LITERATURE IN ENGLISH

REPUBLIC OF LIBERIA MINISTRY OF EDUCATION NATIONAL CURRICULUM FOR GRADES 10 TO 12 LITERATURE IN ENGLISH February 2011 1

MESSAGE FROM THE MINISTER OF EDUCATION I wish to extend my thanks and appreciation to ECSEL, UNESCO and all our partners for their immense contribution to this important task of revising and strengthening of the National Curriculum. Special thanks to USAID through LTTP for their funding and technical support in the harmonization or realignment of the curriculum. We extend sincere thanks and appreciation to the Bureau of Curriculum Development and Textbook Research, the National Curriculum Taskforce, and the subject specialists from various institutions for the level of professionalism that went into this exercise. The revision and strengthening of our National Curriculum comes at a time when our nation is faced with the Herculean task or challenge of education transformation, national reconstruction, recovery and renewal in the aftermath of a devastating civil war. Hence, critical to this national challenge is the rebuilding of the education sector as Liberians can not achieve the desired socio-economic progress in the absence of a strong, vibrant and productive education and training system. The revised national curriculum has two features which include the regular core subject areas of Mathematics, Science, Language Arts and Social Studies and emphasis is being given to the global challenge of HIV/AIDS, Peace, Citizenship, Human Rights and Environmental education. Secondly, the new curriculum is developed in line with international standards especially those practiced and enshrined in the curriculum of our sisterly Republic of Nigeria and Ghana who are also members of the West African Examinations Council (WAEC). We wish to urge all our education partners including students, teachers, principals, proprietors of schools and members of school boards to use this curriculum in our schools to enhance quality and relevant instruction and to enable our students to be adequately prepared to take the West African Senior Secondary Certificate Examinations (WASSCE) come 2013 as envisaged by us in the education sector. May I conclude by once again saying big thank-you to all those who contributed to make this project a success. Hon. E. Othello Gongar MINISTER 2

INTRODUCTION The reading and appreciation of Literature-in-English contributes immensely to the intellectual formation of our students. Not only does it contribute to the development of those critical thinking skills that they need in their everyday life, it also helps to shape their moral judgment of human issues. Moreover, it provides great pleasure. This curriculum is designed, therefore, to develop students abilities to effectively read, appreciate and enjoy Literature-in-English, and the critical skill of drawing moral lessons from it as appropriate. A student-centred approach is emphasized in this curriculum. This is based on the firm belief that learning becomes more permanent, meaningful, and exciting when students themselves take ownership of the learning process. Teachers are, therefore, urged to contrive those classroom strategies that would engage students actively in the teaching/learning process. AIMS AND OBJECTIVES At the end of this course of study, students will, among other things, be able to: 1. Distinguish among the various types of Literature and their associated techniques of composition. 2. Appreciate Literature as a powerful tool for communicating different human conditions. 3. Develop the competence to understand the various forms of Literature, and the meanings they attempt to communicate. 4. Appreciate the organized and effective use of language demonstrated in Literature, and acquire the necessary skills in the use of such language. 5. Develop acute imagination and creativity in the use of language. 3

SEMESTER: ONE PERIOD: I GRADE: 10 TOPIC: WORLD LITERATURE / AFRICAN PROSE: SELECTED AFRICAN NOVEL / FIGURATIVE EXPRESSIONS SPECIFIC OBJECTIVES: Upon completion of this topic, students will be able to: 1. To read short stories with comprehension. 2. To identify and define figurative expressions in selected prose. 3. To discuss the author s background, style, and diction. 4. To identify and appreciate African values as demonstrated in African novels. OUTCOMES CONTENTS ACTIVITIES MATERIALS / RESOURCES An enhanced ability to 1. Exposition, Theme, Setting, Plot, 1. Selected reading of chapters by A. Primary Texts comprehend literary Conflict, Climax, Resolution. individual students; detailed Ngugi Wa Thiong o, pieces; and an 2. Simile, Metaphor, Personification, explanation by teacher; class Weep Not Child appreciation of African Hyperbole, Euphemism, Metonymy, discussion. (Heinemann, 1987) values contained in Synecdoche, Apostrophe, Allegory, African literary works. Oxymoron etc 2. Read selected African novels. Missing In Action 3. Authors background, style. 4. Major substance of the storyline, 3. Discuss main issues running through Ola Rotimi s main issues running through the play; the story/play. The Gods are not to Main ideas that underline the play Blame 5. Major and Minor Characters 4. Discuss the use of figures of speech 6. None prescribed prose passage. and how to identify them in literary George Orrwell, 7. African drama: Selected African works. Animal Farm Drama. (Heinemann, 1994)) 8. Figurative Expressions. 5. Read selected African drama and 9. Kinds of Drama: Tragedy, Comedy, discuss the figurative expressions Pot of God EVALUATION Essential tasks students should be able to do: 1. Given a short story, summarize the main ideas in the story. 2. Given a literary passage, identify the figures of speech. 3. Given a drama piece, discuss the: a) Acts b) Scenes 4

