DIOCESE ON THE NIGER,

HOLY INNOCENTS JUNIORATE

CONVENT, NKPOR.

PROPOSED LESSON NOTES FOR FIRST

TERM 2024/2025

ACADEMIC SESSION.

SUBJECT: LITERATURE-IN-ENGLISH

CLASS: GRADE 10

TEACHER: Ms.OKECHUKWU

CHINONSO PRECIOUS
FISRT TERM GRADE 10 SCHEME OF WORK 2024/2025 ACADEMIC SESSION.

SUBJECT: LITERATURE-IN-ENGLISH

WEEK

1. Introduction, definitions and functions of literature.

2. Genres of literature, basic distinction among the genres of literature.

3. Introduction to drama, types of drama, features of drama.

4. Introduction to prose, types of prose, features of prose.

5. Introduction to poetry, Types of poetry, features of poetry.

6. Introduction to poetic devices

7. MID_TERM BREAK

8. Introduction to figures of speech

9. Figures of speech continues

10. Introduction to literary appreciation.

11. Literary appreciation continues

12. Revision

13. Examination/Closure
WEEK ONE

RESUMPTION TEST AND REVISION OF LAST TERM'S WORK

1. The logical arrangement or presentation of events from one stage to another in literature is called........ (a)
setting (b) plot (c) theme (d) point of view.

2. ............. can be said to be the central idea that runs through a piece of literary work (a) point of view (b)
imagery (c) characterization (d) theme.

3. The emotional state an author creates is.......... (a) mood (b) style (c) metaphor (d) setting.

4. Which of these is not an attribute of a character....... (a) dynamic (b) static (c) novel (d) flat

5. ........... refers to the writer’s choice of the word (a) style (b) diction (c) plot (d) setting.

6. ............ is the device employed by writers to bring forward events that had occurred before the scene of the
work (a) style (b) imagery (c) flashback (d) mood.

7. "He is like a bull when he is angry" is an example of which figure of speech (a) oxymoron (b) simile (c)
metaphor (d) pun

8. The main opposing character in a play is the.......... (a) antagonist (b) protagonist (c) hero (d) heroine.

9. Autobiography is a story (a) of somebody's life story as written by himself (b) of somebody written by
another fellow (c) that laments (d) that discusses history.

10. The following are features of poetry except (a) stanza (b) verse (c) line (d) chapter

ANSWERS.

1. B-plot

2. D-theme

3. A-mood

4. C-novel

5. B-diction

6. C-flashback

7. B-simile

8. A-antagonist
9. A- of somebody's life story as written by himself

10. D-chapter
2nd WEEK

NOTE OF LESSON IN LITERATURE-IN-ENGLISH FOR SECOND WEEK ENDING

Date:

Class: SS1

Duration: 2periods of 35mins each

Topic: Introduction, Definition and Functions of Literature.

SPECIFIC OBJECTIVES: By the end of the lesson the students should be able to

a. define literature

b. write the functions of literature

c. appreciate the meaning and functions of literature

ENTRY BEHAVIOUR: The students have read some books and listened to some stories previously.

SET INDUCTION: The teacher set induces the students by narrating a folktale

INSTRUCTIONAL MATERIALS: Sample of a literary text.

INSTRUCTIONAL PROCEDURE

Step Content Teacher's Activities Student's Instructional Evaluation

Development Activities Materials

1 Definition of The teacher explains The Cardboard Differenciate

English that the term English students paper between
literature and literature refers to the listen showing the Literature-
Literature-in- literature of the attentively differences in-English
English. people who speak to the between and English
English as mother teacher as Literature- literature?
tongue. Thus, the she explains in-English
teacher explains that and ask and English
the term English their Literature.
literature refers to the questions.
literature of the
 people who speak
English as mother
tongue. Thus, English
literature refers to the
literature of the
British, Scots, Irish,
Welsh and
Americans.

Moreso, Literature-
in-English refers to
works written in
English language
irrespective of the
nationality of the
author.

