Literature in English S3 TG

Literature in
English
Teacher’s Guide
Senior 3
Literature in English
© 2020 Rwanda Education Board
All rights reserved.
This book is property of the Government of Rwanda. Credit must

be given to REB when the content is quoted.
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Teacher’s Guide Senior 3
FOREWORD
Dear Teacher,
Rwanda Education Board (REB) is honored to present Senior Three

Literature in English Teacher’s Guide. This book will serve as a guide to
the Student’s Book in the learning of Literature in English.
The Government of Rwanda emphasizes the importance of aligning

teaching and learning materials with the syllabus to facilitate your
learning process.
In competence-based curriculum, learning is considered a process

of active building and developing knowledge and meanings 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.
I wish to sincerely express my appreciation to the people who contributed

towards the editing of this book, particularly, REB staff and teachers for
their technical support.
Any comment or contribution is welcome to help in improving this text

book for the next edition.
Dr. NDAYAMBAJE Irénée

Director General, REB
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ACKNOWLEDGEMENTS
I wish to express my appreciation to the people who played a major role

in the development and the editing of Teacher’s Guide for Senior Three
Literature in English Book. It would not have been successful without
the active participation of different education stakeholders.
I owe gratitude to Curriculum Officers and teachers whose efforts during

the editing exercise of this book were very much valuable.
Finally, my word of gratitude goes to the Rwanda Education Board

staff who were involved in the whole process of the in-house textbook
production.
Joan MURUNGI
Head of Curriculum, Teaching and learning Resources Department
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Contents
Part 1: General Introduction……...........................…………………………………… 1
Part 2: Content map .......................……………………….............................……….…12
Part 3: Sample lesson plan...............……………….............................……….........…...20
Part 4: Development of units...............……………............................……….........……26
Unit 1: Review of key aspects of prose……………..................................….........……. 27

1.0 Prerequisites of this unit……………............................…..…………................... 27
1.1 Selected age-appropriate texts ………................………...……………............... 31
1.2 Review of key aspects of prose…………….................…………….......………. 33
1.3 Techniques for comparison and contrast................................................................36
1.4 Further aspects of prose .................................................................................................39
1.5 End of unit……………...…....……............................................……..…...............41
1.6 End of unit assessment………..................................................................................45
Unit 2: Plot development……………................................………………….…............. 48

2.0 Prerequisites of this unit……………............................…..…………….....…......48
2.1 Exposition………………………................………….................……………..... 52
2.2 Rising action/complication.……………….............………………......................53
2.3 Climax…………………………………………..…….......................................... 55
2.4 Falling action and resolution……………………………….................................57
2.5 Review of the elements of plot development…….………................................... 58
2.6 End of unit……………...…....……............................................……..….............. 59
2.7 End of unit assessment ............................................................................................ 63
Unit 3: Tone, atmosphere and purpose………………….................................................66

3.0 Prerequisites of this unit……………............................…..……………................66
3.1 Review of literary techniques using selected age appropriate texts…...…..........70
3.2 Tone…............…........................................................................................................ .72
3.3 Atmosphere/ Mood and purpose..............................................................................73
3.4 End of unit..................................................................................................................75
3.5 End of unit assessment……….................................................................................76
Unit 4: Types of poetry and poems..................................................................................79

4.0 Prerequisites of this unit.............................................................................................79
4.1 Selected poems……................................................................................................. .83
4.2 Types of poetry.............................................................................................................86
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4.3 Types of poems (Concrete poems)...........................................................................88

4.4 Types of poems (Acrostic poems).............................................................................90
4.5 End of unit...................................................................................................................91
4.6 End of unit assessment answers................................................................................92
Unit 5: Poetic devices......................................................................................................96

5.0 Prerequisites of this unit............................................................................................96
5.1 Selected poems...........................................................................................................99
5.2 & 5.3 Review of poetic devices ..............................................................................102
5.4 Point of view and context.......................................................................................105
5.5 End of unit...............................................................................................................106
5.6 End of unit assessment...........................................................................................107
Unit 6: Context and plot development...........................................................................111

6.0 Prerequisites of this unit........................................................................................111
6.1 Selected plays...........................................................................................................115
6.2 Context in a play......................................................................................................118
6.3 Plot development in a play.....................................................................................119
6.4 End of unit...............................................................................................................121
6.5 End of unit assessment ..........................................................................................121
Unit 7: Character, subject matter and themes...............................................................124

7.0 Prerequisites of this unit..........................................................................................124
7.1 Selected plays............................................................................................................128
7.2 Character in a play.................................................................................................. 129
7.3 Subject matter in a play...........................................................................................130
7.4 Themes in a play.......................................................................................................132
7.5 End of unit................................................................................................................132
7.6 End of unit assessment............................................................................................133
Unit 8: Style, mood and atmosphere..............................................................................136

8.0 Prerequisites of this unit.........................................................................................136
8.1 Selected plays............................................................................................................140
8.2 Style in a play............................................................................................................142
8.3 Atmosphere/ mood in a play..................................................................................144
8.4 End of unit................................................................................................................145
8.5 End of unit assessment answers.............................................................................145
References.....................................................................................................................................149
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Part 1 General Introduction
1. Methodological notes
Teaching methods
There are various approaches that a teacher can use to facilitate learning. These
include:
(a) Direct exposition
(b) Discovery or practical activity
(c) Group, class or pair discussion
(d) Project method
(e) Educational visit/ field trips
(f) Teacher demonstration
(g) Experimentation
(a) Direct exposition
This is the traditional way of teaching whereby the teacher explains something while
the learners listen. After the teacher has finished, the learners may ask questions.
However, remember that in competence-based curriculum, this technique should
be used very minimally.
(b) Guided discovery
In this technique, the teacher encourages learners to find out answers to problems
by themselves. The teacher does this by:
• Giving learners specific tasks to do.
• Giving learners materials to work with.
• Asking structured or guided questions that lead learners to the desired outcome.
Sometimes learners are given a problem to solve and then left to work in an open-
ended manner until they find out for themselves.
With the introduction of the new curriculum, this is the preferred method of
teaching.
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(c) Group/ class discussion/ pair work

In this technique, the teacher and learners interact through question and answer
sessions most of the time. The teacher carefully selects his or her questions so that
learners are prompted to think and express their ideas freely, but along a desired line
of thought. Discussion method should take learners from known to unknown in a
logical sequence; and works well with small groups of learners. The disadvantage of
this method is that some learners may be shy or afraid to air their opinions freely in
front of the teacher or their peers. This may give more confident learners a chance
to dominate the others. However, the method should be embraced as it intends to
eliminate the lack of confidence in learners. Further, it is hoped that it will help
improve interpersonal and communication skills in learners.
(d) Project method

In this approach, the teacher organises and guides a group of learners or the whole
class to undertake a comprehensive study of something in real life over a period of
time, such as a week or several weeks.
Learners using the project method of studying encounter real life problems which
cannot be realistically brought into a normal classroom situation. A project captures
learners’ enthusiasm, stimulates their initiative and encourages independent enquiry.
The teacher, using the project method, must ensure that the learners understand
the problem to be solved and then provides them with the necessary materials and
guidance to enable them carry out the study. In upper primary, a teacher can use the
project method for topics which cannot be adequately studied during the normal
time-tabled school lessons.
Disadvantages
If a project is not closely supervised, learners easily get distracted and therefore lose
track of the main objective of their study. Studying by the project method does not
work well with learners who have little or no initiative.
(e) Educational visits and trips/nature walks
This is a lesson conducted outside the school compound during which a teacher
and the learners visit a place relevant to their topic of study. An educational visit/
nature walk enables learners to view their surroundings with a broader outlook that
cannot be acquired in a classroom setting. It also allows them to learn practically
through first-hand experience. In all 'educational visit/nature walk' lessons, learners
are likely to be highly motivated and the teacher should exploit this in ensuring
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effective learning. However, educational visits are time consuming and require a lot
of prior preparation for them to succeed. They can also be expensive to undertake,
especially when learners have to travel far from the school.
(f) Demonstration lessons
In a demonstration, the teacher shows the learners an activity or a procedure to be
followed when investigating or explaining a particular problem. The learners gather
around the teacher, where each learner can observe what the teacher is doing. It is
necessary to involve the learners in a demonstration, for example by:
• Asking a few learners to assist you in setting up the apparatus.
• Requesting them to make observations
• Asking them questions as you progress with the demonstration. This will help
to prevent the demonstration from becoming too teacher-centred. A teacher
may have to use a demonstration, for example when:
– The procedure is too advanced for learners to perform.
– The procedure is dangerous.
– The materials and equipment involved are delicate for learners to handle.
– The materials and equipment needed are too few.
The particular teaching method that a teacher chooses to use is influenced by factors
such as:
– The particular group of learners in the class
– The skills, attitudes and knowledge to be learned
– Learning and teaching aids available
_ The local environment
_ The teacher’s personal preference
_ The prevailing weather
_ The requirements of the Science syllabus
Making learning learner-centred

Since each learner is an individual with his or her own needs, pace of learning,
experiences and abilities, teaching strategies must be varied but flexible within well-
structured lesson sequences.
However, learner-centred education does not mean that the teacher no longer
has responsibility for seeing that learning takes place. Teachers will find useful
suggestions to implement the child-centred and interactive learning approach in
the activities and methodology columns of this curriculum.
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Language learning is a process. By the time they reach this level, a learner is expected
to have achieved the English language basics. When they make errors, the teacher
should support them accordingly but also accept their attempts to use the language
correctly.
At this stage, learners are also encouraged and expected to further develop the
culture of reading for both information and enjoyment.
Schools should provide a conducive environment for learners to practise their English
by participating in different clubs such as debating, drama and music. This is essential
as learners learn well when they are actively involved in the learning process through
a high degree of participation, contribution and production.
With strong language abilities at this level and continued teacher to learner support,
learners will be able to read more fluently and write more accurately. Teachers must
also bear in mind that learners learn in different ways and at different rates.
Teachers need to provide a variety of learning experiences to support all learners.
The classroom should be a safe and friendly place in which to learn and experiment
with language. This can be achieved by:
• Ensuring constant access by learners to the library and encouraging them to read
and write within and beyond the framework of the curriculum with comprehension.
• Writing accurately for both functional and creative writing purposes.
• Integrating into other English speaking communities with sufficient command
of the English language, characterised by adequate competences, knowledge and
attitudes.
Role of the teacher
The change to a competence-based curriculum is about transforming learning,
ensuring that it is deep, enjoyable and habit-forming.
The teacher ought to shift from the traditional method of instruction to adopt a
facilitator role, which will allow learners’ active involvement in the teaching-learning
process.
The teacher must identify the needs of the learners, the nature of the learning to be
carried out, and the means to shape learning experiences through challenging (level
appropriate) situations in order to enhance critical thinking and problem solving
skills. The role of the teacher is to organise learners in and outside the classroom
and engage them while using participatory and interactive methods throughout the
learning process. Tasks can be given to individuals, pairs and groups. This ensures
that learning is personalised, participative and co-operative. The teacher will design
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and introduce tasks to the class to perform (as in role play) or for immediate
discussion. The role of the teacher will be to guide the learners in constructing their
own knowledge and to translate that knowledge into set competences.
Learners should be taught how to use textbooks and other resource materials in
different ways e.g. to search for and make use of information in expressive, denotative
and connotative contexts.
Role of the learner
The activities of the learner are indicated in each learning unit and reflect appropriate
engagement in the learning process.
Teaching and learning processes will be tailored towards creating a learner-friendly
environment based on the learners’ capabilities, needs, experience and interests.
Learning activities will be organised in a way that encourages learners to construct
their knowledge, either individually or in groups, in an active and engaging way.
Learners will work on key competences in the form of concrete units with specific
learning outcomes broken down into knowledge, skills and attitudes.
In practical lessons, learners will work in groups where the availability of the
apparatus will not permit working individually, but they will be encouraged to do
simple project work individually.
Handling learners with special needs

All Rwandans have the right to access education regardless of their different needs.
The underpinnings of this provision would naturally hold that all citizens benefit
from the same menu of educational programs. The possibility of this assumption
is the focus of special needs education. The critical issue is that we have persons/
learners who are totally different in their ways of living and learning as opposed
to the majority. The difference can either be emotional, physical, sensory and
intellectualy challenged, traditionally known as mental retardation.
These learners equally have the right to benefit from the free and compulsory basic
education in nearby ordinary or mainstream schools. Therefore, the schools’ role
is to enrol them and also set strategies to provide relevant education for them.
The teacher therefore is requested to consider each learner’s needs during the
teaching and learning process. Assessment strategies and conditions should also be
standardised to the needs of these learners. Below is some guidance on how to cater
for each category of learners with special education needs:
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(a) Learners with physical difficulties

In this group of learners, the affected areas are normally some body parts, especially
the limbs. There may be partial or total loss of use of the limbs. In case the legs are
affected, the learners will need assistance during activities that involve movement.
This could be during a nature walk and other activities that learner have to stand for
some reason. The teacher should organise for the learners' ease of movement. The
learner should also be given time to catch up with the others.
In case the hands are affected, the learners should be given more time to finish their
work. In both cases, the learners should not be pressurised to do things that can
cause injury or ridicule.
(b) Learners with visual difficulties
These learners normally have problems with their eyesight. They should sit in a
position where they are able to see the chalkboard without straining.
Note: The learner could be longsighted or shortsighted.
The material to be observed should be brought closer to the learner and a magnifying
lens used where necessary. The teacher should use large diagrams, charts and labels.
In some cases, the learners can be allowed to touch and feel whatever they are
looking at. Other learners can assist by reading aloud. The lighting system in the
classroom can also be improved.
The teacher should read aloud most of the things he or she writes on the chalkboard.
(c) Learners with hearing difficulties

The affected part in this case is the ear. The learner should have hearing aids. The
teacher should use as many visual aids as possible. They should also project their
voice and always talk while facing the learners. Use of gestures and signs while
talking helps the learners figure out what the teacher is saying as well.
(d) Learners with speech difficulties
A common example in a normal class is the stammerer. They always speak with a lot
of difficulties. The teacher should be patient with them and encourage such learners
to express themselves in their own way. Such learners should be given more written
exercises.
(e) Learners with mental difficulties
The teacher should try to identify the nature and level of the mental difficulty.
Learners with mental difficulties should then be given special assistance and attention
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at an individual level. They can be given special tests or assessments. In general, all
the learners with difficulties should be reinforced promptly. This encourages and
motivates them. The teacher and the rest of the class should never ridicule learners
with any of the difficulties. Note that generally, people with any kind of disability
can be very sensitive to any kind of negative comments or criticism.
Remind them that ‘Disability is not inability’.
The teacher should avoid giving privileges where the learners do not deserve
them. Treat them fairly but not with undue favours. In extreme cases, it can be
recommended for the learners to join a special school.
(f) Learners with post-traumatic stress disorder
Studies have shown that learners from families that were affected by genocide suffer
post-traumatic stress disorder (PTSD). As such, they need to be treated as a special
case. As a teacher, you need to be careful when dealing with such learners. Also, the
teacher needs to be in control especially when the topic under discussion touches
on genocide issues. Any language that may elicit emotional reactions from learners
either by fellow learners or by the teacher himself or herself should be avoided.
Assessment of learners
Assessment evaluates the teaching and learning process through collecting and
interpreting evidence of an individual learner’s learning progress, and makes a
judgment about the learner’s achievements measured against defined standards.
Assessment is an integral part of the teaching learning process.
In the new competence-based curriculum, assessment must also be competence-
based; whereby a learner is given a complex situation related to his or her everyday
life and asked to try to overcome the situation by applying what he or she has learned.
Assessment will be organised at the following levels: School-based assessment,
District examinations, National assessment and National examinations.
Types of assessment
a. Formative and continuous assessment (assessment for learning)
Continuous assessment involves formal and informal methods used by schools to
check whether learning is taking place. When a teacher is planning his or her lesson,
he or she should establish the criteria for performance and behavioural changes at
the beginning of a unit. Then at the end of every unit, the teacher should ensure that
all the learners have mastered the stated key unit competencies based on the criteria
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stated, before going to the next unit. The teacher will assess how well each learner
masters both the subject and the generic competencies described in the syllabus and
from this, the teacher will gain a picture of the all-round progress of the learner. The
teacher will use one or a combination of the following:
(i) observation,
(ii) pen and paper,
(iii) oral questioning.
b. Summative assessment (assessment of learning)
When assessment is used to record a judgment of the competence or the performance
of the learner, it serves a summative purpose. Summative assessment gives a
picture of a learner’s competence or progress at any specific moment. The main
purpose of summative assessment is to evaluate whether learning objectives have
been achieved. The results of summative assessment are also used to rank or grade
learners, for deciding on progression, for selection into the next level of education
and for certification. This assessment should have an integrative aspect whereby a
learner must be able to show mastery of all competencies.
Summative assessment can be internal school-based assessment or external
assessment in the form of national examinations. School-based summative
assessment should take place once at the end of each term and once at the end of the
year. School summative assessment average scores for each subject will be weighted
and included in the final national examinations grade. School-based assessment
average grades will contribute a certain percentage as teachers gain more experience
and confidence in assessment techniques. In the third year of the implementation
of the new curriculum it will contribute 10% of the final grade, but will be
progressively increased. Districts will be supported to continue their initiatives to
organise a common test per class for all the schools to evaluate the performance and
the achievement level of learners in each individual school. External summative
assessment will be done at the end of P6, S3 and S6.
2. Structure of the Teacher’s Guide
This Teacher’s Guide is intended to help the teacher to successfully facilitate the
learners’ acquisition of the competences given in the curriculum. It gives important
guidance to the teacher on how to prepare for different units and how to approach
the teaching of different lessons. Specific guidance has been given on each lesson
in a detailed way. However, this only serves as a guide and therefore teachers are
8
at liberty to adapt the teaching suggestions given to their classroom situations and
learners’ needs.
This Teacher’s Guide is organised into two main parts. Part 1 is a general introduction
guiding the teacher on various aspects of pedagogy. Part 2 is the main topics area.
It gives details to the teacher on how to approach the teaching of each unit in the
curriculum as organised in the Student’s Book. The main elements of Part 2 are:
• Unit heading – This is copied from the syllabus. It shows the title of the unit.
• Key unit competence – This is the competence which will be achieved once
learners have met all the learning objectives in the unit.
• Prerequisites of this unit – The content in this area is broken down into three
categories of learning objectives, that is knowledge and understanding; skills;
attitudes and values, as well as the links to other subjects/topics.
– Knowledge and understanding: As in the existing curriculum,

knowledge and understanding is very important. It gives the cognitive
aspects to be learned in the unit. These are aspects to be learned through
the learner’s thinking, sharing of experiences and the use of the senses.
– Skills: It is through the skills that learners apply their learning and
engage in higher order thinking. These skills relate to the upper levels
of Bloom’s taxonomy and they lead to deep rather than surface learning.
– Attitudes and values: These refer to a particular way of thinking and

behaving towards the issues raised in the topic. Truly engaging with the
learning requires appropriate attitudes and values that relate to the unit.
– Links to other subjects: It is important for learners to gain an

understanding of the interconnections between different subjects
so that learning in each subject is reinforced across the curriculum.
This platform does exactly that. It prepares the teacher to pass this
information to the learners so that they are aware.
• Cross-cutting issues to be addressed – This section provides guidance on

how each cross-cutting issue will be addressed in a contextualised approach.
• Generic competences to be developed – This section provides guidance on

how each generic competence will be developed.
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• Vocabulary or key words or concepts – These are words considered as new

according to the learner’s level and prerequisites.
• Guidance on the problem – The problem statement is a comprehensive

learning statement presented as a starting point. It is a problem that is meant
to make the learners want to find out the solutions in the course of the unit.
• Attention to special education needs – This section provides a way that the
teacher can cater for the different special education needs with a consideration
to the nature and requirements of the unit.
• List of lessons – This is a table showing the lessons, lesson titles and periods
that each lesson has.
• Lesson development – This section has the following key parts:
− Lesson number and title: This section shows the title of the lesson and its
number.
− Learning objectives: This section has the learning objective related to the
particular lesson according to the syllabus.
− Prerequisites/revision/introduction: This gives clear instructions to the

teacher on how to start the lesson.
− Teaching aids: This section lists the teaching aids needed for the lesson.
It also indicates the alternative teaching aids and materials for learners
with special needs and for schools with limited resources.
− Learning activities: This section outlines guidelines on how to facilitate

the learners’ activities in a way that promotes the development of generic
competences and integrates cross-cutting issues.
− Synthesis: This section should show how the teacher makes generalisations
from the learning activities.
− Assessment: This section contains the questions and suggested answers

to assess the lesson’s learning objective.
• End of unit – This section contains the following parts:
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− Summary of the unit: This section provides an indication to the teacher

on how to come up with a syntheses of the unit using results from
different activities in the Learner’s Book. It also contains guidance to the
teacher on how to solve the problem statement introduced in the lesson.
− Additional information: This section provides additional content for the

teacher to have a deeper understanding of the topic.
− End of unit assessment: This section provides the answers to the end of
unit assessment in the Learner’s Book.
− Remedial activities: This section contains suggestions of questions and

answers for remedial activities for slow learners.
− Extended activities: This section contains suggestions of questions and

answers for gifted and talented learners.
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UNIT 1 UNIT 2 UNIT 3 UNIT 4 UNIT 5
Number of 4 5 3 5 4
periods
Key unit By the end of the By the end of the unit, By the end of the unit, By the end of the unit, the By the end of the unit, the
competence unit, the learner the learner should be the learners should be learner should be able to learner should be able to
should be able to able to compare and able to compare and compare and contrast compare and contrast poems
compare and contrast two short contrast two stories different types of poetry according to the poetic
contrast key aspects stories based on plot based on tone, and poems. devices, the point of view
of prose in two short development. atmosphere and and the context.
stories. purpose.
Number of 5 5 3 4 4
lessons
Equipment and - Student’s Book - Student’s Book - Student’s Book - Student’s Book - Student’s Book
learning and - Teacher’s Guide - Anthology of short - Anthology of short - Anthology of short stories - Poetry books
teaching - Stories from the stories that is age stories that is age that is age appropriate - Poems from learners
materials learners appropriate appropriate - Poetry books - Teacher’s Guide
required - Stories from learners - Stories from learners
- Different - Poems from learners
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anthologies of short - Teacher’s Guide - Teacher’s Guide
stories - Teacher’s Guide
- Novels that are age
appropriate
Activities/ . Reading stories . Reading stories . Reading stories . Reading poems . Reading poems
techniques .Writing answers .Writing answers .Writing answers .Writing answers .Writing answers
. Comparing and . Comparing and . Comparing and . Comparing and . Comparing and contrasting
Part 2: Content Map
contrasting different contrasting different contrasting different contrasting different poems different poems
stories stories stories and poetry . Recalling information learnt
. Recalling . Recalling information . Recalling information . Recalling information before
information learnt learnt before learnt before learnt before . Discussing
before . Discussing . Discussing . Discussing . Reciting poems
. Comparing and . Telling stories . Telling stories . Reciting poems
contrasting poetry
and prose
. Discussing
. Telling stories
Generic Critical thinking: Critical thinking: This Critical thinking: Critical thinking: Critical Critical thinking: Critical
competences to Critical thinking will will be developed as Critical thinking will be thinking will be developed thinking will be developed as
be developed be developed as the learners identify developed as learners as learners compare and learners identify poetic
learners discuss the the various features of compare and contrast contrast different poems. devices in different poems
questions on The plot development the tone and mood in given and as they comment
Lifelong learning: This will
Bamboo Hut, why from each other’s Chebet’s Story and The on the effects of using
happen as learners acquire
they support or do stories. This will also Last Breath. different sound patterns,
skills in leading others and
not support Achieng be enhanced as they moderating a group. Those personification and similes in
Creativity and
for her actions, and attempt to relate the poems.
innovation: This will be appointed as group
also in describing events in the stories to
exercised as learners secretaries will acquire Research and problem
Chief Mboga’s the elements of plot
write short narratives writing skills particularly solving: The competence of
character. development such as
and then explain how note taking. In addition, the research will be developed as
exposition, rising
Creativity and they used tone and poems they will read learners look for answers to
innovation: This will action, etc. mood in their stories to contain valuable messages the questions given under
be exercised as Creativity and influence the purpose of about life choices. ‘The Unit Focus’ in the
learners write short innovation: This will these stories. Student’s Book.
Creativity and innovation:
narratives using be enhanced as the
Research and problem This will be exercised as Communication skills in
different points of learners read stories in
solving: The learners write a poem language subjects and other
view and one more the Student’s Book, as competence of research which can be used as a subjects: Learners will
story with a they recite stories they
will be developed as school anthem. acquire communication skills
flashback. know or movies they
learners do their in the English language as
have watched. Research and problem
They learn to create assignment, where they they answer questions and
13
solving: The competence of
new situations with Research and problem are required to search hold discussions. In addition,
research will be developed
words and to solving: This will be for two stories that are as learners look for answers they will build their
imagine new enhanced as the comparable using tone confidence in public
to the questions given
contexts where they learners find and mood. speaking as they recite
under ‘The Problem