Tragic-Comedy, Melodrama, Farce. a) Acts and Scenes b) Exposition, themes, characters, plots, tragic flaw, tragic hero. c) Character: Flat, round, stereotype. d) Figurative expressions: Apostrophe, Oxymoron, Suspense, Sarcasm, Paradox. used. 6. Read selected types of drama, and discuss the acts, scenes, the plot diagram, and the kinds of characters identified. B. Secondary Texts Aldous Huxley, Brave New World Literature (Pearson) C. Other Resources/Supplement ary Readings Prentice Hall, Literature--- c) Plot d) Characters. Other essential evaluation tools Quizzes, Class work, Homework/Assignme nts, Oral Presentations, and Debates. Audio/Visuals in Fully Equipped 5

SEMESTER: ONE PERIOD: II GRADE: 10 TOPIC: AFRICAN DRAMA SPECIFIC OBJECTIVES: Upon completion of this topic, students will be able to: 1. Define African drama. 2. Recognize various types of African drama. 3. Identify and discuss character traits and roles of various characters. 4. Use and recognize figurative language in given works. OUTCOMES CONTENTS ACTIVITIES MATERIALS / RESOURCES A keen understanding of 1. African Drama: Selected 1. Read selected African drama and A. Primary Texts the structure, style and Weep Not Child discuss the figurative expressions Ngugi Wa Thiong o, content of African drama. Missing In Action used. Weep Not Child The Gods are not to Blame (Heinemann, 1987) Pot of God 2. Read selected types of drama, and 2. Figurative Expressions guide students to discuss the acts, Missing In Action 3. Kinds of Drama: Tragedy, Comedy, scenes, the plot diagram, and the kinds Tragic-Comedy, Melodrama, Farce. of characters identified. Ola Rotimi s 4. Acts and Scenes The Gods are not to 5. Exposition, themes, characters, plots, Blame tragic flaw, tragic hero. 6. Character: Flat, round, stereotype. George Orrwell, 7. Figurative expressions: Apostrophe, Animal Farm Oxymoron, Suspense, Sarcasm, (Heinemann, 1994)) Paradox. Pot of God B. Secondary Texts EVALUATION Essential tasks students should be able to do: 1. Provide an acceptable definition of drama, and African drama. 2. Given a drama piece, identify and discuss the main characters and their roles. 3. Identify figurative expressions and explain their 6

Aldous Huxley, Brave New World Literature (Pearson) C. Other Resources/Supplement ary Readings Prentice Hall, Literature--- meanings in a given piece of drama. Other essential evaluation tools Quizzes, Class work, Homework/Assignme nts, Oral Presentations, and Debates. Audio/Visuals in Fully Equipped 7

SEMESTER: ONE PERIOD: III GRADE: 10 TOPIC: POETRY READING / FIGURATIVE LANGUAGE SPECIFIC OBJECTIVES: Upon completion of this topic, students will be able to: 1. Define poetry. 2. Demonstrate appreciation of poetry as a work of art. 3. Analyze a poem as a whole using literary techniques. 4. Identify figures of speech and figurative language in a poem OUTCOMES CONTENTS ACTIVITIES MATERIALS / RESOURCES 1. Poetry: reading selected African 1. Read selected African poems A. Primary Texts poems Ngugi Wa Thiong o, 2. Figurative Language 2. Prompt students to identify figurative Weep Not Child 3. Types of Poems: Lyric, Narrative, language and figures of speech in the (Heinemann, 1987) Dramatic. poems. 4. Subject matter; Tone; Literary Missing In Action techniques; Mood; Rhyme; Rhyme 3. Discuss the use of figurative language scheme; Rhythm; Meter; diction and figures of speech used. Ola Rotimi s 5. Relate events in the poem to society. The Gods are not to 6. Literary Terms: Metaphor, Simile, Blame Apostrophe, Assonance, Onomatopoeia, Alliteration. Demonstrate knowledge and appreciation of poetry as an art form. George Orrwell, Animal Farm (Heinemann, 1994)) Pot of God EVALUATION Essential tasks students should be able to do: 1. Give an acceptable definition of poetry. 2. State the different types of poem, and briefly discuss their distinctive characteristics. 3. Identify figures of speech and figurative language in given 8

poems. B. Secondary Texts Aldous Huxley, Brave New World Literature (Pearson) C. Other Resources/Supplement ary Readings Prentice Hall, Literature--- Other essential evaluation tools Quizzes, Class work, Homework/Assignme nts, Oral Presentations, and Debates. Audio/Visuals in Fully Equipped 9

