Narrative, Drama, Poetry · SHS1 English Language

Lesson notes

Learning Objectives

Indicator: 1.5.1.LI.5 - Identify and discuss the dominant themes in two African poems and how themes contribute to meaning.

By the end of the lesson, learners can:

Define “theme” in poetry and distinguish a dominant theme from a minor or secondary theme.
Identify the dominant theme in each of two selected African poems by citing specific lines or images as evidence.
Explain how at least two poetic devices (imagery, repetition, symbolism, personification) help to develop or reinforce the dominant theme in each poem.
Discuss, in small groups, how the themes of the two poems relate to contemporary Ghanaian life and to shared African cultural values.
Write a short paragraph analysing how the dominant theme of one poem contributes to the overall meaning of that poem.

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Curriculum details

Strand: Literature (Strand 5)
Sub-strand: Narrative, Drama, Poetry (5.1)
Content standard: 1.5.1.CS.1 - Demonstrate knowledge and understanding of how language of literary genres facilitates understanding of a text. 1.5.1.LO.1 Explore the meaning of literature 1.5.1.LO.2 Employ language to analyse a text for its meaning. 1.5.1.LO.3 Employ monologues and dialogues in texts. 1.5.1.LO.4 Traces the sequence of events in texts. 1.5.1.LO.5 Explore different themes in African poems.
Indicator: 1.5.1.LI.5 - Identify and discuss the dominant themes in two African poems and how themes contribute to meaning.
Suggested placement: Semester 2, Week 19 (Week 39 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Source document note: The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:

sub strand name - p.95: the three genres are listed in a different order each year - "NARRATIVE, DRAMA, POETRY" on printed p.87, "POETRY, NARRATIVE AND DRAMA" on printed p.156 and "NARRATIVE, POETRY AND DRAMA" on printed p.213 - against "Narrative, Drama, Poetry" in the scope-and-sequence. Transcribed as each page prints it
Curriculum reference: NaCCA curriculum document, p. 95

Exemplars (from the NaCCA curriculum)

Group Work/Collaborative Learning: In groups, learners identify the dominant themes in two African poems.
Teaching and Learning Resources:
- Internet
- Dictionaries
- Texts
- Motifs (designs or images that have symbolic meaning used for effect. E.g., broom, mirror, chair) Books, Television, laptops, etc.
- Level appropriate texts
- Sentence cards
- Play scripts by learners
- Props (objects used on stage or screen by actors during a performance. It also refers to anything movable or portable on a stage or a set) distinct from the actors, scenery, electrical equipment and costume.
- Level appropriate texts
- Student made scripts
- Play scripts
- Movies
- Level appropriate literary text
- Student-made stories
- Different selected African poems
- Students-made poems
Assessment (1.5.1.AS.5). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning.
Concept Reinforcing Strategic Thinking Extended Reasoning