MINISTRY OF EDUCATION, SCIENCE AND TECHNOLOGY

TANZANIA INSTITUTE OF EDUCATION

LITERATURE IN ENGLISH SYLLABUS

FOR SECONDARY SCHOOLS
FORM III-IV

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© Tanzania Institute of Education, 2019

Published 2019

ISBN: 978-9976-61-781-8

Tanzania Institute of Education

P.O. Box 35094
Dar es Salaam

Tel. +255 22 277 3005/+255 22 277 1358

Fax No. +255 22 277 4420
E-mail: director.general@tie.go.tz
Website: www.tie.go.tz

This document should be cited as: Tanzania Institute of Education. (2019). Literature in English Syllabus for Secondary Schools
Form III-IV. Dar es Salaam: Tanzania Institute of Education.

All rights reserved. This syllabus may not be reproduced, stored in any retrieval system or transmitted in any form or by any
means electronic, mechanical, photocopying, recording or otherwise, without prior written permission of the Tanzania Institute
of Education.

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DECLARATION
This Literature in English Syllabus is approved for use in Secondary Schools in Tanzania.

Approved by .......................................
Signature .............................................
Date ______ / ______ / 2019

Ag. Commissioner for Education

Ministry of Education, Science and Technology
P.O. Box 10
Dodoma

Tell. +255 222 110150, 110179, 110146

Fax: +255 222 113271

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 TABLE OF CONTENTS

Pages
1.0 Introduction ........................................................................................................................................ v
2.0 Importance of the Syllabus ................................................................................................................. v
3.0 Objectives of Education in Tanzania .................................................................................................. vi
4.0 Objectives of Secondary Education in Tanzania ................................................................................ vii
5.0 Competencies of the Subject .............................................................................................................. vii
6.0 Objectives of the Subject ................................................................................................................... viii
7.0 Structure and Organisation of the Syllabus ........................................................................................ viii
7.1 Class level competencies ........................................................................................................ Viii
7.2 Class level objectives ............................................................................................................. ix
7.3 Topics/sub-topics .................................................................................................................... ix
7.4 Specific objectives .................................................................................................................. ix
7.5 Teaching and learning strategies ............................................................................................ x
7.6 Teaching and learning resources/materials ............................................................................. x
7.7 Assessment criteria and methods ........................................................................................... x
7.8 Periods .................................................................................................................................... xi
Form III ......................................................................................................................................................... 1
Form IV ......................................................................................................................................................... 22

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1.0 Introduction
This syllabus is designed to guide the teaching and learning of Literature in English at Ordinary Level Secondary Education
for Form III and IV. It carries useful information that shall enable teachers to plan their teaching and support students in
the learning processes. Therefore, teachers are required to read the information provided in this syllabus in order to be
acquainted with competencies, objectives, topics, and sub-topics to be covered in teaching Literature in English as a
Subject.

Literature in English is an elective subject which is studied at Ordinary Level Secondary Education. It has fully fledged
teaching and learning objectives and has its own workload and instructional time in Secondary Education curriculum.

The pedagogical significance of Literature in English in Tanzania classrooms is to promote literary skills and other skills
related to communication, creative and critical thinking. It also serves as a bridge to enable learners appreciate their
rich literary traditions, heritage and cultures. Literature in English subject shall enable students to build their personal
characters, understand other people’s characters, and have a better knowledge of the world.

2.0 Importance of the Syllabus

Literature in English is an important supportive subject for learning English language at Ordinary Level. It is therefore
important to have Literature in English syllabus so as to enable teachers to:
a) consistently handle the scope and sequence of the content according to the stated objectives and competencies;
b) lay the foundation for Literature in English at advanced levels;
c) help the student to apply Literature to learn the English language better;
d) help the student to apply Literature as a tool to learn other life skills;
e) plan the workload and use different methods in teaching and learning Literature in English;

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 f) help the student to appreciate his/her rich literary traditions, heritage and cultures; and
g) guide the student to build his/her personal characters, understand other people’s characters, cultures and get better
knowledge of the world.

3.0 Objectives of Education in Tanzania

The objectives of Literature in English Subject reflects the general objectives of education in Tanzania, which are to:
a) guide and promote the development and improvement of the personalities of the citizens of Tanzania, their human
resources and effective utilization of those resources in bringing about individual and national development;
b) promote the acquisition and appreciation of culture, customs and traditions of the people of Tanzania;
c) promote the acquisition and appropriate use of literacy, social, scientific, vocational, technological, professional and
other forms of knowledge, skills and attitudes towards the development and improvement of the condition of human
and society;
d) develop and promote self-confidence and inquiring mind, understanding and respect for human dignity and human
rights and readiness to work hard for personal self-advancement and national development;
e) promote and expand the scope of acquisition, improvement and upgrading of mental, practical, productive and other
skills needed to meet the changing needs of industry and the economy;
f) enable every citizen to understand and uphold the fundamentals of the national constitution as well as protecting
human and civil rights, obligations and responsibilities; and
g) promote love for work, self and wage employment and improved performance in the production and service sectors.

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4.0 Objectives of Secondary Education in Tanzania
The objectives of Literature in English reflect the objectives of Secondary Education in Tanzania. The objectives of
secondary education in Tanzania are to:
a) consolidate, broaden and develop a deeper understanding of the ideas and concepts acquired at the primary education
level;
b) enhance and further develop an appreciation for cultural values including national unity, identity, democracy, ethics,
personal integrity, readiness to work, human rights, customs, traditions, civic responsibilities and obligations;
c) develop linguistic ability and effective use of communication skills in Kiswahili, English, and at least one foreign
language;
d) develop readiness for tertiary and higher education, vocational, technical and professional training;
e) inculcate a sense and ability for self-study, self-confidence and self advancement in new frontiers of science and
technology, academic and occupational knowledge and skills; and
f) develop readiness to join the world of work.

5.0 Competencies of the Subject

By the end of the course, students should be competent in:
a) analysing issues critically with informed arguments;
b) evaluating aesthetic and moral values;
c) presenting opinions and facts;
d) communicating effectively; and
e) composing literary works.

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6.0 Objectives of the Subject
By the end of form IV, students who opted for Literature in English should be able to:
a) communicate effectively using the English language;
b) explore, examine and reflect on various issues in literary works;
c) appreciate aesthetic and moral values in different situations and contexts;
d) appreciate and analyse literary works and their genres;
e) promote Tanzanian cultural heritage and identity;
f) appreciate multiculturalism and develop self-consciousness; and
g) prepare a foundation to pursue Literature courses at higher levels of education.

7.0 Structure and Organisation of the Syllabus

This syllabus has two parts. The first part comprises of class level competencies and class level objectives. The second
part is the syllabus content that presented in the matrix. The matrix includes the topics, sub-topics, specific objectives,
teaching and learning strategies, teaching and learning resources, assessment criteria and number of periods.

7.1 Class level competencies

The class level competencies are the general competencies intended to be achieved within the class level or
within each year of study. These competencies reflect the skills, knowledge and attitudes which the learner should
demonstrate within a particular level of class. However, the competencies are not discrete but rather continuous. It
is possible that a particular competency may require more than one year to be fully developed.