SEMESTER: ONE PERIOD: IV GRADE: 10 TOPIC: NON-AFRICAN PROSE / FIGURATIVE EXPRESSIONS SPECIFIC OBJECTIVES: Upon completion of this topic, students will be able to: 1. Identify subject matter, conflict, setting, moral, cultural values, and implications in selected prose. 2. Recognize and use figurative language in prose. 3. Prepare effective book reports. 4. Recognize and appreciate different kinds of writings. 5. State the point of view from which a novel is written. OUTCOMES CONTENTS ACTIVITIES MATERIALS / RESOURCES 1. Non-African Prose: Selected Novel. 1. Guide students to read selected non- A. Primary Texts 2. Figurative Expressions. African prose Ngugi Wa Thiong o, 3. Themes, Character Traits, Setting, Weep Not Child Plot, Conflict, Exposition. 2. Discuss the use of figurative (Heinemann, 1987) 4. Book report format. expressions 5. Points of view from which a story is Missing In Action written. 3. Discuss the format of a book report; 6. Kinds of writing: Satire, Fable, have students write samples of a book Ola Rotimi s Allegory. report. The Gods are not to 7. Figurative Expressions: Antithesis, Blame Diction, Oxymoron, etc An overall understanding of the structure of prose, and the kind of language in which it is written. 4. Students must write poems of their own, using figures of speech to create poetic effects. 5. Discuss the writing process of the different kinds of writings; have George Orrwell, Animal Farm (Heinemann, 1994)) Pot of God EVALUATION Essential tasks students should be able to do: 1. Given a prose piece, identify the subject matter. 2. Identify the following in a given piece of prose: a) Subject matter; b) setting; c) moral; d) cultural values; e) conflict. 10

students prepare essays and descriptions using the writing process. B. Secondary Texts Aldous Huxley, Brave New World Literature (Pearson) C. Other Resources/Supplement ary Readings Prentice Hall, Literature--- Audio/Visuals in 3. Write a short book report. 4. Given three different kinds of writings, state how they differ. 5. State the main point of view of a given novel. Other essential evaluation tools Quizzes, Class work, Homework/Assignme nts, Oral Presentations, and Debates. Fully Equipped 11

SEMESTER: TWO PERIOD: V GRADE: 10 A. TOPIC: NON-AFRICAN DRAMA / AFRICAN DRAMA SPECIFIC OBJECTIVES: Upon completion of this topic, students will be able to: 1. Read with comprehension any play/drama by acts and scenes. 2. Identify exposition in drama. 3. Identify and appreciate the types of drama. 4. Apply events in a drama to solve real life problems. 5. Recognize the use of sound and rhetorical devices OUTCOMES CONTENTS ACTIVITIES MATERIALS / RESOURCES 1. Non-African Drama/ Selected African 1. Read selected non-african drama and A. Primary Texts Drama a comparison. African drama. Ngugi Wa Thiong o, 2. Literary Terms Weep Not Child a) Exposition, Plot, Conflict, Climax, 2. Students must read and explain (Heinemann, 1987) Resolution, Tragic Hero, Tragic comprehensively and critically answer Flaw, Protagonist, Antagonist, given questions. Missing In Action Irony, Dialogue. b) Comedy, Tragedy, Tragic-Comedy, 3. Discuss the plot diagram of a given Ola Rotimi s Melodrama. text. The Gods are not to Blame 4. Read and discuss the types of drama 5. Discuss how the issues of the drama under discussion relate to contemporary times. George Orrwell, Animal Farm (Heinemann, 1994)) EVALUATION Essential tasks students should be able to do: 1. Read a piece of drama and summarize the plot. 2. Identify exposition in a piece of drama. 3. Name and briefly 12

Pot of God B. Secondary Texts Aldous Huxley, Brave New World Literature (Pearson) C. Other Resources/Supplement ary Readings Prentice Hall, Literature--- discuss the different kinds of drama. Other essential evaluation tools Quizzes, Class work, Homework/Assignme nts, Oral Presentations, and Debates. Audio/Visuals in Fully Equipped 13

SEMESTER: TWO PERIOD: VI GRADE: 10 TOPIC: NON-AFRICAN POETRY: SELECTED NON-AFRICAN POEMS SPECIFIC OBJECTIVES: Upon completion of this topic, students will be able to: 1. Analyze the subject matter of a poem 2. Analyze the tone, mood, atmosphere of a poem with the use of imagery. 3. Identify and appreciate the different kinds of poetry. OUTCOMES / OBJECTIVES Demonstrate an understanding and appreciation of poetry. CONTENTS ACTIVITIES MATERIALS / RESOURCES 1. Read selected non-african poems A. Primary Texts Ngugi Wa Thiong o, 2. Discuss the elements of selected Weep Not Child poems. (Heinemann, 1987) 1. Non-African Poetry: Selected Non- African Poems 2. Elements of a Poem 3. Figurative Expression a) Analyze a poem based on theme, tone, mood, atmosphere, literary techniques. 4. Types of Poetry: Ballad, Elegy, Sonnet, Ode, Limerick, etc 5. Imagery: Audio/Visual 3. Discuss the types of poems and their characteristics. 4. Discuss the use of imagery and its effects. 5. Guide students to generate their own imageries. Missing In Action Ola Rotimi s The Gods are not to Blame George Orrwell, Animal Farm (Heinemann, 1994)) Pot of God EVALUATION Essential tasks students should be able to do: 1. Given a poem, summarize the subject matter. 2. State the different kinds of poems and their essential characteristics. 3. Given a poem, analyze the follow: b) Tone; c) mood; d) atmosphere; e) use of imagery. 14

