English B National Scheme G10

NATIONAL SCHEME FOR SECONDARY SCHOOLS
Curriculum Area: English Literature GRADE 10
Page i of 56
ACKNOWLEDGEMENTS
The Ministry of Education wishes to acknowledge the work done by the following persons who were involved in the production of the Grade 10 English B National Scheme.
Angela Montfort
Martina Byrne
Rosalie Seepaul
Sheldon Granville
Tamika Wilson
@ 2023 Ministry of Education, Georgetown. Guyana
Page ii of 56
WEEK 1
TOPIC/SUB GENERAL EVALUATION

CONTENT ACTIVITY RESOURCE
-TOPIC OBJECTIVE STRATEGY
DRAMA- For students to: Drama is a form of writing intended to be performed. It is formal (to be *Research https://pnautonomousc Language
Introduction * Appreciate the performed on a stage) and informal (everyday interactions that involve ollege.in/images/depar activities [cloze
to genre of Drama. conflicts and tell a story.) *Discussions tments/english/Origin- passage, word
Drama It can be argued that the first origins of informal poetry were birthed of-Drama-in-English- search, crossword
* Recognise the through tales of celebrations. *Group work Literature1.pdf puzzles]
origins of Drama The roles of drama range from instructive, educative, informative,
entertaining, therapeutic, social, and cultural to religious and political *Role-play https://classhall.com/l Group work-
* Understand the experiences. esson/functions-of- create a booklet.
function of Functions of Drama drama/
Drama in Instructive Functions
different cultures. 1. It enables us to learn about ourselves, our society, and life in https://www.legit.ng/
general. 1219572-benefits-
2. It teaches us to reflect on life’s actions and experiences functions-drama-
3. It exposes life’s actions and experiences through performances on society.html
stage.
4. It encourages us to choose the good and discard the bad aspects of English B for CSEC
life.
Page 1 of 56
Educative Functions
1. It teaches tolerance among people i.e. people learn to accept each
other.
2. It teaches cooperation among people.
3. It inculcates in people the ability to express themselves.
4. It serves as a guide against the future occurrence of bad behaviour
the society and thus encourages good character.
Informative Functions
1. It is a means of enlightening the people on society's social and moral
values.
2. It gives important information about society from the past to the
present.
3. It highlights the consequences of social vices such as drug abuse,
cultism, examination malpractice, tribalism, corruption (419),
fighting, stealing, raping, kidnapping, indecent dressing,
impersonation, armed robbery, bribery, favouritism, child abuse, etc
Entertainment Functions
1. People derive pleasure and their feelings are aroused when they
watch drama.
2. It helps in creating fun and relaxation.
Page 2 of 56
Therapeutic Functions
1. Drama is a source of relaxation. When people watch drama, they
forget their experiences for the moment.
2. It helps to build and develop confidence in people.
3. It encourages self-realization.
4. It heals broken emotions.
5. It is a way of entertainment for our society - this is its first and main
function. One of the essential functions of drama in society —
uniting. Theatre gathers different people together.
Page 3 of 56
WEEK 2
TOPIC/SUB- GENERAL EVALUATION

