Sow Lit Fiv 2022

EVANGELICAL LUTHERAN CHURCH IN TANZANIA EAST OF LAKE VICTORIA DIOCESE
MWADUI SECONDARY SCHOOL

SCHEME OF WORK.
SUBJECT:LITERATURE IN ENGLISH FORM:IV TERM:I&II TEACHER’S NAME:NKALIOZA SIMON YEAR:2022
Competence Objectives Main Sub topic Teaching Activities Learning Activities Teaching/Lear Teaching/L Assessment Remarks
Month
Period
week
topic ning resources earning
materials
By the end The student Conceptu i) The teacher should use –– Identifying the terms used Nyangwine N. Relevant Is the student able to
of Form IV, should be able alising questions to guide students in the analysis of novels (2016) Literature texts identify the terms
the student to: common to: and short stories. in English form Selected used in the analysis
should be a) Identify the terms –– Identify the terms used 3&. DSM:NNP novels of novels and short
competent terms used in in the analysis of novels PG 1-16, Speeches stories?
used in 6
JANUARY
the analysis of and short stories. Autobiogra

in: novels
novels and ii) The teacher should give phy
a)
3rd
short stories. and short feedback and use students’ Amadi, E. Biography
appreciatin stories responses as feedback to (1966) The Essays
g literary
works support them in Concubine.
AND
conceptualising the common Heinemann: UK

(plays,
novels, terms used in novels and
short stories.
ANALYSING NOVELS
poems and Oyono, F.

short b) Explain the –– Explain the meaning of –– Explaining the meaning ( 1990) The 2. Is the student able
stories); meaning of the each term identified. of each term identified. Oldman and the to explain the
identified Medal meaning of the
APPRECIATING
terms. Heinemann: UK identified terms?

JANUARY
c) Identify the Identify the type of the Identifying the type of the 3. Is the student able
type of the 6 given novel or short given novel or short story. Oyono, F. to identify the type of
given novel or story. ( 1990)House the given novel
boy Heinemann:
6th
short story. or short story?

d) Describe the –– Describe the type of –– Describing the type of UK 6. Is the student able
type of the a given novel or short story. a given novel or short story. to describe the type
given novel or Oyono, F. (1986) of the given novel or
short story. The old man and short story?
the medal
e) Identify the –– Identify the features of –– Identifying the features of Heinemann: UK Is the student
features of the the novel or short story. the novel or short story. able to identify
novel or short the features of
FEBRUARY
story. the novel or short

story?
1ST
f) Distinguish 6 The teacher should organise In groups 6. Is the student able

fiction from students in groups and –– Distinguishing fiction to distinguish fiction
nonfiction. --------- guide them to: from non-fiction. from non fiction?
–– Distinguish fiction from
non-fiction.
SCHEME OF WORK.
analysing be able to: Title of i) The teacher should assign Reading in groups or Nyangwine N. ● Relevant 1. Is the student
the title, a) Explain the the novel students in groups or individually the given novel or (2016) texts able
setting, meaning of the or short individually to read the given short story and then use Literature in Recorded to explain the
characters, title. novel or short story and then questioning strategies (i.e., English form materials meaning of the
FEBRUARY
story
style and use questioning strategies (i.e., what, why and howquestions) 3&6. (videos) title
language 6 what, why and how questions) to: DSM:NNP Out- door of the given novel
use in 2ND to guide students to: –Explain –Explaining the meaning of PG 1-16, theatres or short story?
literary the meaning of the title. the title.
works; Presenting their responses for
discussion.
ompetence Objectives Main Sub topic Teaching Activities Learning Activities Teaching/Lear Teaching/L Assessment Remarks
Month
Period
week

materials
analysing b) Relate the Title of the –– Relate the title to the Relating the title to the ● Relevant 2. Is the student
the title, title and the novel or content/message of the given content/message of the given texts able
setting, content/messa short story novel or short story. novel or short story. Recorded to relate the title
characters, ge of the novel materials and the message/
FEBRUARY
style and or shortstory. (videos) content of the

language Out- door given novel or
3RD
use in 6 theatres short story?

literary c) Explain the –– Explain the relevance of –– Explaining the relevance 3. Is the student
works; relevance of the title to the message of the of the title to the message of able to explain the
the title to the novel or short story. the novel or short story. relevance of the
message of the title to the message
novel or of the novel or
short story. short story?
ANALYSING
the student The student 3 Setting of i) The teacher should use Identifying the setting of Relevant 1. Is the student
should be should be able the novel questions to guide students the novel or short story. texts able to identify the
competent to: or short in identifying the setting of Selected setting of the novel
APPRECIATING
in: a) Identify the story the novel or short story. novel or short story?
analysing setting of the or short
the title, novel or short ii) The teacher should use story
setting, story. 6 questioning strategies (what, Recorded
FEBRUARY
characters, why and how questions) to materials