apply these words. information about the different poems. They will
Communication skills Statement’ in the Student’s
different elements of also sharpen their writing
in languages subjects Book.
Research and plot development skills as they write their own
and other subjects:
problem solving: individually and in the Communication skills in poems.
Learners will acquire
The competence of groups. language subjects and
communication skills in Lifelong learning: This will
research will be other subjects: Learners
Communication skills the English language as happen as learners acquire
developed as will acquire
in language subjects they answer questions skills in leading others and
learners do their communication skills in the
and other subjects: and hold discussions. In moderating a group. Those
assignment where English language as they
This will be gained addition, they will build answer questions and hold appointed as group
they are required to
during the group their confidence in secretaries will acquire
compare two stories discussions. In addition,
discussions, as they public speaking as they writing skills particularly
using key aspects of they will build their
narrate and listen to read different stories note taking. In addition, the
prose. confidence in public
each other’s stories, as aloud. They will also poems they will read contain
speaking as they recite
Communication they participate in sharpen their writing valuable messages about life
different poems. They will
skills in language group work and skills as they write the choices.
also sharpen their writing
subjects and other presentations, when analytical report. skills as they write their
subjects: Learners reading and retelling
own poems.
will acquire of stories as well as
communication skills writing and presenting
in the English answers to the Lifelong learning: This Co-operation: The learners Co-operation: Learners will
language as they different activities. will happen as learners will learn co-operation as learn co-operation as they
answer questions Ensure all learners get acquire skills in leading they hold group hold group discussions and
and hold discussions. an equal chance to others and moderating a discussions and come to a come to a consensus about
They will also gain participate. group. Those appointed consensus about who who among them will
oral self-expression as group secretaries will among them will present present their answers.
Lifelong learning:
skills as they make acquire writing skills their answers.
This will be developed
presentations before particularly note taking.
as the learners get to
the class after group learn and understand In addition, the stories
work activities. they will read contain
the different elements
Lifelong learning: of plot development valuable messages
This will happen as and how they can be about life choices.
learners acquire identified and Co-operation: Learners
skills in leading developed. will learn co-operation
others and as they do group
Co-operation: This
moderating a group. discussions and come to
will be enhanced as
Those appointed as a consensus about who
the learners narrate the
group secretaries will among them will
stories in groups. They
acquire writing skills present their answers.
will also learn the skill
particularly note of listening to each
taking. In addition,
other. As they answer
the stories they will
the questions, they
read contain valuable
will develop patience
messages about life
14
for other people’s
choices.
opinions which may
Co-operation: be contrary to their
Learners will learn own. As learners
co-operation as they interact in pairs and
participate in group group work, ensure

discussions and they are able to work
come to a consensus together
about who among harmoniously. Keep
them will present on interchanging the
their answers. members of groups so
as to give learners a
chance to work in
different teams.
Crosscutting Gender: The need for Inclusive education: Inclusive education: Gender: The need for Gender: Working together in
issues to be gender equality will Highlight the need to The story The Last Breath gender equality will be groups promotes peace.
addressed be brought out as include everyone in brings out the brought out as learners Choose both genders to
learners discuss the the day-to-day importance of treating discuss the theme of love as participate in class activities.
negative effects of activities at school. disabled people fairly brought in different poems. This will instil a sense of
certain traditional Demonstrate this by and like everyone else. gender equality in the
Inclusive education:
practices that mixing learners with It emphasises that they learner’s minds.
Highlight the need to
discriminate women mixed abilities, of have their strengths and
include everyone in our
and the girl child. different genders and potential just like all of day-to-day activities at Inclusive education:
Learners will be those with different us and thus we need to school and demonstrate Highlight the need to include
sensitised on the special needs during include them in our this by mixing learners everyone in our day-to-day
importance of the formation of day-to-day learning with mixed abilities, of activities at school and
maintaining peace by groups. During activities and other out- different genders and those demonstrate this by mixing
treating every gender presentations and of-school programmes. with different special needs learners with mixed abilities,
equally. display of group work, It is hoped that this during the formation of of different gender and those
Also, the stories of give a chance to a story will motivate groups. During with different special needs
mixture of categories learners to even work presentations and display during the formation of
The Bamboo Hut,
of learners. more closely with their of group work, give a groups. During presentations
Bindeh’s Gift and The disabled counterparts in chance to a mixture of
Discourage any form and display of group work,
Law of the Grazing class. categories of learners.
of discrimination give a chance to a mixture of
Fields which deal Discourage any form of categories of learners.
with gender issues during class time and Peace and values
discrimination during class
encourage learners to education: The learners’ Discourage any form of
help to stir a time and encourage
practise this even interaction as they work discrimination during class
discussion on gender learners to practise this
outside the class. in groups and pairs will time and encourage learners
issues and the need even outside the class.
enhance their teamwork to practise this even outside
for gender equality. Peace and values spirit. This will create Peace and values
At the class level, the class.
education: This will be harmony among them. education: From the
gender equality will acquired as they work From the various various poems, they will Peace and values education:
be achieved as the in groups. Working excerpts they will learn learn the value of peace From the various poems,
learners of different together promotes the value of peace, which will be applied in they will learn the value of
genders are given an peace and which will be applied in their real life settings. They peace which will be applied
opportunity to lead understanding of each their real life settings. will also learn the in their real life settings.
15
different groups. other’s way of They will also learn the importance of peace as they
thinking. Financial education: As
During the class importance of write an acrostic poem on
learners read and analyse the
discussions, they The story The Last maintaining a friendly peace.
poem
atmosphere and the
should be equally Laugh will teach them
value of selfless service All that you have given me,
allowed a chance to the value of humility.

to the society. They will Africa, help the learners see
take part in the Gender: Emphasise to also acquire the value of the financial benefits to be
discussions. the learners that empathy as they read acquired from the land.
Inclusive education: anybody irrespective the story, The Last
This will be gained of their gender can Breath.
as learners of read a literary work Gender: The need for
different learning and understand the
gender equality will be
abilities work plot development.
brought out as learners
together in groups. It discuss the negative
will also be
effects of certain
developed as
learners with traditional practices
different such as forced early
impairments and marriage that
disabilities get disadvantage women
involved in the and the girl child as
group activities. seen in Chebet’s Story.
Learners with visual Environment and
impairment will be sustainability: Learners will
part of those reading be guided on the need to
different stories in conserve and protect the
groups. They can environment for sustainable
read aloud some development as they listen to
the poem Trees which
stories to the rest of
encourages protecting and
the group/ class
planting of trees. They will
using their Braille also see the beauty trees
copies of the bring and be motivated to
Student’s Book. conserve the environment.
Peace and values
education: This will
be promoted when
learners read and
analyse the story of
Bindeh’s Gift which
deals with the
16
repercussions of
violence and war in
the society. The
learners will
therefore learn the
value of peace and
respect for both
genders. Tolerance of
contrary views
during group
discussion and
presentation should
be encouraged.
Assessments . Tasks . Tasks . Tasks . Tasks . Tasks

strategies of the
. Activities . Activities . Activities . Activities . Activities
key unit
competence . End of unit . End of unit . End of unit assessment . End of unit assessment . End of unit assessment
assessment assessment
UNIT 6 UNIT 7 UNIT 8
Number of periods 4 4 4
Key unit By the end of the unit, the learner By the end of the unit, the learner should be By the end of the unit, the learners should be
competence should be able to compare and able to compare and contrast characters, able to compare and contrast two selected
contrast the context and plot subject matter and themes in two selected plays considering the style, the mood and the
development in two selected plays. plays. atmosphere.
Number of lessons 3 4 3
Equipment and - Student’s Book - Student’s Book - Student’s Book

learning and
- Collection of different plays that are - Collection of different plays that are age - Collection of different plays that are age
teaching materials age appropriate. appropriate. appropriate.
required
- Plays that learners have read - Plays that learners have read - Plays that learners have read
- Teacher’s Guide - Teacher’s Guide - Teacher’s Guide
Activities/ . Reading plays . Reading plays . Reading plays

techniques
.Writing answers .Writing answers .Writing answers
17
. Comparing and contrasting different . Comparing and contrasting different plays . Comparing and contrasting different plays
plays
. Recalling information learnt about plays . Recalling information learnt about plays
. Recalling information learnt about
. Discussing . Discussing
plays
. Recalling plays . Recalling plays
. Discussing
. Recalling plays
Generic Lifelong learning: This will happen as Lifelong learning: This will happen as Lifelong learning: This will happen as
competences to be learners acquire skills in literary learners acquire skills in literary criticism, learners acquire skills in literary criticism,
developed criticism, play writing, leading others play writing, leading others and play writing, leading others and moderating
and moderating a group. Those moderating a group. Those appointed as a group. Those appointed as group
appointed as group secretaries will group secretaries will acquire writing skills secretaries will acquire writing skills
acquire writing skills particularly note particularly note taking. In addition, the particularly note taking. In addition, the
taking. In addition, the plays they will plays they will read contain valuable plays they will read contain valuable
read contain valuable messages about messages about life choices. messages about life choices.
life choices.
Creativity and innovation: This will be Critical thinking: Critical thinking will be
Critical thinking: Critical thinking exercised as learners compose their own developed as learners describe styles, mood
will be developed as learners describe plays. and atmosphere in different plays and as
context and plot development in they compare and contrast different plays.
different plays and as they compare
and contrast different plays.
Creativity and innovation: This will Critical thinking: Critical thinking will be Creativity and innovation: This will be
be exercised as learners compose their developed as learners describe characters, exercised as learners compose their own
own plays. subject matter and themes in different plays plays.
and as they compare and contrast different
Research and problem solving: The Research and problem solving: The
competence of research will be plays. competence of research will be developed as
developed as learners look for answers Research and problem solving: The learners look for answers to the questions
to the questions given under ‘The Unit competence of research will be developed given under ‘The Unit Focus’ in the Student’s
Focus’ in the Student’s Book. as learners look for answers to the Book.
questions given under ‘The Unit Focus’ in
Communication skills in languages, Communication skills in language subjects
language subjects and other subjects: the Student’s Book. and other subjects: Learners will acquire
Learners will acquire communication Communication skills in language communication skills in the English language
skills in the English language as they subjects and other subjects: Learners will as they act out different play excerpts and as
act out different play excerpts and as acquire communication skills in the English they hold discussions. In addition, they will
they hold discussions. In addition, language as they act out different play build their confidence in public speaking as
they will build their confidence in excerpts and as they hold discussions. In they recite and role-play different plays.
public speaking as they recite and role- addition, they will build their confidence in They will also sharpen their writing skills as
play different plays. They will also public speaking as they recite and role-play they write their own plays.
18
sharpen their writing skills as they different plays. They will also sharpen their
Co-operation: Learners will learn co-
write their own plays. writing skills as they write their own plays.
operation as they participate in group
Co-operation: Learners will learn co- Co-operation: Learners will learn co- discussions and come to a consensus about
operation as they hold group operation as they hold group discussions who among them will present their answers.
discussion and come to a consensus and come to a consensus about who among
about who among them will present them will present their answers.
their answers.
Crosscutting issues Financial education: As learners read Inclusive education: Highlight the need to Gender: Gender equality will be seen as
to be addressed the play The Incorruptible Judge, they include everyone in our day-to-day learners discuss the excerpt where Ntuli is
will learn good and poor uses of activities at school and demonstrate this by running from her husband who wants to beat
finances. Utilise the opportunity to mixing learners with mixed abilities, of her. Sensitise them that this is wrong.
discourage learners from giving and different genders and those with different
Peace and values education: When
taking bribes. special needs during the formation of
analysing the excerpt where Ngabo is asking
groups. During presentations and display
Inclusive education: Highlight the questions in class, learners will be guided to
need to include everyone in our day- of group work, give a chance to a mixture see that trickery is not good. Instead, the
of categories of learners. Discourage any
to-day activities at school and values of honesty and straightforwardness
form of discrimination during class time
demonstrate this by mixing learners should be encouraged.
and encourage learners to practise this even
with mixed abilities, of different
outside the class. The need to embrace Inclusive education: Highlight the need to
genders and those with different
those suffering from by HIV and AIDS include everyone in our day-to-day activities
special needs during the formation of at school. Demonstrate this by mixing
groups. During presentations and should be emphasised as learners read the
play The Pure Home. learners with mixed abilities, of different
display of group work, give a chance
genders and those with different special
to a mixture of categories of learners. Gender: This will be brought out as needs during the formation of groups.
Discourage any form of discrimination learners analyse Excerpt 1 and 2 in Activity
During presentations and display of group
during class time and encourage 1 where two ladies have been left with the
work give chance to a mixture of categories
learners to practise this even outside responsibility of educating their daughters. of learners. Discourage any form of
the class. Irresponsibility on the part of the fathers
discrimination during class time and
who just spend their time drinking should
Peace and values education: When encourage learners to practise this even
be discouraged. Learners should be made
19
analysing the play where John and outside the class.
aware that it is the responsibility of both
Hakuzimana fight, learners will see
parents, irrespective of gender, to educate Financial education: As learners read
the need for peaceful co-existence in Excerpt 1, they will learn a valuable lesson on
the society and the values of tolerance their children.
how spending money carelessly can land one
and self-control. The play, The Peace and values education: When in poverty. The learners will therefore learn
Incorruptible Judge, also teaches the analysing Excerpt 2 in Activity 1, learners
how to spend their money wisely.
values of honesty and integrity will see the dangers of greed as portrayed
especially in public service. by the Entrepreneur. Guide them on the
need for empathy and compassion when
dealing with the disadvantaged members
of the society.
Comprehensive sexuality education:
During analysis of the play The Pure Home,
learners will be sensitised on how to
prevent the contracting and spreading of
HIV.
Assessment . Tasks . Tasks . Tasks

strategies of the key
. Activities . Activities . Activities
unit competence
. End of unit assessment . End of unit assessment . End of unit assessment
Part 3 Sample Lesson Plan
A lesson plan is a detailed outline of how the teacher intends to carry out a specific
lesson.
Important sub-headings of a lesson plan
1. Administrative details
Date: ___________________
Subject: _________________
Class: ___________________
Time: ___________________
Roll: ____________________
2. Topic area
Broad area that is to be studied, taken from the syllabus.
3. Sub-topic area
A smaller topic of the topic about which a lesson will be taught.
4. Key unit competence

This is/are the competence(s) that the learner is expected to achieve at the end of
the unit.
5. Learning objectives
These represent what the teacher anticipates learners to achieve by the end of
the lesson. Objectives should be clear and specific. They should also be stated in
behavioural terms, that is, in a way that the outcome can be seen, displayed or
measured. The teacher should distinguish between knowledge, skill and attitude
objectives.
20
6. Learning/teaching resources
Any materials and apparatus that the learners and the teacher will use during the
lesson.
7. References
Any resources consulted or used by the teacher to prepare the lesson as well as any
books that the learners will use during the lesson.
8. Introduction
This is the start of the lesson. The teacher should motivate the learners by creating
learning situations that interest them e.g. posing a problem, telling an amusing but
relevant story or episode or showing an object or picture that arouses their interest.
The introduction should link what the learners have already learnt with what they
are going to learn.
9. Presentation/lesson development
This should mainly includes the activities that learners and the teacher will perform
in order to achieve the stated objectives as well as the questions that learners will
answer as they do the various activities.
It is convenient to distinguish between the learners' and teacher’s activities under

two columns.
10. Summary/conclusion (Consolidation)
This is the step in which the lesson activities are tied up or consolidated to emphasise
the main points, summarise the lesson or make conclusions. The summary should
correspond to the objectives stated for that lesson.
11. Comments/self-evaluation
The teacher should write remarks on whether the objectives were achieved or not
and what he or she intends to do to improve on the weak points noted during the
lesson.
21
Sample Competence–based Lesson Plan

School Name: Gisenyi Secondary School
Teacher’s name: Gregoire Gatete
Term Date Subject Class Unit Lesson No Duration Class
No size
1 30 /05/ 2017 Literature in S3 1 2 of 4 80 minutes 30
English
Type of special educational needs to be catered for in Learners with low vision (2)
this lesson and number of learners in each category Learners with hearing problems (1)
Learners with language difficulty (5)
Slow learners (4)
High achievers (5)
Unit title Review of key aspects of prose
Key Unit Competence To be able to compare and contrast key aspects of prose in two short
stories.
Title of the lesson Review of key aspects of prose
Instructional objective By the end of the lesson, the learner should be able to:
i. Describe the key aspects of prose in the stories;
ii. Analyse short stories based on the key aspects of prose.
Plan for this class In the Senior 3 classroom. Use both individual and group activities. Each
(location: in / outside) group should have five or six members.
Learning materials (for Excerpts of drama, poetry and short stories, Stories in the Student’s
all learners) Book, Literature in English for Rwanda Schools Student’s Book 3.
References Literature in English for Rwanda Schools Student’s Book 3, Teacher’s

Guide for Senior 3.
22
Timing for each Description of teaching and learning activity Generic competences and cross
step Learners describe key aspects of prose then cutting issues to be addressed plus
identify them in selected stories. a short explanation
Teacher activities Learner activities
Introduction Teacher gives Learners examine the a) Generic competences
(10 minutes) learners excerpts of excerpts given then
Critical thinking and problem
plays, poems and answer the teacher’s
solving skills: These will be
short stories then questions. fostered as learners classify the
asks them questions. excerpts into different genres of
literature.
Cooperation, interpersonal
Answers to sample management and life skills:
Sample questions questions Ensure that all learners are actively
1. What is the engaged in answering questions.
1. Some excerpts are
difference in the written in paragraphs, Communication in official
structure of the others in verses/ languages: This competence will
stanzas and others in a come about as learners answer
different excerpts you
conversational way. the questions. Correct their
have?
vocabulary, pronunciation and
2. sentence structure as they answer
2. Identify the genre a. Those written in
the questions.
of literature in which conversational way -
each excerpt falls? drama
b) Cross-cutting issues
b. Those written in verses/ Inclusive learning: Ensure that
stanzas - poetry learners of different abilities
participate in answering the
c. Those written in questions asked depending on
paragraphs - prose their abilities.
23
Development of Using the samples Learners in class a) Generic competences

the lesson (60 of prose identified discussions.
Critical thinking and problem
minutes) in the introduction,
solving skills: These will be
the teacher guides Learners answer questions
fostered as learners answer
learners to list the in the activities given. questions in different groups.
key aspects of prose.
Answers
Teacher guides
Activity 2 Cooperation, interpersonal
learners to discuss
The chief went to the hill management and life skills:
plot using the notes
to pray for the heir of the Ensure that all learners are actively
in the Student's
beaded stool. Achieng' engaged in discussions.
Book.
gave birth to twins, a boy
and a girl. She was in a Communication in official
Teacher asks learners
dilemma. She finally hid languages: This competence will
to do Activity 2 in
the baby girl in a reed come about as learners answer the
the Student’s Book.
basket and walked home questions and make presentations
with the baby boy. Four of their answers in class. Correct
Teacher guides
ululations were heard their vocabulary, pronunciation
learners to discuss
instead of the usual three. and sentence structure as they
setting using the
The other wives were answer the questions.
notes in the Student's
jealous of Achieng’. The
Book.
chief shed tears of joy.
Lifelong learning: This will
The boy was named
Teacher asks learners happen as learners acquire skills
Owiny after the second
to do Activity 8 in in leading others and moderating
son of Jaramogi.
the Student’s Book. a group.
Teacher guides Activity 8

b) Cross-cutting issues
Open-ended. Possible
learners to discuss Inclusive learning: Ensure
subject, theme and answers include:
that all learners, irrespective of
message using the 1. Mulinzi – honest,
their physical shortcomings,
notes in the Student's positive-minded,
participate in the learning process
Book. courageous, hardworking
meaningfully so as to achieve their
2. Naomi – dishonest,
potential.
malicious, apologetic
3. Teacher – not keen,
Teacher guides Gender education: The need for
learners to discuss ignorant
gender equality will be brought
audience using the 4. Teachers – punitive
out as learners discuss the negative
notes in the Student's effects of certain traditional
Book. Activity 10
practices that discriminate women
Open-ended. Learners
and the girl child as seen in The
Teacher asks learners should be able to bring Bamboo Hut and Bindeh’s Gift .
to do Activity 10 in out the differences
between the
the Student’s Book. Peace and values education: This
simple storybooks they
will be promoted when learners
read in Junior School and
read and analyse the story of
what they read now.
Bindeh’s Gift which deals with the
Explain to the learners
repercussions of violence and war
that age and level of
in the society.
understanding determines
the type of language to be
used in literary texts.
24
Conclusion: Teacher recaps Learners listen to the teacher.

(10 minutes) the key aspects
of prose.
Learners take short notes.
a) Summary
Teacher writes Learners identify the aspects of prose in The Bamboo
summary notes Hut orally.
on the board.
Answers
1. Characters
The characters in the story are: Chief Mboga,
b)Assessment Achieng' Mboga’s eldest wife, Owiny, Apiyo and
Teacher asks Agiso.
learners to
identify the 2. Setting
aspects of prose It is set at the foot of the Hill of Ramogi, found
in the story The within the community.
Bamboo Hut.
3. Plot
The sun is setting. Chief Mboga goes to the foot of
the Hill of Ramogi to make a prayer to God and
his ancestors, asking for a son. Two months later,
Achieng' his wife, gives birth to twins – Apiyo and
Owiny – while out at the well. Sheputs Apiyo, the
girl, in a basket and leaves her near the well. She
walks homewith Owiny. News of the newborn son
is relayed to Chief Mboga by his eldest wife. On the
fourth day a naming ceremony is held. Chief Mboga,
filled with happiness, names his son Owiny. The
chief ’s beaded staff is placed in Owiny’s right hand
and the chief ’s ornamental bracelet is put on his
wrist.
Teacher self - evaluation The teacher analyses the answers the learners give about the key
aspects of prose from the story. If mostly correct, he or she concludes
the lesson was successfully taught.
25
26
Unit 1 Review of the key aspects of prose

(Student's Book pages 1-28)
Key unit competence: To be able to compare and contrast key aspects of prose
in two short stories.
1.0 Prerequisites of this unit

a. Learning objectives
Knowledge and
Skills Attitudes and values
understanding
- Analyse short stories
- Recall how to - Appreciate how
based on the key
interpret short different pieces of
aspects of prose
stories based on the literature convey
while considering
key aspects of prose. different messages.
which aspects is more
- Be aware of - Realise that each
developed in each short
techniques for piece of literary
story.
comparison and work conveys
- Demonstrate recognition
contrast. values despite
of the elements of plot
- Identify key aspects of personal
and setting and explain
of prose in short preferences for
their significance in the
stories. some.
interpretation of prose.
b. Information to the teacher

This unit reviews the key aspects of prose. It is a review because some of the aspects
have been covered in Senior 1 and 2. This unit is related to creative writing in English
and other languages. It is also connected to History and Citizenship in the sections
that involve appreciating that different people live different lives. Most of the themes
in the stories relate to Religion, General Studies and Effective Communication.
27
Crosscutting issues to be addressed
This will be achieved/addressed as learners of different learning

abilities work together in groups. It will also be addressed as learners
Inclusive with different impairments and disabilities get involved in the group
education activities. Learners with visual impairment will be reading different
stories in groups. They can read aloud some stories to the rest of the
group/ class using their Braille copies of the Student’s Book.
The need for gender equality will be brought out as learners discuss
the negative effects of certain traditional practices that discriminate
women and the girl child. Learners will be sensitised on the
importance of maintaining peace by treating every gender equally.
Also, the stories of The Bamboo Hut, Bindeh’s Gift and the Law of the
Gender Grazing Fields which deal with gender issues help to stir a discussion
on gender issues and the need for gender equality. At the class level,
gender equality will be achieved as the learners of different genders
are given an opportunity to lead different groups. During the class
discussions, they should be equally allowed a chance to take part in
the discussions.
Peace and This will be promoted when learners read and analyse the story of
values Bindeh’s Gift which deals with the repercussions of violence and war
education in the society. The learners will therefore learn the value of peace
and respect for both genders. Tolerance of contrary views during
group discussion and presentation should be encouraged.
Generic competences to be developed

This will happen as learners acquire skills in leading
others and moderating a group. Those appointed as
Lifelong learning group secretaries will acquire writing skills particularly
note taking. In addition, the stories that will read contain
valuable messages about life choices.
Critical thinking will be developed as learners discuss the
Critical thinking questions on The Bamboo Hut, why they support or do not
support Achieng' for her actions, and also in describing
Chief Mboga’s character.
Creativity and This will be exercised as learners write short narratives using
innovation different points of view and one more story with a flashback.
They learn to create new situations with words and to
imagine new contexts where they apply these words.
28
The competence of research will be developed as learners do

Research and
their assignment where they are required to compare two
problem solving
stories using key aspects of prose.
Communication Learners will acquire communication skills in the English

skills in language language as they answer questions and hold discussions.
subjects and They will also gain oral self-expression skills as they make
other subjects presentations before the class after group work activities.
Co-operation Learners will learn co-operation as they participate in

group discussions and come to a consensus about who
among them will present their answers.
Vocabulary/ keywords/ concepts in this unit