2 Definitions of The teacher defines The Cardboard Define

Literature. literature as the students paper Literature.
creative or repeat after showing the
imaginative work of the teacher definitions
art which can be in as she of literature
written or oral form. defines
literature.
Literature can also be
defined as any
imaginative work of
art which employs
beautiful language to
recreate
life/experiences.

3 Functions of The teacher explains The Flashcards Mention at

Literature that classically, students pay showing the least three
literature has three attention to functions of functions of
functions; to teach, to the teacher Literature literature
inform and to as she and explain.
 entertain. Some other explains and
functions of literature equally jot
include: down some
notes
a.Vocabulary
Development.

b. Entertainment.

c.Culture Propagation

4 Closure The teacher The Closure Closure

summarises the students
lesson telling the appreciate
students that the teacher.
literature as an
imaginative work art
can be in written or
oral form.

Evaluation

1. Define literature.

2. Differenciate between Literature-in-English and English literature.

3. Write at least three functions of Literature.

Assignment

Literature propagates and preserves culture. Discuss.

3rd WEEK

NOTE OF LESSON IN LITERATURE-IN-ENGLISH FOR 3rd WEEK ENDING

Subject: Literature-in-English

Period: 2periods

Topic: Genres of literature, basic distinction among the genres of literature.

SPECIFIC OBJECTIVES: By the end of the lesson the students should be able to

a. define genre

b. write the genres of literature

c. identify the differences amongst the genres of literature.

ENTRY BEHAVIOUR: The students have learnt the functions of literature in their previous lesson.

SET INDUCTION: The teacher set induces the students by showing them three literary texts representing the
three genres of literature. The teacher shows them their structure and ask them to identify the genre of literature
each represents.

INSTRUCTIONAL MATERIALS: Sample of drama text, prose and poem.

INSTRUCTIONAL PROCEDURE

Step Content Teacher's Activities Student's Instructional Evaluation

Development Activities Materials

1 The genre or The teacher explains that literature is The Copy of a Mention
branches of broadly divided into three. The three students drama text, the three
literature genres of literature are; drama, prose listen prose and genres of
and poetry. attentively poem. literature.
and
repeats
after the
teacher.

2 Basic The teacher explains that elements of The Copy of a Mention

distinction structure and style are the basic areas students drama text, the basic
between the of distinction/difference amongst the listen prose and areas of
genres of three genres of literature. attentively poem distinction
literature. and jot amongst
Structure refers to the way a literary text
down the genres
is organised by the writer. Prose is
some of
structured in chapters; Poem is
points literature.
structured in stanzas and lines and
Drama is structured in acts and scenes.
 Style on the other hand represents how
the author describes events, objects and
ideas. It is also the manner in which an
author presents information and ideas.

Other areas of distinction amongst the

genres of literature include:

a. Use of dialogue

b. Diction

c. Setting

d. Technical structure

3 Closure The teacher summarises the lesson by The Closure Closure

emphasising the areas of difference students
amongst the genres of literature. appreciate
the
teacher

Evaluation

1. Differenciate between style and structure as major areas of distinction amongst the genres of literature.

2. Mention three other areas of distinction amongst the genres of literature.

ASSINGMENT

Write short note on the following:

a. Genres of literature

b. Structure and style

4th WEEK

NOTE OF LESSON IN LITERATURE-IN-ENGLISH FOR 4th WEEK ENDING 13th OCTOBER

Subject: Literature-in-English

Period: 2 periods

Topic: Introduction to drama, types and features of drama.

SPECIFIC OBJECTIVES: By the end of the lesson the students should be able to

a. define drama

b. write the types of drama

c. identify features of drama

ENTRY BEHAVIOUR: The students have learnt genres of literature in their previous lessons.

SET INDUCTION: The teacher set induces the students by asking them to mention some structural elements
of drama in their previous lessons.

INSTRUCTIONAL MATERIAL: Sample of drama text.