TOPIC OBJECTIVE STRATEGY
DRAMA- For students to: Drama analysis includes an evaluation of the playwright’s * Researching Analogy prompts
Elements of * Recognize the use of the following elements: and discussing CXC Study Guide- English B for
Drama importance of *Stage Property CSEC® 2nd Edition pgs. 4-5 3-2-1 Prompts [at end
each Drama *Costumes * Writing short https://windmill.org.au/wp- of lesson]
element to a *Stage Directions skits content/uploads/2018/09/Elements- 3-Things the students
play's dramatic * Lighting & Sound of-Drama.pdf have learned.
discourse. *Setting * Group work 2 Things they want to
*Plots/ Sub-Plots know more about.
* Apply *Actors/Actresses (characters) *Utterances * Designing 1-Question they would
knowledge of the *Dramatic Techniques- soliloquy, dramatic posters like to ask.
elements of monologue, aside, etc.
Drama to the *Themes Quiz
study of a specific Group work to
Other Elements of Drama
play. *Design a poster
Situation - The setting and circumstances of the dramatic
showing off an element
action – the who, what, where, when, and what is at stake
of Drama.
of the roles/characters.
*Design a model of a
Voice - Using voice expressively to create roles, situations,
set/stage.
relationships, atmosphere, and symbols.
Page 4 of 56
Movement - Using facial expression, posture, and action *use a doll to create a
expressively in space and time to create roles, situations, character and present
relationships, atmosphere, and symbols. the same orally with an
Focus - Concentrate the attention on a spatial direction or a appropriate display of
point in space to intensify attention or increase the character i.e. voice,
projection of intent. To direct and intensify attention and personality, etc.
frame moments of dramatic action or to identify the main
idea of the drama.
Tension - A sense of anticipation or conflict within
characters or character relationships, or problems, surprise,
and mystery in stories and ideas to propel dramatic action
and create audience engagement.
Space - The space of the performance and audience, the
fictional space of the dramatic action, and the emotional
space between characters.
Time - The fictional time in the narrative or setting; timing
of one moment to the next contributing to the tension and
rhythm of dramatic action.
Language - Ideas and dramatic meaning: the choice of
linguistic expression and ideas in drama used to create
dramatic action.
Page 5 of 56
Symbol - Associations that occur when something is used
to represent something else to reinforce or extend dramatic
meaning.
Audience - Individuals or groups of people who experience
the arts in a range of settings and contexts (formal,
informal, virtual, or interactive) through intellectual,
emotional, and social engagement.
Mood and atmosphere - The feeling or tone of both the
physical space and the dramatic action created by or
emerging from the performance.
Dramatic Action - The driving force and forward motion of
drama to create dramatic meaning, tension, belief, and
audience engagement. The movement of the drama from
the introduction, exposition of ideas, and conflict to a
resolution.
Page 6 of 56
WEEK 3

DRAMA- For students to: William Shakespeare, Shakespeare also spelt Shakespeare, by the *Researching Oral presentations
Introduction to * Appreciate name Bard of Avon or Swan of Avon, (baptized April 26, 1564, https://www.britannica.com/
text- the contribution Stratford-upon-Avon, Warwickshire, England—died April 23, *Group work biography /William-
Twelfth Night of William 1616, Stratford-upon-Avon), English poet, dramatist, and actor Shakespeare
By William Shakespeare to often called the English national poet and considered by many to be * Reading the play
Shakespeare Literature. the greatest dramatist of all time.
http://mural.uv.es/paseher/
Disguise is one of Shakespeare’s favourite ploys. He alters the disguise.htm
identity of a character and uses this disguise to reinforce the irony,
develop themes, enhance subtle comic innuendo, or make the plot https://extra.shu.ac.uk/emls/
advance. There are also times when the characters’ feelings are not iemls/shaksper/files/ROLE
disguised or their appearance; they hide their true thoughts or %20CLOWN.txt
feelings behind a façade.
Twelfth Night
Essential Questions for Twelfth Night By William
1. How important is our society’s definition of gender? Shakespeare.
2. What is true love, and how does one know they are in love?
3. When is it acceptable to deceive someone?
Page 7 of 56
4. What defines madness? English B for CSEC
5. What kinds of disguises do people put on each day for the
world? Why?
6. What is the difference between love and lust?
7. What is the role of a clown?
Page 8 of 56
WEEK 4

DRAMA- For students to: Act I of Shakespeare’s five-act play is the exposition. *Watching videos Twelfth Night by Summarize each scene
Twelfth Night * Develop an Readers are introduced to and provided with William Shakespeare from Act I
Act 1 understanding of the information on: *Panel Discussions
Scene 1-5 exposition of the * The characterization of main characters- Olivia, Viola, Costumes and props Examine the elements of
play. Orsino, etc. *Role-playing – for role-play. Drama in the play
Characterization (costume, stage directions,
* The major conflict of the play – “The Love Triangle” etc.) for facts on the
*Think-Pair-Share- setting, characterization,
* Major themes Shakespeare presents in his dramatic Square themes, etc.
discourse: Love and Desire/The Power of Desire;
Disguise and Deception; Gender and Sexuality; *Choral reading Prepared Speech on a
Madness; Fools and Foolishness. character of interest. Make
*Dramatisation projections of the outcome
* The setting of the play and its contribution to the of this character.
dramatic discourse: Historical and Cultural/Social
Background (link to the context of the play); Physical
Setting
Page 9 of 56
WEEK 5
TOPIC/SUB- EVALUATION
GENERAL OBJECTIVE CONTENT ACTIVITY RESOURCE
TOPIC STRATEGY
DRAMA- For students to: A dichotomy is an idea or classification split in two. * Reading the play Twelfth Night by *Quiz
Twelfth Night * Be aware of gender roles William
Act 2 in Elizabethan Society Shakespeare always treads a fine line between comedy *Watching videos Shakespeare. *Preparation of a
* Examine the dichotomy of and tragedy. His tragedies all have moments of comic folder on literary
opposites relief, where the characters can find humour in their *Discussing the Act devices
* Recognize the potential predicament, and his comedies often deal with the
for Tragedy within a darker elements of love, loss, and relationships. *Roleplaying –
comedy (Bellshakespeare.com) Characterization
* Discuss the use of The apostrophe is a figure of speech that is used to
apostrophes, irony, riddles, address someone absent or already dead. It can also be *Think-pair-share
similes, and personification used to address an abstract quality or idea, and even a
non-living object. *Reflecting
*Choral reading
Page 10 of 56
WEEK 6