1. Audience - the assembled spectators or listeners at a public event such
as a play, a movie or a concert.
2. Character - a person or an animal in a novel, play or movie.
3. Context - the circumstances that form the setting for an event,
statement, or idea, and in terms of which it can be fully
understood and assessed.
4. Dynamic
character - a character that undergoes changes throughout the narrative
due to several conflicts that he or she faces.
5. First person
narrator - a point of view where the story is narrated by one character
at a time, talking about himself or herself and/or the
experiences he or she goes through.
6. Flashback - a scene in a novel or play, which is set in a time earlier than
the main story.
7. Message - what a reader or audience learns from a story.
8. Plot - the main events of a play, novel, movie, or similar work,
devised and presented by the writer as an interrelated
sequence.
9. Prose - written or spoken language in its ordinary form, without
metrical structure.
10. Second
person
narrator - a point of view where the narrator tells the story to another
character using the word ‘you.’
11. Setting - the place and time at which a play, novel or film is represented
as happening.
12. Static
character - a character that does not undergo important change in the
course of the story, remaining essentially the same at the
end as he or she was at the beginning.
29
13. Subject – the idea or proposition that is discussed, described or dealt

with in a story or play.
14. Theme – the main idea that recurs in a work of art or literature.
15. Third person
narrator – a point of view where the story is narrated by a detached
person who knows the thoughts and feelings of all of the
characters in the story.
Guidance on the problem statement

The aim of this unit is to equip the learners with knowledge on key aspects of prose
and skills on how to use these key aspects of prose to analyse a story and thereafter
compare and contrast different stories. The questions given in the Student’s Book
under the Unit Focus are intended to give a mind picture of what is to be learnt in
this unit. The answers to each question form the content to be learnt in different
subsections of the unit. Thus, learners are not expected to give correct answers to the
questions, rather, to develop a mental idea of what is to be expected in the unit. To
do this, you can give them a few minutes at the start of lesson to basically brainstorm
on these questions. Any answer they give sort of expresses their expectations in
studying this unit. Where some answers are completely incorrect, guide them
towards the correct answer. Indeed, ask them to go and research on these questions
after the first lesson, where learners interact with different age-appropriate stories,
all of which are in prose. Each question can be posed at the end of the respective
subsection to assess whether learners can competently answer it.
Attention to special education needs
Support for multi-ability learning Support for special needs learning

- Provide braille for blind learners and
- Slow learners should be encouraged large print text to learners with seeing
to take part in the learning process, difficulties.
such as the reading activities where - Provide sign language alphabet symbols
learners need to read a story or two and sign language interpreters for the
before they can engage in analysis, deaf.
comparison and contrasting. - Organise the class in such a way that
- Gifted learners can analyse, compare shortsighted learners are at the front
and contrast selected stories. and long-sighted ones are at the back.
Spectacles can be provided if available.
- Both gifted and slow learners to - During demonstration, allocate roles
be given equal opportunities in to the physically challenged as long
group discussions and presenting as they can handle them e.g. one can
group findings to the rest of the hold a chart. Ensure they get enough
class. As the teacher, ensure the support from the other learners, for
gifted learners pay attention and example, one learner can help push a
accommodate the slow learners learner on a wheelchair to enable him
during their presentations. or her move around during group
discussions.
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List of lessons
Number of
Subtopic Lesson number and title
periods
Selected age-appropriate texts Lesson 1: Selected age-
from anthologies of short appropriate texts from Period 1
stories anthologies of short stories
Review of key aspects of Lesson 2: Review of key Period 2
prose aspects of prose Period 3
Techniques for comparison Lesson 3: Techniques for
Period 4
and contrast comparison and contrast
Further aspects of prose Lesson 4: Further aspects of
Period 5
prose
Lesson development
1.1 Selected age-appropriate texts
Lesson 1: Selected age-appropriate texts from anthologies of short stories
(Student’s Book pages 2-5)
Learning objectives: By the end of the lesson, the learner should be able to:
i. Read selected age-appropriate stories from anthologies of short stories;
ii. Identify key aspects of prose in these stories.
Introduction
Ask learners to mention the key aspects of prose as learnt in Senior 1 and 2. List
them on the board.
Expected answers
1. Plot
2. Setting
3. Characters
4. Themes/message/subject
5. Audience
Teaching aids: Student’s Book
Learning activities
1. Lead a class discussion on what each aspect of prose entails. Make the discussion
short so that much of the time is spent on identifying these aspects in a story.
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2. Put the learners into mixed ability and mixed gender groups.
3. Let each group read the story given in Activity 1 in the Student’s Book.
4. Guide a class discussion on the main events of the story.
5. Let each group then identify the key aspects of prose in the story by answering
the questions given after the story.
Synthesis
This lesson aims at giving learners an opportunity to read an age-appropriate story
and use it to talk about key aspects of prose. By identifying these aspects from the
story, the learners will understand what each aspect involves. Learners will also
learn important lessons from the stories read.
Assessment
The main assessment is checking the ability of learners to identify the key aspects of
prose from the story. Use the questions at the end of the story in the Student’s Book
to assess this.
Answers
Activity 1
1. The characters in the story are: Chief Mboga, Achieng' Mboga’s eldest wife,
Owiny, Apiyo and Agiso.
2. The story is set at the foot of the Hill of Ramogi, found within the community.
3. The sun is setting. Chief Mboga goes to the foot of the Hill of Ramogi to make
a prayer to God and his ancestors, asking for a son. Two months later, Achieng'
his wife, gives birth to twins – Apiyo and Owiny – while out at the well. She
puts Apiyo, the girl, in a basket and leaves her near the well. She walks home
with Owiny. News of the newborn son is relayed to Chief Mboga by his eldest
wife. On the fourth day a naming ceremony is held. Chief Mboga, filled with
happiness, names his son Owiny. The chief ’s beaded staff is placed in Owiny’s
right hand and the chief ’s ornamental bracelet is put on his wrist.
4. Members of African communities that practise inheritance of leadership and
believe more in the boy child.
5. THe answer is Open-ended. Possible themes include: Leadership succession, the
position of the boy-child in African societies, fate etc. (Accept any reasonable
answer)
6. The answer is Open-ended. Possible messages include:
a. God hears prayers.
b. We should not be discouraged by negative circumstances.
c. It is God who gives children.
d. Sons are more important than daughters in African families, this should be
abolished to treat all children the same.
(Accept any reasonable answer.)
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1.2 Review of key aspects of prose

Lesson 2: Review of key aspects of prose
i. Describe the key aspects of prose in these stories;
ii. Analyse short stories based on the key aspects of prose.
Introduction
Ask learners to define each of the key aspects of prose.
Expected answers
1. Plot– the main events of a story devised and presented by the writer as an
interrelated sequence.
2. Setting – the place and time at which a play, novel, or film is represented as
happening.
3. Characters – people or animals in a story.
4. Subject – the idea or proposition that is discussed, described or dealt with in
a story or play.
5. Theme – the main idea that recurs in a work of art or literature.
6. Message – what a reader or audience member learns from a story.
7. Audience – the assembled spectators or listeners at a public event such as a
play, a movie or a concert.
Teaching aids: Student’s Book

Learning activities
1. Ask learners to define plot.
2. In groups, let them order the sentences given in Activity 2 to give the plot of the
story read in Activity 1.
3. Discuss linear and circular plot with the learners, using the stories given in
Activity 3 and the note in the Student’s Book.
4. In groups, let learners attempt Activity 4 and present their answers to the class.
5. Using the activities and the notes in the Student’s Book, discuss setting as used
in literature.
6. Introduce the aspect of character using Activity 8 and the notes in the Student’s
Book.
7. Describe subject, theme and message and their relationship using the notes and
illustration in the Student’s Book.
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8. Talk about audience with the whole class.

9. Let learners do Activity 10 in groups.
Synthesis
This lesson exposes learners to the key aspects of prose. Learners will study each
aspect in depth and use a story to identify and illustrate it. Make arrangements to
make available as many stories as possible. Thorough practise with these aspects can
prepare learners for harder tasks in literary criticism for those who choose to follow
that career path.
Assessment
The main assessment is checking the ability of learners to analyse a given story using
any of the key aspects of prose. Activities 2-10 have been given in the Student’s Book
for this.
Answers
Activity 2
The chief went to the hill to pray for the heir of the beaded stool. Achieng' gave birth
to twins, a boy and a girl. She was in a dilemma. She finally hid the baby girl in a reed
basket and walked home with the baby boy. Four ululations were heard instead of
the usual three. The other wives were jealous of Achieng’. The chief shed tears of joy.
The boy was named Owiny after the second son of Jaramogi.
Activity 3
Open-ended
Activity 4
1. The conflict – after getting twins, Achieng’ is torn between keeping the girl or
throwing her away.
Climax – news of the newborn son is conveyed to Chief Mboga and he sheds
tears of joy at the naming.
Denouement – a naming ceremony is held.
2. A linear plot is used in this story. This is because events follow each other in a
sequence.
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Activity 5
1. Period (time setting): Pre-colonial period when African communities were

led by hereditary chiefs. (Paragraphs 1, 5, 12 and 14)
2. Historical setting: Paragraph 1
3. Cultural setting: Paragraphs 1, 7, 9, 10, 11, 12, 13 and 14
Activity 6
Social context Historical context Cultural context Political context
Metropolitan Pre-colonial era Patriarchal society Pre-colonial era

country Traditional Colonial period
Nomadic Colonial period community After independence
community Francophone Multiparty state
African Monarchy
Activity 7
The setting of Things Fall Apart is in Nigeria and it happens before colonisation.
The action takes place within two villages, Umuofia and Mbanta. On the other
hand, the setting of Parched Earth is in rural Tanzania.
Activity 8
1. Open-ended. Possible answers include:
a. Mulinzi – honest, positive-minded, courageous, hardworking

b. Naomi – dishonest, malicious, apologetic
c. Teacher – not keen, ignorant
d. Teachers – punitive
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Activity 9
1. Theme: Good parenting

2. Subject: Importance of discipline
3. Message: If you teach something to a child, he or she will follow that
throughout his or her life.
Activity 10
Open-ended. Learners should be able to bring out the differences between the
simple storybooks they read in Junior School and what they read now. They
should discuss the differences in terms of the type of themes and the characters
used. Explain to the learners that age and level of understanding determines the
type of language to be used in literary texts.
1.3 Techniques for comparison and contrast

Lesson 3: Techniques for comparison and contrast
(Student’s Book pages 14 -21)
i. Describe techniques for comparison and contrast;
ii. Analyse two short stories using comparison and contrast techniques.
Introduction
Ask learners to compare and contrast a poetry book and a novel in pairs.
Teaching aids: Poetry, novels and Student’s Book.
Learning activities
1. Let the learners compare two towns in Rwanda as given in Activity 11.
2. Explain to the learners that what they have been doing is comparing and
contrasting.
3. Explain to them that comparing involves stating both similarities and
differences while contrasting involves stating differences only.
4. Using the notes in the Student’s Book, describe the techniques for comparison.
5. Ask them to give more terms that may be used in comparing and contrasting.
6. Ask the learners to read, in groups, the two stories in Activity 12 in the
Student’s Book.
36
7. Guided by the questions after the stories, let each group compare and contrast
the key aspects of prose in the two stories.
Synthesis
This lesson will help learners to gain the skills needed to compare and contrast
different stories based on the key aspects of prose. In addition, it will equip learners
with skills to compare and contrast any aspect even in different subjects. This is a
helpful lesson as skills gained in the lesson can be used across subjects.
Assessment
The main assessment is checking the ability of learners to use each of the techniques
learnt to compare different sets of stories. Use Activity 11 and 12 in the Student’s
Book to assess this.
Answers
Activity 11
Open-ended. The learners should give reasons why they like one town more than
another. Guide them to do so in a structured way. For example, they can discuss
the infrastructure of the two towns, the economic activities, the unique sites etc.
Activity 12
Suggested answers include:
Similarities between The Law of the Grazing Fields and Bindeh’s Gift
1. Setting
The events of both the stories happen in the evening. In Law of the Grazing
Fields, the authors says, “On the evening of our story…”
Bindeh’s Gift – Kai Bore says: “Tonight, Bensali is not Kai Bore’s nephew”
2. Themes
i) Courage – Both stories have the theme of courage. In Bindeh’s Gift,

traditionally, the ultimate punishment for a warrior who shows
cowardice is to be killed. Kai Bore says: “In war, men are nothing
if they are not men. And manhood means courage, a willingness to
37
sacrifice life itself…” Similarly, in the ‘The Law of the Grazing Fields’,
Amina is disgusted by Jama's weakness as a man. She sees him as a “…
weak-kneed, effeminate man … a coward who had wept and begged as
they flogged him at the shara.”
ii) Gender inequality
Bindeh’s Gift – Kai Bore wonders what a woman can know of the agony he
suffers
The Law of the Grazing Fields – Amina is being forcefully married to a man
she does not love. Her brother locks her in the hut.
iii) Love
Bindeh’s Gift– Bindeh comes to plead for Bensali’s life. When Kai Bore refuses
to change his mind, Bindeh covers him with a basket of snakes and
makes the ultimate sacrifice of jumping to the river and to her death.
The Law of the Grazing Fields – Amina loves Yalla and had even intended to

escape with him so that she does not marry Jama.
iv) Traditions – in both stories, we come across traditions that are

retrogressive.
Forcefully marrying a girl off without her consent: Amina is violently

pushed into a hut and locked up so that she does not escape with Yalla,
the man she loves. The brothers and the father want her to get married
to Jama because of the cattle he is paying. In Bindeh’s Gift, putting to
death a warrior for showing cowardice is extreme and barbaric.
3. Characters
The female characters are similar –Bindeh and Amina. They are courageous,
love their men and are determined to make a change. (Learners should be
able to pick out the illustrations for these traits.)
The male characters – Kai Bore and Modio – They are merciless and rigid.
Differences between The Law of the Grazing Fields and Bindeh’s Gift
1. Setting – In Bindeh’s Gift, the events happen by the river whereas in The Law
of the Grazing Fields, it is within Amina’s homestead.
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2. Theme - In Bindeh’s Gift there is the theme of war and what happens to men
who show cowardice. Bindeh says she does not care about war because it
brings suffering. However, in The Law of the Grazing Fields, the conflict is
between a brother and a sister who tries to run away with her lover.
3. Characters – Kai Bore is humble enough to realise his mistake. He makes

amends by ensuring that Bensali is sworn in as his heir before he dies but
Modio is adamant and remains merciless. He swears to teach Amina a lesson.
4. Message
The message from Bindeh’s Gift
i) Those who live by violence will die by violence. This is what happens to Kai
Bore.
ii) Self-sacrifice can bring change into the society. When Bindeh jumps to her
death, she saves Bensali who is sworn in as the new leader. A new era begins
that will be rid of these extreme practices.
The message from The Law of the Grazing Fields

Oppressive traditions bring disharmony in the family as seen in the exchange
between Amina and Modio.
1.4 Further aspects of prose
Lesson 4: Further aspects of prose
i. Identify other aspects of prose;
ii. Analyse two short stories using these aspect of prose.
Introduction
Ask learners to mention other aspects common in prose that have not been discussed
under key aspects of prose.
Expected answers
1. Stylistic devices
2 Point of view
3. Types of characters
4. Types of themes
39
Teaching aids: Poetry books and novels, Student’s Book
Learning activities
1. Explain to the learners that there are other aspects of prose that can be studied.
Explain the concept of stylistic devices and introduce flashback as an example.
2. Using the notes in the Student’s Book, explain to the learners that flashback helps
to build the plot of a story through establishing the cause-effect relationship
between current events and past occurrences.
3. Using the notes in the Student’s Book, explain dynamic and static characters as
types of characters in prose.
4. Ask the learners to identity a dynamic character and a statistic character in the
story in the Student’s Book.
5. Ask them to the read the notes on the point of view in pairs.
6. Using the examples in the Student’s Book, discuss the different points of view.
7. Explain to learners the two kinds of themes – major and minor themes.
8. Use the stories read so far to guide learners in identifying major and minor
themes.
Synthesis
This lesson helps learners to learn more about other aspects of prose. Let the learners
know that this is not conclusive. They can read further to identify other types of
characters and different types of stylistic devices used in prose.
Assessment
Assess the learners’ ability to identify other aspects of prose in different stories. Use
Activity 13, 14 and 15 to do this.
40
Answers
Activity 13
Kai Borie and Bensali change, as we see a change of heart in them as the story
comes to the end. Bensali’s wife also changes as she grows in assertiveness,
causing a change of leadership with her actions. The men at war together with
Bensali do not change.
Activity 14
Open-ended
Activity 15
Both The Law of the Grazing Fields and Bindeh’s Gift are told in third person
narrative.
1.5 End of unit

a) Summary of the unit
The unit covers content related to plot development. It should help learners gain
the skills identifying the various stages of plot development in a story, that is,
exposition, rising action, falling action, climax and resolution. Attention has been
focused on helping learners to read the stories selected where they discuss how the
plot has been developed as well as a study on the stages of plot development.
By the end of the unit, learners should be able to show these stages of plot
development in any story they come across and be able to properly identify with
examples given in the story. The learners need to understand that all the elements
are important in plot development. However, it is important that the reader gets to
the end of a story, that is, the resolution. This is because not all stories follow the
linear plot development, but it is always important that a story ends.
b) Additional information to the teacher

There are six elements of prose:
1. Plot and structure
2. Characterisation
3. Theme
4. Setting
5. Point of view
6. Style
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1. Plot
The sequence of incidents or events through which an author constructs a story.
The plot is not merely the action itself, but the way the author arranges the action
towards a specific end (structure).
Important elements of plot
Conflict – A clash of actions, ideas, desires or wills

Protagonist – The central character in a conflict
Antagonist – Any force arranged against the protagonist, whether persons,
things, conventions of society, or the protagonists own
personality traits.
Suspense – The quality in a story that makes readers ask “what’s going to
happen next?”. In more literary forms of fiction the suspense
involves more “why” than “what”. Usually produced through
two devices; either mystery (an unusual set of circumstances
for which the reader craves an explanation) or dilemma
(a position in which a character must choose between two
courses of action, both undesirable.)
2. Characterisation
Analysing characters is more difficult than describing plot because human nature
is infinitely complex, variable and ambiguous. It is much easier to describe what a
person has done instead of who a person is. In commercial fiction, characters are
often two-dimensional and act as vehicles to carry out the plot. The protagonist
must be easily identified with and fundamentally decent; if he has vices, they are of
the more ‘innocent’ type, the kind the reader would not mind having. Characters
are presented in two different ways - directly and indirectly.
Direct presentation – The reader is told straight out what the character is
like.
Indirect presentation – The author shows the character through their
actions; the reader determines what the character is
like by what they say or do.
Dramatisation – Characters are shown speaking and behaving, as in
a play.
Types of characters
Flat characters – Usually have one or two predominant traits. The character
can be summed up in just a few lines.
Round characters – Complex and many faceted; have the qualities of real
people.
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Stock characters – A type of flat character. The type of character that

appears so often in fiction that the reader recognises
them right away.
Static character – A character that remains essentially the same
throughout.
Dynamic character – A character that grows or changes as the story
continues.
3. Theme
The theme of a piece of fiction is its controlling idea or its central insight. It is the
unifying generalisation about life stated or implied by the story. While theme is
central to a story, it is not the whole purpose. The function of a literary writer is
not to state a theme but to show and describe it. Theme does not equal 'moral',
'lesson' or 'message'.
1. Theme should be expressible in the form of a statement with a subject and
predicate.
2. The theme should be stated as a generalisation about life.
3. Be careful not to make the generalisation larger than is justified by the terms
of the story. Avoid terms like every, all and always, in favour of words such
as some, sometimes, may.
4. Theme is the central and unifying concept of a story. Therefore it accounts
for all the major details of the story, is not contradicted by any detail of the
story, and cannot rely upon supposed facts.
5. There is no one way of stating the theme of a story. As long as the above
requirements are met, the statement is valid.
4. Setting
The setting of a story is its overall context – where, when and in what circumstances
the action occurs.
• Setting as a place – The physical environment where the story takes place.
The description of the environment often points
towards its importance.
• Setting as time – Includes time in all of its dimensions. To determine
the importance, ask, 'what was going on at that time?'
• Setting as a
cultural context – Involves the social circumstances of the time and place.
Consider historical events and social and political
issues of the time.
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5. Point of View
Point of view is simply who is telling the story. To determine POV ask, 'who is
telling the story' and 'how much do they know?' The points of view used are:
• Omniscient POV – Also called third person POV. The story is told in third
person by a narrator who has unlimited knowledge of events and characters
• Third person limited POV – The story is told in third person but from
the view point of a character in the story. POV is limited to the character’s
perceptions and shows no direct knowledge of what other characters are
thinking, feeling, or doing.
• First person POV – The author disappears into one of the characters.
Shares the limitations of third person limited. Uses the pronouns 'I' and
'we'.
• Second person POV – Uses the pronoun 'you'. It is not commonly used.
6. Style
Style is the manner in which an author uses words, constructs sentences,
incorporates non–literal expressions, and handles rhythm, timing and tone.
When asked to discuss style, you are being asked to describe how or explain
why the words, sentences and imaginative comparisons are effective in terms
of what is being created. Diction is central to an author’s style. It includes:
i.Vocabulary – Choice of words
a. Simple words – Everyday word choice. (She was sick for a long time.)
b. Complex words
c. Concrete words – Things we can touch, see, etc. (Jeans, book)
d. Abstract words – Words that express intangible ideas (freedom,
heritage, something)
ii. Syntax – arrangement of words, their ordering, grouping and placement
within phrases, clauses and sentences.
iii. Rhythm – The pattern of flow and movement created by the choice of
words and the arrangement of phrases and sentences. Rhythm is directly
affected by the length and composition of sentences, the use of pauses within
sentences, the use of repetition and the ease or difficulty in pronouncing the
combinations of word sounds in the sentences.
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1.6 End of unit assessment
This is given in the Student’s Book.
a) Answers to end of unit assessment
1. a. Point of view: the story is told in first person point of view (using a first
person narrator).
b. Characters: The narrator is an example of a dynamic character. He grows

in stature and position, and towards the end of the story, he changes his
attitude and opinion about his mother, albeit late. The narrator’s mother
is a static character, not changing the ways he views her son even when
the son does not appreciate her.
c. Themes: The main theme of this story is family ties/ relationships.

Possible minor themes include fate, parental love and the naivety of
youth.
2. a. Point of view: both The Bamboo Hut and Bindeh’s Gift are told using the
third person narrator/ point of view.
b. Characters: The main characters in The Bamboo Hut – Chief Mboga

and his wife Achieng' – are dynamic. Only the minor characters, such as
Achieng’s co-wives can be described as static. In Bindeh’s Gift, the main
characters – Kai Bore, Bensali’s wife and Bensali – are also dynamic. Only
the minor characters – the men going for war – are static characters.
c. Themes: Both stories have their main theme as the position of women
in society. However, the minor themes are different. In The Bamboo Hut,
the minor themes include the position of a son in African societies and
leadership in African societies. In Bindeh’s Gift, minor themes include
the effect of war on men and partriarchy.
d. Message: The main message in The Bamboo Hut is that we should always
remain hopeful while the main message in Bindeh’s Gift is that we should
dare to try things; everything is possible.
e. Audience: Both stories target members of African societies, both young
and old, with an aim of showing them that culture is dynamic and thus
the negative aspects of culture can be dropped in favour of those that do
not affect members of the society negatively.
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3. Plot
The Bamboo Hut
The sun is setting. Chief Mboga goes to the foot of the Hill of Ramogi to make
a prayer to God and his ancestors, asking for a son. Two months later, Achieng'
his wife, gives birth to twins – Apiyo and Owiny – while out at the well. She puts
Apiyo, the girl, in a basket and leaves her near the well. She walks home with
Owiny. News of the newborn son is relayed to Chief Mboga by his eldest wife. On
the fourth day, a naming ceremony is held. Chief Mboga, filled with happiness,
names his son Owiny. The chief ’s beaded staff is placed in Owiny’s right hand and
the chief ’s ornamental bracelet is put on his wrist.
Bindeh’s Gift
Scene is the battlefield. Bensali’s wife approaches the men going for war as they
rest somewhere. She pleads with their leader to release her husband, Bensali, to
go home with her since he has just married her. The leader, Kai Borie, cannot
grant this request. Though moved by the plea and argument of Bensali’s wife,
culture does not allow the other men in war to intervene. Neither can Bensali help.
Frustrated by this stubborn culture, Bensali’s wife throws snakes on Kai Borie’s
head and throws herself into a waterfall. The poisonous snakes bite Kai Borie and
before he breathes his last, he confers leadership on Bensali. Bensali becomes the
new leader of the men in war and Kai Borie dies from the snakebites.
b) Remedial activities
Read the following story and identify any instances of flashback in the story.
Nicholas let himself in quietly through his bedroom window. He had wisely left a
small opening earlier that evening. He tiptoed to the bedroom and as he placed his
hand on the toilet handle, light flooded the room. He started to panic. He turned
to see who had switched on the lights. His eyes met his father’s eyes. His father’s
face was stern. In his hand he had the switch he normally used to discipline him
when he was younger.
“You defied me, Nicholas,” said his father in a dangerously low tone that he knew
only too well. He knew he was in big trouble. He waited. His heart was racing. His
father continued, “I told you not to go but you went.”
“I…I…I,” Nicholas stammered but no words came out.
46
Earlier in the day, he had approached his father to ask for permission to attend his
friend’s party.
“Father, my friend Dennis is leaving for the USA and we, his friends, are throwing a
party to send him off. Can I go?” Nicholas had requested.
“No,” said his father. “The last time you attended a party with your friends you came
home late and drunk. You are not going anywhere. After all, you have your studies
to think about. Go to your room and read!”
“Please Dad…”
“ I said no!” his father shouted.
Nicholas had stormed to his room feeling disoriented. He called Dennis to update
him on the new developments. Dennis was adamant that he had to attend the party.
They had then come up with the plan for Nicholas to sneak out.
But here he now was alone and face-to-face with his father. He could only imagine
what his father would do to him.
Answers
Instances of flashback in the story
Paragraph 4-9: Earlier in the day, he had approached his father to ask for
permission to attend his friend’s party.
c) Extended activities
Pick two stories from an anthology of short stories for the learners. Have learners
write a short analytical report comparing and contrasting the two stories based on
the key aspects of prose.
Answers
Open-ended. Answers will depend on the stories chosen.
47
Unit 2 Plot Development

Key unit competence: To be able to compare and contrast two stories based on
plot development.