B. Secondary Texts Aldous Huxley, Brave New World Literature (Pearson) C. Other Resources/Supplement ary Readings Prentice Hall, Literature--- Other essential evaluation tools Quizzes, Class work, Homework/Assignme nts, Oral Presentations, and Debates. Audio/Visuals in Fully Equipped 15

SEMESTER: ONE PERIOD: I GRADE: 11 TOPIC: AFRICAN PROSE: SELECTED AFRICAN NOVEL / FIGURATIVE EXPRESSIONS SPECIFIC OBJECTIVES: Upon completion of this topic, students will be able to: 1. Explain the use of style, content, and literary appreciation. 2. Discuss author s background and style. 3. Recognize and define figurative language in literary works OUTCOMES CONTENTS ACTIVITIES MATERIALS / RESOURCES Demonstrate enhance 1. African Prose: Selected African Novel 1. Read selected African prose. A. Primary Texts literary appreciation. 2. Figurative Expressions Shakespeare a) Author s background, setting, style, 2. Discuss authors background and Julius Caesar character traits, plot, (exposition, style. conflict, resolution). Peter Abraham 3. Figurative Expressions, allegory, 3. Discuss the use of figurative language Mine Boy metonymy, hyperbole, oxymoron, in given works. synecdoche, apostrophe, etc The Cork Above Water 4. Unseen prose passage 4. Discuss the story s main line. 5. Cultural background of texts noting The Dilemma of a the important phenomena; major 5. Discuss the cultural importance of Ghost substance of the storyline given text. 6. Variety of language forms and Dr. Everlyn S. symbolism. 6. Explain what symbolism is and the Kandakai 7. Vocabulary development origin and forms of language. The Village Son Senanu, A Selection of EVALUATION Essential tasks students should be able to do: 1. Given a piece of prose, summarize the main ideas it contains. 2. Describe the style used by the author. 3. Briefly discuss the author s background and its effect on his/her style. Other essential evaluation tools 16

African Poetry Bai T. Moore, Ebony Dust (Star Books, 2010) B. Secondary Texts Aldous Huxley, Brave New World Literature (Pearson) Quizzes, Class work, Homework/Assignme nts, Oral Presentations, and Debates. C. Other Resources/Supplement ary Readings Prentice Hall, Literature--- Fully Equipped Ex: Prentice Hall, Literature, Fully Equipped 17

SEMESTER: ONE PERIOD: II GRADE: 11 TOPIC: AFRICAN DRAMA: SELECTED AFRICAN DRAMA / FIGURATIVE EXPRESSIONS SPECIFIC OBJECTIVES: Upon completion of this topic, students will be able to: 1. Identify and discuss the exposition, themes, and characters of selected drama. 2. Read drama and discuss its type. 3. Recognize and use figurative expressions in given works. 1. Discuss an appreciation of dramatic forms from different cultures and substantive elements of the story OUTCOMES CONTENTS ACTIVITIES MATERIALS / RESOURCES Demonstrate enhance 1. African Drama: Selected African 1. Read selected African drama A. Primary Texts literary appreciation, and Drama Shakespeare particularly appreciation 2. Figurative Expressions 2. Discuss figurative expressions and Julius Caesar for African drama. 3. Comedy, tragedy, melodrama, farce, kinds of character tragic-comedy. Peter Abraham 4. Characters: Major, Minor 3. Discuss culture, values, norms and Mine Boy 5. Culture, values, norms, and their their significance to society significance to society. The Cork Above Water 6. Figurative expressions: apostrophe, 4. Discuss dramatic forms from oxymoron, suspense, sarcasm, paradox, various cultures the affect the events The Dilemma of a Ghost flashback, allegory. of the plot of a story 7. Dramatic forms from different Dr. Everlyn S. Kandakai cultures and inter-relativity and 5. Discuss the use of literary The Village Son EVALUATION Essential tasks students should be able to do: 1. Given a drama piece, identify and discuss the following aspects: a) Exposition; b) theme; c) characters. 2. List the figurative expressions in the 18

substantive elements that make the storyline. 8. Main issues and ideas running through the play. 9. The use of language and dramatic techniques, e.g. mime, music and dance, suspense, dramatic irony, and symbolism. techniques used by writers to produce desired mood and effects. Senanu, A Selection of African Poetry Bai T. Moore, Ebony Dust (Star Books, 2010) B. Secondary Texts Aldous Huxley, Brave New World Literature (Pearson) C. Other Resources/Supplementar y Readings Prentice Hall, Literature--- Fully Equipped and Functional Library and Ex: Prentice Hall, Literature, Timeless Voices, Timeless Themes Fully Equipped and Functional Library and work, and discuss their use. 3. Briefly discuss the influence of culture on the work. Other essential evaluation tools Quizzes, Class work, Homework/Assignme nts, Oral Presentations, and Debates. 19