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7.2 Class level objectives
The class level objectives are intended to be achieved within the class level. These are specific instructional
objectives at a particular class level. The class level objectives in this syllabus are stated in general terms, and have
been derived from the competencies. For each competency intended to be achieved, one or more objectives have
been stated in order to achieve it.

7.3 Topics/sub-topics
This part describes the matter dealt within the subject. The major topics in this syllabus have been derived from
the class level competencies and objectives. Every major topic has been divided into several sub-topics. Each sub-
topic comprises of a portion of the content of the topic in question. The sub-topics have also been arranged to attain
a logical order and facilitate the learning process. The horizontal treatment of this syllabus is controlled by the
sub-topics. This means that for every sub-topic, there are teaching and learning strategies, teaching and learning
resources, assessment strategies and the estimated number of periods.

7.4 Specific objectives

These include statements that describe results in terms of knowledge, attitude, skill and behaviour that a student
is expected to achieve and perform after completing the programme. They also reflect the process of attaining the
specified competencies within the cognitive, affective and psycho-motor domains.

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7.5 Teaching and learning strategies
Teaching/learning strategies indicate what the teacher and the student are expected to do in the process of teaching
and learning. However, the teacher is free to design his/ her own teaching and learning strategies. The teacher is
expected to work as a facilitator for supporting students to learn. Participatory and cooperative learning-based
activities are encouraged for students to work in groups and participate effectively in learning processes.

7.6 Teaching and learning resources/materials

In the teaching and learning of this subject, many resources shall be needed. The teacher and students should work
together to collect or improvise alternative resources available in the school environment when needed. The teacher
is also expected to constantly seek information from various sources in order to teach the topics well. The list of
texts for reference (plays, novels & short stories as well as poetry) shall be provided by the Ministry of Education,
Science and Technology.

7.7 Assessment criteria and methods

Assessment is stated in terms of questions. However, during teaching and learning, the teacher should use different
assessment tools and strategies so as to engage students in learning and to assess their understanding of the specific
content. Assessment shall focus on assessing students’ ability to demonstrate knowledge, attitudes, skills and values
of literary works.

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 Assessment comprises of formative and summative assessments. Formative assessment shall entail classroom based
assessment practices and school based summative assessment. School based summative assessment shall be done
in a term as mid-term test, terminal and annual examination. Summative assessment shall also constitute national
examinations. Part of school based summative assessment marks (i.e. project work marks, tests and examinations)
shall be submitted to NECTA as continuous assessment.

7.8 Periods
Literature in English at Ordinary Level Secondary Education is taught in Form III and Form IV. For one academic
year, Literature in English shall have 156 periods for one class. Teachers are advised to budget their time and
workload carefully in order to cover the syllabus.

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 FORM III

CLASS LEVEL COMPETENCIES

By the end of Form III, the student should be competent in:
a) using literary terms appropriately;
b) analysing the importance and functions of Literature;
c) analysing the functions of language in Literature;
d) describing form and content of oral and written Literature;
e) appreciating/analysing literary works; and
f) applying literary devices in creative writing.

CLASS LEVEL OBJECTIVES

By the end of Form III, the student should be able to:
a) define basic literary terms;
b) explain the importance of language in Literature;
c) explain the importance and functions of Literature;
d) identify forms and genres of Literature;
e) describe the form and content of pieces of literary works;
f) analyse literary devices;
g) compose simple literary works; and
h) explain the relationship between language and Literature.

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 TEACHING
SPECIFIC TEACHING AND NO. OF
MAIN TOPICS SUB-TOPICS AND LEARNING ASSESSMENT
OBJECTIVES LEARNING STRATEGIES PERIODS
RESOURCES
1.0 INTRODUCTION 1.1 Overview of the The student should The teacher should use ●● Relevant texts 1. Is the student 8
TO term literature be able to: brainstorming questions to ●● Recorded and able to define the
LITERATURE a) Define guide students to: written forms of term Literature?
the term i) Define the term literature. Literature 2. Is the student
Literature. able to identify
ii) Identify key terms in
the key terms in
b) Identify the Literature.
Literature?
key terms in
iii) Explain the key terms in
Literature. 3. Is the student
Literature:
able to explain
c) Explain the –– Art
the key terms in
key terms in –– Creativity
Literature?
Literature. –– Language
–– Aesthetic
–– Message
–– Society
–– Form
–– Content
iv) Students should present
their responses for
discussion.
v) The teacher should give
feedback and use students’
responses as feedback
to support/guide them
to define the key terms/
concepts used in Literature.

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 TEACHING
SPECIFIC TEACHING AND NO. OF
MAIN TOPICS SUB-TOPICS AND LEARNING ASSESSMENT
OBJECTIVES LEARNING STRATEGIES PERIODS
RESOURCES
1.2 Functions and The student should i) The teacher should use ●● Relevant texts 1. Is the student 4
importance of be able to: questioning strategies ●● Recorded and able to explain
Literature a) Explain the (what,why and why written forms of the functions and
functions and questions) to guide students Literature importance of
importance of to explain the functions and Literature in the
importance of Literature. society?
Literature in
the society. ii) The teacher should organise 2. Is the student
students in groups and able to explain
b) Explain the guide them to: the importance
functions and and functions
importance –– Explain the functions
of studying
of studying and importance of
Literature?
studying Literature.
Literature.
3. Is the student
–– Explain the context
c) Explain able to explain
in which Literature is
the context the context in
applied in the society.
in which which Literature
iii) Students should present is applied in the
Literature is
their responses for society?
applied in the discussion.
society.
iv) The teacher should give
feedback and use students’
responses as feedback to
support them in performing
the tasks given in parts (i)
and (ii).

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 TEACHING
SPECIFIC TEACHING AND NO. OF
MAIN TOPICS SUB-TOPICS AND LEARNING ASSESSMENT
OBJECTIVES LEARNING STRATEGIES PERIODS
RESOURCES
1.3 Forms of The student should i) The teacher should use ●● Relevant texts 1. Is the student 6
Literature be able to: brainstorming questions to able to mention
●● Sample of
a) Mention the guide students to mention the forms of
poems, plays,
forms of the forms of Literature. Literature?
novels and short
Literature. ii) The teacher should organise stories 2. Is the student
students in groups and able to
b) Differentiate ●● Oral materials
guide them to: differentiate oral
the forms of (Riddles,
from written
Literature. –– Differentiate the forms Proverbs,
Literature?
of Literature (i.e., oral Folktales,
c) Explain the and written Literature). Legends, etc.) 3. Is the student
functions of able to explain
each form of –– Explain the functions of
the functions
each form of Literature.
Literature. of each form of
iii) Students should present Literature?
their responses for
discussion.
iv) The teacher should give
feedback and use students’
responses as feedback to
support them in performing
the tasks given in parts (i)
and (ii).

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 TEACHING
SPECIFIC TEACHING AND NO. OF
MAIN TOPICS SUB-TOPICS AND LEARNING ASSESSMENT
OBJECTIVES LEARNING STRATEGIES PERIODS
RESOURCES
1.4 Language and The student should i) The teacher should organise ●● Relevant texts 1. Is the student 4
Literature be able to: students in groups and ●● Recorded/ able to explain
a) Explain the guide them to: written speeches the importance
importance of of language in
– Explain the importance
language in Literature?
of language in
Literature. Literature. 2. Is the student
able to explain
b) Explain the – Explain the relationship
the relationship
relationship between language and
between
between Literature.
language and
language and – Explain the difference Literature?
Literature. between ordinary and
3. Is the student
literary language.
c) Explain the able to explain
difference ii) Students should present the difference
between their responses for between ordinary
ordinary discussion. and literary
and literary language?
iii) The teacher should give
language. feedback and use students’
responses as feedback to
support them in performing
the task given in part (i).