Knowledge and
understanding
- Describe the Analyse the - Appreciate that writing literary
different steps of plot plot of a works involve an element of
development. short story planning.
- Identify the or a novel - Understand that the
composition of the plot according interpretation of short stories
in two selected short to a given and novels can be guided by
stories. structure. structure.
This unit links to other subjects such as creative writing in English and other languages
as well as History and Citizenship, especially those topics that involve appreciating
that different people live different lives. Many of the themes of the stories used relate
to topics in Religion, General Studies and Effective Communication. As you prepare
for the unit, you may need to check on the related content in these other subjects so
as to assess what the learners have learnt so far and fill any gaps that may be there.
Highlight the need to include everyone in the day-to-day activities
at school. Demonstrate this by mixing learners with mixed
abilities, of different genders and those with different special
Inclusive
needs during the formation of groups. During presentations and
education
display of group work, give a chance to a mixture of categories of
learners. Discourage any form of discrimination during class time
and encourage learners to practise this even outside the class.
48
Emphasise to the learners that anybody irrespective of their gender

Gender
can read a literary work and understand the plot development.
Peace and This will be acquired as they work in groups. Working together
values promotes peace and understanding of each other’s way of thinking.
education The story The Last Laugh will teach them the value of humility.

This will be developed as the learners get to learn and
Lifelong learning understand the different elements of plot development and
how they can be identified and developed.
This will be developed as the learners identify the various
features of plot development from each other’s stories. This
Critical thinking will also be enhanced as they attempt to relate the events
in the stories to the elements of plot development such as
exposition, rising action, etc.
This will be enhanced as the learners read stories in the
Creativity and
Student’s Book, as they recite stories they know or movies
innovation
they have watched.
This will be enhanced as the learners find information about
Research and
the different elements of plot development individually
problem solving
and in the groups.
This will be gained during the group discussions, as
Communication they narrate and listen to each other’s swtories, as they
skills in language participate in group work and presentations, when reading
subjects and other and retelling of stories as well as writing and presenting
subjects answers to the different activities. Ensure all learners get an
equal chance to participate.
This will be enhanced as the learners narrate the stories in
groups. They will also learn the skill of listening to each
other. As they answer the questions, they will develop
patience for other people’s opinions which may be contrary
Co-operation
to their own. As learners interact in pairs and group work,
ensure they are able to work together harmoniously. Keep
on interchanging the members of groups so as to give
learners a chance to work in different teams.

1. Plot
development – how events and actions are arranged or structured in a story.
2. Exposition – background information on characters, setting and the
49
conflict or a problem that is given at the beginning of a story.

3. Rising action – the events that happen as a result of the conflict introduced
in the exposition.
4. Climax – the turning point of the story, where the events reach their
peak.
5. Falling
action – the attempt to resolve the conflict.
6. Resolution – the conclusion of the story, which involves a solution to the
problem.
7. Setting – the place where a story takes place. It could also include the
time and circumstances.
8. Characters – the people or animals involved in stories or movies.

The aim of this unit is to expose learners to the stages of plot development and what
is involved at each stage. Learners will also learn the different types of plot. The
Unit Focus in the Student’s Book is intended to help learners predict what they will
learn in this unit and start gathering possible answers to the questions given. The
answers given at the start need not be right, rather, they should point to the direction
towards which the learners’ should think along and research more on. It is advisable
that after the study of each subtopic, go back to these questions to assess the learners’
acquisition of the necessary knowledge, understanding, skills and attitudes.
50
Support for multi-ability

Support for special needs learning
learning
− Slow learners should be − Provide braille for blind learners and
encouraged to take part in large print text to learners with seeing
the discussions about the difficulties.
plot development of the − Provide sign language alphabet
stories chosen. symbols and sign language interpreters
− Gifted learners can describe for the deaf.
the plot development of − Organise the class in such a way that
selected stories. shortsighted learners are at the front
− Both gifted and slow and long-sighted ones are at the back.
learners to be given equal Spectacles can be provided if available.
opportunities in group − During demonstration, allocate roles
discussions and presenting to the physically challenged as long
group findings to the as they can handle them, e.g. one can
rest of the class. As the hold a chart. Ensure they get enough
teacher, ensure the gifted support from the other learners, for
learners pay attention example, one learner can help push
and accommodate the a learner on a wheelchair to enable
slow learners during their him or her move around during group
presentations. discussions.
List of lessons
Subtopic Lesson number and title Number of periods
Lesson 1: Exposition Period 1
Lesson 2: Rising action Period 2
Plot development Lesson 3: Climax Period 3
Lesson 4: Falling action and
Period 4
resolution
Lesson 5: Revision Period 5
51
Lesson Development
2.1 Exposition
Answer: Activity 2
(Student’s Book pages 31 -35)
Learning objectives
By the end of the lesson, the learner should be able to explain the different elements
of plot development and explain exposition in a story.
Introduction
Let learners say what they think exposition is and the things that are likely to be
encountered during this stage of plot development. Let them use other vocabularies
related to stories such as character and setting.
Teaching aids: Short stories, Student’s Book

Learning activities
1. Have the learners in groups. Give them time to narrate stories they have read
or a movie they have watched to the other members in the group as directed in
Activity 1, page 30.
2. Have the learners, still in the groups, choose the best story from the group
and analyse it according to the features given in the Student’s Book page 30.
Once they complete this, have them present their findings to the class. Guide
accordingly.
3. Guide the learners to read the notes given on page 30 about plot development.
You can choose random learners to read. Guide and correct pronunciation
accordingly. You could also have the learners discuss what they think the
elements of plot development are. Encourage all the learners to participate in
the discussion. This will help develop peace and values education as well as
inclusive education.
4. Speaking in class during the discussions will further enhance the learners’
communication skills, critical thinking and research and problem solving skills.
5. Guide the learners to read the story on page 31-35, The Last Laugh. You can read
the story or have the learners read a paragraph each. Guide their pronunciation
and correct any errors they may have when saying different words. Encourage
them to also use the punctuation marks correctly as they read.
6. If they come across any hard words, have the learners check the words in the
dictionary.
52
7. Once you complete reading, have the learners say what the story is about. This
will help you find out if they have understood or need to read the story again.
8. You can then ask them to say what part of the story is the exposition, and what
the definition of exposition is. Guide accordingly. You can then have the class
read the notes on page 35 on exposition.
9. Have the learners give an exposition of a story they all know as a class or a play
or movie they have watched. This will help you find out if they have understood
what exposition is. You can also present different short stories to the learners so
they can have more stories to use to understand exposition. Guide accordingly.
10. As the learners read, this will enhance gender equality, inclusive education and
peace and values education as the learners will get to work together irrespective
of the social class or gender.
11. Reading the story and participating in the group discussions also helps enhance
the learners’ communication skills as well as their creativity and innovation.
Synthesis
The aim of this lesson is to introduce learners to exposition as an element of plot
development and its meaning and importance in a story. Allow them to identify
exposition in various stories they had discussed in the groups or that they have read
previously.
Assessment
The main assessment is checking the ability of learners to identify exposition in a
story. This lesson can also be used to improve their reading ability by giving different
learners a chance to read a paragraph in the various stories.
2.2 Rising action
Answer: Activity 2
Learning objective: By the end of the lesson, the learner should be able to identify
rising action in a story.
Introduction
Ask the learners what they think rising action is in relation to plot development.
53
They can each individually give their responses.

Learning activities
1. Guide the learners to review the previous lesson on exposition. Ensure they can
recall what they learnt and can show an exposition in a given story.
2. Have a class discussion on what rising action is. You can ask learners to identify
rising action from the stories told in class.
3. Have the learners turn to page 36-38 and read the story given in Activity 3. You
can ask that individual learners read the different paragraphs. Guide and correct
the pronunciation of the learners accordingly.
4. Have the learners in the groups discuss the rising action in the story Gahigi and
the Snake Woman. You can then have a learner from each group come to the
front and give their group’s answers. Guide accordingly.
6. Reading the story and participating in discussing and giving answers also
helps enhance the learners’ communication skills as well as their creativity and
innovation.
7. Have a learner read the notes that explain what rising action is from the Student’s
Book. Ensure the learners get to understand this element of plot development.
You can present other stories to the class then have the learners discuss the rising
action in the different stories. This will help you find out if they have understood
the lesson or if they need more classes.
8. Have the learners do Activity 4 in groups, where they discuss the rising action
in the story The Last Laugh. Give them time to discuss, then have the group
representatives come to the front and present the answers for their group. Guide
accordingly.
Synthesis
The purpose of this lesson is to enable learners to understand and identify rising
action in a story. Ensure you help them understand that this is when the events
start to build up, when the tension begins because of choices the characters make. It
occurs after we are introduced to the characters or to the main conflict in the story.
Assessment
Ensure the learners complete Activity 4.
54
Answers
Activity 4
In The Last Laugh, the rising action can be clearly seen after the exposition. Dennis
begins to execute his revenge – he enjoys seeing the shock and embarrassment on
Juliana’s face for assuming he is the driver while he is actually the CEO. He goes to
the village to show off his wife to be. He also prepares to have his wedding in the
village but doesn’t invite the villagers.
Accept other correct answers that show the rise in action.
2.3 Climax
Answer: Activity 5
Learning objective: By the end of the lesson the learner should be able to identify
the climax of a story as an element of plot development.
Introduction
Review the previous lessons on exposition and rising action. You can give a story
from a local anthology and have the class identify the exposition and the rising
action. This will help you know if they have understood the two elements or not.
Learning activities
1. Have a class discussion on what climax is. The learners can discuss with their
desk mates then give the class the answer they received from their friends. This
discussion helps develop communication skills in the learners as well as research
and problem solving skills because they have to discuss to try find an answer.
2. Ask the learners to read the story given in Activity 5 on page 39–40. You can have
different learners each read a paragraph. This will help build their communication
skills as well as co-operation.
3. Have the learners identify the climax in the story. They can discuss in their
groups, then have individual learners stand and present their group’s answers.
Guide accordingly.
4. Next, have the learners turn to page 40 in the Student's Book. They can read the
definition of what climax is. You can have individual learners stand and read.
Guide and correct any pronunciation errors.
55
5. Have the learners give the climax of the stories they have read so far from the
Student's Book. This will help you find out if they have understood the element
of climax as a component of plot development or not. If not, you can teach the
concept again, or use different stories to help them understand climax.
7. Reading the story and participating in discussing and giving answers also
innovation.
8. Have the learners do Activity 6 in groups. Give them time to discuss, then have
individual learners stand and give their groups’ answers. Guide and correct
accordingly.
9. As for the fast learners, ask them to describe the climax of any other story they
have read so far in the unit. Be sure to check their work and guide accordingly.
Synthesis
This lesson is meant to help learners identify the climax of stories. You should help
learners understand there is a difference between rising action and climax. Rising
action helps to build towards the climax and there is a bit of tension, but during the
climax, there is a lot of tension as the crisis is escalating and the character needs to
solve the issues present. You can also use local examples of other things where there
is a build-up and finally a lot of tension to explain what a climax is.
Assessment
The main assessment here is to check the learner’s ability to identify the climax in a
story. Use Activity 6 to do this.
Answers
Activity 6
The climax in the story ‘Gahigi and the Snake-woman’ is when the children find the
snake coiled on the pole and report to Gahigi’s mother. The mother stays and also
sees the snake, as does Gahigi. There is a lot of tension in this part of the story.
(Accept any other reasonable explanation that shows the climax in the story.)
56
2.4 Falling action and resolution
Answer: Activity 7 - Lesson 4: Falling action and resolution

Learning objectives: By the end of the lesson, the learner should be able to recognise
the falling action and resolution in a selected story as elements of plot development.
Introduction
Have different learners stand and tell the class a story they have read before that was
interesting. Have as many learners as possible stand and narrate their stories. You
can then ask the rest of the class to identify the exposition, the rising action and the
climax in the stories. Guide accordingly.

Learning activities
1. Have a class discussion on what falling action is. The learners can discuss with
their deskmates then give the class the answer they received from their friends.
This discussion helps develop communication skills in the learners as well as
their research and problem solving skills.
2. Ask the learners to read the story given in Activity 7 on page 41-43. You can have
different learners each read a paragraph. This will help build their communication
skills as well as co-operation skills.
3. Have the learners identify the falling action in the story. They can discuss in their
groups, then have individual learners stand and present their group’s answers.
Guide accordingly.
4. Next, have the learners read the definition of what falling action is. You can have
individual learners stand and read a paragraph each. Guide and correct any
pronunciation errors.
5. Have the learners give the falling action of the stories they have read so far
from the Student’s Book. This will help you find out if they have understood the
element of falling action as a component of plot development or not. If not, you
can teach the concept again, or use different stories to help them understand this
concept.
6. Use the same process to teach resolution/denouement as an element of plot
development. Be sure to help learners understand the difference between falling
action and resolution. Use the stories given to teach the difference between the
two terms, where one element leads to the next.
57
8. Reading the stories and participating in discussing and giving answers also
innovation.
Synthesis
Ensure the learners understand the concepts of falling action and resolution. Falling
action is when the tension is beginning to subside. The character has solved the
crisis/conflict. The resolution is the ending of the story. It may show the lessons the
character has learnt through their conflict or the direction their life has taken after
the conflict has completely been resolved.
Assessment
Assess the learners ability to identify falling action and resolution, read confidently
and properly pronounce the words.
2.5 Review of the elements of plot development
Lesson 5: Review of the elements of plot development

all the elements of plot development in selected texts.
Introduction
Bring to the class a story from the local community. You can narrate it. It should
be a common story or one that your learners have heard of before. Ask the class to
identify the 5 elements of plot development, that is the exposition, the rising action,
the climax, falling action and the resolution. Guide accordingly
Learning activities
1. Ask the learners to read the story given in Activity 9 on page 46-52. You can
have different learners each read a paragraph. Ensure correct pronunciation and
correct errors accordingly. Reading will help build their communication skills as
well as their co-operation skills.
58
2. You can also read the story as the learners listen to you. Ensure correct
pronunciation.
3. Ask the learners to form groups and read the story again. They should identify
the five elements of plot development and give proper examples to identify them.
Give them time to discuss, then ask a representative from each group to stand
and present their answers. Guide accordingly. Ensure they can correctly identify
the elements and demonstrate each from the story.
4. However, for the fast learners, you can ask them to do the ‘End of unit assessment’
exercise given on page 53-61 of the Student’s Book. They can do this in the class
as the rest complete Activity 9. Be sure to check their work and guide accordingly.
6. Reading the stories and participating in discussing and giving answers also
innovation.
Synthesis
Ensure the learners can be able to demonstrate the elements of plot development
using correct examples from the stories given. If there is something they seem to
have an issue with, be sure to get time to teach it again so they can understand.
Assessment
The main assessment is to check the learner’s ability to identify the elements of plot
development using correct illustrations from the stories given.
Answers
Activity 9
Open-ended. Ensure the learners can correctly show the aspects of plot development
in the story given.
2.6 End of unit

The unit covers content related to plot development. It should help learners gain
the skills for identifying the various stages of plot development in a story, that is
exposition, rising action, falling action, climax and resolution. Attention has been
59
focused on helping learners to read the stories selected where they discuss how the
plot has been developed as well as a study on the elements of plot development.
By the end of the unit, learners should be able to identify these elements of plot
development in any story they come across and be able to properly identify with
examples given in the story. The learners need to understand that all the elements
are important in plot development. However, it is important that the reader gets
to the end of a story, that is, the resolution. This is because not all stories follow
the linear plot development, but it is always important that a story ends.
Plot
The plot of a story is a series of interconnected events in which every occurrence
has a specific purpose. A plot is all about establishing connections, suggesting
causes and showing relationships.
Four types of plot structure
a. A dramatic or progressive plot: This is a chronological structure which first
establishes the setting and conflict, then follows the rising action through to
a climax (the peak of the action and turning point), and concludes with a
denouement (a wrapping up of loose ends). It can take the following forms:
60
climax
denouement
rising action
end
conflit
setting
3. Climax
The turning point; the point of
greatest suspense or action. 4. Falling Action
2. Rising Action Actions and events that
Events before the climax; occur after the climax.
character's attempt to solve the
problem, but falls.
1. Exposition 5. Resolution
Beginning of the story
Plot
End of the story
that introduces:
1. Conflict
The structure or where the conflicts
or problems are
2. character organisation solved.
3. setting
of events that make up
a fictional story.
b. An episodic plot: This is also a chronological structure, but it consists of a

series of loosely related incidents, usually of chapter length, tied together
by a common theme and/or characters. Episodic plots work best when the
writer wishes to explore the personalities of the characters, the nature of
their existence, and the flavour of an era. It follows the following pattern:
61
Climax 1 Climax 2 Climax 3
Rising Rising Rising etc.

action action action
Ending 1 Ending 2 Ending 3

Chapter 1 Chapter 2 Chapter 3
c. A parallel plot: The writer weaves two or more dramatic plots that are
usually linked by a common character and a similar theme.
d. A flashback: This structure conveys information about events that occurred

earlier. It permits authors to begin the story in the midst of the action but
later fill in the background for full understanding of the present events.
Flashbacks can occur more than once and in different parts of a story.
climax
exposition end
conflict
Chapter 2 Chapter 3 Chapter 4 Chapter 5 etc. Chapter 6

Chapter 1
Nov. 2002
April. 2002 Jan. 2002 Feb.2002 March. 2002 May. 2002 Dec.
2002
62
1.
Exposition
In the first story, we learn of Elizabeth’s parents and the fact that they were drunk
most of the time, leading to her having a bad childhood. She therefore does not like
alcohol because it completely distorts who you really are.
In the second story, we meet Lillian Thurgood and her dogs. She is home, and at
the gate William comes to beg for money. We get to learn of all the tricks used by
William to make sure he gets the money.
Rising action
First story, Elizabeth has worked hard and looks successful. Then the doctor tells her
she has a disease.
Second story, William has insisted on coming into the compound to work for the
money he has been given; Lillian is having troubling thoughts about having William
in the compound and she is debating whether to leave the door open or not.
Climax
First story, Elizabeth has become an alcoholic; the surgery was not so bad. She takes
a drink while in the house, which is more than she normally does, and become
unconscious so she has been taken to hospital.
Second story, William is in the house now, he is demanding for more money; he is
menacing now, thinking Lillian is helpless.
Falling action
First story, Elizabeth has been hospitalised after she got unconscious in her house
while waiting for her friend. Her friend gives her a lecture on her drinking. She
realises she is an alcoholic.
Second story, Lillian has the gun and so the tables have changed as she is the one
who now controls the situation.
Resolution
First story, Elizabeth is helped get into rehabilitation and she becomes sober. She
vows to not jeopardise her sobriety again, meaning she has learnt that being sober is
63
much better that being drunk.

Second story, Lillian gets her home back after she chases William away. She has
the reassurance that she is fine and that there is hope, as the song being sung in
the background suggests.
2. Open-ended. The learners will need to give their answers and be able to justify
them. Accept correct arguments and guide the discussion accordingly.
3. Open-ended. The learners will need to give their answers and be able to defend
them. Accept correct arguments and guide the discussion accordingly.
Using the two stories, Elizabeth’s Story and The Guilt, answer the following questions:
1. Describe both the physical and the social setting of the stories.
2. Discuss how the characters change from the beginning to the end of the story.
3. Identify the themes and explain them.
4. What are the lessons learnt from both stories?
Answers
1. The setting of the story of Elizabeth is an alcoholic family background. In

The Guilt, Lilian lives in what seems to be a rich homestead but with cons
around. She fearfully opens her gate for a black man who happens to be a
fraud.
2. Elizabeth changes from an alcohol-hating person to an alcoholic due to
influence by a friend though she later recovers from it. Lilian turns from
a harmless old woman to a defensive woman who protects herself from
William who at the beginning was an innocent genuine man but later
turns out to be a threat to Lilian.
3. Themes in both stories:
In the story of Elizabeth, we see the themes of family, drug abuse, tradition
verses modernity, sickness and health, etc. (Be sure the learners can show
examples from the story)
In the story of Lilian, the themes include loss and grief, insecurity, poverty,
gap between the rich and the poor, among others. (Ensure the learners
can show these using relevant examples)
64
4. Lessons learnt: Open-ended. Be sure the learners draw positive lessons, not
negative lessons from the stories. Guide accordingly in this.
With the help of your teacher, identify and read two short stories from an anthology.
Use the two stories to discuss plot development. Use the following questions to guide
you:
1. Describe the plot development for each story.
2. What type of plot is given in each story?
3. Explain the climax in each story.
Answers
Open-ended. The answers will depend on the stories chosen by the learners.
Guide and correct them accordingly.
65
Unit 3 Tone, atmosphere and purpose

Key unit competence: To be able to compare and contrast two short stories based
on tone, atmosphere and purpose.

Knowledge and
understanding
- Produce informed - Appreciate how
- Identify literary opinion on the literary
techniques in two how literary techniques in
short stories. techniques affect short stories
- Explain what the atmosphere affect the reader’s
is meant by the reflected in a short understanding of
atmosphere and the story. the story.
purpose of a short - Establish - Discover that
story. connection between authors produce
the language of a short stories
short story and the with an intended
mood created in the purpose for the
audience. audience.

This unit reviews and delves deep into the literary techniques of tone, mood and
purpose. These techniques had been introduced in Senior 2. The content in the unit
is closely linked to creative writing in English and other languages while the stories
used in the unit have themes similar to topics taught in Religion, General Studies
and Effective Communication. The subjects addressed and messages communicated
through these stories are also similar to topics in History and Citizenship especially
those that involve appreciating that different people live different lives. All these
66
have the purpose of inculcating respect for other people and their way of life and
appreciating diversity.

The story The Last Breath brings out the importance of
treating disabled people fairly and like everyone else. It
emphasises that they have their strengths and potential just
Inclusive
like all of us and thus we need to include them in our day-to-
education
day learning activities and other out-of-school programmes.
It is hoped that this story will motivate learners to even work
more closely with their disabled counterparts in class.
The need for gender equality will be brought out as learners

discuss the negative effects of certain traditional practices
Gender
such as forced early marriage that disadvantage women and
the girl child as seen in Chebet’s Story.
The learners’ interaction as they work in groups and pairs

will enhance their teamwork spirit. This will create harmony
Peace and values among them. From the various excerpts they will learn the
education value of peace which will be applied in their real life settings.
They will also learn the importance of maintaining a friendly
atmosphere and the value of selfless service to the society.
They will also acquire the value of empathy as they read the
story, The Last Breath.

note taking. In addition, the stories they will read contain
Critical thinking will be developed as learners compare
Critical thinking and contrast the tone and mood in Chebet’s Story and The
Last Breath.
This will be exercised as learners write short narratives
Creativity and
and then explain how they used tone and mood in their
innovation
stories to influence the purpose of these stories.
The competence of research will be developed as learners
Research and
do their assignment, where they are required to search for
problem solving
two stories that are comparable using tone and mood.
67
Learners will acquire communication skills in the English

Communication language as they answer questions and hold discussions.
skills in language In addition, they will build their confidence in public
subjects and other speaking as they read different stories aloud. They will
subjects also sharpen their writing skills as they write the analytical
report.
Co-operation Learners will learn co-operation as they participate in
group discussions and come to a consensus about who

1. Atmosphere – the feelings, emotions or mood that a writer conveys to a
reader through the description of setting and objects.
2. Comic tone – a funny or humorous voice used by a writer.
3. Entertain – provide with amusement or enjoyment.
4. Explain – make an idea, situation or problem clear to someone by
describing it in more detail or revealing relevant facts or
ideas.
5. Formal tone – an objective and factual voice employed by a writer.
6. Gloomy mood – a depressing atmosphere that causes sadness.
7. Happy mood – an elating atmosphere that brings joy.
8. Inform – give facts or information about something.
9. Informal tone – a casual and less factual voice employed by a writer.
10. Mood – the atmosphere or pervading tone of a work of art.
11. Purpose – the reason for which something is done or created or for
which something exists.
12. Sad tone – a writer’s voice that displays sadness.
13. Tense mood – an atmosphere that creates anxiety.
14. Tone – the attitude or feelings of a writer towards the subject matter
or the audience.

