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1

REPUBLIC OF LIBERIA

MINISTRY OF EDUCATION

NATIONAL CURRICULUM FOR GRADES 10 TO 12

LITERATURE IN ENGLISH

February 2011

2

MESSAGE FROM THE MINISTER OF EDUCATION

I wish to extend my thanks and appreciation to ECSEL, UNESCO and all our partners for their immense contribution to this important task of revising and

strengthening of the National Curriculum. Special thanks to USAID through LTTP for their funding and technical support in the harmonization or realignment of

the curriculum. We extend sincere thanks and appreciation to the Bureau of Curriculum Development and Textbook Research, the National Curriculum Taskforce,

and the subject specialists from various institutions for the level of professionalism that went into this exercise.

The revision and strengthening of our National Curriculum comes at a time when our nation is faced with the Herculean task or challenge of education

transformation, national reconstruction, recovery and renewal in the aftermath of a devastating civil war. Hence, critical to this national challenge is the rebuilding

of the education sector as Liberians can not achieve the desired socio-economic progress in the absence of a strong, vibrant and productive education and training

system.

The revised national curriculum has two features which include the regular core subject areas of Mathematics, Science, Language Arts and Social Studies and

emphasis is being given to the global challenge of HIV/AIDS, Peace, Citizenship, Human Rights and Environmental education. Secondly, the new curriculum is

developed in line with international standards especially those practiced and enshrined in the curriculum of our sisterly Republic of Nigeria and Ghana who are also

members of the West African Examinations Council (WAEC) .

We wish to urge all our education partners including students, teachers, principals, proprietors of schools and members of school boards to use this curriculum in

our schools to enhance quality and relevant instruction and to enable our students to be adequately prepared to take the West African Senior Secondary Certificate

Examinations (WASSCE) come 2013 as envisaged by us in the education sector.

May I conclude by once again saying big thank-you to all those who contributed to make this project a success.

Hon. E. Othello Gongar

MINISTER

3

INTRODUCTION

The reading and appreciation of Literature-in-English contributes immensely to the intellectual formation of our students. Not only does it contribute to the

development of those critical thinking skills that they need in their everyday life, it also helps to shape their moral judgment of human issues. Moreover, it provides

great pleasure. This curriculum is designed, therefore, to develop students’ abilities to effectively read, appreciate and enjoy Literature-in-English, and the critical

skill of drawing moral lessons from it as appropriate.

A student-centred approach is emphasized in this curriculum. This is based on the firm belief that learning becomes more permanent, meaningful, and exciting when students

themselves take ownership of the learning process. Teachers are, therefore, urged to contrive those classroom strategies that would engage students actively in the

teaching/learning process.

AIMS AND OBJECTIVES

At the end of this course of study, students will, among other things, be able to:

1. Distinguish among the various types of Literature and their associated techniques of composition.

2. Appreciate Literature as a powerful tool for communicating different human conditions.

3. Develop the competence to understand the various forms of Literature, and the meanings they attempt to communicate.

4. Appreciate the organized and effective use of language demonstrated in Literature, and acquire the necessary skills in the use of such language.

5. Develop acute imagination and creativity in the use of language.

4

SEMESTER: ONE

PERIOD: I

GRADE: 10

TOPIC: WORLD LITERATURE / AFRICAN PROSE: SELECTED AFRICAN NOVEL / FIGURATIVE EXPRESSIONS

SPECIFIC OBJECTIVES:

Upon completion of this topic, students will be able to:

1. To read short stories with comprehension.

2. To identify and define figurative expressions in selected prose.

3. To discuss the author’s background, style, and diction.

4. To identify and appreciate African values as demonstrated in African novels.

OUTCOMES

CONTENTS ACTIVITIES MATERIALS /

RESOURCES

EVALUATION

An enhanced ability to

comprehend literary

pieces; and an

appreciation of African

values contained in

African literary works.

1. Exposition, Theme, Setting, Plot,

Conflict, Climax, Resolution.

2. Simile, Metaphor, Personification,

Hyperbole, Euphemism, Metonymy,

Synecdoche, Apostrophe, Allegory,

Oxymoron etc…

3. Authors’ background, style.

4. Major substance of the storyline,

main issues running through the play;

Main ideas that underline the play

5. Major and Minor Characters

6. None prescribed prose passage.

7. African drama: Selected African

Drama.

8. Figurative Expressions.

9. Kinds of Drama: Tragedy, Comedy,

1. Selected reading of chapters by

individual students; detailed

explanation by teacher; class

discussion.

2. Read selected African novels.

3. Discuss main issues running through

the story/play.

4. Discuss the use of figures of speech

and how to identify them in literary

works.

5. Read selected African drama and

discuss the figurative expressions

A. Primary Texts

Ngugi Wa Thiong’o,

Weep Not Child

(Heinemann, 1987)

Missing In Action

Ola Rotimi’s

The Gods are not to

Blame

George Orrwell,

Animal Farm

(Heinemann, 1994))

Pot of God

Essential tasks

students should be

able to do:

1. Given a short

story, summarize

the main ideas in

the story.

2. Given a literary

passage, identify

the figures of

speech.