INSTRUCTIONAL PROCEDURE

Step Content Teacher's Activities Student's Instructional Evaluation

Development Activities Materials

1 Definition of The teacher defines drama as a The Sample of Define

drama piece of writing to be performed students drama text. drama.
for an audience or a play for the listen
theatre, television or radio. Drama attentively
is taken from the Greek word, and jot
Drameon which means, do or act. down
Drama is real life which involves some
action. points.

2 Types/Forms of The teacher mentions, explains and The Samples of Discuss

Drama writes the types of drama. students drama texts two types
listen s of drama
a. Tragedy: This is the oldest form
attentively,
of drama and was first to be
 recognized in the forms of drama. ask
In tragedy, the protagonist is questions
involved in a struggle or conflict and jot
which leads to his ruin or down
disappointment. some
points.
b. Comedy: A comedy is a play
which ends upon a note of
happiness after some initial
problems in its plot are happily
resolved.

c. Tragic-Comedy: As the name

implies, a tragic-comedy is a play
that combined both tragic and
comic elements.

3 Closure The teacher summarises the lesson The Closure Closure

by telling the students that drama students
is a piece of writing performed for appreciate
the audience or play for theatre or the teacher
television or radio.

Evaluation

1. Define drama

2. Mention and explain three types of drama

Assignment

1. Explain the differences between tragedy and comedy.

2. Which type of drama sets out to ridicule deviant behaviour of people in the society

3. Write short note on the following

a. Tragic-comedy

b. Comedy

c. Satirical comedy
PERIOD 2

Subject: Literature-in-English

Topic: Features of drama

SPECIFIC OBJECTIVES: By the end of the lesson the students should be able to

a. mention the features of drama

b. identify the features of drama in any given drama text

c. appreciate the features of drama

ENTRY BEHAVIOUR: The students have learnt the meaning and types of drama in their previous lesson

SET INDUCTION: The teacher set induces the students by showing than a drama text and asking them to
mention the features they can see in it.

INSTRUCTIONAL MATERIAL: Sample of a drama text.

INSTRUCTIONAL PROCEDURE

Step Content Teacher's Activities Students’ Instructional Evaluation

Development Activities Materials

1 Features of The teacher mentions and The students Sample of a Mention

drama explains the features of drama. listen drama text. three
attentively and features of
a. Dramatis personae/Cast: This
jot down some drama.
refers to the display of all the
points.
participants in the drama.

b. Playwright: A person who

writes a piece of drama or play.

c. Dramatist: A person who writes

and directs plays, including the
plays of other playwrights.

d. Plot. This refers to the

playwright's selection and
arrangement of events in a way
that relationship between
 characters, events, actions and the
setting are in order to establish
causality in a play.

e. Protagonist: A character that

plays the most prominent role in a
play is often referred to as
hero/heroine or the chief
character.

f. Characters/Figures: These are

persons through whom the
playwright communicates to us
(readers/audience) his ideas.

g. Characterization: This is the

process of creating characters and
adorning them with certain
positive attributes or vices.

2 Closure The teacher summarises the The students Closure Closure

lesson using repetition skill for all appreciate the
the features of drama. teacher

Evaluation

Mention and explain at least 4 features of drama.

General Evaluation

1. All the following are not genre of literature except (a) drama (b) sentence (c) stanza (d) paragraph.

2. The oldest form of drama is..........(a) satiric comedy (b) tragedy (c) domestic tragedy (d) comedy

3. .......... is also known as resolution (a) denouement (b) character (c) conflict (d) dialogue

4. ........... refers to the writer's/playwright's arrangement of events (a) plot (b) action (c) dialogue (d) setting

5. A piece of drama differs from a piece of porter because a play is........(a) made up of many characters (b)
exists largely in action (c) uses a lofty language (d) deal mainly with tragic experiences.
6. A writer of novel is a novelist; a writer of plays is a..........(a) playwriter (b) playwrite (c) playwrighter (d)
playwright.