DRAMA- For students to: Themes in Twelfth Night- *Watching videos Twelfth Night by *Quiz
Twelfth Night * Explore the further *Chaotic world *Love William Shakespeare.
Act 3 development of *Madness *Disguise *Roleplaying– *Design costumes
themes presented in *Deception *Grief https://www. showcasing fashion
the play *Death *Stupidity of Ambition *Summarizing pbslearningmedia.org/ worn by persons of
*Confused Gender Identity Act 3 collection/12th-night- different social classes
* Appreciate the Viola’s costumes correlate with the themes of: entire-play-and- of Elizabethan society.
importance of 1. Disguise & Deception * Critical lesson-plans/
costuming to the 2. Gender Identity; sex & gender roles Reflection on the *Prepare and deliver
development of playwright’s oral presentations on
Maria’s letters contribute to the development of the themes:
themes and presentation on gender roles in
1. Love & Desire/Relationships
characterization. themes Shakespeare’s time as
2. Deception
depicted in the play.
* Understand the In Twelfth Night, letters and messages transform from a means of *Choral reading
significance of communication to one of miscommunication; further enhancing
motifs and symbols the play's overarching theme of misidentification leading to *Debating themes
in the play. confusion that is seen throughout the play. presented.
Page 11 of 56
WEEK 7

DRAMA- For students to: In Act III of Shakespeare’s Twelfth Night, the dark *Watching videos Twelfth Night by *Plot a diagram web of
Twelfth Night * Understand the undercurrents of the play – its potential to turn into a tragedy William Shakespeare. characters and relationships
Act 3 dramatic -- are particularly apparent. This is typical for the five-act *Discussing
significance of structure that Shakespeare commonly used: it is the third and https://www. *Quiz
Act 3 of the play. central act in which events reach their climax or their *Roleplaying pbslearningmedia.org
greatest dramatic turning point. /collection/12th-night- *Role-play scenes from the
*summarising entire-play-and-lesson- play.
* Recognize The instances of mistaken identity are related to the plans/
characters’ prevalence of disguises in the play, as Viola's male clothing
development and leads to her being mistaken for her brother, Sebastian, and English B for CSEC
their relationship vice versa. Sebastian is mistaken for Viola (or rather,
with others. Cesario) by Sir Toby and Sir Andrew, and then by Olivia,
who promptly marries him.
Slapstick is a type of physical comedy characterized by
* Recognize the broad humour, absurd situations, and vigorous, usually
use of dramatic violent action. (Britannica.com)
techniques in the Caprice- a sudden change in attitude or behaviour for no
play. obvious reason (Oxford Dictionary)
Page 12 of 56
WEEK 8

DRAMA- For students to: There are three plots in the play Twelfth Night by William Shakespeare. *Discussing the Twelfth Night by *Quiz
Act 4 & 5 * Be aware of the Plot #1 The main plot involves courtly lovers. There is a tragic event, a plots William
Twelfth Night— three plots in the period of mourning, the use of disguise, and mistaken identity all on the Shakespeare. * Preparation of
The three plots play. way to true love and happily ever after marriages. *Roleplaying folder
CXC Study Guide
* Appreciate the Plot #2- the plot involves Malvolio. *Summarizing the English B for * Dramatizations
importance of He is a servant who presumes himself in love with his mistress and is 3 plots CSEC®
each plot to the gullible enough to believe that his affections are well received and 2nd Edition. * Justify the
play. reciprocated. The other servants scheme to make fun of him. effectiveness of the
plots.
* Understand how Plot #3- The plot involves Sir Andrew
the three plots in He is a nobleman who is also in love with Countess Olivia. But his
the play are appearance and personality are not very appealing and he is the brunt of
interwoven. jokes to show his affection, he engages in a duel. The duel has an impact
on the aristocratic lovers in the play.
Page 13 of 56
WEEK 9