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 TEACHING
SPECIFIC TEACHING AND NO. OF
MAIN TOPICS SUB-TOPICS AND LEARNING ASSESSMENT
OBJECTIVES LEARNING STRATEGIES PERIODS
RESOURCES
1.5 Literary devices The student should i) The teacher should use texts ●● Relevant texts 1. Is the student 10
be able to: to guide students in: ●● Selected poems, able to identify
a) Identify –– Identifying different short stories, different literary
different literary devices (i.e. plays and novels devices?
literary imagery, metaphor, ●● Recorded forms 2. Is the student
devices. simile, personification, of Literature able to give the
hyperbole, satire, (audio and meaning and
b) Give the
sarcasm, symbolism, video) examples of the
meaning and etc.). identified literary
examples of devices?
the identified
literary
devices.
c) Explain how
the different
identified
literary
devices
are used in
Literature.

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 TEACHING
SPECIFIC TEACHING AND NO. OF
MAIN TOPICS SUB-TOPICS AND LEARNING ASSESSMENT
OBJECTIVES LEARNING STRATEGIES PERIODS
RESOURCES
d) Explain the –– Giving the meaning 4. Is the student
importance of and examples of the able to explain
the identified identified literary how the different
literary devices. identified literary
devices. –– Explaining how the devices are used
different identified in Literature?
literary devices are used 5. Is the student
in Literature. able to explain
–– Explaining the the importance
importance of the of the identified
identified literary literary devices?
devices.
ii) Students should present
their responses for
discussion.
iii) The teacher should give
feedback and use students’
responses as feedback to
support them in performing
the tasks given in part (i).

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 TEACHING
SPECIFIC TEACHING AND NO. OF
MAIN TOPICS SUB-TOPICS AND LEARNING ASSESSMENT
OBJECTIVES LEARNING STRATEGIES PERIODS
RESOURCES
1.6 Basic elements The student should i) The teacher should use Relevant novels, 1. Is the student 14
of Literature be able to: brainstorming questions to poems, short stories able to identify
a) Identify the guide students to: and plays the elements of
elements of Literature?
–– Identify the elements of
Literature. Literature (character, 2. Is the student
theme, plot, point of able to explain
b) Explain the
view, setting, conflict the features of
features of
and tone). each element of
each element Literature?
of Literature. –– Explain the features
of each element of 3. Is the student
c) Explain the Literature. able to explain
relationship the relationship
–– Explain the relationship
between the between the
between the identified
identified identified
elements of Literature.
elements of elements of
Literature. ii) Students should present Literature?
their responses for
discussion.
iii) The teacher should give
feedback and use students’
responses as feedback to
support them in performing
the tasks given in part (i).

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 TEACHING
SPECIFIC TEACHING AND NO. OF
MAIN TOPICS SUB-TOPICS AND LEARNING ASSESSMENT
OBJECTIVES LEARNING STRATEGIES PERIODS
RESOURCES
2.0 ORAL Genres of Oral The student should i) The teacher should use ●● Samples of 1. Is the student 38
LITERATURE Literature be able to: questions to guide students Oral Literature able to identify
a) Identify to: materials (songs, genres of Oral
genres of Oral proverbs, Literature?
–– Identify genres of
Literature. sayings, riddles,
Oral Literature (songs, 2. Is the student
myths, folktales,
proverbs, sayings, able to explain
b) Explain fairytales,
riddles, myths, folktales, the genres of
genres of Oral legends etc)
fairytales, legends etc.) Oral Literature?
Literature. ●● Recorded oral
–– Explain each genre of 3. Is the student
c) Identify the cues
Oral Literature. able to identify
features of ●● Visual and audio the features of
Oral Literature –– Identify the features of
tapes Oral Literature
Oral Literature genres.
genres. genres?
–– Explain the features of
d) Explain the 4. Is the student
Oral Literature genres.
features of able to explain
Oral Literature ii) The teacher should organise the features of
genres. students in groups and Oral Literature
guide them to: genres?
e) Give examples
–– Give examples of Oral 5. Is the student
of Oral
Literature found in the able to give
Literature
society. examples of Oral
found in the Literature found
society. –– Explain the importance
in the society?
of Oral Literature in the
f) Explain the society.
importance of
Oral Literature
in the society.

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 TEACHING
SPECIFIC TEACHING AND NO. OF
MAIN TOPICS SUB-TOPICS AND LEARNING ASSESSMENT
OBJECTIVES LEARNING STRATEGIES PERIODS
RESOURCES
g) Recite iii) The teacher should create 6. Is the student
selected activities for students to: able to explain
genres of Oral the importance of
–– Recite selected genres of
Literature. Oral Literature in
Oral Literature.
the society?
h) Tell and retell –– Tell and retell short 7. Is the student
short stories. stories. able to recite
i) Dramatise selected
–– Dramatise selected
selected genres of Oral genres of Oral
genres of Oral Literature. Literature?
Literature. 8. Is the student
iv) Students should present
able to tell and
their responses for
retell short
discussion.
stories?
v) The teacher should give 9. Is the student
feedback and use students’ able to dramatise
responses as feedback to selected genres of
support them in performing Oral Literature?
the tasks given in parts (i)-
(iii).

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 TEACHING
SPECIFIC TEACHING AND NO. OF
MAIN TOPICS SUB-TOPICS AND LEARNING ASSESSMENT
OBJECTIVES LEARNING STRATEGIES PERIODS
RESOURCES
3.0 WRITTEN Genres of written The student should i) The teacher should organise Samples of written 1. Is the student 12
LITERATURE Literature be able to: students in groups and Literature (i.e., able to identify
a) Identify guide them to: poetry, plays, the genres
the genres –– Identify genres of novels, drama and of written
of written written Literature (i.e., short stories) Literature?
poetry, plays, novels and 2. Is the student
Literature
short stories). able to identify
(i.e., poetry,
–– Identify the features of the features of
plays, novels the identified genres. the identified
and short –– Describe the features of genres?
stories). the identified genres.
3. Is the student
b) Identify the –– Give examples of able to describe
features of written Literature genres the features of
the identified found in the society. the identified
genres. –– Explain the concepts of genres?
c) Describe the fiction and non-fiction. 4. Is the student
features of ii) Students should present able to give
the identified their responses for examples of
genres. discussion. written Literature
genres found in
d) Give examples iii) The teacher should give
the society?
of written feedback and use students’
responses as feedback to 5. Is the student
Literature
support them in performing able to explain
genres found
the tasks given in parts (i) the concepts of
in the society. fiction and non-
and (ii).
e) Explain the fiction?
concepts of
fiction and
non-fiction.