SEMESTER: ONE PERIOD: III GRADE: 11 TOPIC: AFRICAN POETRY: SELECTED AFRICAN POEMS / FIGURATIVE EXPRESSIONS SPECIFIC OBJECTIVES: Upon completion of this topic, students will be able to: 1. Demonstrate an appreciation of African poetry. 2. Recognize and discuss the types of poetry. 3. Identify the techniques used by poets to convey feelings /emotions. 4. Recognize and use figures of speech in poetry. OUTCOMES CONTENTS ACTIVITIES MATERIALS / RESOURCES 1. African Poetry: Selected African 1. Read selected African poems. A. Primary Texts Poems Shakespeare 2. Figurative Expressions 2. Discuss the use of figurative Julius Caesar 3. Selected poems expressions and techniques used in the 4. Unseen poems different types of poems under Peter Abraham 5. Narrative poetry discussion. Mine Boy 6. Lyric poetry 7. Dramatic poetry 3. Discuss themes of poems under The Cork Above Water 8. Literary Terms: Foreshadowing, discussion. onomatopoeia, assonance, rhyme The Dilemma of a scheme, rhythm, alliteration. 4. Encourage students to write simple Ghost 9. The poem taken in whole: stanzas, poems using rhyme and rhythm. lines. 10. Themes underlying the poems. Enhanced knowledge of the different kinds of poetry, and appreciation of African poetry. Dr. Everlyn S. Kandakai The Village Son Senanu, A Selection of EVALUATION Essential tasks students should be able to do: 1. Given an African poem, state what you like about it. 2. State and briefly discuss the different types of poetry. 3. Analyze the technique used by a given poet to convey feelings and emotions. 4. List and describe 20

African Poetry Bai T. Moore, Ebony Dust (Star Books, 2010) B. Secondary Texts Aldous Huxley, Brave New World Literature (Pearson) C. Other Resources/Supplement ary Readings Prentice Hall, Literature--- Fully Equipped Ex: Prentice Hall, Literature, Fully Equipped the figures of speech used in the poem. Other essential evaluation tools Quizzes, Class work, Homework/Assignme nts, Oral Presentations, and Debates. 21

SEMESTER: TWO PERIOD: IV GRADE: 11 TOPIC: NON-AFRICAN PROSE: SELECTED NON-AFRICAN NOVELS / FIGURATIVE EXPRESSIONS SPECIFIC OBJECTIVES: Upon completion of this topic, students will be able to: 1. Identify style, content, subject matter, symbols, themes, plot, exposition, conflict, and kinds of characters in selected non-african novels. 2. Use approved formats to prepare a five-page summary report. 3. Recognize and use figurative expressions. OUTCOMES CONTENTS ACTIVITIES MATERIALS / RESOURCES 1. Non-African Prose: Selected Non- 1. Read selected non-african prose. A. Primary Texts African Novels. Shakespeare 2. Figurative Expressions. 2. Discuss figures of speech used, poetic Julius Caesar 3. Themes, style, content, plot, conflict, styles and content. exposition. Peter Abraham 4. Discuss book report format: Cover 3. Discuss the format of a book report; Mine Boy page, acknowledgement, table of have students write samples of a book contents, introduction, conclusion, report. The Cork Above Water bibliography. 5. Points of view: omniscient, first The Dilemma of a person, third person, objective 4. Discuss points of view; use sample Ghost 6. Figurative expressions: euphemism, materials having the three points of diction, paradox, anti-thesis, oxymoron. view; have students identify them in a) symbolism given works. Demonstrate greater understanding and appreciation of non- African novels. Dr. Everlyn S. Kandakai The Village Son Senanu, A Selection of African Poetry EVALUATION Essential tasks students should be able to do: 1. After reading a non-african novel. Identify and describe the following: a) Subject matter of the novel; b) plot; c) characters. 2. Write a fivesummary report of the novel. 3. List five examples 22

Bai T. Moore, Ebony Dust (Star Books, 2010) B. Secondary Texts Aldous Huxley, Brave New World Literature (Pearson) C. Other Resources/Supplement ary Readings Prentice Hall, Literature--- Fully Equipped Ex: Prentice Hall, Literature, Fully Equipped of figurative expressions used in the novel. Other essential evaluation tools Quizzes, Class work, Homework/Assignme nts, Oral Presentations, and Debates. 23