DRAMA- For students to: All of the main characters in the play Twelfth Night either suffer from *Discussing themes Twelfth *Quiz
Twelfth Night- * Recognize the self-deception or suffer because of another’s delusions. and characters Night by
- characterization of It is rather ironic that the fool is the only one with sense! William *Close reading
The Characters some characters and There are four different types of love presented in the play: *Roleplaying Shakespeare. analysis
and Themes how it impacts their ~Love between a man and a woman
development and ~Love between two male friends *Hot Seating CXC Study *Poster board of
resolution of ~Love between a man and a woman that is not romantic (Game) Guide Characterization
conflicts in the play. ~Love of a character with himself English B for
* Consider the Major themes presented in the play are: * Reflecting on CSEC®
nature of love -Love characterization 2nd Edition.
* Understand the -Self-Knowledge
development of -Romance and the real world *Annotating Scenes
themes presented in -Appearance vs Reality
the play. -Disguise
* Establish the -Madness
importance of some Other themes include madness, grief, and time.
themes over others.
Page 14 of 56
WEEK 10

DRAMA- For students to: Shakespeare’s comedies are generally full of fun, irony, *Discussing dramatic Twelfth Night by *Quiz
Twelfth Night-- * Consider the and dazzling wordplay. They also abound in disguises techniques William Shakespeare.
Types of comedy nature of comedy and mistaken identities, with very convoluted plots that * Answer CxC-type
in correlation with are difficult to follow with very contrived endings. (No *Dramatising CXC Study Guide questions
dramatic Sweat Shakespeare) techniques English B for CSEC®
techniques. 2nd Edition.
Dramatic irony is a literary device by which the
audience's or reader's understanding of events or
individuals in a work surpasses that of its characters.
(Encyclopedia Britannica)
Dramatic irony is one of the key sources of humour in
the play.
Satire is the use of humour, irony, or exaggeration to

ridicule stupidity or vices in individuals or societies.
Page 15 of 56
WEEK 11

DRAMA- For students to: It was customary in Shakespeare’s time for a clown to be a part of the *Discussing Twelfth Night *Quiz
Twelfth * Consider the types of household. His job was to provide entertainment. by
Night-- folly in the play Feste is the official fool in the play. However other characters can *Creating William * CSEC-Type
Clowns, Fools, be considered fools because of their behaviour; Olivia and her period of Costumes and Shakespeare. questions
and Disguises * Recognize the role of mourning, Orsino and his actions of pursuing a woman who does not defending their
the clown. return his affections, Malvolio for thinking too highly of himself and Sir appropriateness CXC Study
Andrew and his behaviour. Guide
* Trace the importance of According to D. Reynolds, “On one level, disguise is used for *Group English B for
disguise to the plot’s comic purposes. It raises laughs, largely because it puts the audience in presentations CSEC®
development a superior position. We know about the characters' disguises and 2nd Edition.
therefore can laugh at the confusion that they cause. * Answering
* Consider ‘disguise’ as a But Shakespeare has a deeper purpose. In his gender-bending depiction questions
metaphor in the play. of Viola/Cesario, he raises profound questions about what it means to be
male or female. Does our essential nature change when we change our
* Understand the hostility gender presentation? Do people fall in love with a person's gender or
to Puritans presented in with a person's soul? Shakespeare suggests in the play that gender is
the play. simply a costume we put on and that, in the end, who we are is
something that goes far deeper.
Page 16 of 56
The Puritans were a group of people who grew discontent with the
Church of England and worked toward religious moral and societal
reforms. They wanted to close the theatre because they thought them to
be false.
Malvolio is portrayed as a Puritan in the play.
Page 17 of 56
WEEK 12

DRAMA- For students to’ Some important dramatic techniques used in the play include: *Discussing Twelfth Night by * Quiz
Twelfth Night-- * Recognize *The use of movement William
Dramatic important *Soliloquy *Writing essays Shakespeare. * Write a critical
Techniques dramatic *Metaphor evaluation of the
techniques used *Spectacle CXC Study Guide dramatic
in the play. In the play Twelfth Night, known as the most entertaining and English B for techniques used in
complete comedy of Shakespeare, soliloquy plays an important role in CSEC® the play.
introducing the main themes, revealing the truth, providing amusement, 2nd Edition.
* Consider the unfolding and developing the plot, and revealing characterization of the
dramatic important characters. (BookRags.com)
significance of An oxymoron is a figure of speech that juxtaposes concepts with
symbols and opposite meanings within a word or in a phrase that is self-contradiction.
motifs in the As a rhetorical device, an oxymoron illustrates a point to communicate and
play reveal a paradox.
* Establish The play is rich with music and song. It begins with a song and ends with a
connections song.
between songs
Page 18 of 56
and themes in Music/ Songs
the play. The words of the songs at the time they are used in the play are directly
related to the theme being explored at that point in the play.
The function of music in Twelfth Night helps to define characters as well
as the tone and atmosphere in various scenes. Characters sing and musical
interludes aid with transitions from one plot point to the next.
The Darkness of Malvolio’s Prison
Olivia’s Gifts
Change of Costumes (Clothes)
Page 19 of 56
WEEK 13