3. Given a drama

piece, discuss the:

a) Acts

b) Scenes

5

Tragic-Comedy, Melodrama, Farce.

a) Acts and Scenes

b) Exposition, themes, characters,

plots, tragic flaw, tragic hero.

c) Character: Flat, round,

stereotype.

d) Figurative expressions:

Apostrophe, Oxymoron,

Suspense, Sarcasm, Paradox.

used.

6. Read selected types of drama, and

discuss the acts, scenes, the plot

diagram, and the kinds of characters

identified.

B. Secondary Texts

Aldous Huxley, Brave

New World

Literature (Pearson)

C. Other

Resources/Supplement

ary Readings

Prentice Hall,

Literature---

Timeless Voices,

Timeless Themes

Audio/Visuals in

DVDs

Fully Equipped

and Functional

Library and

Laboratory

c) Plot

d) Characters.

Other essential

evaluation tools

Quizzes, Class work,

Homework/Assignme

nts, Oral

Presentations, and

Debates.

6

SEMESTER: ONE

PERIOD: II

GRADE: 10

TOPIC: AFRICAN DRAMA



1. Define African drama.

2. Recognize various types of African drama.

3. Identify and discuss character traits and roles of various characters.

4. Use and recognize figurative language in given works.

OUTCOMES


RESOURCES

EVALUATION

A keen understanding of

the structure, style and

content of African drama.

1. African Drama: Selected

Weep Not Child

Missing In Action

The Gods are not to Blame

Pot of God

2. Figurative Expressions

3. Kinds of Drama: Tragedy, Comedy,

Tragic-Comedy, Melodrama, Farce.

4. Acts and Scenes

5. Exposition, themes, characters, plots,

tragic flaw, tragic hero.

6. Character: Flat, round, stereotype.

7. Figurative expressions: Apostrophe,

Oxymoron, Suspense, Sarcasm,

Paradox.

1. Read selected African drama and

discuss the figurative expressions

used.

2. Read selected types of drama, and

guide students to discuss the acts,

scenes, the plot diagram, and the kinds

of characters identified.

A. Primary Texts


Weep Not Child

(Heinemann, 1987)

Missing In Action

Ola Rotimi’s

The Gods are not to

Blame

George Orrwell,

Animal Farm

(Heinemann, 1994))

Pot of God

B. Secondary Texts

Essential tasks

students should be

able to do:

1. Provide an

acceptable

definition of

drama, and

African drama.

2. Given a drama

piece, identify and

discuss the main

characters and

their roles.

3. Identify figurative

expressions and

explain their

7


New World


C. Other


ary Readings

Prentice Hall,

Literature---

Timeless Voices,

Timeless Themes

Audio/Visuals in

DVDs

Fully Equipped

and Functional

Library and

Laboratory

meanings in a

given piece of

drama.

Other essential

evaluation tools


Homework/Assignme

nts, Oral

Presentations, and

Debates.

8

SEMESTER: ONE

PERIOD: III

GRADE: 10

TOPIC: POETRY READING / FIGURATIVE LANGUAGE



1. Define poetry.

2. Demonstrate appreciation of poetry as a work of art.

3. Analyze a poem as a whole using literary techniques.

4. Identify figures of speech and figurative language in a poem

OUTCOMES


RESOURCES

EVALUATION

Demonstrate knowledge

and appreciation of poetry

as an art form.

1. Poetry: reading selected African

poems

2. Figurative Language

3. Types of Poems: Lyric, Narrative,

Dramatic.

4. Subject matter; Tone; Literary

techniques; Mood; Rhyme; Rhyme

scheme; Rhythm; Meter; diction

5. Relate events in the poem to society.

6. Literary Terms: Metaphor, Simile,

Apostrophe, Assonance,

Onomatopoeia, Alliteration.

1. Read selected African poems

2. Prompt students to identify figurative

language and figures of speech in the

poems.

3. Discuss the use of figurative language

and figures of speech used.

A. Primary Texts


Weep Not Child

(Heinemann, 1987)

Missing In Action

Ola Rotimi’s

The Gods are not to

Blame

George Orrwell,

Animal Farm

(Heinemann, 1994))

Pot of God

Essential tasks

students should be

able to do:

1. Give an acceptable

definition of

poetry.

2. State the different

types of poem, and

briefly discuss

their distinctive

characteristics.

3. Identify figures of

speech and

figurative

language in given

9

B. Secondary Texts


New World


C. Other


ary Readings

Prentice Hall,

Literature---

Timeless Voices,

Timeless Themes

Audio/Visuals in

DVDs

Fully Equipped

and Functional

Library and

Laboratory

poems.

Other essential

evaluation tools


Homework/Assignme

nts, Oral

Presentations, and

Debates.

10

SEMESTER: ONE

PERIOD: IV

GRADE: 10

TOPIC: NON-AFRICAN PROSE / FIGURATIVE EXPRESSIONS



1. Identify subject matter, conflict, setting, moral, cultural values, and implications in selected prose.

2. Recognize and use figurative language in prose.

3. Prepare effective book reports.

4. Recognize and appreciate different kinds of writings.

5. State the point of view from which a novel is written.

OUTCOMES


RESOURCES

EVALUATION

An overall understanding

of the structure of prose,

and the kind of language

in which it is written.