Assignment

1. Differenciate between characters and characterization

2. Write short note on the following:

a. Denouement

b. Dramatic irony

c. Plot

d. Tragic flaw

5th WEEK
NOTE OF LESSON IN LITERATURE-IN-ENGLISH FOR 5th WEEK ENDING

Subject: Literature-in-English

Period: 2periods

Topic: Introduction to prose, types and features of prose.

SPECIFIC OBJECTIVES: By the end of the lesson the students should be able to

a. define prose

b. write the types of prose

c. identify the features of prose

ENTRY BEHAVIOUR: The students have learnt the meaning, types and features of prose in their previous
lesson.

SET INDUCTION: The teacher set induces the students by showing them a sample of prose and asks them to
mention the features they can see.

INSTRUCTIONAL MATERIAL: Sample of a prose text

INSTRUCTIONAL PROCEDURE

Step Content Teacher's Activities Students’ Instructional Evaluation

Development Activities Materials

1 Definition of The teacher defines prose as a The Sample of a Define

Prose major genre of literature that students prose text prose.
involves the art of storytelling in a listen
narrative style. A prose can either attentively,
be called a fiction-based on ask
imagination or a non-fiction based questions
on pure facts. and jot
down some
notes.

2 Types or The teacher explains that the types The Sample of Differenciate
forms of of prose are grouped into two that students prose between
prose is fiction and non-fiction. listen showing the fiction and
 Fiction(unreal story): attentively forms of non-fiction
ask prose narrative.
a. Novel
questions
b. Novella and jot
down some
c. Apologue or fable
notes.
d. Novellete

NON-FICTION (real story):

a. Biography

b. Auto-biography

c. Autographical novel

Evaluation

1. Define prose

2. Write the types of/divisions of prose

3. Mention the differences between novel, novella and novellete.

General Evaluation

1. Biography is to the story of one's life written by another while autobiography is a story one's life written
by..............

2. Fictious story is based on imagination while non-fiction is based on..........

3. Write three types of prose based on their division.

PERIOD 2

Subject: Literature-in-English

Topic: Features of Prose

SPECIFIC OBJECTIVES: By the end of the lesson the students should be able to

a. write features of prose

b. identify features of prose in a given prose text.

ENTRY BEHAVIOUR: The students have learnt types of prose.

SET INDUCTION: The teacher set induces the students by showing them a prose text and ask them to mention
what they can see.

INSTRUCTIONAL MATERIAL: A sample of a prose.

INSTRUCTIONAL PROCEDURE

Step Content Teacher's Activities Students’ Instructional Evaluation

Development Activities Materials

1 Features of The teacher mentions, writes and The A prose Mention

prose explains the features of prose. students text. and
listen explain
a. Characters: These are persons
attentively, three
created by the novelist to actualise
ask features of
certain ideas and principles.
questions prose.
b. Plot(storyline): This refers to and jot
the design and ordering of events down some
or incidents in the novel. notes.

c. Setting: This refers to the time

in which the story is set and the
geographical location of the
action.

d. Conflict: This so the struggle

between the protagonist and the
antagonist in a literary work. It is
through conflict that a plot makes
progress.

e. Narrative Techniques: These

are the methods and devices
writers use to tell stories, whether
in works of literature, film, theatre
 or even oral stories.

2 Closure The teacher summarises the lesson The Closure Closure

by repeating the features of prose. students
appreciate
the teacher

Evaluation

Mention and explain four features of prose

General Evaluation

1. The following are non-fiction except (a) biography (b) novella (c) autobiography (d) autographical novel.

2. All these are forms of prose except (a) novel (b) apologue (c) farce (d) biography

3. The....... is the male character around whom the conflict of a story or play is woven (a) heroine (b) hero (c)
villain (d) dynamic character

4. The...... is a female character around whom the conflict of a story or play is woven (a) heroine (b) hero (c)
villain (d) dynamic character.

7th WEEK
NOTE OF LESSON IN LITERATURE-IN-ENGLISH FOR 7th ENDING ON

Subject: Literature-in-English

Period: 2periods.