NOVELS
style and guide students to: Identifythe (videos)

language setting of the novel or short Out- door
6TH
use in story. theatres

AND
literary
works; iii) The teacher should give
feedback and use students’
responses as feedback to
support them in performing
the tasks given
SCHEME OF WORK.
the student b) Describe the Nyangwine N. ● Relevant 2. Is the student

should be time and –– Describe the time and Describing the time and (2016) Literature texts able to describe the
competent geographical geographical location within geographical location within in English form Recorded time and
in: location within the narrative. the narrative. 3&6. DSM:NNP materials geographical
analysing the narrative. PG 1-16, (videos) location within the
the title, Out- door narrative?
setting, c) Describe the theatres 3. Is the student
characters, culture of ––Describe the culture of Describing the culture of Amadi, E. able to describe the
MARC
style and people in the people in the given novel or people in the given novel or (1966) The culture of people in
HST
language given novel or 06 short story. short story. Concubine. the given novel or
1
use in short story. Heinemann: UK short

literary story?
works; d) Identify the Oyono, F. 6. Is the student
historical ––Identify the historical Identify the historical period ( 1990) The able to identify the
period period when the text was when the text was written. Oldman and the historical period
when the text written. Medal when the text was
was written. Heinemann: UK written?
ompetence Objectives Main Sub topic Teaching Activities Learning Activities Teaching/Lear Teaching/L Assessment Remarks
Month
Period
week

materials
e) Analyse the 5. Is the student
setting of the –– Analyse the setting of the Analyse the setting of the Oyono, F. able to analyse
selected novel selected novel or short story. selected novel or short story. ( 1990)House the setting of the
or boy Heinemann: selected novel or
short story. UK short story?
the student The student 6. Plot i) The teacher should assign Relevant 1. Is the student
should be should be able students in groups or –– Identifying the different Oyono, F. texts able to identify the
competent to: individually to read the parts of the novel or (1986) The old ● Selected different parts of
in: a) Identify the given novel or short story short story. man and the novel the novel or short
analysing different parts and then use questioning medal or short story?
RECI
ATIN
LYSI
NOV
MARCH
AND
ANA
the title, of the novel or strategies (i.e., what, why Heinemann: UK story
APP
ELS
NG
setting, short story. and how questions) to guide ● Recorded

G
2ND
characters, How events 06 them in: materials

style and have been –– Identifying the different (videos)
language arranged. parts of the novel or short ● Out- door
use in story. iii) Presenting their theatres
M
H
A
3R
C
literary iii) Present their responses responses for discussion.

R
D
works; for discussion.

the b) Explain the –– Explaining the features –– Explaining the features Relevant 2. Is the student
student features of the of the novel or short story. of the novel or short story. texts able to explain the
should be selected novel ● Selected features of the
competen t or short story. novel selected novel or
short story?
SCHEME OF WORK.
in: c) Identify –– Identifying the events –– Identifying the events Nyangwine N. or short 3. Is the student
analysing the events in in the selected novel or short in the selected novel or short (2016) Literature story able to identify
the title, the selected story. story. in English form ● Recorded the events in the
setting, novel or short 3&6. DSM:NNP materials selected novel or
characters story. PG 1-16, (videos) short story?
06
, style and Amadi, E. ● Out- door
d) Examine 6. Is the student
language (1966) The theatres
the sequence able to examine the
use in The teacher should organise –– Examine the sequencing Concubine.
of events in sequence of events
literary Heinemann: UK
the novel or students in groups and guide of events, episodes, actions, in the novelor short
works; Oyono, F.
short story. story?
them to: resolutions and climax that ( 1990) The
the student e) Examine Oldman and the 5. Is the student
–– Examine the sequencing make up the novel or short
should be the sequencing Medal able to examine
competent of events, of events, episodes, actions, story. Heinemann: UK the sequencing of
in: episodes, Oyono, F. events, episodes,
MARCH
resolutions and climax that

analysing actions, ( 1990)House actions,
the title, resolutions make up the novel or short boy Heinemann: resolutions
setting, and climax 6TH 06 UK and climax that
story.
characters, that make up a Oyono, F. make up the novel
style and story in the (1986) The old or short story?
language novel or short man and the
use in story. medal
literary Heinemann: UK
works;
Month
Period
week

materials
the student f) Explain 6. Is the student
should be how events –– Explain how events relate –– Explaining how events able to explain how
competent relate to each to each other in the novel relate events relate to
in: other in the or short story to each other in the novel each other in the
analysing novel or short or short story story?
G
O
the title, story.
A
A
N
D
A
N
A
V
E
E
L
P
P
S
I
I
setting, g) Explain –– Explain how events have . –– Explaining how events 7. Is the student
characters, how events been arranged. have able to explain
style and have been been arranged. how events have
language arranged. been arranged?
use in
literary 1ST APRIL TO 13TH APRIL MIDTERM EXAMS
works; 16 TH
APRIL TO 25 TH
APRIL MIDTERM BREAK
SCHEME OF WORK.
The student Character The teacher should assign Nyangwine N. Relevant 1. Is the student
should be able and students in groups or (2016) Literature texts able to identify the
to: characteriz individually to read the given in English form Recorded characters in the
a) Identify the ation novel or short story and then –– Identifying the characters 3&6. DSM:NNP materials given novel or
characters in use questioning strategies in the given novel or short PG 1-16, (videos) short story?
the given (i.e., what, why and how story. Amadi, E. Out- door
novel or short questions) to guidethem in: – (1966) The theatres
story. – Identifying the characters Concubine.
in the given novel Heinemann: UK
APRI
or short story. Oyono, F.