SEMESTER: TWO PERIOD: V GRADE: 11 TOPIC: NON-AFRICAN DRAMA: SELECTED DRAMA / FIGURATIVE EXPRESSIONS SPECIFIC OBJECTIVES: Upon completion of this topic, students will be able to: 1. Read act by act, and scene by scene with comprehension. 2. Discuss the types of drama and their elements. 3. Recognize the use of figurative language in literary works. 4. Recognize and appreciate cultural values, practices, and implications in given texts. 5. Analyze style and symbolism in prescribed and non -prescribed texts. OUTCOMES CONTENTS ACTIVITIES MATERIALS / RESOURCES 1. Non-African Drama: Selected Drama 1. Read selected non-african drama A. Primary Texts 2. Figurative Expressions. Shakespeare 3. Exposition, (plot, conflict, climax, 2. Discuss the plot diagram, theme, Julius Caesar resolution), theme, tragedy, comedy, tragedy, comedy, and tragic-comedy tragic-comedy, melodrama. in given works Peter Abraham 4. Literary Terms: Irony, Flashback, Mine Boy Foreshadowing, Dialogue, Tragic Hero, 3. Discuss the use of literary techniques Tragic Flaw. used by writers in given works. The Cork Above Water 5. Cultural values, practices and implications. The Dilemma of a 6. Style, symbolism. Ghost Read, comprehend, and appreciate non-african drama. 4. Explain the implications of cultural values, practices, and norms of literary works under discussion. Dr. Everlyn S. Kandakai The Village Son Senanu, A Selection of EVALUATION Essential tasks students should be able to do: 1. Given a non- African drama piece, read it, and provide an act-byact and scene-byscene summary. 2. List and briefly describe the different types of drama and their elements. 3. List the figurative expressions used 24

African Poetry Bai T. Moore, Ebony Dust (Star Books, 2010) B. Secondary Texts Aldous Huxley, Brave New World Literature (Pearson) C. Other Resources/Supplement ary Readings Prentice Hall, Literature--- Fully Equipped Ex: Prentice Hall, Literature, Fully Equipped in the drama, and give a brief explanation of each. 4. Analyze the style and symbolism used in the drama. Other essential evaluation tools Quizzes, Class work, Homework/Assignme nts, Oral Presentations, and Debates. 25

SEMESTER: TWO PERIOD: VI GRADE: 11 TOPIC: NON-AFRICAN POETRY: SELECTED POEMS / FIGURATIVE TERMS SPECIFIC OBJECTIVES: Upon completion of this topic, students will be able to: 1. Demonstrate an appreciation of several poems using literary techniques including imagery. 2. Identify and discuss the types of poetry and their forms. OUTCOMES CONTENTS ACTIVITIES MATERIALS / RESOURCES Read, comprehend, and 1. Non-African Poetry: Selected Poems 1. Read selected non-african poems A. Primary Texts appreciate non-african 2. Figurative Terms Shakespeare poetry. 3. Selected poems and unperceived 2. Discuss figurative terms in given Julius Caesar poems. works. 4. Types of Poetry: Narrative, Lyric, Peter Abraham Dramatic, Pastoral, Didactic, Satiric, 3. Discuss the characteristics of the Mine Boy Sonnet, Elegy, Ballad. types of poetry 4. Explain and discuss the differences and characteristics of Shakespearean and Patrician sonnets. 5. Discuss rhyme scheme and meter of a poem. The Cork Above Water The Dilemma of a Ghost Dr. Everlyn S. Kandakai The Village Son Senanu, A Selection of African Poetry Bai T. Moore, Ebony EVALUATION Essential tasks students should be able to do: 1. Given a non- African poem, describe its literary style. 2. Describe the use of figurative language in the poem. Other essential evaluation tools Quizzes, Class work, Homework/Assignme nts, Oral Presentations, and Debates. 26

Dust (Star Books, 2010) B. Secondary Texts Aldous Huxley, Brave New World Literature (Pearson) C. Other Resources/Supplement ary Readings Prentice Hall, Literature--- Fully Equipped Ex: Prentice Hall, Literature, Fully Equipped 27

SEMESTER: ONE PERIOD: I GRADE: 12 TOPIC: REVIEWING POETRY: SELECTED AFRICAN POEMS / FIGURATIVE EXPRESSIONS SPECIFIC OBJECTIVES: Upon completion of this topic, students will be able to: 1. Analyze a poem based on theme, form, tone, literary techniques, cultural and societal relevance. 2. Write short poems. 3. Recognize and use figurative expressions in poetry. 4. Identify and explain basic literary terms. 5. Discuss subject matter, content, tone, mood, and speaker in a poem. OUTCOMES CONTENTS ACTIVITIES MATERIALS / RESOURCES Ability to analyze poems 1. Reviewing Poetry: Selected African 1. Review selected African poems. A. Primary Texts Poems New Swan 2. Figurative Expressions 2. Review figurative expressions; discuss Shakespeare a) Subject -matter of a Poem, the literary techniques of given poems, Macbeth Tone, Atmosphere, Mood, and their cultural and societal Literary terms, Relevance of relevance. Twelfth Night Poem to society. b) Simile, Metaphor, 3. Read unperceived poems and discuss Wiklton Sankawulo, Personification, Paradox, their elements, figures of speech, and The Rain and the Oxymoron, Onomatopoeia, contents. Night (Star Books, Alliteration, Assonance. 2010 c) Unperceived Poems d) Subject-matter/ Content of Ola Rotimi s poem, tone, mood, speaker, The Gods are not to be form etc Blame Senanu Selection of African EVALUATION Essential tasks students should be able to do: 1. Given an African poem, describe its literary style. 2. Write a short poem. 3. Explain the literary terms used in a given poem. 4. Given an African poem, discuss: a) Subject matter; b) Tone; c) Mood; 28