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 TEACHING
SPECIFIC TEACHING AND NO. OF
MAIN TOPICS SUB-TOPICS AND LEARNING ASSESSMENT
OBJECTIVES LEARNING STRATEGIES PERIODS
RESOURCES
4.0 APPRECIATING 4.1 Conceptualising The student should i) The teacher should ●● Relevant texts 1. Is the student 6
AND common terms be able to: assign students in groups ●● Selected plays, able to identify
ANALYSING OF used in plays a) Identify the or individually to read the common
●● Recorded
PLAYS common terms a given play and then terms used in
materials
used in plays. guide a discussion using plays?
(videos)
questioning strategies 2. Is the student
b) Explain the (i.e., what, why and how ●● Out- door
able to explain
meaning of questions) for students to: theatres
the meaning of
each common –– Identify the common each common
terms used in terms used in plays term used in
plays. (i.e., act, scene, acting, plays?
c) Explain the dialogue, conflict, 3. Is the student
importance of character, plot, stage able to explain
terms used in direction, script, curtain, the importance
plays. theatre, playwright, of terms used in
drama etc.). plays?
d) Differentiate
–– Explain the meaning of 4. Is the student
plays from
each common term used able to
other literary
in plays. differentiate
genres.
ii) The teacher should organise plays from other
students in groups and literary genres?
guide them to:
–– Explain the importance
of terms used in the
given play.
–– Differentiate plays from
other literary genres.
iii) Students should present
their responses for
discussion.

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 TEACHING
SPECIFIC TEACHING AND NO. OF
MAIN TOPICS SUB-TOPICS AND LEARNING ASSESSMENT
OBJECTIVES LEARNING STRATEGIES PERIODS
RESOURCES
iv) The teacher should give
feedback and use students’
responses as feedback to
support them in performing
the tasks given in parts (i)
and (ii).

4.2 Title of the play The student should i) The teacher should assign ●● Relevant texts 1. Is the student 6
be able to: students in groups or ●● Selected plays able to explain
a) Explain the individually to read a play the meaning of
●● Recorded
meaning of and then use questioning the title?
materials
the title of the strategies (i.e., what, why 2. Is the student
(videos)
and how questions) to guide able to relate
play. ●● Out- door
students to: the title and the
b) Relate the theatres
–– Explain the meaning of content in the
title and the the title of the play. play?
content in the
–– Relate the title and the 3. Is the student
play.
content in the play. able to explain
c) Explain the –– Explain the relationship the relationship
relationship between the title and between the title
between message in the play. and message in
the title and the play?
ii) Students should present
message in the their responses for
play. discussion.
iii) The teacher should give
feedback and use students’
responses as feedback to
support them in performing
the tasks given in part (i).

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 TEACHING
SPECIFIC TEACHING AND NO. OF
MAIN TOPICS SUB-TOPICS AND LEARNING ASSESSMENT
OBJECTIVES LEARNING STRATEGIES PERIODS
RESOURCES
4.3 Setting of the The student should i) The teacher should assign ●● Relevant texts 1. Is the student
play be able to: students in groups or able to describe 6
●● Selected plays
a) Describe the individually to read a given the setting of the
●● Recorded
setting of the play and then use questions play?
materials
play. to guide students to: 2. Is the student
(videos)
–– Describe the setting of able to describe
b) Describe the ●● Out- door
the play. the culture of the
culture of theatres
–– Describe the culture of people in which
the people in
the people in which the the play was
which the play written?
play was written.
was written.
–– Identify the period in 3. Is the student
c) Identify the which the play was able to identify
period in written. the period in
which the play which the play
–– Describe the
was written. was written?
geographical location
d) Describe the in which the play was 4. Is the student
geographical written. able to describe
location in the geographical
ii) Students should present
location in which
which the play their responses for
the play was
was written. discussion.
written?
iii) The teacher should give
feedback and use students’
responses as feedback to
support them in performing
the tasks given in part (i).

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 TEACHING
SPECIFIC TEACHING AND NO. OF
MAIN TOPICS SUB-TOPICS AND LEARNING ASSESSMENT
OBJECTIVES LEARNING STRATEGIES PERIODS
RESOURCES
4.4 Plot of the play The student should i) The teacher should assign ●● Relevant texts 1. Is the student 10
be able to: students in groups or ●● Selected plays able to identify
a) Identify individually to read a different parts of
●● Recorded
different parts given play and then use the play?
materials
of the play. questioning strategies 2. Is the student
(videos)
(i.e., what, why and how able to identify
b) Identify the questions) to guide students ●● Out- door the acts and
acts and to: theatres scenes that make
scenes that –– Identify the different up the play?
make up the parts of the play. 3. Is the student
play. –– Identify the acts and able to describe
c) Describe the scenes that make up the the sequence of
sequence play. acts and scenes in
–– Describe the sequence the play?
of acts and
of acts and scenes in the 4. Is the student
scenes in the
play. able to describe
play. –– Describe the plot of the the plot of the
d) Describe the given play. given play?
plot of the ii) The teacher should organise 5. Is the student
given play. students in groups and able to explain
guide them to: how the acts and
e) Explain how
–– Explain how the acts scenes relate to
the acts and
and scenes relate to each each other in the
scenes relate other in the play. play?
to each other –– Explain how acts 6. Is the student
in the play. and scenes have been able to explain
f) Explain how arranged. how acts and
acts and iii) Students should present scenes have been
scenes have their responses for arranged?
been arranged. discussion.

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SPECIFIC TEACHING AND NO. OF
MAIN TOPICS SUB-TOPICS AND LEARNING ASSESSMENT
OBJECTIVES LEARNING STRATEGIES PERIODS
RESOURCES
iv) The teacher should give
feedback and use students’
responses as feedback to
support them in performing
the tasks given in parts (i)
and (ii).

4.5 Language The student should i) The teacher should assign ●● Relevant texts 1. Is the student 8
be able to: students in groups or ●● Selected plays able to explain
a) Explain individually to read the the kind of
●● Recorded
the kind of given play and then use language used in
materials
language used questioning strategies the play?
(videos)
(i.e., what, why and how 2. Is the student
in the play. ●● Out- door
questions) to guide them to: able to analyse
b) Analyse the theatres
–– Explain the kind of the dramatic
dramatic language used in the techniques used
techniques play. in the play?
used in the
–– Analyse the dramatic
play. techniques (i.e.,
c) Explain how language and style) used
the playwright in the play.
uses dramatic ii) The teacher should organise
devices to students in groups and
convey the guide them to:
message to the
audience.

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 TEACHING
SPECIFIC TEACHING AND NO. OF
MAIN TOPICS SUB-TOPICS AND LEARNING ASSESSMENT
OBJECTIVES LEARNING STRATEGIES PERIODS
RESOURCES
d) Identify –– Explain how the 3. Is the student
the style of playwright uses able to explain
language used dramatic devices to how the
in the given convey the message to playwright uses
play. the audience. dramatic devices
–– Identify the style and to convey the
e) Explain message to the
language used in the
the style of audience?
given play.
language used
–– Explain the style of 4. Is the student
in the given able to identify
language used in the
play. the style of
given play.
f) Analyse the language used in
–– Analyse the relevance
relevance of the given play?
of language to the
language to audience. 5. Is the student
the audience. iii) Students should present able to explain
the style of
their responses for
language used in
discussion.
the given play?
iv) The teacher should give
6. Is the student
feedback and use students’
able to analyse
responses as feedback to
the relevance of
support them in performing
language to the
the tasks given in parts (i)
audience?
and (ii).