the studentb) Describe 6TH –– Describing the type of –– Describing the type of ( 1990) The 2. Is the student
L
should be the type of 02 characters in the given novel characters in the given novel Oldman and the able to describe the
competent characters in or short story. or short story. Medal type of characters in
in: the given Heinemann: UK the given novel or
analysing novel or Oyono, F. short story?
the short story.
title, ( 1990)House
setting, c) Describe the –– Describing the role of –– Describing the role of each boy Heinemann: 3. Is the student
characters,role of each each character in the given character in the given novel or UK able to describe the
style and characterin the novel or short story. short story. Oyono, F. role of each
language given (1986) The old character in the
use in
novel or short man and the given novel or
literary story. medal short story?
works; d) Describe 6TH ––Describing how characters –– Describing how characters Heinemann: UK 6. Is the student
APRIL
how relate to one another in the relate to one another in the able to describe
characters novel or short story. novel or short story. Nyangwine N. Relevant how characters
relate to one 02 texts relate to one
another in the Recorded another in the
novel or short materials novel or short
story. (videos) story?
Month
E Period
week

materials
–– Identifying the person –– Identifying the person
O
G
O
O
A
A
N
D
A
N
A
V
e) Identify the Character Out- door 5. Is the student
T
E
P
P
F
S
I
I
person who and who tells the story/ who tells the story/ theatres able to identify the
tells the characteris narrator in the novel or narrator in the novel or person who tells
story/ narrator ation short story. short story. the story/narrator
in the novel or in the novel or
short story. short story?
SCHEME OF WORK.
the student f) Explain How ii) The teacher should guide 6. Is the student
should be the characters students’ group discussion able to explain how
competent project themes in: –– Explaining how characters characters project
in: and deliver – Explaining how characters project themes, messages and the themes,
analysing messages and project themes, messages and lessons of the novel or short messages and
the title, lessons of the lessons of the novel or short story. lessons of the
setting, novel or short story. novel or short
characters, story. story?
style and g) Analyse –– Analyse characters in the –– Analyse characters in the 7 Is the student
language characters in selected novel or short story. selected novel or short story. able to analyse
use in the selected characters in the
literary novel or short selected novel or
works; story. short story?
MAY
h) Analyse 1ST –– Analysing how different –– Analysing how different Nyangwine N. 8. Is the student
how a 06 characters are affected characters are affected (2016) Literature able to analyse
certain by different situations in the by different situations in in English form how characters
character novel or short story. The the novel or short story. 3&6. DSM:NNP are affected by
was affected teacher should give PG 1-16, different situations
by the feedback and use students’ ii) Students should present in the novel or
situation responses as feedback to their responses for short story?
in the novel or support them in performing discussion. Amadi, E.
short story. the tasks given (1966) The
analysing The student 1.6 Style 06 i) The teacher should assign Concubine. Relevant 1. Is the student
the title, should be able students in groups or Heinemann: UK texts able to explain the
setting, to: individually to read the Recorded language used in
characters, a) Explain the given novel or short story –– Explaining the language Oyono, F. materials the given novel or
style and language used and then use questioning used in the given novel ( 1990) The (videos) short story?
language in the given strategies (i.e., what, why or short story. Oldman and the Out- door
MAY
use in novel or short 2ND and how questions) to guide Medal theatres
literary story. them in: Heinemann: UK
works; –– Explaining the language
used in the given novel Oyono, F.
or short story. ( 1990)House
analysing b) Describe the –– Describing the –– Describing the techniques boy Heinemann: Relevant 2. Is the student able
the title, techniques techniques used in the used in the novel or short UK texts to describe the
setting, used in the novel or short story. story. Recorded techniques used in
characters, novel or short Oyono, F. materials the novel or short
style and story. (videos) story?
Month
Period
week

materials
SCHEME OF WORK.
language c) Explain The teacher should arrange (1986) The old Out- door 3. Is the student able
use in how students in groups and man and the theatres to explain how the
literary the writer uses guide them to: medal writer uses language
APPRECIATING AND ANALYSING OF NOVELS