Poetry B. Secondary Texts Aldous Huxley, Brave New World Literature (Pearson) C. Other Resources/Supplement ary Readings Prentice Hall, Literature--- Fully Equipped Ex: Prentice Hall, Literature, Fully Equipped d) speaker. Other essential evaluation tools Describe the use of figurative language in the poem Quizzes, Class work, Homework/Assignme nts, Oral Presentations, and Debates. 29

SEMESTER: ONE PERIOD: II GRADE: 12 TOPIC: REVIEWING PROSE: SELECTED NOVELS / LITERARY TERMS SPECIFIC OBJECTIVES: Upon completion of this topic, students will be able to: 1. Demonstrate an appreciation for culture, beliefs, and norms. 2. Summarize selected novels by preparing a five-page book report. 3. Relate novel to contemporary society/situation. 4. Recognize and use literary terms as a basis for expression. 5. Define and use given vocabulary in literary OUTCOMES CONTENTS ACTIVITIES MATERIALS / RESOURCES 1. Reviewing Prose: Selected Novels 1. Review selected prose/novels. A. Primary Texts 2. Literary Terms New Swan 3. Style, Content, Subject- Matter, 2. Review literary terms. Shakespeare 4. Relevance to society. Macbeth 5. Book Report. 3. Review book report format, and have 6. Flash back, Foreshadowing students write samples of book Twelfth Night Biography, Autobiography, reports. Criticism, Diction, Short Stories, Wiklton Sankawulo, Fable, Satire, anti-climax etc The Rain and the 7. Unperceived prose passages. Night (Star Books, 8. Vocabulary Development 2010 Read, comprehend, and appreciate novels. 4. Review biographical and autobiographical writings 5. Discuss given vocabulary in literary works. Ola Rotimi s The Gods are not to be Blame Senanu Selection of African EVALUATION Essential tasks students should be able to do: 1. Given a prose piece, identify its essential cultural background, and the beliefs it is grounded in. 2. Prepare a fivepage summary of the novel. 3. Identify and analyze the major literary terms used in the novel 30

Poetry B. Secondary Texts Aldous Huxley, Brave New World Literature (Pearson) C. Other Resources/Supplement ary Readings Prentice Hall, Literature--- Fully Equipped American and English Literature Books: Ex: Prentice Hall, Literature, Fully Equipped Other essential evaluation tools Quizzes, Class work, Homework/Assignme nts, Oral Presentations, and Debates. 31

SEMESTER: ONE PERIOD: III GRADE: 12 TOPIC: REVIEWING DRAMA: SELECTED AFRICAN AND NON-AFRICAN DRAMA / REVIEWING LITERARY TERM SPECIFIC OBJECTIVES: Upon completion of this topic, students will be able to: 1. Classify and discuss drama as a representation of life, style, culture, values, and norms. 2. Review literary terms. 3. Demonstrate knowledge of the types of drama and their cultural and contemporary relevance. 4. Demonstrate an understanding of the use of flashback and imagery OUTCOMES CONTENTS ACTIVITIES MATERIALS / RESOURCES 1. Reviewing Drama: Selected African 5. Review selected African and non- A. Primary Texts and Non-African Drama. African drama. New Swan 2. Reviewing Literary terms Shakespeare a) Comedy, Tragedy, Tragic- 6. Review the recognition of literary Macbeth Comedy, Melodrama. works. b) Cultural Significance Twelfth Night c) Contemporary relevance 7. Review the use of flashback, imagery, d) Figurative Expressions: Flash suspense, diction in given literary Wiklton Sankawulo, back, imagery, Suspense works. The Rain and the 3. Diction. Night (Star Books, 4. Information about the author. 2010.Enhanced competence in analyzing and appreciation drama forms. 8. Discuss the background of authors discussed. Ola Rotimi s The Gods are not to be Blame Senanu Selection of African Poetry EVALUATION Essential tasks students should be able to do: 1. List and briefly describe the different types of drama and their elements. 2. Discuss drama as a representation of: a) Life; b) culture; c) values; d) norms. 3. List the figurative expressions used in a given drama, 32

B. Secondary Texts Aldous Huxley, Brave New World Literature (Pearson) C. Other Resources/Supplement ary Readings Prentice Hall, Literature--- Fully Equipped Ex: Prentice Hall, Literature, Fully Equipped and give a brief explanation of each. 4. Analyze the use of flashback and imagery in a given drama work. Other essential evaluation tools Quizzes, Class work, Homework/Assignme nts, Oral Presentations, and Debates. 33