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 TEACHING
SPECIFIC TEACHING AND NO. OF
MAIN TOPICS SUB-TOPICS AND LEARNING ASSESSMENT
OBJECTIVES LEARNING STRATEGIES PERIODS
RESOURCES
4.6 Character and The student should i) The teacher should assign ●● Relevant texts 1. Is the student 12
characterisation be able to: students in groups or ●● Selected plays able to identify
a) Identify the individually to read the the characters in
●● Recorded
characters in given text and then use the given play?
materials
the given play. questioning strategies 2. Is the student
(videos)
(i.e., what, why and how able to describe
b) Describe questions) to guide students ●● Out- door
the roles of
the roles of to: theatres
characters in the
characters in –– Identify the characters in given play?
the given play. the given play.
3. Is the student
c) Describe how – – Describe the roles of
able to describe
characters characters in the given
how characters
relate to one play.
relate to one
–– Describe how characters
another in the another in the
relate to one another in
given play. given play?
the given play.
d) Explain how ii) The teacher should organise 4. Is the student
characters students in groups and able to explain
project guide them to: how characters
–– Explain how characters project themes,
themes,
project themes, messages and
messages and
messages and lessons of lessons of the
lessons of the
the play. play?
play.
–– Evaluate the relevance 5. Is the student
e) Evaluate the of characters in the able to evaluate
relevance of contemporary society. the relevance of
characters iii) Students should present characters in the
in the their responses for contemporary
contemporary discussion. society?
society.

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 TEACHING
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MAIN TOPICS SUB-TOPICS AND LEARNING ASSESSMENT
OBJECTIVES LEARNING STRATEGIES PERIODS
RESOURCES
iv) The teacher should give
feedback and use students’
responses as feedback to
support them in performing
the tasks given in parts (i)
and (ii).

4.7 Themes and The student should i) The teacher should assign ●● Relevant texts 1. Is the student 12
messages be able to: students in groups or ●● Selected plays able to identify
a) Identify individually to read the the themes, ideas
●● Recorded
themes, ideas given text and then use and messages
materials
and messages questioning strategies from the selected
(videos)
from the (i.e., what, why and how play?
questions) for students to: ●● Out- door
selected play. 2. Is the student
–– Identify themes, ideas theatres
able to find
b) Find and messages from the evidences from
evidences selected play. the selected play
from the which support
selected play the identified
which support ideas/issues and
the identified messages?
ideas/issues
and messages.

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 TEACHING
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MAIN TOPICS SUB-TOPICS AND LEARNING ASSESSMENT
OBJECTIVES LEARNING STRATEGIES PERIODS
RESOURCES
c) Identify –– Find evidences from 3. Is the student
themes, the selected play which able to identify
messages and support the identified themes, messages
lessons from ideas/issues and and lessons from
the selected messages. the selected play
–– Identify themes, and relate them
play and
messages and lessons to the real life
relate them to
from the selected play situation?
the real life
and relate them to the 4. Is the student
situation.
real life situation. able to present
d) Present the the identified
ii) The teacher should organise
identified students in groups and themes, messages
themes, guide them to: and lessons from
messages and the given play?
– Present the identified
lessons from themes, messages and 5. Is the student
the given play. lessons from the given able to explain
e) Explain the play. the usefulness of
usefulness literary devices
–– Explain the usefulness
in conveying the
of literary of literary devices in
messages of the
devices in conveying the message
given play?
conveying the of the given play.
6. Is the student
message of the –– Assess the relevance
able to assess
given play. of the play to the
the relevance of
f) Assess the contemporary society.
the play to the
relevance of contemporary
the play to the society?
contemporary
society.

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MAIN TOPICS SUB-TOPICS AND LEARNING ASSESSMENT
OBJECTIVES LEARNING STRATEGIES PERIODS
RESOURCES
g) Summarise iii) The teacher should design 5. Is the student
the main activities for students able to
themes, to summarise the main summarise the
messages and themes, messages and main themes,
lessons in the lessons in the play. messages and
iv) The teacher should use lessons in the
play.
role play method to guide play?
h) Dramatise the
students to dramatise the 6. Is the student
given play. given play. able to dramatise
Students should present the the given play?
responses obtained from
each task for discussion.
vi) The teacher should give
feedback and use students’
responses as feedback to
support them in performing
the tasks given in parts (i)-
(iv).

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 FORM IV

CLASS LEVEL COMPETENCIES

By the end of Form IV, the student should be competent in:
a) appreciating literary works (plays, novels, poems and short stories);
b) analysing the title, setting, characters, style and language use in literary works;
c) comprehending issues and their related implications (messages and lessons);
d) making critiques of pieces of literary works;
e) writing simple pieces of literary works in specified genres; and
f) narrating a piece of work and performing it on stage.

CLASS LEVEL OBJECTIVES

By the end of Form IV, the student should be able to:
a) understand the setting, plot, style and language of a literary work;
b) describe characters and characterisation in a literary work;
c) assess the relevance of a text in the contemporary society;
d) use literary devices in composing literary works and dramatising plays; and
e) make a review of pieces of literary works.

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 TEACHING TEACHING
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MAIN TOPICS SUB-TOPICS AND LEARNING AND LEARNING ASSESSMENT
OBJECTIVES PERIODS
STRATEGIES RESOURCES
1.1 Conceptu- The student should i) The teacher should use ●● Relevant texts 1. Is the student able 8
alising be able to: questions to guide students ●● Selected novels to identify the terms
common a) Identify the to: used in the analysis
●● Speeches of novels and short
terms used terms used in the –– Identify the terms used
analysis of novels ●● Autobiography stories?
in novels in the analysis of novels
and short stories. and short stories. ●● Biography 2. Is the student able
and short
stories b) Explain the –– Explain the meaning of ●● Essays to explain the
meaning of the each term identified. meaning of the
identified terms. identified terms?
–– Identify the type of the
c) Identify the type given novel or short 3. Is the student able
story. to identify the type
of the given novel
of the given novel
or short story. –– Describe the type of
or short story?
a given novel or short
d) Describe the type
story. 4. Is the student able
of the given novel
ii) The teacher should to describe the type
or short story. of the given novel
organise students in groups
e) Identify the and guide them to: or short story?
features of the Is the student
–– Distinguish fiction from
novel or short able to identify
non fiction.
story. the features of
–– Identify the features of
f) Distinguish fiction the novel or short
the novel or short story. story?
from non fiction.
iii) The teacher should
give feedback and use 6. Is the student able
to distinguish
students’ responses as
fiction from non
feedback to support them
fiction?
in conceptualising the
common terms used in
novels and short stories.

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 TEACHING TEACHING
SPECIFIC NO. OF
MAIN TOPICS SUB-TOPICS AND LEARNING AND LEARNING ASSESSMENT
OBJECTIVES PERIODS
STRATEGIES RESOURCES
1.2 Title of the The student should i) The teacher should assign ●● Relevant texts 1. Is the student able 4
novel or be able to: students in groups or ●● Recorded to explain the
short story a) Explain the individually to read the
materials
meaning of the title
meaning of the given novel or short story of the given novel
title. and then use questioning (videos) or short story?
b) Relate the title strategies (i.e., what, why ●● Out- door 2. Is the student able
and the content/ and how questions) to guide theatres to relate the title
message of the students to:
and the message/
novel or short –– Explain the meaning of content of the
story. the title. given novel or
c) Explain the short story?
–– Relate the title to the
relevance of
content/message of the 3. Is the student able
the title to the
given novel or short to explain the
message of the
story. relevance of the
novel or short
title to the message
story. –– Explain the relevance of
of the novel or
the title to the message
short story?
of the novel or short
story.
ii) Students should present
their responses for
discussion.
iii) The teacher should give
feedback and use students’
responses as feedback to
support them in performing
the tasks given in part (i).