works; language –– Explain how the writer –– Explain how the writer Heinemann: UK devices to convey
devices uses language devices to uses language devices to the message to the
to convey the convey the message to the convey the message to the audience?
message to the audience. audience.
audience.
the student d) Identify the –– Identify the style and Relevant 6. Is the student
should be style and language used in the given texts able to identify the
competent language used novel or short story. Recorded style and language
in: in the given 3RD materials used in the given
analysing novel or short 06 (videos) novel or short
the title, story. Out- door story?
MAY
setting, theatres
characters, e) Analyse the –Analyse the relevance of Analyse the relevance of Nyangwine N. 5. Is the student
style and relevance of language to the audience. language to the audience. (2016) Literature able to analyse
language language to The teacher should give in English form the relevance of
use in the audience. feedback and use students’ Students should present their 3&6. DSM:NNP language to the
literary responses as feedback to responses for discussion. PG 1-16, audience?
works; support them in performing
the tasks given. Amadi, E.
(1966) The
the student The student 1.7 Themes i) The teacher should assign –– Identifying themes, Concubine. Relevant 1. Is the student
should be should and students in groups or ideas and messages from Heinemann: UK texts able
competent be able to: messages individually to read the the selected novel or Recorded to identify themes,
in: a) Identify given novel or short story short story. Oyono, F. materials ideas and messages
comprehe themes, 06 and then use questioning ( 1990) The (videos) from the selected
nding ideas and strategies (i.e., what, why Oldman and the Out- door novel or short
issues and messages and how questions) to guide Medal theatres story?
MAY
their from the students in: Heinemann: UK

related selected novel 6TH –– Identifying themes,
implicatio or short story. ideas and messages from Oyono, F.
ns the selected novel or ( 1990)House
(messages short story. boy Heinemann:
and b) Find – Finding evidences to support –Finding evidences to support UK Relevant 2. Is the student able
lessons); evidences the identified themes, ideas the identified themes, ideas texts to find evidences to
to support and messages. and messages. Oyono, F. Recorded support the identified
the identified (1986) The old materials themes, ideas and
themes, ideas man and the (videos) messages?
and messages. Out- door
SCHEME OF WORK.
Month
Period
week
materials
c) Present the –– Presenting the identified –– Presenting the identified medal theatres 3. Is the student
identified themes, ideas/issues themes, ideas/issues Heinemann: UK able
APPRECIATING AND ANALYSING OF NOVELS

themes, ideas/ and messages from the and messages from the to present the
issues and selected novel or short selected novel or short identified themes,
messages from story. story. ideas/issues and
the given messages from the
novel or short selected novel or
story. short story?
the student d) Identify the v) The teacher should arrange 6. Is the student
should be lessons learnt students in groups and able
competent from the given guide them to: to identify the
in: novel or short –– Identify the lessons –– Identifying the lessons lessons learnt from
analysing story. learnt from the novel or learnt from the novel or the selected novel
the title, short story. short story. or short story?
setting, e) Assess the 06 –– Assess the relevance –– Assessing the relevance Amadi, E. Relevant 5. Is the student
1ST
JUN
characters, relevance of of the given novel of the given novel (1966) The texts able to assess the
style and the or short story to the or short story to the Concubine. Recorded relevance of the
E
language given novel or contemporary society. contemporary society. Heinemann: UK materials given novel or
use in short story to Oyono, F. (videos) short story to the
literary the ( 1990) The Out- door contemporary
works; contemporary Oldman and the theatres society?
society. Medal
f) Summarise vi) The teacher should create Summarizing the main Heinemann: UK Relevant 6. Is the student
the main activities for students themes, messages and Oyono, F. texts able to summarise
themes, to summarise the main issues of the given novel ( 1990)House Recorded the main themes,
messages and themes, messages and or short story. boy Heinemann: materials messages and
issues of the issues of the given novel UK (videos) issues in the given
given novel or or short story. Oyono, F. Out- door novel or short
short story. viii) The teacher should give (1986) The old theatres story?
feedback and use students’ vii) Students should present man and the
responses as feedback their work for discussion medal
to support them in Heinemann: UK
performing the tasks given
in parts (i) -(iii).
13TH JUNE TO 23RD JUNE TERMINAL EXAMINATION
26TH JUNE TO 25TH JULY TERMINAL BREAK
Month
Period
week

materials
SCHEME OF WORK.
the student The student 2.1 i) The teacher should arrange TIE. (1996) 1. Is the student
should be should Common students in groups and Selected Poems. able to identify the
competent be able to: terms in guide them to: –– Identifying the common Moshi: Printcare common poetic
in: a) Identify the poetry –– Identify the common poetic terms used in (T) Ltd terms used in the
APPRECIATING AND ANALYSING POETRY

analysing common poetic terms used in the the analysis of poems (i.e., analysis of poems?
the title, poetic terms JULY analysis of poems (i.e., poet, poet, verse, stanza, rhyme, Mabala, R.
setting, used in the 6TH verse, stanza, rhyme, rhythm, rhythm, persona, tone, mood, (1960)
characters, analysis of persona, tone, mood, attitude, attitude, poetic license). Summons. Dar-
style and poems. poetic license). es-Salaam: TPH
language 06
use in Rubadiri, D. (ed)
literary (1989), Growing
works; up with Poetry.
UK. Heinemann
b) –– Differentiate the two –– Differentiate the two 2. Is the student
Differentiate categories of poetry. categories of poetry. able
the two to differentiate the
categories of two categories of
AUGUST
poetry. poetry?
c) –– Differentiate poetry –– Differentiating poetry 3. Is the student