POETRY- For students to: Ol’ Higue by Mark Mc Watt * Researching CSEC English B study Write a descriptive
Subject Matter & * Understand the Subject Matter guide paragraph on the main
Thematic Focus poets’ poetic Ol’ Higue is a supernatural myth and folklore from *Discussing Folklore character of the poem.
discourse in Guyana. She made a deal with the devil to live forever A World of Poetry for
selected poems. and thus, Ol’ Higue has to go about at night and sucks CXC Write a comparative
the blood of babies. Mark McWatt tells this poem as *Discussing on self- essay on how the
Ol’ Higue herself. In the poem, Ol’ Higue tells of all esteem and post-partum. https://youtu.be/toNze_q women in the two
her toils and troubles she faces but in the end, it is 6WJK poems see/feel about
worth it. She punctuates the monologue by validating *Engaging students in themselves.
her existence by stating the psychology behind it. discussions that relate https://www.youtube.co
Poetic Form – Free verse Mirror to the story of m/ watch?v=d84DJ2M-
Mirror by Sylvia Platt Snow White and the O98
Subject Matter fixation of the stepmother
Just as the title suggests, the poem is about a mirror in on looking in the mirror. https://www.creativewriti
its many forms. It is written from the perspective of the ng news.com/how-to-
mirror as it comments on its objective reflection of the *Group work analyze-a- poem/
things around it. It considers itself wholly truthful, an
Page 20 of 56
impartial retelling of the physical appearance of Analysis of Poetry for
something devoid of preconceptions. CSEC English B
Possible Themes
Identity/Self-image
Loss of youth
Woman vs ageing
Depression
Page 21 of 56
WEEK 14

POETRY- For students to: Ol’ Higue by Mark Mc Watt *Reading CSEC English Syllabus Write a comparative
Poetic Devices * Understand the poets’ Poetic Techniques essay on the poets’
effective use of poetic *Rhetorical Question *Identifying themes CSEC English B study guide effective use of poetic
devices. *Personification devices.
*Symbolism *watching videos A World of Poetry for CXC
*Imagery
Analysis of Poetry for CSEC English B by
Mirror by Sylvia Platt Shamila Scarlette
Poetic Techniques
*Metaphor https://pediaa.com/how-to-identify-the-
*Simile theme-of-a-poem/
*Personification
*Imagery Ol’ Higue by Mark Mc Watt
Mirror by Sylvia Platt
https://www.creativewritingnews.com/how-
to-analyze-a-poem/
Page 22 of 56
WEEK 15

POETRY- For students to: The context of a poem forms the foundation of its *Reading poem CSEC English B study Completion of
Mastering the * Appreciate the comprehension. A poet’s background can be crucial to your guide worksheets
content of the importance of ability to understand their poetry. A poet’s life and *Underlining words and
poem content when experiences can affect the interpretation or provide extra phrases A World of Poetry for
analyzing a poem. information. CXC
The culture of the place and time a poem was written also *Discussing father-son
affects the interpretation. relationships Analysis of Poetry for
CSEC English B by
Little Boy Crying by Mervyn Morris *Discussing methods of Shamila Scarlette
Mervyn Morris’ perfectly crafted poem contains within three discipline
short stanzas the story of an entire father-son relationship; the https://csecenglishmade
tears, love, and misunderstandings that arise when the father, *Making comments easy.com/2017/04/2017-
for reasons not obvious in the poem, disciplines his child by 04-little-boy-crying-by-
smacking him. That small action ripples outwards and has *watching videos mervyn-morris-html/
unintended consequences for both father and son: the young
boy begins to hate his father for doling out what he sees as https://www.creativewrit
unfair punishment; the father is hurt in ways more profound ingnews.com/how-to-
than the quick pain caused by the smack. From his point of analyze-a-poem/
view, he’s doing what he perceives is necessary, the lesser of
Page 23 of 56
two evils perhaps, to keep his young charge safe from harm.
The tragedy is that neither of them can see what the other is
truly feeling: the brilliant – and quite unusual –way that the
poem switches perspective in the middle of three stanzas lets
us see the unintended consequences of the smack.
Unfortunately, the young child doesn’t realize that his father’s
actions came from a place of love… until it’s far too
late. (https://poetryprof.com/little-boy-crying/)
Page 24 of 56
WEEK 16