SEMESTER: TWO PERIOD: IV GRADE: 12 TOPIC: REVIEWING PROSE, POETRY, DRAMA: SELECTED PLAYS, POEMS, NOVELS / LITERARY TERMS SPECIFIC OBJECTIVES: Upon completion of this topic, students will be able to: 1. Develop skills for appreciating prose, poetry, and drama. 2. Write simple poems, short stories, and dramas/plays. 3. Explain and interpret figurative expressions. 4. Demonstrate the skills and ability to write stories, and dramas/plays. 5. Explain and interpret figurative expressions. 6. Demonstrate the use of mechanics, expression, content, and format in essay writing. OUTCOMES CONTENTS ACTIVITIES MATERIALS / RESOURCES 1. Reviewing Prose, Poetry, Drama: 1. Review selected prose, poetry, and A. Primary Texts Selected Plays, Poems, Novels drama. New Swan 2. Literary Terms Shakespeare 3. Style, content, thematic concerns, 2. Review the recognition of literary Macbeth character role and traits in Prose, terms in given poems. Drama, Identity, Theme, Tone, Mood, Twelfth Night literary techniques in Poetry. 3. Review writers styles, thematic 4. Tips for exam. concerns, character role and traits in 5. Content, Mechanics, Expression, both prose and drama. Format. Greater skills for the appreciation of literary works. 4. Review tips for taking exams. 5. Review essay writing skills. 6. Review past WAEC papers. Wiklton Sankawulo, The Rain and the Night (Star Books, 2010 Ola Rotimi s The Gods are not to be Blame Senanu EVALUATION Essential tasks students should be able to do: 1. Write simple prose, poems, and drama pieces. 2. Explain and interpret figurative expressions from given works. 3. Apply the skills of literary appreciation in reviewing a given work. 34

Selection of African Poetry B. Secondary Texts Aldous Huxley, Brave New World Literature (Pearson) C. Other Resources/Supplement ary Readings Prentice Hall, Literature--- Fully Equipped Ex: Prentice Hall, Literature, Fully Equipped Other essential evaluation tools Quizzes, Class work, Homework/Assignme nts, Oral Presentations, and Debates. 35

SEMESTER: TWO PERIOD: V GRADE: 12 TOPIC: REVIEWING PAST EXAMINATION: QUESTIONS ON SELECTED POEMS, NOVELS AND PLAYS / LITERARY TERMS SPECIFIC OBJECTIVES: Upon completion of this topic, students will be able to: 1. Answer exam questions observing content, expression, mechanics, and style. 2. Apply knowledge gained from past exams to respond effectively to future exams. 3. Summarize any given poem, OUTCOMES CONTENTS ACTIVITIES MATERIALS / RESOURCES 1. Reviewing past Examination: 1. Review past WAEC examinations, A. Primary Texts Questions on selected Poems, Novels especially on how to answer public New Swan and Plays. test questions. Shakespeare 2. Literary Terms Macbeth 3. Discuss past questions in Prose, 2. Review questions in prose, poetry, and Poetry, Drama drama Twelfth Night 4. Themes, Characters, Exposition, Tone, Mood, (Providing exam tips) 3. Review themes, characters, Wiklton Sankawulo, 5. Content, expression, mechanics, exposition, tone, mechanics, diction, The Rain and the style. style. Night (Star Books, 6. Drill for literary terms using 2010 examples Enhanced competence to attempt examinations in Literature-in-English. Ola Rotimi s The Gods are not to be Blame Senanu Selection of African Poetry EVALUATION Quizzes, Class work, Homework/Assignme nts, Oral Presentations, and Debates. 36

B. Secondary Texts Aldous Huxley, Brave New World Literature (Pearson) C. Other Resources/Supplement ary Readings Prentice Hall, Literature--- Fully Equipped Ex: Prentice Hall, Literature, Fully Equipped 37

SEMESTER: TWO PERIOD: VI GRADE: 12 TOPIC: MORE REVIEW WITH PAST EXAM PAPERS / LITERARY TERMS SPECIFIC OBJECTIVES: Upon completion of this topic, students will be able to: 1. Answer exam questions observing content, expression, mechanics, and style. 2. Apply knowledge gained from past exams to respond effectively to future exams. 3. Summarize any given poem, novel, and play. 4. Recognize and use literary terms effectively. OUTCOMES CONTENTS ACTIVITIES MATERIALS / RESOURCES Enhanced 1. Review past WAEC A. Primary Texts capacity in examinations, New Swan Shakespeare literary especially on how to Macbeth appreciation. answer public test questions. Twelfth Night 1. Reviewing past Examinations: Questions on selected Poems, Novels and Plays. 2. Literary Terms 3. Discuss past questions in Prose, Poetry, Drama 4. Themes, Characters, Exposition, Tone, Mood, (Providing exam tips) 5. Content, expression, mechanics, style. 6. Drill for literary terms using examples 2. Review questions in prose, poetry, and drama 3. Review themes, characters, exposition, tone, mechanics, diction, style. Wiklton Sankawulo, The Rain and the Night (Star Books, 2010 Ola Rotimi s The Gods are not to be Blame Senanu Selection of African Poetry EVALUATION Quizzes, Class work, Homework/Assignments, Oral Presentations, and Debates. B. Secondary Texts 38

Aldous Huxley, Brave New World Literature (Pearson) C. Other Resources/Supplementary Readings Prentice Hall, Literature--- Timeless Themes Audio/Visuals & Fully Equipped Ex: Prentice Hall, Literature, Timeless Themes Audio/Visuals & Fully Equipped 39

The printing of the National Liberian Curriculum is provided by ECSEL - European Commission Support for Education in Liberia