Differentiate from other genres of from other genres of able
poetry from Literature. Literature. to differentiate
other genres 1ST 02 poetry from
of Literature. other genres of
Literature?
the student d) Identify the ii) The teacher should use TIE. (1996) 6. Is the student
should be poetic devices questioning strategies (what, Selected Poems. able
competent used in the why and how questions) to Moshi: Printcare to identify the
in: selected guide studentsto: (T) Ltd poetic devices used
analysing poem. –Identify the poetic in the selected
– Identifying the poetic
AUGUST
the title, devices used in the Mabala, R. poem?

setting, selected poem. devices used in the (1960)
characters, 1ST 02 selected poem. Summons. Dar-
style and es-Salaam: TPH
language e) Explain the –Explain the poetic – Explaining the poetic 5. Is the student
use in poetic devices devices identified in the devices identified in the Rubadiri, D. (ed) able to explain the
literary identified in selected poem. selected poem. (1989), Growing poetic devices
works; the selected up with Poetry. identified in the
poem UK. Heinemann selected poem?
SCHEME OF WORK.
Month
Period
week
materials
analysing The student i) The teacher should assign TIE. (1996) Relevant 1. Is the student
the title, should
2.2 Poetic students in groups or Selected Poems. texts. able
setting, be able to: devices individually to read the Moshi: Printcare Relevant to identify poetic
characters, a) Identify given poem and then (T) Ltd songs devices in the
style and poetic devices guide them in: or poems. selected poem?
language in theselected –– Identifying the poetic –– Identifying the poetic Mabala, R.
use in poem. APPRECIATING AND ANALYSING POETRY devices in the selected devices in the selected (1960)
literary poem (i.e., verse, poem (i.e., verse, Summons. Dar-
works; 02 persona, stanza, mood, persona, stanza, mood, es-Salaam: TPH
AUGUST
2ND tone and attitude). tone and attitude).

the student b) Identify –– Identifying musical –– Identifying musical Rubadiri, D. (ed) Relevant 2. Is the student
should be musical devices in the selected devices in the selected (1989), Growing texts. able
competent devices in the poem (i.e., rhyme, poem (i.e., rhyme, up with Poetry. Relevant to identify musical
in: selected refrain, alliteration, refrain, alliteration, UK. Heinemann songs devices in the
analysing poem. consonance and consonance and or poems. selected poem?
the title, assonance). assonance).
setting, ii) The teacher should give
characters, feedback and use students’
style and responses as feedback to
language support them in performing
use in the tasks given in part (i).
literary
works;
the student The student 2.3 i) The teacher should assign –– Identifying figures TIE. (1996) Relevant 1. Is the student
should be should be able Language students in groups or of speech in the Selected Poems. texts. able
competent to: devices individually to read the selected poem (i.e., Moshi: Printcare Relevant to identify figures
in: a) Identify given poem and then use simile, personification, (T) Ltd songs of speech in the
AUGUST
analysing figures of questioning strategies metaphor, satire, or poems. selected poem?

the title, speech in the (i.e., what, why and how imagery, sarcasm, Mabala, R.
setting, selected 2ND questions) to guide them in: hyperbole and (1960)
characters, poem. –– Identifying figures symbolism). Summons. Dar-
style and of speech in the es-Salaam: TPH
language selected poem (i.e.,
use in simile, personification, Rubadiri, D. (ed)
literary 02 metaphor, satire, imagery, (1989), Growing
works; sarcasm, hyperbole and up with Poetry.
symbolism). UK. Heinemann
the student b) Explain –– Explaining each figure –– Explaining each figure TIE. (1996) Relevant 2. Is the student
should be each figure of of speech in the selected of speech in the selected Selected Poems. texts. able
AUGUST
competent speech in the poem. poem. Moshi: Printcare Relevant to explain each
in: selected 1ST (T) Ltd songs figure of speech in
analysing poem. or poems. the selected poem?
SCHEME OF WORK.
Month
Period
week
materials
the title, c) Explain the –– Explaining the poetic –– Explaining the poetic Mabala, R. Relevant 3. Is the student
setting, poetic 3RD diction in the selected diction in the selected (1960) texts. able
characters, diction in the 02 poem. poem. Summons. Dar- Relevant to explain poetic
style and selected es-Salaam: TPH songs diction in the
language poem. or poems. selected poem?
use in Rubadiri, D. (ed)
d) Analyse ii) The teacher should –– Analysing how language Relevant 6. Is the student
literary (1989), Growing
how arrange devices are used in the texts. able
works; up with Poetry.
language students in groups and selected poem. Relevant to analyse how
UK. Heinemann
devices are guide them in: songs language devices
AUGUST
used inthe –– Analysing how language or poems. are used in the