1. Non-African Prose: Selected Novel.


3. Themes, Character Traits, Setting,

Plot, Conflict, Exposition.

4. Book report format.

5. Points of view from which a story is

written.

6. Kinds of writing: Satire, Fable,

Allegory.

7. Figurative Expressions: Antithesis,

Diction, Oxymoron, etc…

1. Guide students to read selected non-

African prose

2. Discuss the use of figurative

expressions

3. Discuss the format of a book report;

have students write samples of a book

report.

4. Students must write poems of their

own, using figures of speech to create

poetic effects.

5. Discuss the writing process of the

different kinds of writings; have

A. Primary Texts


Weep Not Child

(Heinemann, 1987)

Missing In Action

Ola Rotimi’s

The Gods are not to

Blame

George Orrwell,

Animal Farm

(Heinemann, 1994))

Pot of God

Essential tasks

students should be

able to do:

1. Given a prose

piece, identify the

subject matter.

2. Identify the

following in a

given piece of

prose:

a) Subject matter;

b) setting;

c) moral;

d) cultural values;

e) conflict.

11

students prepare essays and

descriptions using the writing process.

B. Secondary Texts


New World


C. Other


ary Readings

Prentice Hall,

Literature---

Timeless Voices,

Timeless Themes

Audio/Visuals in

DVDs

Fully Equipped

and Functional

Library and

Laboratory

3. Write a short book

report.

4. Given three

different kinds of

writings, state how

they differ.

5. State the main

point of view of a

given novel.

Other essential

evaluation tools


Homework/Assignme

nts, Oral

Presentations, and

Debates.

12

SEMESTER: TWO

PERIOD: V

GRADE: 10

A. TOPIC: NON-AFRICAN DRAMA / AFRICAN DRAMA



1. Read with comprehension any play/drama by acts and scenes.

2. Identify exposition in drama.

3. Identify and appreciate the types of drama.

4. Apply events in a drama to solve real life problems.

5. Recognize the use of sound and rhetorical devices

OUTCOMES


RESOURCES

EVALUATION

1. Non-African Drama/ Selected African

Drama – a comparison.

2. Literary Terms

a) Exposition, Plot, Conflict, Climax,

Resolution, Tragic Hero, Tragic

Flaw, Protagonist, Antagonist,

Irony, Dialogue.

b) Comedy, Tragedy, Tragic-Comedy,

Melodrama.

1. Read selected non-African drama and

African drama.

2. Students must read and explain

comprehensively and critically answer

given questions.

3. Discuss the plot diagram of a given

text.

4. Read and discuss the types of drama

5. Discuss how the issues of the drama

under discussion relate to

contemporary times.

A. Primary Texts


Weep Not Child

(Heinemann, 1987)

Missing In Action

Ola Rotimi’s

The Gods are not to

Blame

George Orrwell,

Animal Farm

(Heinemann, 1994))

Essential tasks

students should be

able to do:

1. Read a piece of

drama and

summarize the

plot.

2. Identify exposition

in a piece of

drama.

3. Name and briefly

13

Pot of God

B. Secondary Texts


New World


C. Other


ary Readings

Prentice Hall,

Literature---

Timeless Voices,

Timeless Themes

Audio/Visuals in

DVDs

Fully Equipped

and Functional

Library and

Laboratory

discuss the

different kinds of

drama.

Other essential

evaluation tools


Homework/Assignme

nts, Oral

Presentations, and

Debates.

14

SEMESTER: TWO

PERIOD: VI

GRADE: 10

TOPIC: NON-AFRICAN POETRY: SELECTED NON-AFRICAN POEMS



1. Analyze the subject matter of a poem

2. Analyze the tone, mood, atmosphere of a poem with the use of imagery.

3. Identify and appreciate the different kinds of poetry.

OUTCOMES /

OBJECTIVES


RESOURCES

EVALUATION

Demonstrate an

understanding and

appreciation of poetry.

1. Non-African Poetry: Selected Non-

African Poems

2. Elements of a Poem

3. Figurative Expression

a) Analyze a poem based on theme,

tone, mood, atmosphere, literary

techniques.

4. Types of Poetry: Ballad, Elegy,

Sonnet, Ode, Limerick, etc…

5. Imagery: Audio/Visual

1. Read selected non-African poems

2. Discuss the elements of selected

poems.

3. Discuss the types of poems and their

characteristics.

4. Discuss the use of imagery and its

effects.

5. Guide students to generate their own

imageries.

A. Primary Texts


Weep Not Child

(Heinemann, 1987)

Missing In Action

Ola Rotimi’s

The Gods are not to

Blame

George Orrwell,

Animal Farm

(Heinemann, 1994))

Pot of God

Essential tasks

students should be

able to do:

1. Given a poem,

summarize the

subject matter.

2. State the different

kinds of poems

and their essential

characteristics.

3. Given a poem,

analyze the follow:

b) Tone;

c) mood;

d) atmosphere;

e) use of imagery.

15

B. Secondary Texts


New World


C. Other


ary Readings

Prentice Hall,

Literature---

Timeless Voices,

Timeless Themes

Audio/Visuals in

DVDs

Fully Equipped

and Functional

Library and

Laboratory

Other essential

evaluation tools


Homework/Assignme

nts, Oral

Presentations, and

Debates.