POETRY- For students to: Poetic techniques include- Form, Tone, Mood, and *Reading the poem CSEC English B study guide Completion of
Poetic * Discuss the Language. They help the learner to understand how worksheets
techniques relevance of the poet manages to say so many things in such a *Answering questions Analysis of Poetry for CSEC English
language and limited space. B by Shamila Scarlette Answer CxC-Type
form when *Discussing Questions
analyzing My Parents by Stephen Spender is a poem based on A World of Poetry for CXC
poems. bullying and the desire to make friends. Spender
describes bullies and the feeling of being bullied https://www.academicdestressor.com
throughout the poem. He elaborates on his feelings
using the poetic devices of Enjambment, Imagery, https://www.quelpr.com/csec-poetry
and Similes.
The poetic devices used in this poem.

1. Stanza: A stanza is a poetic form of some
lines. There are three stanzas in this poem
each comprising four lines in it.
2. Quatrain: Quatrain is a four-lined stanza
borrowed from Persian poetry. Here each
stanza is quatrain.
Page 25 of 56
Rhyme Scheme: There is no specific rhyme
scheme in this poem.
Page 26 of 56
WEEK 17

POETRY- For students to: Form refers to the type of structure that the poet chooses. *Reading the poem CSEC English B study Answering
Poetic * Appreciate the Traditional forms are epic, ballad, blank verse, sonnet, free guide question
Form/Structure use of form in verse, dramatic monologue, etc. *Analysing the poems
poetry Analysis of Poetry for Comparison of the
The poem Sonnet Composed Upon Westminster Bridge by *think-pair-share CSEC English B by poems
* Recognize the Wordsworth is a Petrarchan sonnet, written in loose iambic Shamila Scarlette
poets’ craft in pentameter.
selecting a poetic On the other hand, the poem Landscape Painter by Virtue is https://csecenglishmadee
form/structure that written in five stanzas of free verse which gives it a asy.com/
enhances the poetic conversational yet reflective tone appropriate for the
discourse. subjunctive presentation of the painter. (Scarlett 2019) https://www.quelpr.com/
csec-poetry
Structural devices -These devices are referred to as structural
devices as they are woven into the structure of the poem.
They indicate the way a poem has been built and become
apparent as soon as meaning begins to reveal itself to the
reader.
They are- stanzas, enjambment, contrast, symbolism, and
repetition.
Page 27 of 56
WEEK 18

POETRY- For students to: The voice in the poem pre-supposes a speaker or a persona, that *Reading the CSEC English B study guide Quiz
Devices that * Identify the is, someone to whom the voice belongs and who relates the poems
express Voice voice in a poem events of the poem. The voice conveys the speaker’s tone. Analysis of Poetry for CSEC Comparison of poems
and Tone and relate it to the The speaker should not be confused with the poet. Poets may *Analysing the English B by Shamila
prevailing theme. create a naïve speaker or one who makes judgments that are of poems for Tone Scarlette
South by the poet’s but are used to present another perspective. and Mood.
Kamau * Recognize the https://www.quelpr.com/csec-
Brathwaite poets’ effective A poet’s voice reflects his/her personality. What makes a poet’s poetry
use of poetic voice forceful, distinctive, and, memorable? This would be his
West Indies, devices to tone and choice of words. A World of Poetry for CXC-
USA by highlight tone and Tone refers to the attitude of the poet/speaker towards the
Stewart mood. subject of the poem. Tones can be ironic, sarcastic, detached,
Brown critical, passionate, celebratory or joyful, etc.
Page 28 of 56
WEEK 19