Topic: Introduction, definition, types and features of poetry.

SPECIFIC OBJECTIVES: By the end of the lesson the students should be able to

a. define poetry

b. write types of poetry

c. identify the features of poetry in a given poem

ENTRY BEHAVIOUR: The students have learnt the meaning, types and features of prose in their previous
lesson

SET INDUCTION: The teacher set induces the students by showing them a piece of poem and ask them to
mention what they can see.

INSTRUCTIONAL MATERIAL: Sample of a poem.

INSTRUCTIONAL PROCEDURE

Step Content Teacher's Activities Students’ Instructional Evaluation

Development Activities Materials

1 Definition of The teacher defines poetry as Students Sample of a Define

poetry any imaginative writing in lines listen poem. poetry.
of certain length. It is a form of attentively
literary expression that creates and jot down
effects by the sound and imagery some points.
of its language.

2 Types of The teacher explains that there The students Mention

poetry. are different types of poetry listen and
however, the major types are the attentively explain
epic, the ballad, lyric, sonnet, and jot down three
ode and elegy. Other forms of some notes. features of
poetry include: limerick, lullaby, poetry.
 panegyric, dirge, pastoral poem,
blank/free verse and pastoral
elegy. She explains for the
purpose of the lesson we shall
limit our study to the first six.

a. The Epic: This refers to a long

narrative poem that focuses on a
heroic figure or group or an
event that form the cultural
history of a a tribe or nation.

b. The Ballad: This is a slow

love song or a short story in form
of a poem.

c. The Lyric: This is a short

simple poem which is meant to
be sung.

d. The Sonnet: This is a fourteen

line lyrical poem usually
arranged in a special form and
has a special fixed pattern of
rhyme.

e. Elegy: Elegies are poems that

express sorrow, grief and a loss.

3 Closure The teacher summarises the The students Closure Closure

lesson by repeating the six major appreciate
types of poetry. the teacher

Evaluation

1. Define poetry

2. Write at least five types of poetry

Assingment
1. Differenciate between the Shakespearean sonnet and Petrarchan sonnet

2. Write short note on

a. Ballad

b. Epic

c. Sonnet

Period 2

Subject: Literature-in-English

Topic: Features of Poetry

SPECIFIC OBJECTIVES: By the end of the lesson the students should be able to

a. write features of poetry

b. identify the features of poetry in any given piece of poem.

ENTRY BEHAVIOUR: The students have learnt the meaning and types of poetry in their previous lesson.

SET INDUCTION: The teacher set induces the students by showing them a piece of poem and ask them to
mention what they can see.

INSTRUCTIONAL MATERIAL: Sample of a poem

INSTRUCTIONAL PROCEDURE

Step Content Teacher's Activities Students’ Instructional Evaluation

Development Activities Materials

1 Features of The teacher mentions, writes and The students Sample of a Mention
poetry explains features of poetry. listen poem. and
attentively explain
a. Language: One major tool.od
and jot down three
the poet to convey his message is
some notes. features of
language. Poetry is most effective
poetry.
when language is best used.

b. Atmosphere: This is the

psychological background of a
 literary work.

c. Enjambment: It is also referred

to as 'run-on' lines in which is the
spilling over of an idea or thought
from a previous line to the next or
subsequent ones.

d. Imagery: This is the poet's

selective and effective use of
words to create pictorial
impressions in the imagination of
the reader or audience to appeal to
his senses of smell, taste, touch
and hearing.

e. Metre: Metre is the formal

sequence of stressed and
unstressed syllables in poetry. It is
metre that determines the rhyme
of a poem.

2 Closure The teacher summarises the lesson Closure Closure

by repeating the features of poetry

Evaluation

1. Mention and explain three features of poetry

2. Read 'Vanity' by Virago Diop and identify the features of poetry in it.

Assignment

Read the poem 'Piano and Drums' by Gabriel Ọkara and identify the features of poetry in it.