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 TEACHING TEACHING
SPECIFIC NO. OF
MAIN TOPICS SUB-TOPICS AND LEARNING AND LEARNING ASSESSMENT
OBJECTIVES PERIODS
STRATEGIES RESOURCES
1.3 Setting of The student should i) The teacher should use ●● Relevant texts 1. Is the student able 12
the novel be able to: questions to guide students ●● Selected novel to identify the
or short a) Identify the in identifying the setting of setting of the novel
or short story
story setting of the the novel or short story. or short story?
novel or short ●● Recorded
ii) The teacher should use 2. Is the student able
story. materials
questioning strategies to describe the time
b) Describe the time (what, why and how (videos) and geographical
and geographical questions) to guide students ●● Out- door location within the
location within to: theatres narrative?
the narrative.
–– Describe the time and 3. Is the student able
c) Describe the geographical location to describe the
culture of people within the narrative. culture of people
in the given novel in the given novel
–– Describe the culture
or short story. or short story?
of people in the given
d) Identify the novel or short story. 4. Is the student able
historical period to identify the
–– Identify the historical
when the text was historical period
period when the text was
written. when the text was
written.
written?
e) Analyse the
–– Analyse the setting of
setting of the 5. Is the student
the selected novel or
selected novel or able to analyse
short story.
short story. the setting of the
iii) The teacher should give selected novel or
feedback and use students’ short story?
responses as feedback to
support them in performing
the tasks given in parts (i)
and (ii).

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 TEACHING TEACHING
SPECIFIC NO. OF
MAIN TOPICS SUB-TOPICS AND LEARNING AND LEARNING ASSESSMENT
OBJECTIVES PERIODS
STRATEGIES RESOURCES
1.4 Plot The student should i) The teacher should assign ●● Relevant texts 1. Is the student able 12
be able to: students in groups or ●● Selected novel to identify the
a) Identify the individually to read the or short story different parts of
different parts of given novel or short story the novel or short
●● Recorded
the novel or short and then use questioning story?
story. strategies (i.e., what, why materials
(videos) 2. Is the student
and how questions) to
b) Explain the able to explain
guide them in: ●● Out- door
features of the the features of the
selected novel or –– Identifying the different theatres selected novel or
short story. parts of the novel or short story?
short story.
c) Identify the 3. Is the student
–– Explaining the features
events in the able to identify
of the novel or short
selected novel or the events in the
story.
short story. selected novel or
–– Identifying the events short story?
d) Examine the in the selected novel or
sequence of short story. 4. Is the student able
events in the ii) The teacher should organise to examine the
novel or short students in groups and sequence of events
story. guide them to: in the novel or
short story?
e) Examine the –– Examine the sequencing
sequencing of of events, episodes, 5. Is the student
events, episodes, actions, resolutions and able to examine
actions, climax that make up the the sequencing of
resolutions and novel or short story. events, episodes,
climax that make –– Explain how events relate actions, resolutions
up a story in the to each other in the novel and climax that
novel or short or short story. make up the novel
story. or short story?

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 TEACHING TEACHING
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MAIN TOPICS SUB-TOPICS AND LEARNING AND LEARNING ASSESSMENT
OBJECTIVES PERIODS
STRATEGIES RESOURCES
f) Explain how –– Explain how events have 6. Is the student able
events relate to been arranged. to explain how
each other in the events relate to
iii) Present their responses for
novel or short each other in the
discussion.
story. story?
iv) The teacher should give
g) Explain how 7. Is the student able
feedback and use students’
events have been to explain how
responses as feedback
arranged. events have been
to support them in
arranged?
performing the tasks given
in parts (i) and (ii).

1.5 Character The student should i) The teacher should assign ●● Relevant texts 1. Is the student able 12
and be able to: students in groups or ●● Recorded to identify the
characteri- a) Identify the individually to read the characters in the
materials
sation characters in the given novel or short story given novel or
given novel or and then use questioning (videos) short story?
short story. strategies (i.e., what, why ●● Out- door 2. Is the student able
b) Describe the type and how questions) to guide theatres to describe the type
of characters in them in:
of characters in
the given novel or –– Identifying the the given novel or
short story. characters in the given short story?
c) Describe the role novel or short story.
of each character
–– Describing the type of
in the given novel
characters in the given
or short story.
novel or short story.

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 TEACHING TEACHING
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MAIN TOPICS SUB-TOPICS AND LEARNING AND LEARNING ASSESSMENT
OBJECTIVES PERIODS
STRATEGIES RESOURCES
d) Describe how –– Describing the role of 3. Is the student able
characters relate each character in the to describe the role
to one another given novel or short of each character in
in the novel or story. the given novel or
short story. short story?
–– Describing how
e) Identify the characters relate to one 4. Is the student able
person who tells another in the novel or to describe how
the story/narrator short story. characters relate
in the novel or to one another in
–– Identifying the person
short story. the novel or short
who tells the story/
story?
f) Explain how narrator in the novel or
the characters short story. 5. Is the student able
project themes to identify the
ii) The teacher should guide
and deliver person who tells
students’ group discussion
messages and the story/narrator
in:
lessons of the in the novel or
novel or short –– Explaining how short story?
story. characters project
6. Is the student
themes, messages and
g) Analyse able to explain
lessons of the novel or
characters in the how characters
short story.
selected novel or project the themes,
short story. –– Analyse characters in the messages and
selected novel or short lessons of the
story. novel or short
story?

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 TEACHING TEACHING
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MAIN TOPICS SUB-TOPICS AND LEARNING AND LEARNING ASSESSMENT
OBJECTIVES PERIODS
STRATEGIES RESOURCES
h) Analyse how a –– Analysing how different 7 Is the student
certain character characters are affected able to analyse
was affected by different situations in characters in the
by the situation the novel or short story. selected novel or
in the novel or short story?
ii) Students should present
short story.
their responses for 8. Is the student
discussion. able to analyse
how characters
ii) The teacher should give
are affected by
feedback and use students’
different situations
responses as feedback to
in the novel or
support them in performing
short story?
the tasks given in parts (i)
and (ii).
1.6 Style The student should i) The teacher should assign ●● Relevant texts 1. Is the student able 12
be able to: students in groups or ●● Recorded to explain the
individually to read the language used in
a) Explain the materials
given novel or short story the given novel or
language used in (videos)
and then use questioning short story?
the given novel
strategies (i.e., what, why ●● Out- door 2. Is the student able
or short story.
and how questions) to guide theatres to describe the
b) Describe the them in: techniques used in
techniques used the novel or short
–– Explaining the language
in the novel or story?
used in the given novel
short story.
or short story.
–– Describing the
techniques used in the
novel or short story.