16

SEMESTER: ONE

PERIOD: I

GRADE: 11

TOPIC: AFRICAN PROSE: SELECTED AFRICAN NOVEL / FIGURATIVE EXPRESSIONS



1. Explain the use of style, content, and literary appreciation.

2. Discuss author’s background and style.

3. Recognize and define figurative language in literary works

OUTCOMES


RESOURCES

EVALUATION

Demonstrate enhance

literary appreciation.

1. African Prose: Selected African Novel


a) Author’s background, setting, style,

character traits, plot, (exposition,

conflict, resolution).

3. Figurative Expressions, allegory,

metonymy, hyperbole, oxymoron,

synecdoche, apostrophe, etc…

4. Unseen prose passage

5. Cultural background of texts noting

the important phenomena; major

substance of the storyline

6. Variety of language forms and

symbolism.

7. Vocabulary development

1. Read selected African prose.

2. Discuss authors’ background and

style.

3. Discuss the use of figurative language

in given works.

4. Discuss the story’s main line.

5. Discuss the cultural importance of

given text.

6. Explain what symbolism is and the

origin and forms of language.

A. Primary Texts

Shakespeare

Julius Caesar

Peter Abraham

Mine Boy

The Cork Above Water

The Dilemma of a

Ghost

Dr. Everlyn S.

Kandakai

The Village Son

Senanu, A Selection of

Essential tasks

students should be

able to do:

1. Given a piece of

prose, summarize

the main ideas it

contains.

2. Describe the style

used by the author.

3. Briefly discuss the

author’s

background and its

effect on his/her

style.

Other essential

evaluation tools

17

African Poetry

Bai T. Moore, Ebony

Dust (Star Books,

2010)

B. Secondary Texts


New World


C. Other


ary Readings

Prentice Hall,

Literature---

Timeless Voices,

Timeless Themes

Audio/Visuals &

DVDs

Fully Equipped

and Functional

Library and

Laboratory

Ex: Prentice Hall,

Literature,

Timeless Voices,

Timeless Themes

Audio/Visuals &

DVDs

Fully Equipped

and Functional

Library and

Laboratory


Homework/Assignme

nts, Oral

Presentations, and

Debates.

18

SEMESTER: ONE

PERIOD: II

GRADE: 11

TOPIC: AFRICAN DRAMA: SELECTED AFRICAN DRAMA / FIGURATIVE EXPRESSIONS



1. Identify and discuss the exposition, themes, and characters of selected drama.

2. Read drama and discuss its type.

3. Recognize and use figurative expressions in given works.

1. Discuss an appreciation of dramatic forms from different cultures and substantive elements of the story

OUTCOMES


RESOURCES

EVALUATION

Demonstrate enhance

literary appreciation, and

particularly appreciation

for African drama.

1. African Drama: Selected African

Drama


3. Comedy, tragedy, melodrama, farce,

tragic-comedy.

4. Characters: Major, Minor

5. Culture, values, norms, and their

significance to society.

6. Figurative expressions: apostrophe,

oxymoron, suspense, sarcasm, paradox,

flashback, allegory.

7. Dramatic forms from different

cultures and inter-relativity and

1. Read selected African drama

2. Discuss figurative expressions and

kinds of character

3. Discuss culture, values, norms and

their significance to society

4. Discuss dramatic forms from

various cultures the affect the events

of the plot of a story

5. Discuss the use of literary

A. Primary Texts

Shakespeare

Julius Caesar

Peter Abraham

Mine Boy


The Dilemma of a Ghost

Dr. Everlyn S. Kandakai

The Village Son

Essential tasks

students should be

able to do:

1. Given a drama

piece, identify and

discuss the

following aspects:

a) Exposition;

b) theme;

c) characters.

2. List the figurative

expressions in the

19

substantive elements that make the

storyline.

8. Main issues and ideas running

through the play.

9. The use of language and dramatic

techniques, e.g. mime, music and

dance, suspense, dramatic irony, and

symbolism.

techniques used by writers to

produce desired mood and effects.


African Poetry

Bai T. Moore, Ebony

Dust (Star Books, 2010)

B. Secondary Texts


New World


C. Other

Resources/Supplementar

y Readings

Prentice Hall,

Literature---

Timeless Voices,

Timeless Themes

Audio/Visuals &

DVDs

Fully Equipped and

Functional Library

and Laboratory

Ex: Prentice Hall,

Literature, Timeless

Voices, Timeless

Themes

Audio/Visuals &

DVDs

Fully Equipped and

Functional Library

and Laboratory

work, and discuss

their use.

3. Briefly discuss the

influence of

culture on the

work.

Other essential

evaluation tools


Homework/Assignme

nts, Oral

Presentations, and

Debates.

20

SEMESTER: ONE

PERIOD: III

GRADE: 11

TOPIC: AFRICAN POETRY: SELECTED AFRICAN POEMS / FIGURATIVE EXPRESSIONS



1. Demonstrate an appreciation of African poetry.

2. Recognize and discuss the types of poetry.

3. Identify the techniques used by poets to convey feelings /emotions.

4. Recognize and use figures of speech in poetry.

OUTCOMES


RESOURCES

EVALUATION

Enhanced knowledge of

the different kinds of

poetry, and appreciation of

African poetry.