selected devices are used in the selected poem?
poem. selected poem.
analysing e) Explain Language –– Explaining how –– Explaining how TIE. (1996) Relevant 5. Is the student
the title, how devices language style is used in language style is used in Selected Poems. texts. able to explain how
setting, language style the selected poem. the selected poem. Moshi: Printcare Relevant language style is
characters, is used in the 3RD 02 (T) Ltd songs used in the selected
style and selected poem. or poems. poem?
language Mabala, R.
use in (1960)
AUGUST
literary Summons. Dar-

works; es-Salaam: TPH
analysing f) Explain –Explaining how the Relevant 6. Is the student
the title, how the poet/ poet/poetess uses language – Explaining how the Rubadiri, D. (ed) texts. able to explain how
setting, poetess uses to convey the massage to poet/poetess uses language to (1989), Growing Relevant the poet/ poetess
characters, language to the audience. The teacher convey the massage to the up with Poetry. songs uses language to
style and convey the should give feedback and audience. UK. Heinemann or poems. convey the massage
language massage to the use students’ responses as to the audience?
use in audience. feedback to iii) Students should present
literary support them in performing their responses for discussion.
works; the tasks given in parts (i)
and (ii).
the student The student 6TH 2.6 i) The teacher should assign TIE. (1996) Relevant 1. Is the student
should be should Structural students in groups or –Identifying the number Selected Poems. texts. able to identify the
competent be able to: devices individually to read the of stanzas in the selected Moshi: Printcare Relevant number of stanzas
in: a) Identify the given poem and then use poem. (T) Ltd songs in the selected
AUGUST
analysing number of questions to guide them in: or poems. poem?

the title, stanzas in the –Identifying the number Mabala, R.
setting, selected of stanzas in the selected (1960)
characters, poem. poem. Summons. Dar-
es-Salaam: TPH
SCHEME OF WORK.
style and b) Identify the –– Identifying the number –– Identifying the number Relevant 2. Is the student able
language number of 06 of verses used in the of verses used in the selected Rubadiri, D. (ed) texts. to identify the
use in verses used in selected poem. poem. (1989), Growing Relevant number of verses
literary the selected up with Poetry. songs used in the selected
works; poem. UK. Heinemann or poems. poem?
Month
Period
week topic ning resources earning
materials
the student c) Describe 6TH The teacher should arrange Relevant 3. Is the student able
should be the length of students in groups and guide texts. to describe the length
competent verses in the them in: Relevant of verses in the
in: selected –– Describing the length songs selected poem?
analysing poem. of verses in the selected or poems.
the title, poem.
AUGUST
setting, d) Analyse –– Analysing the –– Analysing the punctuation TIE. (1996) Relevant 6. Is the student able
characters, punctuation punctuation marks as marks as used in the poem. Selected Poems. texts. to analyse the
style and marks as used used in the poem. Moshi: Printcare Relevant punctuation marks as
language in the poem. The teacher should give Students should present their (T) Ltd Mabala, songs or used in the poem?
use in feedback and use students’ responses for discussion. R. (1960) poems.
literary responses as feedback to Summons. Dar-
works; support them in performing es-Salaam: TPH
the tasks given in parts (i)
and (ii).
1ST SEPTEMBER TO 8TH SEPTEMBER MIDTERM EXAMS
9TH SEPTEMBER TO – 26TH SEPTEMBER MIDTERM BREAK
E
T
P
S
APPRECIATING AND
the student The student 6TH 2.5 Plot and The teacher should assign TIE. (1996) Relevant 1. Is the student
ANALYSING POETRY
should be should setting students in groups or Selected Poems. texts able

competent be able to: individually to read the – Examining the plot as Moshi: Printcare Selected to examine the
in: a) Examine given poem and then use used in the poem. (T) Ltd poems plot as used in the
analysing the plot as questioning strategies Relevant poem?
the title, used in the (i.e., what, why and how songs
setting, poem. questions) to guide them in: Mabala, R.
characters, –– Examining the plot as (1960)
style and used in the poem. Summons. Dar-
language b) Identify the –– Identifying the types of es-Salaam: TPH Relevant 2. Is the student
use in types of setting in the poem. Identifying the types of texts able
literary setting in the setting in the poem. Relevant to identify the
works; poem. Rubadiri, D. (ed) song or types of setting in
06 (1989), Growing poem the poem?
SCHEME OF WORK.
the student c) Describe 6TH –Describing time and –Describing time and up with Poetry. Relevant 3. Is the student
should be time geographical location within geographical location within UK. Heinemann texts able to describe
competent and the poem. the poem. Relevant time and
in: geographical The teacher should give song or geographical
analysing location feedback and use students’ poem location within the
the title, within responses as feedback to poem?
setting, the poem. support them to perform the
characters, tasks given in part (i).
style and d) Identify the –Identifying the period Identifying the period TIE. (1996) Relevant 6. Is the student
language period when when the poem was when the poem was Selected Poems.texts able to identify the
use in the poem was written. written. Moshi: Printcare
Relevant period when the
literary written. (T) Ltd song or poem was written?
works; poem
Month
Period
week