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MAIN TOPICS SUB-TOPICS AND LEARNING AND LEARNING ASSESSMENT
OBJECTIVES PERIODS
STRATEGIES RESOURCES
c) Explain how iii) The teacher should arrange 3. Is the student able
the writer uses students in groups and to explain how
language devices guide them to: the writer uses
to convey the language devices
–– Explain how the writer
message to the to convey the
uses language devices to
audience. message to the
convey the message to
audience?
d) Identify the style the audience.
and language 4. Is the student able
–– Identify the style and
used in the given to identify the style
language used in the
novel or short and language used
given novel or short
story. in the given novel
story.
or short story?
e) Analyse the
–– Analyse the relevance
relevance of 5. Is the student
of language to the
language to the able to analyse
audience.
audience. the relevance of
iii) Students should present language to the
their responses for audience?
discussion.
iv) The teacher should give
feedback and use students’
responses as feedback to
support them in performing
the tasks given in parts (i)
and (ii).

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 TEACHING TEACHING
SPECIFIC NO. OF
MAIN TOPICS SUB-TOPICS AND LEARNING AND LEARNING ASSESSMENT
OBJECTIVES PERIODS
STRATEGIES RESOURCES
1.7 Themes The student should i) The teacher should assign 1. Is the student able 18
and be able to: students in groups or to identify themes,
messages individually to read the ideas and messages
a) Identify themes,
given novel or short story from the selected
ideas and
and then use questioning novel or short
messages from
strategies (i.e., what, why story?
the selected
and how questions) to
novel or short 2. Is the student able
guide students in:
story. to find evidences
–– Identifying themes, to support
b) Find evidences
ideas and messages from the identified
to support
the selected novel or themes, ideas and
the identified
short story. messages?
themes, ideas
and messages. –– Finding evidences to 3. Is the student able
support the identified to present the
c) Present the
themes, ideas and identified themes,
identified
messages. ideas/issues and
themes, ideas/
messages from the
issues and –– Presenting the identified
selected novel or
messages from themes, ideas/issues
short story?
the given novel and messages from the
or short story. selected novel or short 4. Is the student able
story. to identify the
d) Identify the
lessons learnt from
lessons learnt
the selected novel
from the given
or short story?
novel or short
story.

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 TEACHING TEACHING
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MAIN TOPICS SUB-TOPICS AND LEARNING AND LEARNING ASSESSMENT
OBJECTIVES PERIODS
STRATEGIES RESOURCES
e) Assess the v) The teacher should arrange 5. Is the student
relevance of the students in groups and able to assess the
given novel or guide them to: relevance of the
short story to the given novel or
–– Identify the lessons
contemporary short story to the
learnt from the novel or
society. contemporary
short story.
f) Summarise the society?
main themes, –– Assess the relevance
6. Is the student able
messages and of the given novel
to summarise
issues of the or short story to the
the main themes,
given novel or contemporary society.
messages and
short story. vi) The teacher should create issues in the given
activities for students novel or short
to summarise the main story?
themes, messages and
issues of the given novel
or short story.
vii) Students should present
their work for discussion
viii) The teacher should give
feedback and use students’
responses as feedback
to support them in
performing the tasks given
in parts (i) -(iii).

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 TEACHING TEACHING
SPECIFIC NO. OF
MAIN TOPICS SUB-TOPICS AND LEARNING AND LEARNING ASSESSMENT
OBJECTIVES PERIODS
STRATEGIES RESOURCES
2.0 APPRECI- 2.1 Common The student should i) The teacher should arrange ●● Relevant texts 1. Is the student able
8
ATING AND terms in be able to: students in groups and ●● Relevant songs to identify the
ANALYSING poetry a) Identify the guide them to: common poetic
or poems
POETRY common poetic terms used in the
–– Identify the common
terms used in analysis of poems?
poetic terms used in
the analysis of
the analysis of poems 2. Is the student able
poems.
(i.e., poet, verse, stanza, to differentiate the
b) Differentiate the rhyme, rhythm, persona, two categories of
two categories of tone, mood, attitude, poetry?
poetry. poetic license).
3. Is the student able
c) Differentiate –– Differentiate the two to differentiate
poetry from categories of poetry. poetry from
other genres of other genres of
–– Differentiate poetry
Literature. Literature?
from other genres of
d) Identify the Literature. 4. Is the student able
poetic devices to identify the
ii) The teacher should use
used in the poetic devices used
questioning strategies
selected poem. in the selected
(what, why and how
poem?
e) Explain the questions) to guide students
poetic devices to: 5. Is the student
identified in the –– Identify the poetic able to explain
selected poem. devices used in the the poetic devices
selected poem. identified in the
selected poem?
–– Explain the poetic
devices identified in the
selected poem.

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 TEACHING TEACHING
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MAIN TOPICS SUB-TOPICS AND LEARNING AND LEARNING ASSESSMENT
OBJECTIVES PERIODS
STRATEGIES RESOURCES
vi) The teacher should give
feedback and use students’
responses as feedback to
support them in performing
the tasks given in parts (i)
and (ii).

2.2 Poetic The student should i) The teacher should assign ●● Relevant texts 1. Is the student able 4
devices be able to: students in groups or ●● Relevant songs to identify poetic
a) Identify poetic individually to read the devices in the
or poems
devices in the given poem and then use selected poem?
selected poem. questioning strategies
2. Is the student able
(i.e., what, why and how
b) Identify musical to identify musical
questions) to guide them in:
devices in the devices in the
–– Identifying the poetic
selected poem. selected poem?
devices in the selected
poem (i.e., verse,
persona, stanza, mood,
tone and attitude).
–– Identifying musical
devices in the selected
poem (i.e., rhyme,
refrain, alliteration,
consonance and
assonance).
ii) The teacher should give
feedback and use students’
responses as feedback to
support them in performing
the tasks given in part (i).

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 TEACHING TEACHING
SPECIFIC NO. OF
MAIN TOPICS SUB-TOPICS AND LEARNING AND LEARNING ASSESSMENT
OBJECTIVES PERIODS
STRATEGIES RESOURCES
2.3 Language The student should i) The teacher should assign ●● Relevant texts 1. Is the student able 8
devices be able to: students in groups or ●● Relevant song to identify figures
a) Identify figures individually to read the of speech in the
or poem
of speech in the given poem and then use selected poem?
selected poem. questioning strategies
2. Is the student able
(i.e., what, why and how
b) Explain each to explain each
questions) to guide them in:
figure of speech figure of speech in
in the selected –– Identifying figures the selected poem?
poem. of speech in the 3. Is the student able
selected poem (i.e., to explain poetic
c) Explain the poetic
simile, personification, diction in the
diction in the
metaphor, satire, selected poem?
selected poem.
imagery, sarcasm,
4. Is the student able
d) Analyse how hyperbole and
to analyse how
language devices symbolism).
language devices
are used in the
–– Explaining each figure are used in the
selected poem.
of speech in the selected selected poem?
e) Explain how poem.
5. Is the student able
language style –– Explaining the poetic to explain how
is used in the diction in the selected language style is
selected poem. poem. used in the selected
f) Explain how ii) The teacher should arrange poem?
the poet/poetess students in groups and
6. Is the student able
uses language guide them in:
to explain how the
to convey the –– Analysing how language poet/poetess uses
massage to the devices are used in the language to convey
audience. selected poem. the massage to the
audience?