8th WEEK
NOTE OF LESSON IN LITERATURE-IN-ENGLISH FOR 8th WEEK ENDING ON

Subject: Literature-in-English

Period: 2 periods

Topic: Introduction and examples of figures of speech.

SPECIFIC OBJECTIVES: By the end of the lesson the students should be able to

a. define figures of speech

b. list examples of figures of speech

c. appreciate figures of speech by asking and answering questions

ENTRY BEHAVIOUR: The students have learnt features of poetry in their previous lesson.

SET INDUCTION: The teacher set induces the students by asking them to mention some expressions in the
poem 'Piano and Drums' by Gabriel Ọkara they couldn't attach any meaning.

INSTRUCTIONAL MATERIAL: Flashcards showing the figures of speech

INSTRUCTIONAL PROCEDURE

Step Content Teacher's Activities Students’ Instructional Evaluation

Development Activities Materials

1 Definition The teacher defines figure of speech The Flashcards Define

as the purposeful change in the use students showing the figures of
of words or phrases in order to listen definition of speech.
secure thought that cannot be had in attentively figures of
its ordinary use. and jot speech
down some
notes.

2 Divisions of The teacher explains that figures of The Flashcards Mention the
Figures of speech are divided four namely: students showing the divisions of
speech listen divisions of figures of
a. Figures of comparison
attentively figures of speech.
b. Figures of sound and jot speech.
down some
 c. Figures of association notes.

d. Figures of contrast

3 Figures of The teacher explains and writes the The Flashcards Differenciate
Comparison. figures of comparison with students showing the between
examples. listen definition Simile and
attentively and Metaphor.
a. Simile: This is a comparison of
and jot examples of
two things which are different in
down some figures of
kind but are the same in one
notes. comparison
particular aspect. It is generally
introduced by 'like' and 'as'. E.g:
Emeka is as brave as a lion

b. Metaphor: A direct comparison

whereby one thing is given the
quality of another. Instead of saying
A is like B we say A is B.

E.g: All the world is a stage.

c. Personification: When an
inanimate object is made to have the
characteristics of a human being,
that inanimate object is said to be
personified. E.g: Death lays his icy
hands on kings

4 Figures of The teacher explains and writes The Flashcards Differenciate

Sound figures of sound with examples. students showing the between
listen definition Alliteration
a. Alliteration: When an initial
attentively and and
consonant sound is repeated within
and jot examples of Assonance.
lines of poetry, that sound is
down some figures of
referred to as alliteration. E.g: Put
notes. comparison
all your personal packs in the
pantry.

b. Assonance: This is the repetition

 of similar vowel sound in the same
line or nearby lines of a poem or a
prose. E.g: Thou still unravished
bride of quietness (the vowel /i/ is
repeated)

c. Onomatopoeia: It is the use of

words to mimic or represent sounds
made by objects. E.g: Tick says the
time tick tick

5 Closure The teacher summarises the lesson The Closure Closure

by repeating the figures of sound students
and comparison appreciate
the teacher.

Evaluation

1. Write the four divisions of figures of speech

2. Write five examples each reflecting the following figures

a. Onomatopoeia

b. Alliteration

c. Personification

d. Metaphor

e. Simile

General Evaluation

Which figure of speech is used in each of the following sentences?

1. Funmi is boiling with fury

2. The car zoomed off immediately

3. The furrow followed free

4. "Death be not proud, though some have called thee/Mighty and dreadful, for thou art not so."

5. Ann dresses like an angel

Period 2

Subject: Literature-in-English

Topic: Figures of Association, Contrast and Others.

SPECIFIC OBJECTIVES: By the end of the lesson the students should be able to

a. define at least five figures of association and contrast

b. write examples of figures of association and contrast

c. appreciate the figures of association and contrast

ENTRY BEHAVIOUR: The students have learnt figures of sound and comparison in their previous lesson.
The teacher asks the students to give sentence examples of the following figures

a. Simile

b. Metaphor

c. Onomatopoeia

SET INDUCTION: The teacher set induces the students by asking them to explain this expression, 'To save
money, you have to spend it.”