The aim of this unit is to equip the learners with knowledge on tone, atmosphere
and mood and skills on how to use these key aspects of prose to analyse a story
and thereafter compare and contrast different stories. The questions given in the
Student’s Book are intended to give a mind picture of what is to be learnt in this unit.
The answers to each question form the content to be learnt in different subsections
of the unit. Thus, learners are not expected to give correct answers to the questions,
68
rather, to develop a mental idea of what is to be expected in the unit. To do this,

you can give them a few minutes at the start of each lesson to basically brainstorm
on these questions. Any answer they give sort of expresses their expectations in
studying this unit. Where some answers are completely incorrect, guide them
towards the correct answer. Indeed, ask them to go and research on these questions
after the first lesson where learners interact with different age-appropriate stories,
all of which are in prose. Each question can be posed at the end of the respective
subsection to assess whether learners can competently answer it.
− Slow learners should be − Provide braille for blind learners

encouraged to take part in the and large print text for learners with
learning process, such as in the seeing difficulties.
reading activities where learners − Provide sign language alphabet
need to read a story or two before symbols and sign language
they can engage in analysis, interpreters for the deaf.
comparison and contrasting of − Organise the class in such a way that
the story. shortsighted learners are at the front
− Gifted learners can analyse, and long-sighted ones are at the
compare and contrast the stories back. Spectacles can be provided if
based on the tone, atmosphere available.
and purpose. − During demonstration, allocate
− Both gifted and slow learners to roles to the physically challenged
be given equal opportunities in as long as they can handle them
group discussions and presenting e.g. one can hold a chart. Ensure
group findings to the rest of the they get enough support from the
class. As the teacher, ensure the other learners, for example, one
gifted learners pay attention and learner can help push a learner on a
accommodate the slow learners wheelchair to enable him/her move
during their presentations. around during group discussions.
List of lessons
Lesson number and
Subtopic Number of periods
title
Lesson 1: Review of
Selected age-appropriate texts
literary techniques
from anthologies of short
using selected age- Period 1
stories
appropriate texts
Review of literary techniques
69
Tone Lesson 2: Tone Period 2
Atmosphere/ Mood Lesson 3: Atmosphere/

Period 3
Purpose mood and purpose
Lesson development
3.1 Review of literary techniques using selected age-appropriate texts
Lesson 1: Review of literary techniques using selected age-appropriate texts

i. Read selected age-appropriate stories from anthologies of short stories;

ii. Identify the literary techniques used in these stories.
Introduction
Ask learners to mention the literary techniques learnt in Senior 2. List them on the
board.
Expected answers
1. Personification
2. Imagery
3. Symbolism
4. Allusion
5. Diction
6. Metaphors and similes
(Accept any other literary devices employed in prose.)
Teaching aids: Stories in the Student’s Book

Learning activities
1. Lead a class discussion on what each literary technique entails. Make the
discussion short so that much of the time is spent on identifying these
techniques in a story.
2. Put the learners into mixed ability and mixed gender groups.
3. Let each group read the story given in Activity 1 in the Student’s Book.
70
4. Guide a class discussion on the main events of the story.

5. Let each group then identify the literary techniques used in the story by answering
the questions given after the story.
Synthesis
This lesson aims at giving learners an opportunity to read an age-appropriate story
and use it to talk about literary techniques. By identifying these literary techniques
from the story, the learners will understand what each involves. Learners will also
learn important lessons from the stories read.
Assessment
The main assessment is checking the ability of learners to identify the three literary
techniques from the story. Use the questions at the end of story in the Student’s
Book to assess this.
Answers
Activity 1
1. a. Foreshadowing
b. Repetition
c. Simile
d. Symbolism
2. Effects of these techniques:
a. Foreshadowing: Knowing that Mrs Mallards heart condition affects the
conclusion of the story makes the reader very empathetic. This forces even
the author to adopt a sad tone and a gloomy mood/ atmosphere.
b. Repetition: The author uses the word “free” repeatedly to emphasise that
overwhelming feeling of how free Mrs Mallards felt at that very moment.
This changes the mood from a sad one to a hopeful one.
c. Simile: “She sat with her head thrown back upon the cushion of the chair,
quite motionless, except when a sob came up into her throat and shook
her, as a child who has cried itself to sleep continues to sob in its dreams”.
This heralds a sad mood.
d. Symbolism: The “new spring life” represents the new, thrilling life that
awaits Mrs Mallard... so she thinks. This makes the mood to change from
a gloomy one to a happy mood.
All these literary devices and their effect on the tone and mood of the
story marks the story as one whose purpose is to help people mourn their loss.
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3.2 Tone
Lesson 2: Tone
i. Explain the meaning of tone;
ii. Describe the tone employed in a short story.
Introduction
Read the short excerpt below and then ask learners to say the attitude of the writer
towards the trees and the activity of planting the trees.
And the trees all died. They were orange trees. I don’t know why they died, they
just died. Something wrong with the soil possibly or maybe the stuff we got from
the nursery wasn’t the best. We complained about it. So we’ve got thirty kids
there, each kid had his or her own little tree to plant and we’ve got these thirty
dead trees. All these kids looking at these little brown sticks, it was depressing.
(Source: The School by Donald Barthelme)
Expected answer
The writer is sad about the trees dying and the whole activity of planting trees.
Teaching aids: Stories in the Student’s Book and the Teacher’s Guide.
Learning activities
1. Using the learner’s answers from the introductory question, explain to the
learners that tone refers to the attitude or feelings of a writer towards the
subject matter or the audience.
2. Using this explanation, let the learners identify the tone of the short excerpt
read under 'Introduction'.
3. Discuss how diction as a literary technique has been used to influence the tone
of the story under ‘Introduction’.
4. Go through the notes in the Student’s Book with the learners.
5. Discuss the different types of tone. Explain each type giving appropriate examples.
6. Let the learners identify the tone of the story given in Activity 2.
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Synthesis
This lesson exposes learners to tone as a literary technique and the different types
of tone. Learners should be given an opportunity to explain how the tone of a story
affects the mood of the reader. However, more time should be spent on helping
learners to understand how to identify the tone of a story. Use as many stories as
possible for thorough practice.
Assessment
The main assessment is checking the ability of learners to identify the tone of a
given story. Use Activity 2 in the Student’s Book to do this.
Answers
Activity 2
The tone used in the letter is informal and contemptuous. The author of the
letter refers to the school as disgusting and teachings as filthy ideas. It can also be
described as sad and harsh. The writer of the letter asks the recipient who will
come to their aid when the hour comes, meaning they intend to harm him or
her. They threaten their punishment will both be heavy and harsh. They threaten
to cut their ears.
3.3 Atmosphere/ mood and purpose
Lesson 3: Atmosphere/ mood and purpose

i. Explain the meaning of mood;
ii. Describe the mood employed in a short story;
iii. Explain the purpose of writing a given story.
Introduction
Ask the learners if they have ever attended a wedding, a birthday party or a funeral.
Let them say the mood in each of these ceremonies.
Expected answers
Wedding and birthday party – happy mood
Funeral – sad mood
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Teaching aids: Stories in the Student’s Book
Learning activities
1. With reference to the mood identified under 'Introduction', describe mood to
the learners as the atmosphere or pervading tone of a work of art. Explain that
mood and atmosphere, as literary terms, can be used interchangeably.
2. Using the notes in the Student’s Book, discuss the different types of mood.
3. Guide learners to identify other words that can be used to describe mood.
4. Guide learners to discuss how tone affects the mood of a story.
5. Using the story in Activity 3, let learners identify the mood and the tone of the
story.
6. Explain to the learners that writers have different motivations to write. The
motivation to write a particular story then creates the purpose of writing that
story.
7. Discuss with the learners different purposes of a literary text.
8. Let the learners identify the purpose of the story in Activity 4.
Synthesis
This lesson exposes learners to mood and purpose as literary techniques. Different
types of mood are also explored. Learners should be given an opportunity to explain
how the mood of an occasion can influence the tone of the story. In addition, learners
should explain how the purpose of a given story could influence the mood of the
story. Use as many stories as possible for thorough practise.
Assessment
The main assessment is checking the ability of learners to identify the mood and
purpose of a given story. Use Activity 3 and 4 in the Student’s Book to do this.
Answers
Activity 3
The mood is tense/fearful. This is because the day has been described as atrocious
and frightful. The attackers are said to be hideous. The villagers were fleeing.
Norpisia runs tugging her mother’s cloth fearfully. The atmosphere is described
as chilling. The atmosphere is also sad. Apart from what is happening, we pity
Norpisia’s father who was limping badly but still has to defend his family.
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Activity 4
1. The purpose:
(a) To inform and educate us about the Ebola disease.
(b) To inform us and help us appreciate Dr Matthews' a selfless sacrifice for
mankind, which people should emulate.
2. The tone is cheerful as it admires Dr Matthew’s personality. He is willing to
sacrifice his life for others. The tone is also sad/melancholic because he dies
trying to save someone.
3. The mood is sad because it talks about Ebola which has eluded cure and also
because the hero – Dr Matthew – dies.
3.4 End of unit
This unit helps learners to describe the tone, atmosphere/mood and the purpose
of a story. In addition, it helps learners to explain how tone and mood affect the
purpose of a story. Learners are exposed to opportunities to compare and contrast
two stories based on the tone, atmosphere and purpose. To a great extent, this unit
sets the foundation for future tasks and/or career in literary criticism.
Different ways of identifying a writer’s tone
1. The writer’s diction (the choice of words especially of nouns, adjectives and
adverbs)
2. The use of syntax (how words are ordered and sentences structured)
3. The writer’s point of view (the type of narrator used)
4. The level of formality in the writing.
Other words that can be used to describe tone
abusive accepting acquiescent admiring adoring
affectionate amused angry anxious apologetic
argumentative bitter boastful bored calm
candid condescending contemptuous disdainful disrespectful
distracted doubtful fearful harsh haughty
indifferent ironic joyful loving melancholic
mocking nostalgic pessimistic provocative resigned
restrained reticent sarcastic stern sympathetic
threatening uncertain
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Other words that can be used to describe atmosphere/ mood

amused cheerful confident determined dignified
ecstatic excited flirty grateful idyllic
jubilant loving nostalgic optimistic passionate
playful satiated sympathetic thankful trustful
vivacious welcoming anxious apathetic apprehensive
cynical foreboding hopeless hostile indifferent
melancholic pessimistic sombre tense vengeful

a)Answers to end of unit assessment
1.
Chebet’s story
Tone
i. Sympathetic – Chebet’s circumstances are unfortunate. She is very young
but she is being forced to marry and undergo circumcision. Moreover, she
does not know where to go.
ii. Skeptical – She is not sure if she is doing the right thing in taking her aunt’s
bag. ‘Do I take this? Do I leave it?' She does not know where she is going.
iii. Defiant – Chebet is determined not to get married and circumcised
iv. Apprehensive – She is fearful that her uncle and aunt could have heard her
wake up and leave the house. She has to tiptoe.
v. Relief – When she finally boards the bus to Nairobi
Mood
i. Depressing/gloomy – this mood is created by the setting. The author
describes the desolate living conditions, for example, ‘the torn bed sheets,
Chebet having to share a bed with her two brothers, the sheet is brown
stained, there is no door but a curtain that separates the rooms, etc.
ii. Suspenseful/tense – the mood is full of suspense. We fear for Chebet as
she makes her escape. As she tiptoes away from her uncle’s home, she hears
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her uncle’s voice and so we wonder if the uncle has woken and if she will
be caught. She hears the sound of a motorbike and is startled and starts
trembling with fear. The reader hopes it is not her uncle.
The purpose
- The author wants to highlight some of the retrogressive practices in the
community that should be discarded.
- To expose the suffering of the youth as a result of these practices
- To encourage the youth to take charge of their life when faced by similar
situations.
The Last Breath
Tone
Defiant – the narrator is determined to marry his girlfriend. Whatever his father
thinks makes no difference.
Hopelessness/despairing/miserable – the narrator says the situation with the dad
over Eva was hopeless because the dad kept stressing on Eva’s blindness. He pleads
with his mother. He feels the situation is plunging him into depths of misery.
Bitter/acerbic – the narrator asks the dad, in a shout, what he was going to do. He
wonders bitterly when his father would learn to understand him and his feelings.
He promises to show his father that he has a mind of his own. He says it savagely.
Sad – when the father dies
Appreciative – the narrator’s father donates his eyes to Eva and the narrator
appreciates this gesture.
Mood
Suspenseful/tense – the setting gets us curious. We wonder who Eva is and why the
father is looking at her with a tense look. The altercation between father and son
makes the mood tense. The narrator feels angry and at some point the father seem
to lose control of the vehicle; the mother cautions the narrator to be careful with
the father, all these keep us on edge.
Depressing/gloomy – most of the time the weather is bleak and the sky grey. The
father’s death also escalates this mood. Eva can feel the sadness of the narrator.
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Cheerful – the story ends on a happy note. Later in August – the weather changes
and is lively, the sun smiles again and the great grey blanket has been lifted. The
narrator appreciates the dad for donating his eyes.
The purpose
• To show that disability is not inability.
• To show that true love conqures in the end.
• To demonstrate that parental love is great.
2. Chebet’s story
The story starts with a calm atmosphere, but as the flashback on the discussion
between Chebet and her uncle is brought in, the atmosphere becomes tense and
the tone harsh. As Chebet runs away at night, the atmosphere is uncertain. As the
motorcycle rider stops, there is an anxious atmosphere. A cautious tone is evident
as Chebet and the motorcycle rider ride to Marigat Town. A calm atmosphere
returns. There is an assuring atmosphere as she gets to the bus.
The Last Breath
The story starts in a tense atmosphere which changes to an annoying one as they
drive down the road. The tone is didactic. The atmosphere then changes to a
hopeless one as the dad seems not to accept the narrator’s point of view. During the
discussion at the narrator’s bedroom, the tone is anxious and the atmosphere tense.
A remorseful atmosphere later follows, but is soon replaced by a hopeful one. The
story ends in a joyful tone.
With the help of your teacher, choose a short story and read it. Once you have read
it, write a short analytical report of the story basing your argument on the tone and
mood of the story. Explain how the tone and mood affect the purpose of the
story.
Answers
Open-ended. Answers will depend on the story chosen.
1. Write a story of how a character fought to restore stability and peace in his or
her society.
2. From the story you have written, describe the tone and mood of the story.
3. How have you used tone and mood to achieve the intended purpose of your
story?
Answers
Open-ended. Answers will depend on the story written.
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Unit 4 Types of Poetry and Poems

Key unit competence: To be able to compare and contrast different types of

poetry and poems.

Knowledge and
understanding
- Identify lyrical, - Discover some - Appreciate the
narrative and characteristics that artistic value of
descriptive poetry. differentiate different different forms of
- Recognise acrostic kinds of poetry. poems.
and concrete - Analyse poems to - Show continuous
poems. identify their main desire to read poems
in and outside of
- Produce an acrostic characteristics. class.
poem.
- Experiment
creatively with
writing poetry.

This unit explores the different types of poetry and poems. It has content that is
closely linked to creative writing in English and other languages as well as History
and Citizenship. There are many poems used in the unit and their themes are similar
to topics taught in Religion, General Studies and Effective Communication. The
subjects addressed and messages communicated through these poems are also similar
to topics in History and Citizenship, especially those that involve appreciating that
different people live different lives. Strive to show these inter-subject relationships
as learners study this unit with the aim of showing the learners that learning is
interrelated even when it is done in different subjects.
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Highlight the need to include everyone in our day-to-day
activities at school and demonstrate this by mixing learners
with mixed abilities, of different genders and those with
Inclusive different special needs during the formation of groups.
education During presentations and display of group work, give a
chance to a mixture of categories of learners. Discourage
any form of discrimination during class time and encourage
learners to practise this even outside the class.
The need for gender equality will be brought out as learners
Gender
discuss the theme of love as brought out in different poems.
Peace and values From the various poems, they will learn the value of peace
education which will be applied in their real life settings. They will
also learn the importance of peace as they write an acrostic
poem on peace.

note taking. In addition, the poems they will read contain
Critical thinking will be developed as learners compare
Critical thinking
and contrast different poems.
Creativity and This will be exercised as learners write a poem which can
innovation be used as a school anthem.
Research and
look for answers to the questions given under 'The Problem
problem solving
Statement' in the Student’s Book.
Communication language as they answer questions and hold discussions.
skills in language
In addition, they will build their confidence in public
subjects and other
speaking as they recite different poems. They will also
subjects
sharpen their writing skills as they write their own poems.
Learners will learn co-operation as they hold group
Co-operation discussions and come to a consensus about who among
them will present their answers.
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1. Acrostic poem – a poem in which certain letters in each line form a
word or words.
2. Concrete poem – a poem whose visual appearance matches the
topic of the poem.
3. Descriptive poetry – serving or seeking to describe.
4. Lyrical poetry – expressing the writer’s emotions in an imaginative
and beautiful way.
5. Narrative poetry – in the form of a narrative.
6. Persona – the person who speaks in a poem.
7. Poem – a piece of writing that has the characteristics
of both speech and song and which is mostly
rhythmical, usually metaphorical and often
exhibits such formal elements as meter, rhyme,
and stanzaic structure.
8. Poetry – a genre of literature characterised by the use of a
distinctive style and rhythm to express feelings
and ideas with special intensity.

The aim of this unit is to expose learners to the different ways in which poetry
can be written and the different types of poems. The 'Problem Statement' in the
Student’s Book is intended to help learners predict what they will learn in this unit
and start gathering possible answers to the questions given. The answers given at
the start need not be right, rather, they should point to the direction towards which
the learners should think along and research more on. It is advisable that after the
study of each subtopic, go back to these questions to assess the learners' acquisition
of the necessary knowledge, understanding, skills and attitudes.
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− Provide braille for blind learners

− Slow learners should be and large print text to learners with
encouraged to take part in the seeing difficulties.
learning process, such as in − Provide sign language alphabet
the reading activities where symbols and sign language
learners need to read a poem interpreters for the deaf.
or two before they can engage − Organise the class in such a way that
in analysis, comparison and shortsighted learners are at the front
contrasting of the poems. and long-sighted ones are at the
− Gifted learners can compare and back. Spectacles can be provided if
contrast different types of poetry available.
and poems. − During demonstration, allocate
be given equal opportunities in as long as they can handle them,
group discussions and presenting e.g. one can hold a chart. Ensure
group findings to the rest of the they get enough support from the
class. As the teacher, ensure the other learners, for example, one
gifted learners pay attention and learner can help push a learner
accommodate the slow learners on a wheelchair to enable him or
during their presentations. her move around during group
discussions.
List of lessons
Selected poems Lesson 1: Selected poems Period 1

Types of poetry Lesson 2: Types of poetry Period 2
Period 3
Lesson 3: Concrete poems Period 4
Types of poems
Lesson 4: Acrostic poems Period 5
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Lesson development
4.1 Selected poems
Lesson 1: Selected poems
(Student’s Book page 88)
i. Read selected poems as a foundation for analysis of poems;
ii. Discover that there are different types of poetry.
Introduction
Ask learners to explain the difference between poetry and poems.
Expected answers
Poetry is that genre of literature which involves writing and reciting/ performing
poems while poems are pieces of writing or oral compositions that follow a special
metrical structure and rhythm to express deep feelings and emotions.
(Accept any close explanation.)
Teaching aids: Poems in the Student’s Book
Learning activities
1. Ask the learners to predict what the unit is all about. Write their answers on the
board.
2. Put them into groups and ask them to read the poems under Activity 1 in the
Student’s Book.
3. Let them identify the differences and similarities in the two poems. Use this
opportunity to introduce the concept of poetry and show them that poetry can
take different forms.
4. In the same groups, let them answer the questions given under the 'Problem
Statement' in the Student’s Book. Time them so that they do not take too long in
this activity. The aim is not to get correct answers but to get an idea of what the
unit will be about.
5. Let each group present their answers to the class. Give guidance where necessary.
6. Explain to the learners that studying the unit will help them answer all those
questions competently. Encourage them to go and research on each of these
questions. By doing this, they will be preparing themselves for the lessons that
will follow.
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Synthesis
This lesson aims at giving learners an opportunity to predict the content of the
entire unit. In addition, it exposes learners to selected poems that help will them
to discover the unique characteristics of poetry as a genre. Give more exposure
to the learners by availing more poems for them to read even beyond the lesson
time.
Assessment
The main assessment is checking the ability of learners to predict the content of
the entire unit. Specific correct answers should not be your main concern, rather,
the ability of the learner to predict what the unit is about– whether the specific
answer is correct or not. Use questions under 'The Problem Statement' in the
Student’s Book to do this.
Check also the ability of learners to highlight features of poetry. Use Activity 1 to
do this.
Answers
Activity 1
Differences
1. The first piece is written in lines (verse form) while the second one is
written in complete sentences.
2. The first piece has a metric structure while the second one is in the form
of everyday speech (prose).
3. The first piece has a musical quality while the second one does not.
4. The first piece is short while the second one is long.
5. The first piece employs economy of words while the second one does not.
6. In the first one, language is more sentimental and passionate; more
emotion is therefore expressed.
Similarities
1. Both talk about the same subject: wind.
2. Both express a feeling.
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Answers to questions under the problem statement

1. Narrative poetry, descriptive poetry and lyrical poetry
2. a. Features of narrative poetry
i. The poems tell a story.
ii. It may or may not rhyme.
iii. It could be short or long.
iv. It has a beginning, middle and end.
v. There is a strong sense of narration, characters and plot.
b. Features of descriptive poetry

i. The poems use language that creates images and feelings in the reader.
ii. Most descriptive poems are long.
iii. They are deep in depicting the person, animal, object or the idea being
described in the poem.
iv. They are less imaginative but more didactic or preachy.
v. They are realistic and do not delve into emotions and metaphors.
c. Features of lyrical poetry

i. It expresses personal feelings or thoughts.
ii. It has a musical quality.
iii. Most lyrical poems are short.
iv. They are mostly written in first person and include the writer in the poem.
v. They mostly express intense emotions.
vi. The emotions expressed tend to lean towards the extremes in life, such as
love, death or loss.
Acrostic poems and concrete/ shape poems
a. Characteristics of concrete poems
i. The shape of the poem on the page symbolises the content of the poem.
ii. The arrangement of letters and words creates an image that offers the meaning
visually.
iii. If you remove the form of the poem, you destroy or weaken the poem.
iv. The physical arrangement of the poem can provide a cohesion that the actual
words lack. This allows the poem to ignore standard syntax and logical
sequencing.
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b. Characteristics of acrostic poems

i. They spell out words using the first letter of each line of poetry.
ii. The word spelled is the name of a person or an object that is being
described by the poet.
iii. Each word usually has its own verse and the verses can be separated by a
line.
iv. Usually, acrostic poems do not have to rhyme.
Note: The learners do not have to give these answers during Lesson 1. These answers
are meant for the teacher’s guidance. However, learners should be able to give the
answers by the end of the unit.
4.2 Types of poetry
Lesson 2: Types of poetry
i. Name three types of poetry;
ii. Describe the characteristics of each type of poetry;
iii. Identify these characteristics in given poems.
Introduction
Ask learners to identify features of poetry using the poem given in Activity 2.
Expected answers
1. It is written in lines and verses.
2. It uses very few words.
3. It is highly rhythmic.
4. It expresses strong emotions and feeling.
5. It may not follow grammatical structures.
Learning activities
1. Explain to the learners that poetry can be classified into different types based on
form and content. Explain that form refers to the structure of the poem while
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content refers to the subject matter.

2. Using the notes in the Student’s Book, describe narrative poetry.
3. Ask learners to identify any characteristics of narrative poetry in the poem
given in Activity 3.
4. Let learners compare their answers with the characteristics given in the
Student’s Book.
5. Describe descriptive poetry to the learners.
6. Let learners do Activity 4 in groups to master the features of descriptive
poetry.
7. Explain lyrical poetry to the learners.
8. Let them do Activity 5 in groups to master the features of lyrical poetry.
Synthesis
This lesson aims at giving learners an opportunity to compare and contrast
different types of poetry on the basis of their form and content. Take more time
in highlighting the characteristics of each type of poetry. After giving examples
of poems under each type, involve learners in getting more examples of such
poems. Encourage them to continue with such analysis even beyond the lesson
time.
Assessment
The main assessment is checking the ability of learners to identify the three types
of poetry. Further, they should compare and contrast different poems to match
them with the specific poetry types. Use Activities 2-5 in the Student’s Book to do
this.
Answers
Activity 2
Open-ended. Below is a suggested answer:
The poet deals with self-pity in an emotional and passionate (‘could have wept’)
way. He or she uses language to creatively express envy mixed with admiration
for the beautiful one. The thoughts seem to flow easily and without the speaker’s
control – the feelings can be said to be spontaneous. He or she uses very few words
to express his or her feelings.
Answers
Activity 3
1. The poem tells a story.
2. It has no rhyme.
3. It is long.
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4. It seems to have an introduction, body and a conclusion.