1. African Poetry: Selected African

Poems


3. Selected poems

4. Unseen poems

5. Narrative poetry

6. Lyric poetry

7. Dramatic poetry

8. Literary Terms: Foreshadowing,

onomatopoeia, assonance, rhyme

scheme, rhythm, alliteration.

9. The poem taken in whole: stanzas,

lines.

10. Themes underlying the poems.

1. Read selected African poems.

2. Discuss the use of figurative

expressions and techniques used in the

different types of poems under

discussion.

3. Discuss themes of poems under

discussion.

4. Encourage students to write simple

poems using rhyme and rhythm.

A. Primary Texts

Shakespeare

Julius Caesar

Peter Abraham

Mine Boy


The Dilemma of a

Ghost

Dr. Everlyn S.

Kandakai

The Village Son


Essential tasks

students should be

able to do:

1. Given an African

poem, state what

you like about it.

2. State and briefly

discuss the

different types of

poetry.

3. Analyze the

technique used by

a given poet to

convey feelings

and emotions.

4. List and describe

21

African Poetry

Bai T. Moore, Ebony

Dust (Star Books,

2010)

B. Secondary Texts


New World


C. Other


ary Readings

Prentice Hall,

Literature---

Timeless Voices,

Timeless Themes

Audio/Visuals &

DVDs

Fully Equipped

and Functional

Library and

Laboratory

Ex: Prentice Hall,

Literature,

Timeless Voices,

Timeless Themes

Audio/Visuals &

DVDs

Fully Equipped

and Functional

Library and

Laboratory

the figures of

speech used in the

poem.

Other essential

evaluation tools


Homework/Assignme

nts, Oral

Presentations, and

Debates.

22

SEMESTER: TWO

PERIOD: IV

GRADE: 11

TOPIC: NON-AFRICAN PROSE: SELECTED NON-AFRICAN NOVELS / FIGURATIVE EXPRESSIONS



1. Identify style, content, subject matter, symbols, themes, plot, exposition, conflict, and kinds of characters in selected non-African novels.

2. Use approved formats to prepare a five-page summary report.

3. Recognize and use figurative expressions.

OUTCOMES


RESOURCES

EVALUATION

Demonstrate greater

understanding and

appreciation of non-

African novels.

1. Non-African Prose: Selected Non-

African Novels.


3. Themes, style, content, plot, conflict,

exposition.

4. Discuss book report format: Cover

page, acknowledgement, table of

contents, introduction, conclusion,

bibliography.

5. Points of view: omniscient, first

person, third person, objective

6. Figurative expressions: euphemism,

diction, paradox, anti-thesis, oxymoron.

a) symbolism

1. Read selected non-African prose.

2. Discuss figures of speech used, poetic

styles and content.

3. Discuss the format of a book report;

have students write samples of a book

report.

4. Discuss points of view; use sample

materials having the three points of

view; have students identify them in

given works.

A. Primary Texts

Shakespeare

Julius Caesar

Peter Abraham

Mine Boy


The Dilemma of a

Ghost

Dr. Everlyn S.

Kandakai

The Village Son


African Poetry

Essential tasks

students should be

able to do:

1. After reading a

non-African novel.

Identify and

describe the

following:

a) Subject matter

of the novel;

b) plot;

c) characters.

2. Write a five-

summary report of

the novel.

3. List five examples

23

Bai T. Moore, Ebony

Dust (Star Books,

2010)

B. Secondary Texts


New World


C. Other


ary Readings

Prentice Hall,

Literature---

Timeless Voices,

Timeless Themes

Audio/Visuals &

DVDs

Fully Equipped

and Functional

Library and

Laboratory

Ex: Prentice Hall,

Literature,

Timeless Voices,

Timeless Themes

Audio/Visuals &

DVDs

Fully Equipped

and Functional

Library and

Laboratory

of figurative

expressions used

in the novel.

Other essential

evaluation tools


Homework/Assignme

nts, Oral

Presentations, and

Debates.

24

SEMESTER: TWO

PERIOD: V

GRADE: 11

TOPIC: NON-AFRICAN DRAMA: SELECTED DRAMA / FIGURATIVE EXPRESSIONS



1. Read act by act, and scene by scene with comprehension.

2. Discuss the types of drama and their elements.

3. Recognize the use of figurative language in literary works.

4. Recognize and appreciate cultural values, practices, and implications in given texts.

5. Analyze style and symbolism in prescribed and non -prescribed texts.

OUTCOMES


RESOURCES

EVALUATION

Read, comprehend, and

appreciate non-African

drama.

1. Non-African Drama: Selected Drama


3. Exposition, (plot, conflict, climax,

resolution), theme, tragedy, comedy,

tragic-comedy, melodrama.

4. Literary Terms: Irony, Flashback,

Foreshadowing, Dialogue, Tragic Hero,

Tragic Flaw.

5. Cultural values, practices and

implications.

6. Style, symbolism.

1. Read selected non-African drama

2. Discuss the plot diagram, theme,

tragedy, comedy, and tragic-comedy

in given works

3. Discuss the use of literary techniques

used by writers in given works.

