this knowledge into action.

It provides the tools for sound money

management practices on earnings,
spending, saving, borrowing and investing.
Financial education enables people to take
appropriate

that are available to them and encourages

Compreension

Useful Sample Question Stems Possible activities

Verbs
Explain Write in your own words…. Draw pictures to show an event

Interpret Write a brief outline of… Illustrate with pictures the

main idea

Outline What happened next… Make a cartoon strip with

matchstick men to show
a sequence of events

Discuss Who do you think will win…. Make a chart of the

teams taking part

Compare
between… living in the hills and living in
the valleys

Predict What would happen

if ………… the same story

Describe What happened on the way Make a cartoon of your

to school? journey to school

120 Senior 5 Literature in English Teacher`s Guide

Applications

Useful Sample Question Stems Possible activities

Verbs
Illustrate Categorize literary tradition
by their characteristics types of literary traditions
with the same characteristics

What are characteristics of a Find out the characteristics of

Then ask learners how many

novels have they read. Present

Classify What are the key aspect

of prose? of prose and make an
analyses in any set novel.

Design How would you write a Make a collection of

good literary work ? information to show how a
literary work
is and how it could be made
better.
Examine
of poetry. poems

Identify What are the strong and Compose a poem, which

weak points of Poetry?… illustrates the strong and
weak points Poetry.

Analysis
Useful Sample Question Stems Possible activities

Verbs
Analyse Which events could Design a questionnaire to
have happened… gather data for analysis

Examine What was the main theme Design an investigation

of ….. to collect evidence to
form a viewpoint on…

Senior 5 Literature in English Teacher`s Guide 121

Contrast What other possible
outcomes could there have critical stages in an activity
been?
be possible

Investigate Why did …. Changes occur Construct a plot diagram

to illustrate the results of
your analysis.

Explain Explain what Make a plot diagram to

happened when… illustrate your explanations
Distinguish Distinguish between two Make a poster/PowerPoint
dif-ferent approaches to presentation of the results of
the same problem the analysis
Identify Identify the importance of Write a short report and
different factors in illus-trate the relative
determining the outcome of importance of different
an event e.g. factors with plot dia-gram

Syntesis

Useful Sample Question Stems Possible activities

Verbs
Create Create an idea for writing Provide plans showing the
a story.

Invent An improved structure Provide a plan to show

for composition. your improved
composition.
Compose Write a poem about … Put your poem into an
illustrated poster or into a
PowerPoint
presentation
Imagine What would happen if…? Write a story about what
you think might happen if…

Plan If you had access to all the Produce a plan showing the
required resources how resources you would need
would you solve the problem and how you would apply
of…. them to solving the problem.
Show also how you would
know if the
problem had been solved

122 Senior 5 Literature in English Teacher`s Guide

Formulate Formulate a new design of Write down the main part of
plot diagram. plot diagram.
Devise Device new and unusual Prepare an advertising
uses for … campaign to sell your new uses

Evaluation

Useful Verbs Sample Question Stems Possible activities

Is there a better solution to… Prepare a list of criteria

to judge the solution to a
problem. Indicate priority
criteria and ratios

Select Conduct a class debate

about an issue of
special interest

Decide Decide if something is good Prepare a poster/

or bad PowerPoint to present 5
criteria to judge if it is
good or bad

Explain and justify Organise a class survey

your attitudes to on homework and present
homework the results

Argue Take a class view on

And defend your which arguments were
arguments against others best and why?
who disagree
Recommend When you have just Prepare a report that
completed a problem solving clearly explains the
exercise reasons for
recommend ways in which your recommendations
your approach to the problem
could have been improved
Rate analyse it to demonstrate

Senior 5 Literature in English Teacher`s Guide 123

Assess How serious is the problem Produce a proposal
of illiteracy . showing how individuals
can take

illiteracy.

ANNEX 3: QUESTION STEMS & ACTIVITIES DERIVED FROM

BLOOM’S TAXONOMY TO BE USED IN TEXTBOOKS

of verbs, question stems and activities that authors and Content providers
could use in
creating competence and skill-based activities for teachers to use in class for
learners

Knowledge

Useful Sample Question Possible activities

Stems
Verbs
Tell What happened after….? Make a list of the main events

List How many….? Make a timeline of the main events

Describe What was it that …..? Make a facts chart

Relate Can you name the….? Make a list of the information

that you can remember

Locate What happened at….? List all the places in the story

Write How did you get to List all the problems in getting
school in the rainstorm? to school and your solutions to
the problems

Find What is the meaning of …?

notebook
What are your List all of the favourite foods of
favourite foods? the group members and the
frequency with which they are
provided and make a chart to
show the results
State What birds have you Make a chart of the common
seen today on the way birds seen around the school
to school?

124 Senior 5 Literature in English Teacher`s Guide