5. Two characters’ experiences are being compared in a fairly structured plot.
(Accept any other reasonable characteristics.)
Activity 4
1. Sight: Sunlight kills the eyes, the sky is blue really blue, forcing my gaze
into these clouds, etc.
2. The poet describes the sky with the colours it has as well as the clouds and
compares these to the life of a person.
3. Open-ended. The poems should be shared in class - a few to be picked and
read aloud in class.
Activity 5
1. Love – the poet refers to love that abounds: ‘ I love thee to the depth and
breadth and height| My soul can reach...’
2. This poem brings out a stronger feeling of love as compared to the poem
Building the nation.
4.3 Types of poems
Lesson 3: Types of poems

4.3.1. Concrete poems
i. Describe the characteristics of concrete poems;
ii. Write examples of concrete poems.
Introduction
Ask learners to identify features of the poem given in Activity 6. Do not mention
the term ‘concrete poem’ at this point.
Expected answers
1. The shape of the poem on the page symbolises the content of the poem.
2. The arrangement of letters and words creates an image that offers the meaning
visually.
3. If you remove the form of the poem, you destroy or weaken the poem.
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Learning activities
1. Using the characteristics identified in Activity 6, introduce the concept of
concrete poems. Explain to the learners that they are called concrete poems
because they take a certain pattern or shape, thus resembling a concrete image.
2. Discuss the characteristics of concrete poems.
3. Go through the examples of concrete poems given in the Student’s Book.
4. Ask learners to analyse the concrete poem given in Activity 7 in the Student's
Book.
5. Let learners write their own concrete poem as guided in the Student’s Book.
Take time to guide them so that they are able to write a concrete poem.
Synthesis
This lesson aims at giving learners an opportunity to describe the characteristics
of concrete poems. By looking at a poem, learners should be able to say whether
it is a concrete poem or not. Further, learners should practise writing concrete
poems of their own. This activity should take a greater part of the lesson. Talented
learners can be asked to write two or more such poems so as to keep them busy as
you guide the average and slow learners.
Assessment
The main assessment is checking the ability of learners to describe the
characteristics of concrete poems. In addition, check their ability to compose/
write their own concrete poems. Use Activity 7 for these assessments.
Answers
Activity 6
1. It is written in a specific shape/pattern.

2. The shape clarifies the content of the form.
3. It does not have grammatical structures.
4. Reorganising the structure will destroy the message of the poem.
Activity 7
1. It is in the shape of an orange. The shape helps to communicate the subject
matter of the poem.
2. Open-ended.
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4.4 Types of poems

Lesson 4: Types of poems
4.4.2. Acrostic poems
i. Describe the characteristics of acrostic poems;
ii. Write their own acrostic poems.
Introduction
Ask learners to identify unique characteristics of the poem given in Activity 8.
Expected answers
1. The first letters of each line spell out the word ‘monsters’.
2. The poem is about the spelled word – monsters.
3. It has no rhyme.
Learning activities
1. Using the characteristics identified in Activity 8, introduce the concept of acrostic

poems. Explain to the learners what acrostic poems are using the notes in the
Student’s Book.
2. Discuss the characteristics of acrostic poems.
3. Go through the examples of acrostic poems given in the Student’s Book.
4. Ask learners to write their own acrostic poems using the words given in Activity
9 in the Student’s Book. Take time to guide them so that they are able to write
an acrostic poem.
Synthesis
This lesson aims at giving learners an opportunity to describe the characteristics of
acrostic poems. By looking at a poem, learners should be able to say whether it is
an acrostic poem or not. Further, learners should practise writing acrostic poems of
their own. This activity should take a greater part of the lesson. Talented learners can
be asked to write two or more such poems so as to keep them busy as you guide the
average and slow learners.
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Assessment
The main assessment is checking the ability of learners to describe the characteristics
of acrostic poems. In addition, check their ability to compose/write their own
acrostic poems. Use Activity 9 for these assessments.
Answers
Activity 8
1. The first letters of each line spell out the word ‘monsters’.
2. The poem is about the spelled word – monsters.
3. It has no rhyme.
Activity 9
Open-ended. Read some of the best poems in class to motivate the learners
who wrote them.
4.5 End of unit

Summary of the unit
This unit helps learners to identify different types of poetry and poems. In
addition, learners describe the characteristics of different types of poetry and
poems. Learners also get an opportunity to practise writing different types of
poems and to compare and contrast different types of poetry and poems. This
is a good opportunity for you to identify and nurture writing talents among the
learners. Indeed, much of the time should be spent comparing and contrasting
poems as well as in learners writing their own poems.
Distinguishing characteristics of poetry
1. Most poems use rhyming words to create a certain effect. Poetry that does
not rhyme is called “free verse poetry.’’
2. Poets use repetition of sounds or patterns to create a musical effect in
their poems.
3. Poems are written in stanzas. Stanzas are groups of lines within a poem
that are similar in rhyme, rhythm or style.
4. The punctuation and format of the poem deals with how it is arranged on
the page and how the author intends for you to read it.
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5. Poets use different sounds and tones throughout poetry to change the way
it sounds.
Other types of poems
1. Sonnet - A short rhyming poem with 14 lines. The original sonnet form was
invented in the 13/14th century by Dante and an Italian philosopher named
Francisco Petrarch. The form remained largely unknown until it was found
and developed by writers such as Shakespeare. Sonnets use iambic meter in
each line and use line-ending rhymes.
2. Haiku - This ancient form of poem writing is renowned for its small size as
well as the precise punctuation and syllables needed on its three lines. It is
of ancient Asian origin. Haiku’s are composed of 3 lines, each a phrase. The
first line typically has 5 syllables, second line has 7 and the 3rd and last line
repeats another 5.
3. Epic - A lengthy narrative poem in grand language celebrating the adventures
and accomplishments of a legendary or conventional hero.
4. Couplet - Two lines of verse which rhyme and form a unit alone or as part of
a poem.
5. Free verse – This is a poem that does not follow any rules. Their creation is
completely in the hands of the author. Rhyming, syllable count, punctuation,
number of lines, number of stanzas and line formation can be done however
the poet wants in order to convey the idea. There is no right or wrong way to
create a free verse poem.


1. Similarities
i. Both poems are written in verses/ stanzas.
Differences
i. Poem 1 is a narrative poem while Poem 2 is a descriptive poem.
ii. Poem 1 tells a story of a road accident while Poem 2 describes Gisenyi in
Rwanda.
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iii. Poem 1 is long while Poem 2 is short.

iv. Poem 1 evokes strong feelings while Poem 2 gives vivid descriptions.
v. Poem 1 has rhyme while Poem 2 has no rhyme.
2. a. Poem 1 is an acrostic poem while Poem 2 is a concrete poem.

b.
i. The first letters of each line in an acrostic line spell a word while the structure
of a concrete poem forms a definite shape.
ii. In an acrostic poem, the word spelt is the subject matter of the poem while
in a concrete poem, the shape formed symbolises the content of the poem.
iii. Disorganising the pattern of a concrete poem destroys the poem while
reordering the lines in an acrostic poem loses the subject matter.
iv. Both poems do not have to follow grammatical structures.
Read the poem below then answer the questions that follow.
You look and wonder
Why not me
Why the beautiful ones?
But that is them
This is not you!
Good tidings await
Patience, patience!
Theirs is theirs
Yours is yours.
Questions
1. What type of poetry is this?
2. Identify the characteristics of this poetry that can be seen in this poem.
Answers
1. This is an example of lyrical poetry.
2. a. It expresses personal feeling or thoughts.
b. It has a musical quality.
c. It is short.
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Read the poem below and answer the questions that follow.
Rwanda Nziza
Rwanda, our beautiful and dear country

Adorned of hills, lakes and volcanoes
Motherland, would be always filled of happiness
Us all your children: Abanyarwanda
Let us sing your glare and proclaim your high facts
You, maternal bosom of us all
Would be admired forever, prosperous and cover of praises.
Invaluable heritage, that God protects to you
You filled us with priceless goods
Our common culture identifies us
Our single language unifies us
That our intelligence, our conscience and our forces
Fill you with varied riches
For an unceasingly renewed development.
Our valorous ancestors
Gave themselves bodies and souls
As far as making you a big nation
You overcame the colonial-imperialistic yoke
That has devastated Africa entirely
And has your joy of your sovereign independence
Acquired that constantly we will defend.
Maintain this cape, beloved Rwanda,
Standing, we commit for you
So that peace reigns countrywide
That you are free of all hindrance
That your determination hires progress
That you have excellent relations with all countries
And that finally your pride is worth your esteem.
Questions
1. What type of poetry is this?
2. Identify the characteristics of this poetry that can be seen in this poem.
3. Write such a poem about your school.
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Answers
1. This is an example of lyrical poetry.
2. a. It expresses personal feeling or thoughts.
b. It has a musical quality.
c. It is written in the first person and the persona includes the writer of
the poem.
d. It expresses love and adoration for Rwanda, our motherland.
3. Open-ended. You may read the best poem in class.
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Unit 5 Poetic Devices

Key unit competence: To be able to compare and contrast poems according to

the poetic devices, the point of view and the context.

Knowledge and
understanding
- Explain how poetic - Apply knowledge - Appreciation of the
devices contribute about poetic aesthetic qualities of
to the meaning of a devices in the language used in a poem
poem. analysis of a to achieve certain effects.
- Identify the point of poem.
- Appreciate different
view in a poem. - Analyse and personal, cultural,
- State the idea of explain the effects historical etc. contexts in
context in a poem. of point of view which poems are written.
on the reader.

This unit explores the poetic devices, point of view and context in poems. It has
content that is closely linked to creative writing in English and other languages as
well as History and Citizenship. The poems have themes that are similar to topics
taught in Religion, General Studies and Effective Communication. The subjects
addressed and messages communicated through these poems are also similar to
topics in History and Citizenship especially those that involve appreciating that
different people live different lives. Strive to show these inter-subject relationships
as learners study this unit with the aim of showing them that learning is interrelated
even when it is done in different subjects.
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Highlight the need to include everyone in our day-to-

day activities at school and demonstrate this by mixing
learners with mixed abilities, of different genders and
those with different special needs during the formation
Inclusive education of groups. During presentations and display of group
work, give a chance to a mixture of categories of learners.
Discourage any form of discrimination during class time
and encourage learners to practise this even outside the
class.
Working together in groups promotes peace. Choose both
Gender genders to participate in class activities. This will instil a
sense of gender equality in the learner’s mind.
Peace and values From the various poems, they will learn the value of peace
education which will be applied in their real life settings.
Learners will be guided on the need to conserve and
protect the environment for sustainable development as
Environment and
they listen to the poem Trees which encourages protecting
sustainability
and planting of trees. They will also see the beauty trees
bring and be motivated to conserve the environment.
As learners read and analyse the poem, All that you

Financial education have given me, Africa, help the learners see the financial
benefits to be acquired from the land.

This will be developed as learners acquire skills in leading
others and moderating a group. Those appointed as group
Lifelong learning secretaries will acquire writing skills particularly note
taking. In addition, the poems they will read contain
Critical thinking will be developed as learners identify
poetic devices in different poems given and as they
Critical thinking
comment on the effects of using different sound patterns,
personification and similes in poems.
Creativity and
This will be exercised as learners compose their own poems.
innovation
Research and
look for answers to the questions given under 'The Unit
problem solving
Focus' in the Student’s Book.
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Communication language as they answer questions and hold discussions. In
skills in language
addition, they will build their confidence in public speaking
subjects and other
as they recite different poems. They will also sharpen their
subjects
writing skills as they write their own poems.

1. Alliteration – the repetition of initial consonant sounds.
2. Assonance – a close repetition of similar vowel sounds, usually in
stressed syllables.
3. Context – circumstances forming the background of an event, idea or
statement, in such a way as to enable readers understand
the narrative or a literary piece.
4. Personification – assign the qualities of a person to something that isn’t
human or, in some cases, to something that isn’t even alive.
5. Repetition – the style of repeating the same words or phrases a few times
to make an idea clearer.
6. Rhyme – words that sound alike, occurring at the end of lines within
a stanza.
7. Rhythm – a series of stressed or accented syllables in a group of words,
arranged so that the reader expects a similar series to follow.
8. Simile – a comparison between two things which are essentially
dissimilar. The comparison is directly stated through words
such as like, as, than or resembles.

This unit exposes learners to the different poetic devices, points of view and context
and how they are used in different poems. Learners will go ahead and use this
knowledge to compare and contrast different poems according to the poetic devices,
the point of view and the context. The Unit Focus in the Student’s Book is intended
to help learners predict what they will learn in this unit and start gathering possible
answers to the questions given. The answers given at the start need not be right,
rather, they should point to the direction towards which the learners should think
along and research more on. It is advisable that after the study of each subtopic,
go back to these questions to assess the learners’ acquisition of the necessary
knowledge, understanding, skills and attitudes.
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− Slow learners should be encouraged − Provide braille for blind learners and
to take part in the learning process, large print text to learners with seeing
such as in the reading activities difficulties.
where learners need to read a − Provide sign language alphabet symbols
poem or two before they can and sign language interpreters for the
engage in analysis, comparison and deaf.
contrasting of the poems. − Organise the class in such a way that
− Gifted learners can compare and shortsighted learners are at the front
contrast poems according to poetic and long-sighted ones are at the back.
devices, the point of view and the Spectacles can be provided if available.
context. − During demonstration, allocate roles
− Both gifted and slow learners to to the physically challenged as long
be given equal opportunities in as they can handle them e.g. one can
group discussions and presenting hold a chart. Ensure they get enough
group findings to the rest of the support from the other learners, for
class. As the teacher, ensure the example, one learner can help push a
gifted learners pay attention and learner on a wheelchair to enable him
accommodate the slow learners or her move around during group
during their presentations. discussions.
List of lessons
Selected poems Lesson 1: Selected poems Period 1

Review of poetic devices Lesson 2 and 3: Review of Period 2
poetic devices Period 3
Point of view Lesson 4: Point of view and
Period 4
Context context
Lesson development
5.1 Selected poems
Lesson 1: Selected poems
(Student’s Book page 108)
i. Read selected poems as a foundation for analysis of poems;
ii. Identify different poetic devices.
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Introduction
Ask learners to explain the difference between poetry and poems.
Expected answers
Poetry is that genre of literature which involves writing and reciting/ performing
poems while poems are pieces of writing or oral compositions that follow a special
metrical structure and rhythm to express deep feelings and emotions.
(Accept any close explanation.)
Learning activities
1. Ask the learners to predict what the unit is about. Write their answers on the
board.
2. Put them into groups and ask them to read the poem under Activity 1 in the
Student’s Book.
3. Let them identify the sound effects in the poem. Use this opportunity to
introduce the concept of poetic devices and why they are used.
4. In the same groups, let them answer the questions given under 'The Unit Focus'
in the Student’s Book. Time them so that they do not take too long in this
activity. The aim is not to get correct answers but to get an idea of what the unit
will be about.
6. Explain to the learners that studying the unit will help them answer all those
will follow.
Synthesis
entire unit. In addition, it exposes learners to selected poems that help them to
discover the unique characteristics of poetry as a genre. Give more exposure to the
learners by availing more poems for them to read even beyond the lesson time.
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Assessment
The main assessment is checking the ability of learners to predict the content of the
entire unit. Specific correct answers should not be your main concern, rather, the
ability of the learner to predict what the unit is about– whether the specific answer
is correct or not. Use questions under 'The Unit Focus' in the Student’s Book to do
this.
Check the ability of learners to identify poetic devices in a poem. Use Activity 1
and 2 to do this.
Answers to questions under The Unit Focus
1. Poetic devices are stylistic techniques that a poet employs in order to influence
the way a poem sounds when read aloud and the overall mood created by the
sound patterns.
2.
a. Repetition – the style of repeating the same words or phrases a few times
to make an idea clearer.
b. Rhythm – a series of stressed or accented syllables in a group of words,
arranged so that the reader expects a similar series to follow.
c. Rhyme – words that sound alike occurring at the end of lines within a
stanza.
d. Alliteration – the repetition of initial consonant sounds.
e. Assonance – a close repetition of similar vowel sounds, usually in stressed
syllables.
f. Simile – a comparison between two things which are essentially dissimilar.
The comparison is directly stated through words such as like, as, than or
resembles.
g. Personification – assigning the qualities of a person to something that isn’t
human or, in some cases, to something that isn’t even alive.
3. a. Alliteration. For example: need, needles; need, kneed./ Rhyme. For
example: line1 and 3 (needles, needles), line 6 and 7 (Kneed, indeed).
b. It is written in first person point of view/ narration.
c. A needle’s salesman has asked the poet to buy a needle. The poet is
responding to the salesman, saying that he or she may not need a needle
at the moment.
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Answers
Activity 1
a. Christmas, mass; boom, hum; hyena, arena, Mary and merry.
b. Boom! Boom! Boom!
Activity 2
Repetition – Line 3 Example - Boom! Boom! Boom!
Simile – Line 2, 4, 5
Personification – Line 4
Rhyme – Stanza 1 and 2, 5 and 6, 7 and 8
5.2 & 5.3 Review of poetic devices
Lesson 2 and 3: Review of poetic devices

Learning objectives: By the end of the lessons, the learner should be able to:
i. Describe seven poetic devices;
ii. Apply knowledge of poetic devices to analyse a poem.
Introduction
Ask learners to mention the seven poetic devices as learnt in the previous lesson.
Expected answers
1. Repetition
2. Rhythm
3. Rhyme
4. Alliteration
5. Assonance
6. Simile
7. Personification

Learning activities
1. List down the poetic devices and explain to the learners that poets use different
poetic devices to communicate their ideas – refer to the introductory notes in
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2. Lead learners in reading aloud the poem in Activity 3. Use the poem to explain
the use of repetition in a poem and its effects.
3. Let them appreciate how repetition, sound patterns and length of lines create
rhythm in a poem as they attempt Activity 4. Probe to see if the learners can
identify these devices and understand how they produce rhythm.
4. Model the reading aloud of the poem in Activity 5 to bring out the sound patterns
before group readings, then explain rhyme with reference to the poem.
5. Explain alliteration and assonance to the learners. Use Activity 6 and 7 to
illustrate them.
6. Explain similes and personification as poetic devices using the notes given in the
Student’s Book.
7. Guide them to identify similes and personification in the poems given in Activity
8 and 9 in the Student’s Book.
Synthesis
These lessons aim at helping learners acquire skills to identify poetic devices used in
given poems and their effect in the poem. Get more poems that learners can use for
thorough practise of these skills even beyond the lesson time.
Assessment
The main assessment is checking the ability of learners to identify poetic devices in
poems and explaining how they influencing meaning in the poem. Use Activities
3-9 to do this.
Answers
Activity 3
1. ‘late’, ‘bridegroom’
‘Too late, ye cannot enter now’
2. The poem refers to a group of people ‘we’ that arrive late for an occasion and
are locked out. The bridegroom is the one that locks them out. They should
have been there early to avoid being barred from entering. The idea explored
is to be alert and ready for the bridegroom’s coming. This idea is derived from
the biblical text on the ten virgins, five of whom were ‘foolish’ and did not carry
the oil for their lamps and hence ran out of it and were late and could not be
welcomed to the kingdom of God. Therefore the repetition ‘Too late, ye cannot
enter now’.
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3. Open-ended. A few poems can be picked to explore the use of repetition and
the idea emphasised.
Activity 4
1. - Repetition of the line: ‘None on earth is like her’
- Almost similar length of the lines in terms of the number of words per line.
This gives the lines the same number of beats.
2. Repetition of the line None on earth is like her is used to emphasise the
importance of the subject ‘she’ to the speaker. Their relationship is unique
and cannot be compared to any other.
3. The ‘she’ is the speaker’s anchor for she gave the speaker life – ‘made her
breathe’, the ‘she’ ‘filled my stomach’. The ‘she’ consoled and comforted as well
as gave the speaker the first lessons. The death of the ‘she’ makes the speaker
an orphan, hence the ‘she’ is the mother of the speaker.
Activity 5
1. Dream beam togetherness darkness
Nation foundation measured declared remembered
2. Open-ended. Let learners go round and share any two choices given by other
learners. A few of these can be written on the board.
Activity 6
1. Repeated letters are ‘b’ and ‘m’
2. Betty Botter bought some butter
It will make my batter better
Activity 7
1. ‘took’, ‘good’ and ‘look’
2. 4th line: ‘food ‘mood’
6th line: ‘loomed’ ‘tools’
7th line: ‘tooth’ ‘roots’
3. 5th line: ‘blame’ ‘maim’
4. ‘took’, ‘good’ and ‘look’. Note that this is a short /u/ sound. The poet has used
assonance to relate the long time taken to check or look. The poem refers to
a dentist who checks a client’s teeth and concludes that it is the type of food
eaten that has caused the pain and hence he or she has to remove the tooth
from the root.
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Activity 8
1. Lines 6 and 7 (…skin was pale and taut/ Like a glove on a doctor’s hand)
Lines 8 and 9 ( …tongue darted in and out/ Like a chameleon…)
2. These similes help create the image of a hungry child in our minds and
visualise the dry and stretched skin compared to the glove on a doctor’s skin.
3. Open–ended. A few learners to read out their poems in class for others to
identify the use of similes.
5.4 Point of view and context

Answers- Activity 9 - Lesson 4: Point of view and context
i. Explain the effects of point of view of a poem on the reader;
ii. Describe the context of a poem.
Introduction
In pairs, ask learners to tell three stories in three points of view as guided in
Activity 10.

Learning activities
1. Using the stories told by learners, identify the three points of view.
2. Discuss the three points of view as learnt in Unit 1. Also, make use of the
notes in the Student’s Book. Use any other poem already covered in class to
emphasise the views of the ‘ I’, ‘we’ and ‘you’ and their effect.
3. Guide learners to identify the point of view used in the poem in Activity 11.
4. Review context as learnt in Unit 1.
5. In groups, let the learners read the poems in Activity 12 in the Student’s Book
then describe the context of the poem.
Synthesis
This lesson aims at equipping learners with skills to identify the point of view in
different poems and describe the context of a given poem. Give more exposure
to the learners by availing more poems to practise these skills even beyond the
lesson time.
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Assessment
The main assessment is checking the ability of learners to identify the point of view
used in a poem as well as the ability to describe the context of a poem. Use Activity
11 and 12 for this assessment.
Answers
Activity 10
Open-ended
Activity 11
The poem uses the first person point of view. The persona is a mother who directs
her plea to God to spare the life of her child till old age. She asks God not to take
the baby when it has just learnt to mumble the word mama.
Activity 12
The context of the poem is a recovering drug addict who has decided to stay away
from the drugs. They are now free from the addiction and the misery that came
with it.

This unit introduces learners to the poetic devices – the stylistic devices used in
poetry. Various poetic devices are given and explanations given on how they are
used. Further, poems are given as activities for learners to identify the poetic devices
used in the poems. The unit further explores the use of point of view in poetry as
well as context in poetry. Strive to relate the use of aspects in poetry to the way they
are used in prose as learnt in Unit 1 so as to create linkages and connections between
the units.

Rhyme scheme
This refers to the end rhyme pattern of a poem. To identify the rhyme scheme of
a poem, follow these steps:
1. Assign the first letter of the alphabet (a) to the last word or sound of the first
line.
2. If the last word in the second line rhymes with the first line last word, then
assign it the same letter (a); if it does not, then give it the next alphabet letter
(b).
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3. Continue with the next line. If it rhymes with any letter given before,
then you repeat the letter, if not then assign the next alphabet, (c).
4. Continue the process up to the end of the last line of the poem.
Example:
The First tooth
Through the house what busy joy a
Just because the infant boy a
Has a tiny tooth to show! b
I have got a double row, b
All as white and as small; c
Yet no-one cares for mine at all. c
He can say but half a word, d
Yet the single sound’s preferred d
To all the words that I can say e
In the longest summer day. e
He cannot walk, yet if he put f
With mimic action out his foot, f
As if he thought he were advancing, g
It’s prized more than my best dancing. g
(Charles and Mary Lamb)
Note: Repeated words do not rhyme.

1. The persona is most likely an old African person who has endured staying
in Africa. The person refers to the ‘Hip broken under the weight of time’
to suggests the long period the person has worked.
2. The good things: the lakes, the music, the dances, all night stories,
noonday sun, savannahs' gold, mines, inexplicable treasurers.
The bad things: hip broken, lassitude - tiredness (lacking energy), feet
large with journeys, failed health.
3. The poet is indeed grateful to Africa for despite the burden, despite the
failing health, the poet promises to bear it all with pride; Promises to
protect it.
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4. Repetition of the line ‘All that you have given me, Africa’ emphasises that the
poet has benefited from Africa and is proud to belong to Africa, despite any
suffering. The poet identifies with Africa as the place of gain.
5. Africa is seen as one who gives or donates. It has ‘given’ the ‘lakes, forests,
misted goons’ to the poet.
Africa is also referred to as ‘suffering’. As you earlier learnt, personification

is giving human characteristics to inanimate objects. These include
characteristics like movements, action, speech or feelings.
Read the poem below and answer the questions that follow.
My Love
My love is like an ocean

It goes down so deep
My love is like a rose
Whose beauty you want to keep.
My love is like a river

That will never end
My love is like a dove
With a beautiful message to send.
My love is like a song

That goes on and on forever
My love is like a prisoner
It’s to you that I surrender.
(By Tasha Shores)
Questions
1. What point of view is used in this poem?
2. Explain the main poetic devices used in this poem.
3. Describe the effect of these poetic devices on the meaning of the poem.
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Answers
1. It uses the first person point of view.