4. Explain the implications of cultural

values, practices, and norms of literary

works under discussion.

A. Primary Texts

Shakespeare

Julius Caesar

Peter Abraham

Mine Boy


The Dilemma of a

Ghost

Dr. Everlyn S.

Kandakai

The Village Son


Essential tasks

students should be

able to do:

1. Given a non-

African drama

piece, read it, and

provide an act-by-

act and scene-by-

scene summary.

2. List and briefly

describe the

different types of

drama and their

elements.


expressions used

25

African Poetry

Bai T. Moore, Ebony

Dust (Star Books,

2010)

B. Secondary Texts


New World


C. Other


ary Readings

Prentice Hall,

Literature---

Timeless Voices,

Timeless Themes

Audio/Visuals &

DVDs

Fully Equipped

and Functional

Library and

Laboratory Ex:

Prentice Hall,

Literature,

Timeless Voices,

Timeless Themes

Audio/Visuals &

DVDs

Fully Equipped

and Functional

Library and

Laboratory

in the drama, and

give a brief

explanation of

each.

4. Analyze the style

and symbolism

used in the drama.

Other essential

evaluation tools


Homework/Assignme

nts, Oral

Presentations, and

Debates.

26

SEMESTER: TWO

PERIOD: VI

GRADE: 11

TOPIC: NON-AFRICAN POETRY: SELECTED POEMS / FIGURATIVE TERMS



1. Demonstrate an appreciation of several poems using literary techniques including imagery.

2. Identify and discuss the types of poetry and their forms.

OUTCOMES


RESOURCES

EVALUATION


appreciate non-African

poetry.

1. Non-African Poetry: Selected Poems

2. Figurative Terms

3. Selected poems and unperceived

poems.

4. Types of Poetry: Narrative, Lyric,

Dramatic, Pastoral, Didactic, Satiric,

Sonnet, Elegy, Ballad.

1. Read selected non-African poems

2. Discuss figurative terms in given

works.

3. Discuss the characteristics of the

types of poetry

4. Explain and discuss the

differences and characteristics of

Shakespearean and Patrician

sonnets.

5. Discuss rhyme scheme and meter

of a poem.

A. Primary Texts

Shakespeare

Julius Caesar

Peter Abraham

Mine Boy


The Dilemma of a

Ghost

Dr. Everlyn S.

Kandakai

The Village Son


African Poetry

Bai T. Moore, Ebony

Essential tasks

students should be

able to do:

1. Given a non-

African poem,

describe its literary

style.

2. Describe the use of

figurative

language in the

poem.

Other essential

evaluation tools


Homework/Assignme

nts, Oral

Presentations, and

Debates.

27

Dust (Star Books,

2010)

B. Secondary Texts


New World


C. Other


ary Readings

Prentice Hall,

Literature---

Timeless Voices,

Timeless Themes

Audio/Visuals &

DVDs

Fully Equipped

and Functional

Library and

Laboratory

Ex: Prentice Hall,

Literature,

Timeless Voices,

Timeless Themes

Audio/Visuals &

DVDs

Fully Equipped

and Functional

Library and

Laboratory

28

SEMESTER: ONE

PERIOD: I

GRADE: 12

TOPIC: REVIEWING POETRY: SELECTED AFRICAN POEMS / FIGURATIVE EXPRESSIONS



1. Analyze a poem based on theme, form, tone, literary techniques, cultural and societal relevance.

2. Write short poems.

3. Recognize and use figurative expressions in poetry.

4. Identify and explain basic literary terms.

5. Discuss subject matter, content, tone, mood, and speaker in a poem.

OUTCOMES


RESOURCES

EVALUATION

Ability to analyze poems 1. Reviewing Poetry: Selected African

Poems


a) Subject -matter of a Poem,

Tone, Atmosphere, Mood,

Literary terms, Relevance of

Poem to society.

b) Simile, Metaphor,

Personification, Paradox,

Oxymoron, Onomatopoeia,

Alliteration, Assonance.

c) Unperceived Poems

d) Subject-matter/ Content of

poem, tone, mood, speaker,

form etc…

1. Review selected African poems.

2. Review figurative expressions; discuss

the literary techniques of given poems,

and their cultural and societal

relevance.

3. Read unperceived poems and discuss

their elements, figures of speech, and

contents.

A. Primary Texts

New Swan

Shakespeare

Macbeth

Twelfth Night

Wiklton Sankawulo,

The Rain and the

Night (Star Books,

2010

Ola Rotimi’s

The Gods are not to be

Blame

Senanu

Selection of African

Essential tasks

students should be

able to do:

1. Given an African

poem, describe its

literary style.

2. Write a short

poem.

3. Explain the literary

terms used in a

given poem.

4. Given an African

poem, discuss:

a) Subject matter;

b) Tone;

c) Mood;

29

Poetry

B. Secondary Texts


New World

Literature (Pearson) C. Other


ary Readings

Prentice Hall,

Literature---

Timeless Voices,

Timeless Themes

Audio/Visuals &

DVDs

Fully Equipped

and Functional

Library and

Laboratory

Ex: Prentice Hall,

Literature,

Timeless Voices,

Timeless Themes

Audio/Visuals &

DVDs

Fully Equipped

and Functional

Library and

Laboratory

d) speaker.