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 TEACHING TEACHING
SPECIFIC NO. OF
MAIN TOPICS SUB-TOPICS AND LEARNING AND LEARNING ASSESSMENT
OBJECTIVES PERIODS
STRATEGIES RESOURCES
–– Explaining how
language style is used in
the selected poem.
–– Explaining how the
poet/poetess uses
language to convey the
massage to the audience.
iii) Students should present
their responses for
discussion.
iv) The teacher should give
feedback and use students’
responses as feedback to
support them in performing
the tasks given in parts (i)
and (ii).
2.4 Structural The student should i) The teacher should assign ●● Relevant texts 1. Is the student able 8
devices be able to: students in groups or ●● Relevant songs to identify the
a) Identify the individually to read the number of stanzas
or poems
number of given poem and then use in the selected
stanzas in the questions to guide them in: poem?
selected poem.
–– Identifying the number 2. Is the student able
b) Identify the of stanzas in the selected to identify the
number of verses poem. number of verses
used in the used in the selected
–– Identifying the number
selected poem. poem?
of verses used in the
selected poem.

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 TEACHING TEACHING
SPECIFIC NO. OF
MAIN TOPICS SUB-TOPICS AND LEARNING AND LEARNING ASSESSMENT
OBJECTIVES PERIODS
STRATEGIES RESOURCES
c) Describe the ii) The teacher should arrange 3. Is the student able
length of verses students in groups and to describe the
in the selected guide them in: length of verses in
poem. –– Describing the length the selected poem?
d) Analyse of verses in the selected 4. Is the student able
punctuation poem. to analyse the
marks as used in –– Analysing the punctuation marks
the poem. punctuation marks as as used in the
used in the poem. poem?
iii) Students should present
their responses for
discussion.
iv) The teacher should give
feedback and use students’
responses as feedback to
support them in performing
the tasks given in parts (i)
and (ii).
2.5 Plot and The student should i) The teacher should assign ●● Relevant texts 1. Is the student able 8
setting be able to: students in groups or ●● Selected poems to examine the
a) Examine the plot individually to read the plot as used in the
as used in the given poem and then use ●● Relevant songs poem?
poem. questioning strategies 2. Is the student able
b) Identify the (i.e., what, why and how to identify the
types of setting questions) to guide them in: types of setting in
in the poem. –– Examining the plot as the poem?
used in the poem.
–– Identifying the types of
setting in the poem.

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 TEACHING TEACHING
SPECIFIC NO. OF
MAIN TOPICS SUB-TOPICS AND LEARNING AND LEARNING ASSESSMENT
OBJECTIVES PERIODS
STRATEGIES RESOURCES
c) Describe time –– Describing time and 3. Is the student able
and geographical geographical location to describe time
location within within the poem. and geographical
the poem. –– Identifying the period location within the
d) Identify the when the poem was poem?
period when written. 4. Is the student able
the poem was –– Explaining the period to identify the
written. when the poem was period when the
e) Explain the written. poem was written?
period when ii) The teacher should give 5. Is the student able
the poem was feedback and use students’ to explain the
written. responses as feedback to period when the
support them to perform the poem was written?
tasks given in part (i).
2.6 Persona/ The student should i) The teacher should assign ●● Relevant texts 1. Is the student able 8
speaking be able to: students in groups or ●● Relevant song to analyse the
voice a) Analyse the individually to read the persona used in the
or poem
persona used given poem and then use selected poem?
in the selected questioning strategies
2. Is the student able
poem. (i.e., what, why and how
to describe the type
b) Describe the questions) to guide them in:
of persona used in
types of persona –– Analysing the persona the given poem?
used in the given used in the selected
poem. 3. Is the student able
poem.
to analyse the
c) Analyse the
–– Describing the type of message conveyed
message
persona in the given by the persona?
conveyed by the
poem.
persona.

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 TEACHING TEACHING
SPECIFIC NO. OF
MAIN TOPICS SUB-TOPICS AND LEARNING AND LEARNING ASSESSMENT
OBJECTIVES PERIODS
STRATEGIES RESOURCES
d) Explain how the –– Analysing the message 4. Is the student
persona projects conveyed by the able to explain
messages and persona. how the persona
lessons of the projects messages
–– Explaining how the
poem. and lessons of the
persona projects
poem?
e) Evaluate the messages and lessons of
relevance of the the poem. 5. Is the student able
persona to the to evaluate the
–– Evaluating the relevance
society. relevance of the
of the persona to the
persona to the
society.
society?
ii) The teacher should give
feedback and use students’
responses as feedback to
support them in performing
the tasks given in part (i).
2.7 Theme and The student should i) The teacher should assign ●● Relevant texts 1. Is the student 12
message be able to: students in groups or ●● Selected poems able to identify
a) Identify the individually to read a the themes and
themes and given poem and then use ●● Relevant songs messages in the
messages in the questioning strategies selected poem?
selected poem. (i.e., what, why and how 2. Is the student able
b) Find evidences questions) to guide them in: to find evidences
that support the –– Identifying the themes that support the
identified themes and messages in the identified themes
and messages in selected poem. and messages in
the poem. the poem?

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 TEACHING TEACHING
SPECIFIC NO. OF
MAIN TOPICS SUB-TOPICS AND LEARNING AND LEARNING ASSESSMENT
OBJECTIVES PERIODS
STRATEGIES RESOURCES
c) Describe the –– Finding evidences that 3. Is the student able
lesson learnt support the identified to describe the
from the selected themes and messages in lesson learnt from
poem. the poem. the selected poem?
d) Analyse the iii) The teacher should 4. Is the student
relevance of organise students in groups able to analyse
messages and and guide them in: the relevance of
themes of messages and
–– Describing the lesson
the selected themes of the
learnt from the selected
poem to the selected poem to
poem.
contemporary the contemporary
society. –– Analysing the relevance society?
of messages and themes
of the selected poem
to the contemporary
society.
iii) Students should present
their responses for
discussion.
iv) The teacher should give
feedback and use students’
responses as feedback to
support them in performing
the tasks given in parts (i)
and (ii).

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 TEACHING TEACHING
SPECIFIC NO. OF
MAIN TOPICS SUB-TOPICS AND LEARNING AND LEARNING ASSESSMENT
OBJECTIVES PERIODS
STRATEGIES RESOURCES
2.8 Reciting The student should i) The teacher should use ●● Relevant texts 1. Is the student able
8
poems be able to: questions to guide students ●● Selected poems to identify the
a) Identify the to identify the voice of the voice of the poem?
voice of the poem. ●● Relevant songs
2. Is the student able
poem.
ii) The teacher should design to identify the
b) Identify the activities for students to: rhyme and rhythm
rhyme and of the poem?
rhythm of the –– Identify the rhyme and
poem. rhythm of the poem. 3. Is the student able
to memorise the
c) Memorise the –– Memorise the given
given poem?
given poem. poem.
d) Recite the 4. Is the student
–– Recite the selected
selected poem. able to recite the
poem.
selected poem?
e) Compose short
–– Compose short poems in
poems in any 5. Is the student
any cross-cutting issue
cross-cutting able to compose
in the contemporary
issue in the short poems in
society.
contemporary any cross-cutting
society. iii) Students should present issue in the
their responses for contemporary
discussion. society?
iv) The teacher should give
feedback and use students’
responses as feedback to
support them in performing
the tasks given in parts (i)
and (ii).

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