Short Stories For students to: Elements of Prose Discussing Elements of A World of Group
 Plot
* Develop the art of Prose Fiction Prose for CXC presentation
 Characterization
analyzing short stories.  Setting CSEC
 Point of view Differentiating between
 Theme
short story and novel. English
-Elements of the plot Syllabus
-Conflict and the plot Identifying elements in

given pieces. CSEC English
-Features of characterization
B study guide
The Point of View and the Perspective
Setting
-Physical / -geographical CSEC Teachers
-Cultural /Social
-Historical Guide for the
Teaching of
There are two types of questions associated with this section on the English B
Examination paper. First: -
· Ask you to consider two (2) specific stories from the collection English B for
and to discuss aspects such as content, theme, author’s techniques CSEC
Page 29 of 56
· Compare any two (2) stories from the collection and discuss
aspects such as content, theme, and author’s techniques.
Critical Questions
What is the central conflict?
How does it aid in the development of the plot?
Who are the characters and how do they contribute to the development
of the conflict?
What is the setting? How is it relevant to the plot development and

thematic focus of the narrative?
Does the setting affect the reader's perspective of the characters?
What theme (themes) is/are evident in the story?
Page 30 of 56
WEEK 20
TOPIC STRATEGY
Setting For students to: Setting refers to the time and place Defining setting. Videos Creative expression
in which a story is told.
* Recognize the importance
The three types of settings are Discussing how the term helps to Teacher’s notes
Create settings in the
of the setting in a story. provide a foundation for stories.
time, place and environment.
classroom based on the
Appropriate materials
Viewing videos of the different
prompt given.
types of settings. for the creation of
settings.
Listing the types of settings.
Creating settings in the classroom

for different prompts.
Plot * Recognize the importance A plot is a series of interconnected Defining the term plot Diagrams of the types Written expression
of plot to a story. events that make up a story. of Plot Structures Draft plot structures using
Functions of plot: Identifying types of plot stories given.
First, the plot presents the story. structures Crossword puzzle of
the Elements of a
Discussing elements of the plot of Plot.
Second, exposes the major the story.
character and his/her development. The graphic organizer
Reading stories and plotting their of the plot structure
Third, the plot reveals the theme. plot structure.
Page 31 of 56
WEEK 21
TOPIC STRATEGY
Conflict For students to Conflict is the struggle among Defining the term conflict Teacher’s Notes Identifying types of
opposing forces in a story conflicts in stories and their
* Recognise the role and
Discussing the types of conflict Words and Meanings effectiveness on the plot.
importance of conflict in a There are two main types of Game
conflict: Examining the function of
story
Internal (Man vs himself conflict in a story Audio of stories
and External
Man vs Man Completing word and meaning
Man vs Nature game to define the types of Identification of the
Man vs Society conflict
type of conflict.
Man vs Technology
Man vs Supernatural Identifying conflict in audio
Man vs Fate stories
Discussing the role of conflict in

stories.
Page 32 of 56
WEEK 22
TOPIC STRATEGY
Point of View and For students to: Point of View is the Narrative Defining point of view Teacher’s notes Written expression
* Understand the perspective used by the author to Identifying the point of
Symbol
importance of point of view convey the message of the story Identifying the different points of view Video view in extracts of stories
in a story. in literature given
Symbolism is the use of a symbol Pictures with
Discussing the writer’s purpose when symbols Identify symbols and their
by the author to represent another
choosing a point of view
* Recognise the importance meaning in given extracts.
idea. Symbols can be anything Extracts from
of symbolism in a story. Defining symbol (symbolism)
from colours, objects, locations, Stories
people, and more. Often, symbols Examining and discussing pictures of
common symbols and their meaning
reappear throughout the story.
Examining and discussing symbol and
their meaning in stories.
Theme and Tone * Recognize the importance The theme is the central message Defining terms. Videos of short Written expression
of the theme in a story. or idea within a narrative. stories Make a list of words that
Viewing short videos of stories. are used to describe tone.
An attitude a writer takes towards Dictionary
a given subject is known as the Identifying the theme and tone of
tone. stories. Teacher’s notes.
Making a list of words that are used to

describe tone.
Defining words that describe tone.
Page 33 of 56
WEEK 23
TOPIC STRATEGY
Analysis of short For students to become Georgia and Them, There * Reading short stories. A World of Prose for Written expression
stories. United States by Velma Pollard CxC
familiar with analysing
* Listening to the short story Complete cloze passage.
Georgia and stories. The story is based on the A World of Prose.
Them, There reflections of the protagonist, June. * Creating visual story maps.
United States by June loves her home country, Audio of short stories.
Velma Pollard Jamaica but her aunt Letecia * Retelling the stories.
dislikes the country. Cloze passage.
Eventually, June is sent to America * Identifying elements: setting,
which she describes as a horrible characters, conflict, point of view,
experience. When she is reunited symbols, theme, and tone.
with her cousin, Georgia she is
astonished at the change in her * Writing plot summary.
cousin.
* Analysing stories based on
elements identified.
* Completing cloze passage based