Other essential

evaluation tools

Describe the use of

figurative language in

the poem


Homework/Assignme

nts, Oral

Presentations, and

Debates.

30

SEMESTER: ONE

PERIOD: II

GRADE: 12

TOPIC: REVIEWING PROSE: SELECTED NOVELS / LITERARY TERMS



1. Demonstrate an appreciation for culture, beliefs, and norms.

2. Summarize selected novels by preparing a five-page book report.

3. Relate novel to contemporary society/situation.

4. Recognize and use literary terms as a basis for expression.

5. Define and use given vocabulary in literary

OUTCOMES


RESOURCES

EVALUATION


appreciate novels.

1. Reviewing Prose: Selected Novels

2. Literary Terms

3. Style, Content, Subject- Matter,

4. Relevance to society.

5. Book Report.

6. Flash back, Foreshadowing

Biography, Autobiography,

Criticism, Diction, Short Stories,

Fable, Satire, anti-climax etc…

7. Unperceived prose passages.

8. Vocabulary Development

1. Review selected prose/novels.

2. Review literary terms.

3. Review book report format, and have

students write samples of book

reports.

4. Review biographical and

autobiographical writings

5. Discuss given vocabulary in literary

works.

A. Primary Texts

New Swan

Shakespeare

Macbeth

Twelfth Night

Wiklton Sankawulo,

The Rain and the

Night (Star Books,

2010

Ola Rotimi’s


Blame

Senanu


Essential tasks

students should be

able to do:

1. Given a prose

piece, identify its

essential cultural

background, and

the beliefs it is

grounded in.

2. Prepare a five-

page summary of

the novel.

3. Identify and

analyze the major

literary terms used

in the novel

31

Poetry

B. Secondary Texts


New World



ary Readings

Prentice Hall,

Literature---

Timeless Voices,

Timeless Themes

Audio/Visuals &

DVDs

Fully Equipped

and Functional

Library and

Laboratory

American and

English Literature

Books:

Ex: Prentice Hall,

Literature,

Timeless Voices,

Timeless Themes

Audio/Visuals &

DVDs

Fully Equipped

and Functional

Library and

Laboratory

Other essential

evaluation tools Quizzes, Class work,

Homework/Assignme

nts, Oral

Presentations, and

Debates.

32

SEMESTER: ONE

PERIOD: III

GRADE: 12

TOPIC: REVIEWING DRAMA: SELECTED AFRICAN AND NON-AFRICAN DRAMA / REVIEWING LITERARY TERM



1. Classify and discuss drama as a representation of life, style, culture, values, and norms.

2. Review literary terms.

3. Demonstrate knowledge of the types of drama and their cultural and contemporary relevance.

4. Demonstrate an understanding of the use of flashback and imagery

OUTCOMES


RESOURCES

EVALUATION

.Enhanced competence in

analyzing and appreciation

drama forms.

1. Reviewing Drama: Selected African

and Non-African Drama.

2. Reviewing Literary terms

a) Comedy, Tragedy, Tragic-

Comedy, Melodrama.

b) Cultural Significance

c) Contemporary relevance

d) Figurative Expressions: Flash

back, imagery, Suspense

3. Diction.

4. Information about the author.

5. Review selected African and non-

African drama.

6. Review the recognition of literary

works.

7. Review the use of flashback, imagery,

suspense, diction in given literary

works.

8. Discuss the background of authors

discussed.

A. Primary Texts

New Swan

Shakespeare

Macbeth

Twelfth Night

Wiklton Sankawulo,

The Rain and the

Night (Star Books,

2010

Ola Rotimi’s


Blame

Senanu


Poetry

Essential tasks

students should be

able to do:

1. List and briefly

describe the

different types of

drama and their

elements.

2. Discuss drama as a

representation of:

a) Life;

b) culture;

c) values;

d) norms.


expressions used

in a given drama,

33

B. Secondary Texts


New World



ary Readings

Prentice Hall,

Literature---

Timeless Voices,

Timeless Themes

Audio/Visuals &

DVDs

Fully Equipped

and Functional

Library and

Laboratory

Ex: Prentice Hall,

Literature,

Timeless Voices,

Timeless Themes

Audio/Visuals &

DVDs

Fully Equipped

and Functional

Library and

Laboratory

and give a brief

explanation of

each.

4. Analyze the use of

flashback and

imagery in a given

drama work.

Other essential

evaluation tools


Homework/Assignme

nts, Oral

Presentations, and

Debates.

34

SEMESTER: TWO

PERIOD: IV

GRADE: 12

TOPIC: REVIEWING PROSE, POETRY, DRAMA: SELECTED PLAYS, POEMS, NOVELS / LITERARY TERMS



1. Develop skills for appreciating prose, poetry, and drama.

2. Write simple poems, short stories, and dramas/plays.

3. Explain and interpret figurative expressions.

4. Demonstrate the skills and ability to write stories, and dramas/plays.

5. Explain and interpret figurative expressions.

6. Demonstrate the use of mechanics, expression, content, and format in essay writing.

OUTCOMES


RESOURCES

EVALUATION

Greater skills for the

appreciation of literary

works.