INSTRUCTIONAL MATERIAL:

INSTRUCTIONAL PROCEDURE

Step Content Teacher's Activities Students’ Instructional Evaluation

Development Activities Materials

1 Figures of The teacher writes and explains The Flashcards Write four
Association figures of association and contrast students showing the examples for
with examples. listen examples of each of the
attentively figures of figures of
a. Hyperbole: This is simply an
and jot Association. speech.
excessive exaggeration. E.g: The
down
whole world know I am innocent of a.Hyperbole
some
the crime.
 b. Apostrophe: This is the direct notes. b.Apostrophe
address to a person or object present
or absent, the dead or an inanimate
object by a speaker either to invoke
them as witness or to pity, praise or
blame them. E.g: O mighty Caesar,
does thou lie so low

c. Synecdoche: This figure of speech

refers to the substitution of a part to
stand for the whole, or the whole to
stand for a part. E.g: All hands must
be on deck.

d. Metonymy: This figure of speech is

applied when things are not called by
their true names but by the names of
attributes or things closely associated
with them. Therefore, we speak of
'King' as 'sceptre' and 'crown'. E.g:
The pen is greater than the sword.
Meaning that the writer is greater than
the soldier.

2 Figures of a. Antithesis: This term refers to the The Flashcards Write three
Contrast presentation of two opposite phrases students showing the examples for
or clauses in a sentence to indicate listen examples of each of the
balanced view. E.g: More haste, less attentively figures of following
speed. and jot Contrast. figures of
down speech.
b. Irony: The use of words or
some
statement to express a different a.Irony
notes.
meaning opposite of the one we
b.Paradox
express. E.g: The man was so rich he
could not buy a car. c.Oxymoron

c. Paradox: This describes a sentence

which at first seems contradictory but
 when considered further, contains
some truth. E.g: Kikelomo is the
husband of her mother.

d. Oxymoron: This is a figure of

speech that combined contradictory
words to reveal a truth. It places side
by side two words that are self-
contradictory. E.g: Parting gifts are
such sweet sorrow.

3 Other a.Rhetorical Question: This is a type The Flashcards Write three

Figures of of question that does not require an students showing the examples for
Speech answer. It is used just for emphasis. listen examples of each of the
E.g: When the foundation is destroyed attentively figures of figures of
what would the righteous do? and jot Contrast speech.
down
b. Euphemism: This is a figure that a.Rhetorical
some
expresses some harsh, unpleasant, questions
notes.
disagreeable news in a pleasant
b.Euphemism
acceptable manner in order to blunt
the harshness. E.g: The man passed c.Pun
away this morning (died).

c. Pun: This figure refers to 'play on

words', it is the use of words or
phrases which may have similar
sounds but possess different
meanings. E.g: Lady, a mender of
soles that I am, I can as well mend
your trouble soul.

Evaluation

A. Define the following figures of speech

a. Paradox

b. Pun

c. Euphemism

d. Antithesis

e. Irony

B. Write three sentence examples for the following figures of speech

a. Oxymoron

b. Rhetorical question

c. Pun

General Evaluation

Which figure of speech is used in each of the following sentences?

1. My continuous stay at my brother's house is becoming a cold comfort.

2. The only problem with Mary is that she is light-fingered.

3. I have soany friends that I never see anyone to talk to.

4. A word that imitates the sound made by objects is termed to be........(a) Alliteration (b) Euphemism (c)
Onomatopoeia

5. 'May I go the gents?' is an example of.........(a) simile (b) personification (c) Infective (d) Euphemism

9th WEEK

NOTE OF LESSON IN LITERATURE-IN-ENGLISH FOR 9th WEEK ENDING ON

Subject: Literature-in-English
Period: 2 periods

Topic: Introduction, definition, elements and importance of literary appreciation.