2. a. Similes have been used where love is compared to many things using
the word like.
b. Repetition has also been used. The phrase ‘my love is like’ has been
repeated in every stanza.
3. These repeated comparisons portray love as a mysterious thing, sometimes
very good but sometimes enslaving yet appreciated.
Read the poems below then compare and contrast them according to the poetic
devices used in them, their point of view and context.
Poem 1
Trees
I think that I shall never see,

A poem lovely as a tree.
A tree whose hungry mouth is prest,
Against the earth’s sweet flowing breast;
A tree that looks at God all day,
And lifts her leafy arms to pray;
A tree that may in Summer wear,
A nest of robins in her hair;
Upon whose bosom snow has lain,
Who intimately lives with rain.
Poems are made by fools like me,
But only God can make a tree.
(Joyce Kilmer)
Poem 2
Tigers
Tim the terrifying tiger

Tiptoes through tangled trees
His twitching tail thumping
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His terrible teeth terrifying turtles

who tumble away.
Answers
Poetic devices
Poem 1 uses the following personification to show how delicate trees are. Trees have
been given human characteristics, for example: … whose hungry mouth is prest/…
lifts her leafy arms to pray/ A nest of robins in her hair. On the other hand, Poem 2
uses alliterartion to create rhythm in the poem. The sound /t/ is repeated through
the poem, for example: Tim the terrifying tiger/ Tiptoes through tangled trees …
etc.
Point of view
Poem 1 is written in first person point of view while Poem 2 is written in third
person point of view.
Context
Poem 1 has the setting of a place without trees where a particular tree stands alone
and ‘prays’ for companions while poem 2 has a setting of a forest with many trees
where a tiger walks through.
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Unit 6 Context and plot development

Key unit competence: To be able to compare and contrast the context and plot
development in two selected plays.

Knowledge and
understanding
- Explain how plot and - Trace and analyse the - Appreciate how
context contribute to plot and context of a the plot and
the development of a play. setting in a play
play. affect the reader’s
- Demonstrate understanding of the
- Describe the stages of recognition of the play.
plot development in a elements of plot in a
drama. - Appreciate the
play.
nature of conflicts
depicted in dramas.

This unit explores context and plot development in drama. It has content that
is closely linked to creative writing in English and other languages as well as
History and Citizenship. Different plays and excerpts from longer plays are used
in the unit. The themes of these plays and excerpts are similar to topics taught in
Religion, General Studies and Effective Communication. The subjects addressed and
messages communicated through these stories are also similar to topics in History
and Citizenship, especially those that involve appreciating that different people live
different lives. Strive to show these inter-subject relationships as learners study this
unit with the aim of showing them that learning is interrelated even when it is done in
different subjects.
111
Highlight the need to include everyone in our day-to-

day activities at school and demonstrate this by mixing
learners with mixed abilities, of different genders and
those with different special needs during the formation
Inclusive education of groups. During presentations and display of group
work, give a chance to a mixture of categories of learners.
Discourage any form of discrimination during class time
and encourage learners to practise this even outside the
class.
When analysing the play where John and Hakuzimana
fight, learners will see the need for peaceful co-existence
Peace and values
in the society and the values of tolerance and self-control.
education
The play, The Incorruptible Judge, also teaches the values
of honesty and integrity especially in public service.
As learners read the play The Incorruptible Judge, they
will learn good and poor uses of finances. Utilise the
Financial education
opportunity to discourage learners from giving and
taking bribes.

This will happen as learners acquire skills in literary
criticism, play writing, leading others and moderating a
group. Those appointed as group secretaries will acquire
Lifelong learning
writing skills particularly note taking. In addition, the
plays they will read contain valuable messages about life
choices.
Critical thinking will be developed as learners describe
Critical thinking context and plot development in different plays and as
they compare and contrast different plays.
Creativity and
This will be exercised as learners compose their own plays.
innovation
112

Research and
look for answers to the questions given under ‘The Unit
problem solving
Focus’ in the Student’s Book.
Communication language as they act out different play excerpts and as
skills in language they hold discussions. In addition, they will build their
subjects and other confidence in public speaking as they recite and role-play
subjects different plays. They will also sharpen their writing skills
as they write their own plays.

1. Climax – the turning point of the fate of the main character in
the play.
2. Complication – the part of the plot where a series of events build
towards the point of greatest interest.
3. Conclusion – the part of the plot where the conflict is resolved
and normality is restored for the characters.
4. Conflict – a serious incompatibility between two or more
characters in terms of opinions, principles or interests.
5. Context – the set of circumstances or facts that surround a play,
such as the setting and other factors affecting the
setting.
6. Exposition – the part of the plot where the writer introduces import-
ant background information such as the setting, events
occurring before the main plot and the characters’ back
stories to the audience.
7. Falling action – the part of the plot where the conflict between the
protagonist and the antagonist is exposed, with the pro-
tagonist winning or losing against the antagonist.
8. Playwright – one who writes a play.
9. Plot development – the sequence of events in a play.
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'The Unit Focus' in the Student’s Book serves as the problem statement. It is intended
rather, they should point to the direction towards which the learners should
think and research more on. It is advisable that after the study of each subtopic,
go back to these questions to assess their acquisition of the necessary knowledge,
understanding, skills and attitudes.

− Slow learners should be encouraged
and large print text to learners with
to take part in the earning process,
seeing difficulties.
such as in the reading activities where
− Provide sign language alphabet
learners need to read a play or two
s y mb o l s an d s i g n l an g u a g e
before they can engage in analysis,
interpreters for the deaf.
comparison and contrasting of the
− Organise the class in such a way that
plays.
shortsighted learners are at the front
− Gifted learners can compare and
and long-sighted ones are at the
contrast the context and plot
back. Spectacles can be provided if
development in some selected
available.
plays.
− During demonstration, allocate roles
− Both gifted and slow learners to
to the physically challenged as long
be given equal opportunities in
as they can handle them, for example
group discussions and presenting
one can hold a chart. Ensure they
group findings to the rest of the
get enough support from the other
class. As the teacher, ensure the
learners, for example, one learner can
gifted learners pay attention and
help push a learner on a wheelchair
accommodate the slow learners
to enable him or her move around
during their presentations.
during group discussions.
List of lessons

Selected plays Lesson 1: Selected plays Period 1
Context Lesson 2: Context in a play Period 2
Plot development Lesson 3: Plot development Period 3
in a play Period 4
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Lesson development
6.1 Selected plays
Lesson 1: Selected plays
i. Read selected plays as a foundation for analysis of plays;
ii. Answer questions on the selected plays correctly.
Introduction
Ask learners to explain the structure of plays.
Expected answers
They are written in conversational format.
Teaching aids: Plays in the Student’s Book
Learning activities
board.
2. Put them into groups and ask them to read the plays under Activity 1 in the
Student’s Book.
3. Let them answer the questions on the plays in groups.
4. In the same groups, let them answer the questions given under ‘The Unit Focus’
will be about.
6. Explain to them that studying the unit will help them answer all those questions
competently. Encourage them to go and research on each of these questions. By
doing this, they will be preparing themselves for the lessons that will follow.
Synthesis
This lesson aims at giving learners an opportunity to predict the content of the entire
unit. In addition, it exposes learners to selected plays that help them to discover the
unique characteristics of drama as a genre. Give more exposure to the learners by
availing more plays for them to read even beyond the lesson time.
115
Assessment
The main assessment is checking the ability of learners to predict the content of the
entire unit. Specific correct answers should not be the main concern, rather, the
ability of the learner to predict what the unit is about– whether the specific answer is
correct or not. Use questions under 'The Unit Focus' in the Student’s Book to do this.
Check the ability of learners to answer questions on the selected plays correctly. Use
questions at the end of Activity 1 to do this.
Answers
Activity 1
Play 1
1. The incident takes place within the home of the judge. At the end of the
excerpt, the chief asks the judge where his wife is.
2. No. When asked by the judge if he would imprison anybody just because
they are not rich or set free a rich person his answer is no. He says he was
merely passing the message his friend sent him to deliver and that he had
also warned the friend about the consequence of trying to bribe a judge.
3. This is a community that is fighting to end corruption especially in legal
matters of the court.
Note: The learner should be guided to relate the setting of the action and the
context as explained in the Student’s Book.
Play 2
1. While Jayne inspects her orchard, a female voice taunts her, inviting her for a
gold or silver dinner. A conversation ensues where we learn that the Female
Voice sings in a choir in which she is the leader of Praise and Worship. However,
she is quarrelsome and ungodly outside the church and Jayne wonders how
the Female Voice manages to lead a choir. She attributes the tribulations of
their society, such as drought and joblessness to the hypocrisy of people like
her. Female voice blames it on corruption, unsustainable development projects
and ineffective leadership.
2. The setting is outside a storeyed house where both Jayne and Female Voice
live.
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1. a. Social context
b. Historical context
c. Political context
d. Cultural context
2. The context gives the motivations and justifications of the actions and
utterances of the characters. This forms the basis upon which readers and/or
the audience derive the meaning of the play.
a. Exposition/conflict: This is the part of the plot where the writer introduces
important background information to the audience. Such information
includes the setting, events occurring before the main plot and characters’
back stories.
b. Complication/rising action: At this stage, a series of events build towards
the point of greatest interest. The rising action of a play is the series of events
that begin immediately after the exposition (introduction) of the story and
builds up to the climax.
c. Climax: The climax is the turning point of the fate of the main character
in the play. If the play is a comedy and things were going bad for the
protagonist, the plot will begin to unfold in his or her favour, often requiring
the protagonist to marshal some hidden inner strengths. If the play is a
tragedy, the opposite will happen, with things going from good to bad for
the protagonist, and often revealing the protagonist’s hidden weaknesses.
d. Falling action: During the falling action, the conflict between the
protagonist and the antagonist is exposed, with the protagonist winning or
losing against the antagonist. The falling action may contain a moment of
final suspense, in which the final outcome of the conflict is in doubt.
e. Conclusion: This stage comprises events from the end of the falling action
to the actual ending scene of the drama. The conflict is resolved and
normality is restored for the characters. For the reader, there is a release of
tension and anxiety.
117
6.2 Context in a play

Lesson 2: Context in a play
Learning objective: By the end of the lesson, the learner should be able to analyse
the context of a play.
Introduction
Ask learners to explain the meaning of context as learnt in prose.
Expected answers
It is the setting and all other circumstances surrounding the place, time and culture
of the people where the story takes place.

Learning activities
1. In groups, let learners read the short play in Activity 2.
2. Let them attempt to describe the setting of the play.
3. From their answers, introduce the concept of context in plays. Explain that
context involves more than just the geographical and temporal (time) setting
of the play. It extends to other circumstances such as the beliefs, politics and
history of the people within which the play is set.
4. Discuss the different types of context as given in the Student’s Book.
5. Let learners compare and contrast two plays according to their contexts as
guided in Activity 3.
Synthesis
This lesson exposes learners to different types of context as they can be applied in
drama and plays. Learners should use this knowledge to describe the context of
different plays. Give more plays to learners for further practise in analysing the
context of plays.
Assessment
The main assessment is checking the ability of learners to analyse the context of a
play. Use Activity 2 and 3 for this assessment.
Answers
Activity 2
The experiment takes place in the immediate surroundings of the school
laboratory. The wider context is a learning institution where learners are eager
to learn new concepts. It is just not learning the academics but also learning to
practise the best national values of truth and honesty.
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Activity 3
The context of The Incorruptible Judge is within the home of the judge while that
of the Science Experiment is in a Science laboratory in a school.
6.3 Plot development in a play

Lesson 3: Plot development in a play
Learning objective: By the end of the lesson, the learner should be able to describe
the stages of plot development in a play.
Introduction
Ask learners to explain the meaning of plot development as learnt in prose.
Expected answers
It is the sequence of events in a play.
Teaching aids: Plays in the Student’s Book.

Learning activities
1. In groups, let learners read the short play in Activity 4.
2. Let them attempt to describe the sequence of events in the play.
3. From their answers, introduce the concept of plot development in plays.
4. Discuss the effect of context in plot development.
5. Using the notes given in the Student’s Book, discuss the different stages of plot
development in a play.
6. Let learners use Activity 5 to analyse the plot development of given plays.
Synthesis
This lesson exposes learners to plot development in plays. The different stages of
plot development in a play are explained. Learners should use this knowledge to
describe the plot development of different plays. Give more plays to learners for
further practise in analysing the context of plays.
Assessment
The main assessment is checking the ability of learners to analyse the plot development
in a given play. Use Activity 5 for this assessment.
119
Answers
Activity 4
1. An argument takes place at the football pitch after a football match.
2. The players lose a game. John laments about the loss but Hakuzimana
blames John for the loss and calls him a fool. This triggers a fight between
the two. They are caught fighting by Mr Abwagire. Mr Abwagire orders the
two to go to his office.
3. The events in the plot (the conflict between John and Hakuzimana) relate
to what was happening in the physical setting (football pitch) and within a
short time after another event (football game) had happened there.
Activity 5
1. Plot in The Incorruptible Judge:
• The chief reports the problem that brings him to the judge’s home.
• The son of the famous chief of Kaleka has been accused falsely of taking
a bribe and is to be brought before the judge the following Wednesday.
• Judge prefers to listen to the case when it comes up before him. Asserts
that he can’t promise favouritism, because he doesn’t practice it.
• Chief then offers a bribe of fifty guineas, but this only angers the judge
more. He scolds the chief.
• Chief then isolates himself from the bribery, says that he had warned
the friend about the dire consequences.
• Relieved that the judge has turned down the offer, the chief sends
greetings to Judge’s wife – chief ’s daughter.
2. Open-ended. Allow a few pairs to give their ‘plot’.
3. Main events in the ‘Science experiment’:
• Bendele’s curiosity to test if it is hotter inside the flame than outside.
• He sets to take the temperature inside the flame using a thermometer
• Immediately Bendele holds the thermometer inside the flame it bursts
and breaks into pieces
• Kojo is shocked
• Bendele sweeps the broken pieces and spilled mercury into the bin
• Both pretend they are waiting for the other learners in the lab
The climax of the plot comes when the thermometre breaks and the mercury
in it gets spilled off.
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6.4 End of unit

This unit identifies and describes different types of context in a play. In addition,
it explores plot development in a play. Learners are then given an opportunity to
compare and contrast the context and plot development of selected plays. This is
a good opportunity for you to identify and nurture literary criticism skills among
the learners. Much of the time should be spent comparing and contrasting plays in
order to reinforce the requisite skills.
Aspects of a play
A play belongs to the category of drama. A play is to be acted out before an
audience. Plays are told through dialogue – where the characters talk on stage-
and also through action. The manner in which characters talk and act is given in
brackets and referred to as stage directions.
The one who writes a play is referred to as the playwright. Before starting to
write the play, the playwright must choose the right setting or context of the play
and the right characters (cast) to pass the message. The playwright reacts to life
situations by creating plays out of them. The success of the play depends on what
the characters say, how they act and how the characters interact with each other
in the play.


Context
Play 1 takes place within the home of the judge while Play 2 takes place outside a
storeyed house where both Jayne and Female Voice live.
Plot development
Play 1
• The chief reports the problem that brings him to the judge’s home.
• The son of the famous chief of Kaleka has been accused falsely of taking a
bribe and is to be brought before the judge the following Wednesday.
• Judge prefers to listen to the case when it comes up before him. Asserts that
he can’t promise favouritism, as he doesn’t practice it.
121
• Chief then offers a bribe of fifty guineas, but this only angers the judge
more and he scolds the chief.
• Chief then isolates himself from the bribery, says that he had warned the
friend about the direct consequences.
• Relieved that the judge has turned down the offer, chief sends greetings to
Judge’s wife – chief ’s daughter.
Play 2
• While Jayne inspects her orchard, a female voice taunts her, inviting her
for a gold or silver dinner.
• A conversation ensues where we learn that the Female Voice sings in a
choir in which she is the leader of Praise and Worship.
• However, she is quarrelsome and ungodly outside the church and Jayne
wonders how the Female Voice manages to lead a choir.
• She attributes the tribulations of their society, such as drought and
joblessness, to the hypocrisy of people like her.
• Female voice blames it on corruption, unsustainable development projects
and ineffective leadership.
Read the play below then analyse its plot development.
(Janet’s living room, soft music.)

Mutoni: Finally, I get a moment to myself.
Ikiriza: Thanks for inviting me around.
Mutoni: I’ve always got time for a cup of tea and a chat. Just one rule: we don’t talk
about work.
Ikiriza: Well, I’ll try. There so much these days it’s difficult to think of anything
else.
Mutoni: Overtime is always a good thing in my book.
(A baby monitor gurgles, grunts and groans into life then it stops abruptly. Mutoni
turns it off.)
Mutoni: Best not have any disturbances, eh.
Ikiriza: Quite. How is he?
Mutoni: Same as always. Gets everything done for him, hasn’t got a care in the
world. Not like us, eh Ikiriza.
122
Ikiriza: (Chuckles) Isn’t that a little unfair?

Mutoni: I’ve taken care of that man for the past six years. I feed him, clothe him,
clean up his shit.
Ikiriza: I’m sorry, Mutoni. I didn’t mean...
Mutoni: No. I’m sorry. I shouldn’t have gone off at you like that. It just... just...
really gets to me sometimes.
Ikiriza: Hey... hey. Come on. You’re stressed. I think you need a night out. Let
your hair down a bit.
Mutoni: I couldn’t leave him for long.
Ikiriza: Surely he’ll be OK for a few hours. You go to work, as you said the nurse
is only here for an hour a day.
(Pause)
Mutoni: Maybe just one drink would be OK.
Ikiriza: That’s the Mutoni I know. So we have a date?
Mutoni: Well, er...
Ikiriza: Good, of course.
Answers
Ikiriza visits Mutoni in her house for a chat. While there, Mutoni’s baby stirs
in his sleep. Mutoni talks jealously of the way the baby is carefree because he
is taken care of. When Ikiriza castigates her, she complains of the way she has
taken care of him for the past 6 years. Ikiriza thinks Mutoni is stressed and she
suggests a night out for an hour. Reluctantly Mutoni agrees to the idea.
1. Select an issue affecting your community which you would want to bring out
in a play.
2. Suggest particular setting of this imagined play in terms of time and place.
3. Make a plan of events as you would want them to happen from the beginning
to the end.
4. Share your plan of events with a group. Let the group make improvements to
your plan in order to come up with a comprehensive plot.
5. Share your plot with the rest of the class.
Answers
Open-ended. Guide learners on writing a plot. Display the best plots in class. A
‘judgment panel’ to be identified to assess and award marks/points for the most
creative plan of events for a play.
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Unit 7 Character, subject matter and themes

Key unit competence: To be able to compare and contrast characters, subject

matter and themes in two selected plays.

Knowledge and
understanding
– Identify the – Show recognition – Relate some characters

protagonist and the of how characters in the play to real life
antagonist in a play. contribute to the characters.
– Show how the author development of the
themes in a play. – Express understanding
highlights the subject of the themes and ideas
and the themes in a – Recognise in plays.
selected play. character
– Value different human
motivation in a
motivations depicted
play.
through characters of
dramas.

This unit explores characters, subject matter and themes in drama. It has content
that is closely linked to creative writing in English and other languages as well as
History and Citizenship. Different plays and excerpts from longer plays are used
in the unit. The themes of these plays and excerpts are similar to topics taught in
Religion, General Studies and Effective Communication. The subjects addressed and
messages communicated through these plays are also similar to topics in History
and Citizenship, especially those that involve appreciating that different people live
different lives. Strive to show these inter-subject relationships as learners study this
unit with the aim of showing them that learning is interrelated even when it is done
in different subjects.
124

activities at school and demonstrate this by mixing learners
different special needs during the formation of groups.
Inclusive During presentations and display of group work, give a
education chance to a mixture of categories of learners. Discourage
any form of discrimination during class time and encourage
learners to practise this even outside the class. The need to
embrace those suffering from by HIV and AIDS should be
emphasised as learners read the play The Pure Home.
This will be brought out as learners analyse Excerpt 1 and
2 in Activity 1 where two ladies have been left with the
responsibility of educating their daughters. Irresponsibility
Gender on the part of the fathers who just spend their time drinking
should be discouraged. Learners should be made aware that
it is the responsibility of both parents, irrespective of gender,
to educate their children.
When analysing Excerpt 2 in Activity 1, learners will see the

Peace and values dangers of greed as portrayed by the Entrepreneur. Guide
education learners on the need for empathy and compassion when
dealing with the disadvantaged members of the society.
Comprehensive During analysis of the play The Pure Home, learners will be
sexuality sentisised on how to prevent the contracting and spreading
education of HIV.
As learners read the Excerpt 1 and 2 in Activity 1, they will

Financial
learn the implication of finances on one’s education. Utilise
education
the opportunity to teach learners about financial planning.
125

Lifelong learning
stories they will read contain valuable messages about
life choices.
Critical thinking characters, subject matter and themes in different plays
and as they compare and contrast different plays.
Creativity and This will be exercised as learners compose their own
innovation plays.
Research and
look for answers to the questions given under 'The Unit
problem solving
Focus' in the Student’s Book.
subjects and other confidence in public speaking as they recite and role-
subjects play different plays. They will also sharpen their writing
skills as they write their own plays.
Learners will learn co-operation as they participate in
Co-operation group discussions and come to a consensus about who

1. Subject matter – the broad topic or idea that the playwright addresses.
2. Theme – an aspect of the broad topic that a work of art addresses.
3. Subject – the issue raised in a work of art.
4. Entrance – instructions that tell which character is coming on stage
during a performance.
5. Exit – instructions that tell which character is leaving the stage
during a performance.
6. Characters – people speaking in a play.
7. Protagonist – the main character who represents the good intentions.
8. Antagonist – the main character who is a rival and places obstacles or
brings opposition to the protagonist.
126

and research more on. It is advisable that after the study of each subtopic, go back
to these questions to assess the learners' acquisition of the necessary knowledge,

− Provide braille for blind learners and
− Slow learners should be encouraged large print text to learners with seeing
to take part in the learning process, difficulties.
such as in the reading activities where − Provide sign language alphabet
learners need to read a play or two symbols and sign language interpreters
before they can engage in analysis, for the deaf.
comparison and contrasting of the − Organise the class in such a way that
plays. shortsighted learners are at the front
− Gifted learners can compare and and long-sighted ones are at the
contrast the context and plot back. Spectacles can be provided if
development in some selected available.
plays. − During demonstration, allocate roles
− Both gifted and slow learners to be to the physically challenged as long
given equal opportunities in group as they can handle them, for example
discussions and presenting group one can hold a chart. Ensure they
findings to the rest of the class. As the get enough support from the other
teacher, ensure the gifted learners pay learners, for example, one learner can
attention and accommodate the slow help push a learner on a wheelchair
learners during their presentations. to enable him or her move around
during group discussions.
List of lessons
Lesson 2: Characters in a
Characters Period 2
play
Subject matter Lesson 3: Subject matter in Period 3
a play
Themes Lesson 4: Themes in a play Period 4
127
Lesson development
7.1 Selected plays

Introduction
Ask learners what they have learnt so far about plays.
Expected answers
1. The context of plays: Social, historical, political and cultural contexts.
2. Stages of plot development in a play: Exposition/ conflict, complication, climax,
falling action and conclusion.
Learning activities
board.
Student’s Book.
3. Let them analyse the characters in the plays in groups.
in the Student’s Book. Time them so that they do not take too long in this activity.
The aim is not to get correct answers but to get an idea of what the unit will be
about.
6. Explain to them that studying the unit will help them answer all those questions
competently. Encourage them to go and research on each of these questions. By
doing this, they will be preparing themselves for the lessons that will follow.
Synthesis
This lesson aims at giving learners an opportunity to predict the content of the entire
unit. In addition, it exposes learners to selected plays that help them to discover the
unique characteristics of drama as a genre. Give more exposure to the learners by
availing more plays for them to read even beyond the lesson time.
128
Assessment
the entire unit. Specific correct answers should not be the main concern rather, the
ability of the learner to predict what the unit is about– whether the specific answer is
correct or not. Use questions under 'The Unit Focus' in the Student’s Book to do this.
Check the ability of learners to answer questions on the selected plays correctly. Use
questions at the end of Activity 1 to do this.

1. The protagonist and the antagonist
2. The protagonist is pro-good and is often referred to as the good guy in the
play. On the other hand, the antagonist is usually an opposer of the good
intentions of the protagonist and is usually referred to as the bad guy in the
play.
3. The subject matter is the broad topic or the big idea in a play.
4. Themes are aspects of the broad topic that a play addresses.
Answers
Activity 1
Excerpt 1
1. Kayitesi: She is rude, informed and inquisitive.
2. Mother: She is desperate, ignorant but realistic and insightful.
Excerpt 2
1. Poor Woman: She is desperate, hopeful and realistic.
2. The Entrepreneur: He is arrogant, insensitive and exploitative.
7.2 Characters in a play

Lesson 2: Characters in a play
the protagonist and the antagonist in a play.
Introduction
Ask learners to say the characters they have liked in the plays that they have read and
why they liked them.