1. Reviewing Prose, Poetry, Drama:

Selected Plays, Poems, Novels

2. Literary Terms

3. Style, content, thematic concerns,

character role and traits in Prose,

Drama, Identity, Theme, Tone, Mood,

literary techniques in Poetry.

4. Tips for exam.

5. Content, Mechanics, Expression,

Format.

1. Review selected prose, poetry, and

drama.

2. Review the recognition of literary

terms in given poems.

3. Review writers’ styles, thematic

concerns, character role and traits in

both prose and drama.

4. Review tips for taking exams.

5. Review essay writing skills.

6. Review past WAEC papers.

A. Primary Texts

New Swan

Shakespeare

Macbeth

Twelfth Night

Wiklton Sankawulo,

The Rain and the

Night (Star Books,

2010

Ola Rotimi’s


Blame

Senanu

Essential tasks

students should be

able to do:

1. Write simple

prose, poems, and

drama pieces.

2. Explain and

interpret figurative

expressions from

given works.

3. Apply the skills of

literary

appreciation in

reviewing a given

work.

35


Poetry

B. Secondary Texts


New World



ary Readings

Prentice Hall,

Literature---

Timeless Voices,

Timeless Themes

Audio/Visuals &

DVDs

Fully Equipped

and Functional

Library and

Laboratory

Ex: Prentice Hall,

Literature,

Timeless Voices,

Timeless Themes

Audio/Visuals &

DVDs

Fully Equipped

and Functional

Library and

Laboratory

Other essential

evaluation tools Quizzes, Class work,

Homework/Assignme

nts, Oral

Presentations, and

Debates.

36

SEMESTER: TWO

PERIOD: V

GRADE: 12

TOPIC: REVIEWING PAST EXAMINATION: QUESTIONS ON SELECTED POEMS, NOVELS AND PLAYS / LITERARY TERMS



1. Answer exam questions observing content, expression, mechanics, and style.

2. Apply knowledge gained from past exams to respond effectively to future exams.

3. Summarize any given poem,

OUTCOMES


RESOURCES

EVALUATION

Enhanced competence to

attempt examinations in

Literature-in-English.

1. Reviewing past Examination:

Questions on selected Poems, Novels

and Plays.

2. Literary Terms

3. Discuss past questions in Prose,

Poetry, Drama

4. Themes, Characters, Exposition,

Tone, Mood, (Providing exam tips)

5. Content, expression, mechanics,

style.

6. Drill for literary terms using

examples

1. Review past WAEC examinations,

especially on how to answer public

test questions.

2. Review questions in prose, poetry, and

drama

3. Review themes, characters,

exposition, tone, mechanics, diction,

style.

A. Primary Texts

New Swan

Shakespeare

Macbeth

Twelfth Night

Wiklton Sankawulo,

The Rain and the

Night (Star Books,

2010

Ola Rotimi’s


Blame

Senanu


Poetry


Homework/Assignme

nts, Oral

Presentations, and

Debates.

37

B. Secondary Texts


New World



ary Readings

Prentice Hall,

Literature---

Timeless Voices,

Timeless Themes

Audio/Visuals &

DVDs

Fully Equipped

and Functional

Library and

Laboratory Ex:

Prentice Hall,

Literature,

Timeless Voices,

Timeless Themes

Audio/Visuals &

DVDs

Fully Equipped

and Functional

Library and

Laboratory

38

SEMESTER: TWO

PERIOD: VI

GRADE: 12

TOPIC: MORE REVIEW WITH PAST EXAM PAPERS / LITERARY TERMS



1. Answer exam questions observing content, expression, mechanics, and style.

2. Apply knowledge gained from past exams to respond effectively to future exams.

3. Summarize any given poem, novel, and play.

4. Recognize and use literary terms effectively.

OUTCOMES


RESOURCES

EVALUATION

Enhanced

capacity in

literary

appreciation.

1. Reviewing past Examinations: Questions on selected Poems, Novels

and Plays.

2. Literary Terms

3. Discuss past questions in Prose,

Poetry, Drama

4. Themes, Characters, Exposition,

Tone, Mood, (Providing exam tips)

5. Content, expression, mechanics,

style.

6. Drill for literary terms using

examples

1. Review past WAEC

examinations,

especially on how to

answer public test

questions.

2. Review questions in

prose, poetry, and

drama

3. Review themes,

characters, exposition,

tone, mechanics,

diction, style.

A. Primary Texts

New Swan Shakespeare

Macbeth

Twelfth Night

Wiklton Sankawulo, The Rain and

the Night (Star Books, 2010

Ola Rotimi’s

The Gods are not to be Blame

Senanu

Selection of African Poetry

B. Secondary Texts


Homework/Assignments,

Oral Presentations, and

Debates.

39

Aldous Huxley, Brave New World

Literature (Pearson) C. Other Resources/Supplementary

Readings

Prentice Hall, Literature---

Timeless Voices, Timeless

Themes

Audio/Visuals & DVDs

Fully Equipped and Functional

Library and Laboratory Ex:

Prentice Hall, Literature,

Timeless Voices, Timeless

Themes

Audio/Visuals & DVDs

Fully Equipped and Functional

Library and Laboratory

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

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