SPECIFIC OBJECTIVES: By the end of the lesson the students should be able to

a. define literary appreciation

b. write the elements of literary appreciation

c. appreciate literary appreciation

ENTRY BEHAVIOUR: The students have learnt figures of speech in their previous lesson.

SET INDUCTION: The teacher set induces the students by asking them (two or three students) to tell the class
about their favourite novel.

INSTRUCTIONAL MATERIAL:

INSTRUCTIONAL PROCEDURE

Step Content Teacher's Activities Students’ Instructional Evaluation

Development Activities Materials

1 Introduction The teacher introduces literary The Cardboard Define

to literary appreciation literally as an attempt students paper literary
appreciation to make literary works more listen showing the appreciation.
valuable. attentively definition of
and jot Literary
Definition.
down some Appreciation
Literary appreciation is the ability notes.
to study, understand and evaluate
a literary work.

2 Elements of The teacher explains and writes The Flashcards Differenciate

literary the elements of literary students showing the between plot
appreciation. appreciation. listen elements of and theme.
attentively, literary
a. Plot: This is the sequencial or
ask appreciation
logical arrangements of events in a
questions
literary work. It is the story line
and jot
and must be detailed.
 b. Theme: Theme is the central down some
idea that is inferred from reading notes.
and interpretation of the plot,
imagery and symbolism in a
literary work. Some themes
centers on social, political,
religion or philosophical issues of
life.

c. Style: This is the way the

language is structured or the way
or manner in which a work is
written.

d. Mood: This is the feeling of

atmosphere that the writer creates
from the reader through the
description of the setting, what the
characters say and the use of
language.

e. Diction: This has to do with the

author's choice of words.

f. Characterization: This has to do

with the presentation, description,
involvements and analysis of
various characters or casts in a
play, novel or poetry.

3 Closure The teacher summarises the lesson The Closure Closure

by repeating the elements of students
literary appreciation. appreciate
the teacher.

Evaluation

a. Define literary appreciation.

b. Write three elements of literary appreciation.

Period 2

Subject: Literature-in-English

Period: 2nd Period

Topic: Importance of Literary Appreciation.

SPECIFIC OBJECTIVES: By the end of the lesson the students should be able to

a. mention the importance of literary appreciation

b. write the importance you literary appreciation

c. appreciate the importance of literary appreciation.

ENTRY BEHAVIOUR: The students have learnt meaning and elements of literary appreciation.

SET INDUCTION: The teacher set induces the students by asking them to differentiate between plot and
theme

INSTRUCTIONAL MATERIAL:

INSTRUCTIONAL PROCEDURE

Step Content Teacher's Activities Students’ Instructional Evaluation

Development Activities Materials

1 Other g. Setting: This is the environment The Flashcards What is

Elements of where a play or other work of students showing flashback?
Literary literature is situated. listen other
Appreciation attentively elements of
h. Flashback: This device is
and jot literary
employed by writers to bring
down appreciation.
forward events that had occurred
some
before the scene of the work.
notes.
i. Image: These are concrete or
literal representations of an
experience or object to appeal to the
senses.
2. Importance The teacher explains the importance The Flashcards Literary
of literary of literary appreciation. students showing the appreciation
appreciation. listen importance gives more
a. Proper Evaluation: Literary
attentively of literary value to
appreciation allows proper
ask appreciation. literary
evaluation of literary works.
questions works.
b. Connection between the reader and jot Discuss.
and writers: It gives more down
intimation between the readers and some
the writers. notes.

c. It gives more value: Through

literary appreciation literary works
become more valuable.

d. Information and Imagination:

Literary appreciation help us to
have full grasp of the informative
and imaginative aspects of
literature.

Evaluation

1. Write four importance of literary appreciation.

General Evaluation

1. The logical arrangements or presentation of events from one stage to another in literature is called...............

2. ............can be said to be the central idea that runs through a piece of literary work.

3. The emotional state an author creates is..............

4. ...........is the device employed by writers to bring forward events that had occurred before the scene of the
work.

5. The time and location of a literary work is referred to as..............