Learning activities
1. Brainstorm with the class on the type of characters they have come across in the
broad reading or in plays and movies watched.
129
2. Let the learners share the type of characters that are their heroes and those they
do not like in particular plays or movies.
3. Guide learners to form groups according to plays or movies shared to identify
the ‘good’ and the ‘bad’ characters. What messages do the characters represent?
The groups should then present their findings to the rest of the class.
4. Discuss with the learners the protagonist and the antagonist using the notes in
5. Guide the learners to compare their ‘hero/ heroine’ characters with the protagonist
and the antagonist as given in the Student’s Book.
6. Guide the learners in differentiating the protagonist and antagonist in a play.
7. Let them do Activity 3 in groups.
Synthesis
This lesson exposes learners to the two main types of characters in a play, the
protagonist and the antagonist, and their qualities. Learners should take time to
identify the protagonist and the antagonist from different plays.
Assessment
The main assessment is checking the ability of learners to identify the protagonist
and the antagonist from a given play. Use Activity 3 for this assessment.
Answers
Activity 2
Open-ended. Answers will depend on the plays that the learners cite.
Activity 3
Protagonist: Mother
Antagonist: Kayitesi
7.3 Subject matter in a play

Lesson 3: Subject matter in a play
the subject matter in a play.
130
Introduction
Ask learners to say the common broad topics that they have come across in the plays
they have read.
Learning activities
1. Let learners read Activity 4 in groups.
2. Discuss with the learners the events happening in the play.
3. Let them identify the characters that they like and those they don’t from the play.
Let them explain their reasons for their choices.
4. Guide them to identify the protagonist and the antagonist in the play.
5. Let them identify the broad topic addressed through this play.
6. Discuss the concept of subject matter using the notes given in the Student’s
Book.
7. Let the learners identify the subject matter of the play they read in Activity 4.
Synthesis
This lesson exposes learners to the subject matter in a play. Learners should take
time to identify the subject matter from different plays.
Assessment
The main assessment is checking the ability of learners to identify the subject matter
of a given play. Use Activity 4 for this assessment.
Answers
Activity 4
1. Veronica, she was taken advantage of by a man who was envious of her
piety. She was unaware of her status.
2. No, he did not care about the feelings of Veronica, but merely wanted to
prove his manhood to Veronica.
3. The protagonist: Veronica
Antagonist: Makanga
4. Subject matter: HIV and AIDS. The playwright explores how one can contract
HIV.
131
7.4 Themes in a play

Lesson 4: Themes in a play
the themes in a play.
Introduction
Ask learners to say any common messages they have found in the plays they have
read.
Learning activities
1. Let learners read Activity 4 again in groups.
2. Let them restate the broad topic addressed through this play.
3. Discuss the concept of theme using the notes given in the Student’s Book.
4. Let the learners identify the themes of the play in Activity 4.
Synthesis
This lesson exposes learners to themes in a play. Learners should take time to identify
themes from different plays.
Assessment
The main assessment is checking the ability of learners to identify themes in a given
play. Use Activity 5 for this assessment.
Answers
Activity 5
1. Subject matter: HIV and AIDS. The playwright explores how one can contract
HIV.
2. The themes of the play are unprotected sex and betrayal.

This unit explores the different characters in a play. In addition, it also looks at the
subject matter and themes in a play. Learners are then given an opportunity to
compare and contrast characters, subject matter and themes in two selected plays.
This is a good opportunity for you to identify and nurture literary criticism skills
among the learners. Much of the time should be spent comparing and contrasting
plays in order to reinforce the requisite skills.
132
Other types of characters in a play

1. Confidante: Someone in whom the central character confides, thus revealing
the main character’s personality, thoughts and intentions. The confidante
does not need to be a person.
2. Dynamic character: A character who changes during the course of a play.
The change in outlook or character is permanent. Sometimes a dynamic
character is called a developing character.
3. Flat character: A character who reveals only one, maybe two, personality
traits in a play, and the trait(s) do not change.
4. Foil character: A character that is used to enhance another character through
contrast.
5. Round character: A well-developed character who demonstrates varied and
sometimes contradictory traits. Round characters are usually dynamic.
6. Static character: A character that remains primarily the same throughout a
play. Events in the story do not alter a static character’s outlook, personality,
motivation, perception, habits, etc.

Excerpt 1
Characters
• Protagonist: Mother
• Antagonist: Kayitesi
Subject matter
The subject matter of the play is education.
Themes
The themes of the play are:
• The effect of poverty on education.
• Education for the girl child.
Excerpt 2
Characters
• Protagonist: Poor Woman
• Antagonist: The Entrepreneur
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Subject matter
The subject matter of the play is education.
Themes
The themes of the play are:
• The effect of poverty on education.
• Parental role in education
• Education for the girl child.
• Gender and education
Read the play below then analyse the subject matter and themes of the play.

Mutoni: I’ve always got time for a cup of tea and a chat. Just one rule: we don’t
talk about work.
Ikiriza: Well, I'll try. There is so much these days it’s difficult to think of anything
else.
turns it off.)
Mutoni: I’ve taken care of that man for the past six years. I feed him, clothe him,
clean up his shit.
134
Ikiriza: Hey... hey. Come on. You’re stressed. I think you need a night out. Let
your hair down a bit.
Ikiriza: Surely he’ll be OK for a few hours. You go to work, as you said the nurse
is only here for an hour a day.
(Pause)
Mutoni: Well, er...
Answers
1. The subject matter of the play is parenting.
2. The themes of the play are:
• Motherhood versus career
• Modern parenting
Using the plan of events you prepared in Unit 6, write a play to pass an important
message to your community. Share your play with the rest of the class.
Answers
Open-ended. Guide learners on the writing of the play. Display the best scripts
in class.
135
Unit 8 Style, mood and atmosphere

Key unit competence: To be able to compare and contrast two selected plays
considering the style, the mood and the atmosphere.

Knowledge and
Skills Attitude and values
understanding
- Describe the - Identify the - Appreciate how the dramatic

atmosphere of a elements of style devices used in plays affect
selected play. and show how they the reader’s understanding
are used in the of the plot.
- Analyse the style development of the - Express appreciation for
in a selected play. atmosphere in a the different moods and
play. atmospheres created in
- Explain how the plays.
atmosphere is - Relate the atmosphere used
created in a play. in the play to every day life.

This unit explores style, mood and atmosphere in drama. It has content that is
closely linked to creative writing in English and other languages as well as History
and Citizenship. Different plays and excerpts from longer plays are used in the unit.
The themes of these plays and excerpts are similar to topics taught in Religion,
General Studies and Effective Communication. The subjects addressed and messages
communicated through these plays are also similar to topics in History and Citizenship,
especially those that involve appreciating that different people live different lives.
Strive to show these inter-subject relationships as learners study this unit with the aim
of showing them that learning is interrelated even when it is done in different subjects.
136

activities at school. Demonstrate this by mixing learners
different special needs during the formation of groups.
Inclusive education
During presentations and display of group work give a
chance to a mixture of categories of learners. Discourage
any form of discrimination during class time and
encourage learners to practise this even outside the class.
Gender equality will be seen as learners discuss the
excerpt where Ntuli is running away from her husband
Gender
who wants to beat her. Sensitise the learners that this is
wrong.
As learners read Excerpt 1, they will learn a valuable
lesson on how spending money carelessly can land one in
Financial education
poverty. The learners will therefore learn how to spend
their money wisely.

Lifelong learning
plays they will read contain valuable messages about life
choices.
Critical thinking style, mood and atmosphere in different plays and as they
compare and contrast different plays.
Creativity and This will be exercised as learners compose their own
innovation plays.
The competence of research will be developed as
Research and
learners look for answers to the questions given under
problem solving
'The Unit Focus' in the Student’s Book.
subjects and other confidence in public speaking as they recite and role-
subjects play different plays. They will also sharpen their writing
skills as they write their own plays.
137
Learners will learn co-operation as they participate in

Cooperation group discussions and come to a consensus about who

1. Asides – a short comment or speech that a character gives directly
to the audience while other actors on stage cannot hear.
2. Atmosphere – the feeling, emotion or mood a playwright conveys to a
reader through the description of setting and objects.
3. Dialogue – a conversation between two characters.
4. Monologue – a long speech by one actor in a play.
5. Soliloquy – an act of speaking one’s thoughts aloud when by oneself
during the performance of a play.
6. Stage directions – instructions in the text of a play, especially those
indicating the movement, position or tone of an actor, or
the sound effects and lighting.

and research more on. It is advisable that after the study of each subtopic, go back
to these questions to assess the learners’ acquisition of the necessary knowledge,
138

− Slow learners should be encouraged and large print text to learners with
to take part in the learning process, seeing difficulties.
such as in the reading activities where − Provide sign language alphabet symbols
learners need to read a play or two and sign language interpreters for the
before they can engage in analysis, deaf.
comparison and contrasting of the − Organise the class in such a way
plays. that shortsighted learners are at the
− Gifted learners can compare and front and long-sighted ones are at
contrast the style and mood/ the back. Spectacles can be provided
atmosphere in some selected if available.
plays. − During demonstrations, allocate
be given equal opportunities in as long as they can handle them,
group discussions and presenting for example one can hold a chart.
group findings to the rest of the Ensure they get enough support
class. As the teacher, ensure the from the other learners, for example,
gifted learners pay attention and one learner can help push a learner
accommodate the slow learners on a wheelchair to enable him or
during their presentations. her move around during group
discussions.
List of lessons
Number of
Subtopic Lesson number and title
periods

Period 2
Style Lesson 2: Style in a play Period 3
Atmosphere/mood Lesson 3: Atmosphere/mood

Period 4
in a play
139
Lesson development
8.1 Selected plays
Introduction
Ask learners to mention any aspects of style that they have noticed in the plays they
have read so far.
Expected answers
1. Monologue
2. Soliloquy
3. Stage directions
4. Asides
5. Dramatic irony
6. Symbolism
7. Body language
8. Dialogue
Learning activities
board.
Student’s Book.
3. Let them analyse the aspects of style in the plays in groups.
will be about.
5. Let each group present their answers to the class. Give guidance where
necessary.
140
6. Explain to them that studying the unit will help them answer all those
will follow.
Synthesis
entire unit. In addition, it exposes learners to selected plays that help them to
discover the unique characteristics of drama as a genre. Give more exposure to
the learners by availing more plays for them to read even beyond the lesson time.
Assessment
the entire unit. Specific correct answers should not be the main concern, rather,
the ability of the learners to predict what the unit is about – whether the specific
answer is correct or not. Use questions under The Unit Focus in the Student’s Book
to do this.
Check the ability of learners to answer questions on the selected plays correctly.
Use questions at the end of Activity 1 to do this.
Answers
Activity 1
Excerpt 1
1. Stage directions
2. Dialogue
Excerpt 2
1. Stage directions
2. Dialogue
Style is the literary element that describes the ways that the playwright
1.
uses words, that is, the author’s word choice, sentence structure, figurative
language and sentence arrangement that helps to establish mood, images
and meaning in the play.
2. a. Monologue
b. Soliloquy
c. Stage directions
d. Asides
e. Dramatic irony
f. Symbolism
g. Body language
h. Dialogue
141
3. The author’s word choice and figurative language create images that give
meaning to the play.
4. The author’s word choice, sentence structure and sentence arrangement all
work together to establish the mood of the play.
5. a. Happy mood
b. Sad mood
c. Nostalgic mood
d. Remorseful mood
(Accept any other reasonable mood description.)
8.2 Style in a play

Lesson 2: Style in a play
Learning objective: By the end of the lesson, the learner should be able to analyse
the style in a selected play.
Introduction
Ask learners to explain style as learnt in prose.
Expected answers
Style is the literary element that describes the ways that the playwright uses words,
that is, the author’s word choice, sentence structure, figurative language and sentence
arrangement that help to establish mood, images and meaning in the play.
Learning activities
1. Introduce the lesson by asking the learners to narrate a play or a movie they
have watched in groups. After the narration, ask them to discuss the following
areas:
i. What made the play/movie interesting?
ii. Describe the setting.
iii. How did the setting affect your feeling towards the play?
iv. Explain how the play sustained your interest.
2. Relate their experiences to the style used and the atmosphere created.
3. Ask learners to explain the term style. Let them recall any stylistic devices that
they have encountered so far.
4. Explain to them that in the genre of drama, there are some styles that are
unique to it.
142
5. List the various dramatic devices that will be learnt in this unit: monologue,
soliloquy, stage directions, asides, dramatic irony, symbolism, body language
and dialogue.
6. Take them through the notes on monologue and soliloquy.
7. Let them read the two extracts that follow in groups.
8. Guide them in doing Activity 2.
9. Take them through the notes on stage directions, asides and dramatic irony.
Have the learners do Activity 3 in groups.
Synthesis
This lesson exposes learners to different aspects of style used in plays. Learners should
take time to identify different aspects of style in the different plays.
Assessment
The main assessment is checking the ability of learners to identify aspects of style in
a given play. Use Activity 2 and 3 for this assessment.
Answers
Activity 2
The first extract is a soliloquy. The character, Yosif, is addressing himself. He
expresses his frustrations and uncertainty about their current state. He wonders:
“What to do now.” We share in his thoughts about his attitude towards his
employer. His employer is irresponsible and extravagant. He is a man who lives
beyond his means. They have had a lot of money which has been spent on living
luxuriously.
The second is a monologue: the character, Anthony addresses other characters.
“Friends, Romans, countrymen, lend me your ears.” He involves them directly
by using the second person ‘you’ and also through use of rhetoric questions.
Activity 3
The reader/audience knows that despite the husband not finding his wife in
Ntuli’s house, she is there.
143
8.3 Atmosphere/ mood in a play

Lesson 3: Atmosphere/ mood in a play
Learning objective: By the end of the lesson, the learner should be able to describe
the atmosphere/ mood of a selected play.
Introduction
Ask learners to explain mood/ atmosphere as learnt in prose.
Expected answer
Mood refers to the atmosphere or pervading tone of a work of art.
Learning activities
1. Go through the notes on mood in the Student’s Book with learners.
2. Discuss how mood is achieved in a play.
3. Discuss different types of mood in a play.
4. Let the learners identify the mood in the skit Helping a Friend.
Synthesis
This lesson exposes learners to atmosphere or mood in a play. Learners should take
time to identify the atmosphere/ mood in different plays.
Assessment
The main assessment is checking the ability of learners to identify atmosphere/
mood in a given play. Use Activity 4 for this assessment.
Answers
Activity 4
In the skit Helping a Friend, the mood is anxious and suspenseful. This mood is
brought about by use of the following devices:
1. Dialogue – How the man talks – he swears to teach them a lesson
and the woman tells Ntuli that the man has been
threatening to kill her.
2. Stage directions – We learn the man storms into the house, he is carrying
a knife thus the audience is fearful of what he will do
if he gets his wife.
3. Dramatic irony – We hold our breath wondering if Ntuli will give the
woman away or if the husband will discover the wife
is in that house.
144

This unit explores style as used in plays. In addition, it addresses the atmosphere/
mood in a play. Learners are then given an opportunity to analyse style in a selected
play. This is a good opportunity for you to identify and nurture literary criticism
skills among the learners. Much of the time should be spent comparing and
contrasting plays in order to reinforce the requisite skills.
Styles in performed drama

There are various styles used in theatre/drama. These include:
1. Naturalism: Portraying life on stage with close attention to detail, based on
observation of real life. The production style is one of everyday reality.
2. Realism: Portraying characters on stage that are close to real life, with
realistic settings and staging. Realism is an effort to satisfy all the theatrical
conventions necessary to the production, but to do so in a way that seems
to be “normal” life.
3. Expressionism: Anti-realistic in seeing appearance as distorted and the
truth lying within man. The outward appearance on stage can be distorted
and unrealistic to portray an eternal truth.
4. Absurdity: Presents a perspective that all human attempts at significance
are illogical. Ultimate truth is chaos with little certainty.
5. Modernism: A broad concept that sees art, including theatre, as detached
from life in a pure way and able to reflect on life critically.
6. Postmodernism: There are multiple meanings, and meaning is what
you create, not what is. This approach often uses other media and breaks
accepted conventions and practices.
7. Classical: A type of theatre which relies upon imagination (and therefore
limited props) to convey the setting and atmosphere of the play. Classical
theatre usually contains lofty, grand prose or free verse dialogue.
8. Epic theatre: Epic theatre forces the audience to constantly return to
rational observation, rather than emotional immersion. Sudden bursts of
song, elements of absurdity and breaches of the fourth wall are all prime
examples of how this rational observation is constantly revitalised.

145

1. Style
Excerpt 1
a. The stage directions reveal the following:
i. The characters’ emotions – hesitating, disapprovingly, disappointed
ii. The actions/body language – cocks her ears, shaking his head
b. The dialogue among the three characters:
i. Reveals their character
ii. Helps in the plot development. For example we learn from Sara and Numa
that they had a humble background. We also get to know that their father is
involved in politics and their mother in real estate.
Excerpt 2
a. The stage directions reveal the following:
i. The characters’ mood/ mood of the play – happy
ii. The actions/body language – shrugging his shoulders
iii. The attitude of the main character - ironical
b. The dialogue among the characters:
i. Helps in the plot development. For example, we learn from Ngabo that Janvier
was eating biscuits in class.
ii. Reveals the character of the teacher (objective, receptive)
2. Mood/ atmosphere
Excerpt 1
The atmosphere can be described as:
a. Tense because of the conflict among the siblings.
b. Sympathetic because the children are feeling abandoned by the parents due
to their busy schedules.
c. Jovial when the parents come home. They are happy to see Numa. Nehemiah
jokes about walking like a cat.
Excerpt 2
The atmosphere can be described as:
a. Happy: The main character, Ngabo, is happy and makes the whole class laugh.
b. Ironic: Most of Ngabo’s interventions are aimed at distracting the teacher and
not getting answers to pertinent questions.
146
Read the play below then analyse the style and the mood of the play.
Mutoni: I’ve always got time for a cup of tea and a chat. Just one rule: we don’t
talk about work.
Ikiriza: Well, I’ll try. There so much these days it’s difficult to think of
anything else.
turns it off.)
Mutoni: I’ve taken care of that man for the past six years. I feed him, clothe
him, clean up his shit.
Ikiriza: Hey... hey. Come on. You’re stressed. I think you need a night out.
Let your hair down a bit.
Ikiriza: Surely he’ll be OK for a few hours. You go to work, as you said the
nurse is only here for an hour a day.
(Pause)
Mutoni: Well, er...
147
Answers
1. The style used includes:
a. Stage directions which explain what is happening in the surrounding
and therefore the cause for certain utterances by the characters.
b. Dialogue between the two characters. This helps us to:
i. Know the emotional state of Mutoni – stressed.
ii. Deduce Mutoni’s character – gullible, nagging, ungrateful.
2. The play starts with a happy mood then it changes to an uneasy one when
they start talking about Mutoni’s challenges with parenting. It then changes
to a hopeful mood as Ikiriza promises a night out with Mutoni.
Remember one of your best class sessions in your favourite subject. Write a play to
show how the class went and why you liked it. Use dramatic devices to add creativity
to your work. Share your play with the rest of the class.
Answers
Open-ended. Guide learners on the writing of the play. Display the best scripts
in class.
148
References
Luvai, A. (Editor) (1988). Boundless Voices: Poems from Kenya. Nairobi: East African
Educational Publisher.
Canada, L. (1953). The African Child. Fountana.
Emilia Ilieva & Waveney Olembo (Editors). When the Sun Goes Down and Other
Stories from Africa. Nairobi: Longhorn Publishers Limited.
Gathumbi, A., et al, (2005), New Intergrated English, Book 2. Nairobi: The Jomo
Kenyatta Foundation.
Gordon, I. (1997). Looking for a Rain God and Other Short Stories from Africa.
Nairobi: Macmillan.
Kulet, H. (2011). Vanishing Herds. Nairobi: Longhorn Publishers Limited.
Vikiru, L., Omwoyo, H. & Oburu, H. (2005). Advancing in Engilish. Nairobi:
Longhorn Publishers Limited.
Lo Liyong, T. (1972). Popular Cultures of East Africa. Nairobi: Longman.
Ndavu, E. & Mwinzi, M. (1986). English for Life, Book 2. Nairobi: Publishing and
Book Marketing.
Ngugi wa Thiong’o (1965). The River Between. Nairobi: East African Educational
Publishers.
Ogundipe, P. A. & Tregidgo, P. S. Practical English, A Comprehensive Secondary
Course, Book 2. Nairobi: Longman Publishers.
Oludhe, M. Coming to Birth. Nairobi: Heinemann Educational Books.
Radford, W. & Preen, G., Adventures across Africa. Nairobi: East African
Educational Publishers.
Mwangi, E. (2010). The Delegate. Nairobi: Kenya. Moran (E.A.) Publishers Limited.
https://www.poetrysoup.com/poem/my_wound_824899
http://www.poemzoom.com/poem/sky_791643
https://www.poets.org/poetsorg/poem/how-do-i-love-thee-sonnet-43
https://tylerpedersen02.wordpress.com/2013/06/09/impressions-of-a-leaf-5/
149
Posted on June 9, 2013

http://www.familyfriendpoems.com/poem/reckless-driving. Published on
December 2007
https://www.poetrysoup.com/poem/gisenyi-,rwanda_882312. Posted in 2017 by
junky poet
http://examples.yourdictionary.com/examples-of-alliteration poems.
html#whMysgIjqestwbgi.99)
http://badilishapoetry.com/timothy-wangusa/
https://www.familyfriendpoems.com/poem/pills--violence-but-im-ahead-of-the-
game
http://theoakwoodschool.org/blog/callen/files/2014/11/All-That-You-Have-Given-
Me-Africa-Poem.docx.
https://www.waterstones.com/book/the-incorruptible-judge/d-olu-
olagoke/9780237495220
http://examples.yourdictionary.com/examples-of-tone-in-astory.
html#GDZrsL6OkHI1RuSM.99
https://en.wikipedia.org/wiki/Theatrical_style
http://www.simplyscripts.com/plays.html
https://www.poetrysoup.com/poems/nationality/rwandan
150

Literature in English S3 TG

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Literature in

© 2020 Rwanda Education Board

All rights reserved.

This book is property of the Government of Rwanda. Credit must

Rwanda Education Board (REB) is honored to present Senior Three

The Government of Rwanda emphasizes the importance of aligning

In competence-based curriculum, learning is considered a process

I wish to sincerely express my appreciation to the people who contributed

Any comment or contribution is welcome to help in improving this text

Dr. NDAYAMBAJE Irénée

I wish to express my appreciation to the people who played a major role

I owe gratitude to Curriculum Officers and teachers whose efforts during

Finally, my word of gratitude goes to the Rwanda Education Board

Unit 1: Review of key aspects of prose……………..................................….........……. 27

Unit 2: Plot development……………................................………………….…............. 48

Unit 3: Tone, atmosphere and purpose………………….................................................66

Unit 4: Types of poetry and poems..................................................................................79

4.3 Types of poems (Concrete poems)...........................................................................88

Unit 5: Poetic devices......................................................................................................96

Unit 6: Context and plot development...........................................................................111

Unit 7: Character, subject matter and themes...............................................................124

Unit 8: Style, mood and atmosphere..............................................................................136

Part 1 General Introduction

(c) Group/ class discussion/ pair work

(d) Project method

Making learning learner-centred

Handling learners with special needs

(a) Learners with physical difficulties

(c) Learners with hearing difficulties

– Knowledge and understanding: As in the existing curriculum,

– Attitudes and values: These refer to a particular way of thinking and

– Links to other subjects: It is important for learners to gain an

• Cross-cutting issues to be addressed – This section provides guidance on

• Generic competences to be developed – This section provides guidance on

• Vocabulary or key words or concepts – These are words considered as new

• Guidance on the problem – The problem statement is a comprehensive

• Lesson development – This section has the following key parts:

− Prerequisites/revision/introduction: This gives clear instructions to the

− Learning activities: This section outlines guidelines on how to facilitate

− Assessment: This section contains the questions and suggested answers

• End of unit – This section contains the following parts:

− Summary of the unit: This section provides an indication to the teacher

− Additional information: This section provides additional content for the

− Remedial activities: This section contains suggestions of questions and

− Extended activities: This section contains suggestions of questions and

under ‘The Problem

participate in group group work, ensure

allowed a chance to the value of humility.

Assessments . Tasks . Tasks . Tasks . Tasks . Tasks

Equipment and - Student’s Book - Student’s Book - Student’s Book

Activities/ . Reading plays . Reading plays . Reading plays

Assessment . Tasks . Tasks . Tasks

Part 3 Sample Lesson Plan

Important sub-headings of a lesson plan

4. Key unit competence

It is convenient to distinguish between the learners' and teacher’s activities under

10. Summary/conclusion (Consolidation)

Sample Competence–based Lesson Plan