materials
e) Explain the –– Explaining the period Explaining the period 5. Is the student
SEPT
period when when the poem was when the poem was able to explain the
the poem was written. written. Mabala, R. period when the
written. (1960) poem was written?
Summons. Dar-
analysing The student 1ST 2.6 02 The teacher should assign es-Salaam: TPH 1. Is the student
the title, should Persona/ students in groups or Relevant able to analyse the
OCTOBER
setting, be able to: speaking individually to read the texts persona used in the
characters, a) Analyse the voice given poem and then use Rubadiri, D. (ed) Relevant selected poem?
style and persona used questioning strategies –– Analysing the persona (1989), Growing song or
language in the selected (i.e., what, why and how used in the selected poem. up with Poetry. poem
use in poem. questions) to guide them in: UK. Heinemann
literary –– Analysing the persona
O
O
C
R
T
B
E
works; used in the selected poem.

AND
analysing b) Describe 2.6 TIE. (1996) Relevant 2. Is the student

APPRECIATIN
the title, the types of Persona/ –– Describing the type of Describing the type of Selected Poems. texts able to describe the
ANALYSING
setting, persona used speaking persona in the given poem. persona in Moshi: Printcare Relevant type of persona
characters, in the given voice (T) Ltd song or used in the given
POETRY
style and poem. poem poem?

language Mabala, R.
c) Analyse the –– Analysing the message –– Analysing the message Relevant 3. Is the student
use in (1960)
message conveyed by the persona. conveyed by the persona. texts able to analyse the
literary Summons. Dar-
conveyed by Relevant message conveyed
G
works; es-Salaam: TPH

the persona. song or by the persona?
SCHEME OF WORK.
the student d) Explain –– Explaining how the –– Explaining how the Rubadiri, D. (ed) poem 6. Is the student
should be how the persona projects persona projects (1989), Growing able to explain
competent persona 02 messages and lessons of messages and lessons of up with Poetry. how the persona
1ST
in: projects the poem. the poem. UK. Heinemann projects messages
analysing messages and and lessons of the
the title, lessons of the poem?
setting, poem.
characters,
style and e) Evaluate –– Evaluating the relevance –– Evaluating the relevance TIE. (1996) Relevant 5. Is the student
language the of the persona to the society. of the persona to the society. Selected Poems. texts able
use in relevance of ii) The teacher should give Moshi: Printcare Relevant to evaluate the
literary the feedback and use students’ (T) Ltd song or relevance of the
works; persona to the responses as feedback to poem persona to the
society. support them in performing society?
the tasks given in part (i).
Month
Period
week

materials
the student The student 2.7 Theme i) The teacher should assign Mabala, R. Relevant 1. Is the student
should be should and students in groups or –– Identifying the themes (1960) texts able to identify
competent be able to: message individually to read a and messages in the Summons. Dar- Selected the themes and
in: a) Identify the given poem and then use selected poem. es-Salaam: TPH poems messages in the
comprehe themes and questioning strategies Relevant selected poem?
nding messages in (i.e., what, why and how songs
issues and the
O
questions) to guide them in:

C
R
T
B
E
Rubadiri, D. (ed)
their selected –– Identifying the themes (1989), Growing
related poem. and messages in the selected up with Poetry.
implicatio poem. UK. Heinemann
ns b) Find –– Finding evidences that –– Finding evidences that Relevant 2. Is the student
(messages evidences support the identified support the identified texts able to find
and that support themes and messages in themes and messages in Selected evidences that
lessons); the identified the poem. the poem. poems support the
themes and Relevant identified themes
messages in songs and messages in
the poem. 2ND 06 the poem?
–– Describing the lesson
ANALY
the student c) Describe iii) The teacher should TIE. (1996) Relevant 3. Is the student
POETR
APPRE
CIATI
should be the lesson organise students in groups learnt from the selected Selected Poems. texts able
SING
AND
competent learnt from and guide them in: poem. Moshi: Printcare Selected to describe the
NG
in: the selected –– Describing the lesson (T) Ltd poems lesson learnt from
Y
comprehe poem. learnt from the selected Relevant the selected poem?
nding . poem. songs
SCHEME OF WORK.
issues and d) Analyse –– Analysing the relevance Analysing the relevance Relevant 6. Is the student
their the of messages and themes of messages and themes Mabala, R. texts able to analyse the
related relevance of of the selected poem of the selected poem (1960) Selected relevance of
implicatio messages and to the contemporary to the contemporary Summons. Dar- poems messages and
ns themes of society. society. es-Salaam: TPH Relevant themes of the
(messages the selected iv) The teacher should give songs selected poem to
and poem to the feedback and use students’ Students should present the contemporary
lessons); contemporary responses as feedback to their responses for Rubadiri, D. (ed) society?
society support them in performing discussion. (1989), Growing
the tasks given in parts (i) up with Poetry.
and (ii). UK. Heinemann
the student The student 2.8 Reciting i) The teacher should use Identifying the voice of the TIE. (1996) Relevant 1. Is the student
should be should poems questions to guide students poem. Selected Poems. texts able
competent be able to: to identify the voice of the Moshi: Printcare Selected to identify the
OCTOBER
in: a) Identify the poem. (T) Ltd poems voice of the poem?
narrating voice of the Relevant
a piece of poem. songs
work and 06 Mabala, R.
performin b) Identify the 3RD ii) The teacher should design (1960) Relevant 2. Is the student
g it on rhyme and activities for students to: –– Identify the rhyme and Summons. Dar- texts able
stage. rhythm of the –– Identify the rhyme and rhythm of the poem. es-Salaam: TPH Selected to identify the
poem. rhythm of the poem. poems rhyme and rhythm
Relevant of the poem?
songs
Month
Period
week

materials
c) Memorise Rubadiri, D. (ed) Relevant 3. Is the student
the given –– Memorise the given –– Memorise the given (1989), Growing texts able
poem. poem. poem. up with Poetry. Selected to memorise the
O
O
C
R
T
B
E
UK. Heinemann poems given poem?

Relevant
songs
d) Recite the 6TH Relevant 6. Is the student
selected –– Recite the selected –– Recite the selected texts able to recite the
Poem. poem. poem. Selected selected poem?
poems
Relevant
songs
SCHEME OF WORK.
the student e) Compose 06 –– Compose short poems in –– Compose short poems in Relevant 5. Is the student
should be short poems any cross-cutting issue any cross-cutting issue texts able to compose
competent in any in the contemporary in the contemporary Selected short poems in
in: cross-cutting society. society. poems any cross-cutting
Reciting issue in the iv) The teacher should give Relevant issue in the
poems contemporary feedback and use students’ Students should present songs contemporary
society. responses as feedback to their responses for society?
support them in performing discussion.
the tasks given
R E V I S I O N R E V I S I O N R E V I S I O N
NOVEMBER FORM FOUR NATIONAL EXAMINATIONS
SUBJECT MASTER……………………….. HEAD OF DEPARTMENT……………………….. HEADMASTER…………………………………….

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EVANGELICAL LUTHERAN CHURCH IN TANZANIA EAST OF LAKE VICTORIA DIOCESE

MWADUI SECONDARY SCHOOL

the analysis of and short stories. Autobiogra

conceptualising the common Heinemann: UK

poems and Oyono, F.

terms. Heinemann: UK identified terms?

short story. or short story?

story. the novel or short

f) Distinguish 6 The teacher should organise In groups 6. Is the student able

topic ning resources earning

style and or shortstory. (videos) content of the

use in 6 theatres short story?

characters, why and how questions) to materials

style and guide students to: Identifythe (videos)

use in story. theatres

the student b) Describe the Nyangwine N. ● Relevant 2. Is the student

use in short story. Heinemann: UK short

topic ning resources earning

setting, short story. and how questions) to guide ● Recorded

characters, How events 06 them in: materials

literary iii) Present their responses responses for discussion.

works; for discussion.

resolutions and climax that

topic ning resources earning

or short story. Oyono, F.

topic ning resources earning

topic ning resources earning

APPRECIATING AND ANALYSING OF NOVELS

their from the students in: Heinemann: UK

APPRECIATING AND ANALYSING OF NOVELS

topic ning resources earning

APPRECIATING AND ANALYSING POETRY

c) –– Differentiate poetry –– Differentiating poetry 3. Is the student

the title, devices used in the Mabala, R. poem?

2ND tone and attitude). tone and attitude).

analysing figures of questioning strategies metaphor, satire, or poems. selected poem?

used inthe –– Analysing how language or poems. are used in the

literary Summons. Dar-

analysing number of questions to guide them in: or poems. poem?

should be should setting students in groups or Selected Poems. texts able

topic ning resources earning

works; used in the selected poem.

analysing b) Describe 2.6 TIE. (1996) Relevant 2. Is the student

style and poem. poem poem?

works; es-Salaam: TPH

topic ning resources earning

questions) to guide them in:

topic ning resources earning

UK. Heinemann poems given poem?

SUBJECT MASTER……………………….. HEAD OF DEPARTMENT……………………….. HEADMASTER…………………………………….

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