on analysis.
Page 34 of 56
WEEK 24

SHORT STORY For students to: The short story "Mint Tea", with more themes of happiness, * Reading the story A World of Prose for Answering questions
- Mint Tea by * Understand connection, and security is written in the third-person point CXC based on the story.
Christine Craig that there are of view by a narrator who is not named which brings us to the * Analysing the
various types end of a final theme of pity and maybe charity. story. English B for CSEC
of narration. * Completing
The point of view of a story determines who is telling it and quizzes. CSEC Teachers Guide
* recognize the the narrator's relationship with the characters in the story. for the Teaching of
use of narrative -The narrative techniques identified in the story, 'Mint Tea' English B
techniques in are
the story ✔ Flashback http://sittingbee.com/
✔ Imagery
✔ Metaphor
✔ Repetition
✔ Symbolism
* Relate the
theme of the
Page 35 of 56
story to society
today. Themes in the story
Loss, security, connection, anger, death, empathy, pity,
Trauma
The short story "Mint Tea", with more themes of happiness,

connection, and security is written in the third-person point
of view by a narrator who is not named which brings us to the
end of a final theme of pity and maybe charity.
Page 36 of 56
WEEK 25

SHORT STORY For students to: The Plot is the sequence of events in a story; each event *Reading and --A World of Prose for Map sequence of events on
- What Happened * Understand the causes or leads to another. The Plot structure includes: listening to the CXC plot map/web.
by Austin Clarke sequence of - exposition story.
events in the -initiating event English B for CSEC
story. - rising action *Listing and
-climax mapping the events
- falling action (major) in the story http://sittingbee.com/
-resolution from beginning to
end to show the
The occurrence in the story. What Happened by Austin story’s
Clarke was based on the struggles that were exhibited by the development.
Caribbean immigrants in Toronto concerning racism as well
as economic exploitation.
Page 37 of 56
* Understand the
importance of
the conflict to Possible Themes
the development ● Racism
of the plot ● Love
structure. ● Friendship
● Education
● Idealism
● Realism
● Anger
Examine:
● Narrative Techniques/Devices
● Setting
● Point-of-View
Page 38 of 56
WEEK 26

SHORT STORY For students to: The title of the story is very appropriate. * Reading the story A World of Prose for Writing sample essay.
- The Man of the * Appreciate the Having his mother ill the small boy takes up CXC
House by Frank relevance of the title the whole responsibility to attend to her and *Analysing the significance
O’Connor to the subject matter mind the household. He does everything that of the title. English B for CSEC
and main theme of the an adult person would have done to manage
story. the situation. He acts like a mature person * Writing essays. The Man of the House
making all the wise decisions to help his by Frank O’Connor
mother get well soon. That is why he is aptly
called ‘The Man of the House’. http://sittingbee.com/
In The Man of the House by Frank O’Connor,

we have the themes of innocence, temptation,
guilt, responsibility, control, resilience,
redemption, and acceptance.
Possible Themes
● Innocence
● Temptation
● Guilt
Page 39 of 56
● Responsibility
● Control
● Resilience
● Redemption and Acceptance
Examine:
● Narrative Techniques/Devices
● Setting
● Point-of-View
Characterization
Page 40 of 56
WEEK 27

Elements of the For students to: Elements of Novel * Differentiating between Videos Presentations on the
Plot
Novel (Review) * Identify the the Novel and the short highlighting the Elements of a Novel.
Characterization
elements of the Setting story differences
Point of view
Novel. between the
theme
* Identifying the Elements novel and the
Elements of the plot
of the Novel short story.
Conflict and the plot
* Discussing elements of English B for
Features of characterisation
the novel. CSEC-Study
The Point of View and the Perspective
Guide 2nd
Setting * Animal Farm - Edition.
Physical / -Geographical
George Orwell
Cultural /Social
Historical
Page 41 of 56
WEEK 28

Introduction For students to: Biographical Data * Defining Animal Farm Outline the
to the novel: * Become familiar ‘Background’ by George Historical Context
George Orwell, pseudonym of Eric Arthur Blair, (born June 25, 1903,
with the life and Orwell. presented in the
Motihari, Bengal, India—died January 21, 1950, London, England),
Animal Farm work of George * Exploring the novel.
English novelist, essayist, and critic famous for his novels Animal Farm
by George Orwell. Historical and Cultural Dictionary
(1945) and Nineteen Eighty-four (1949), the latter a profound anti-
Orwell Backgrounds of the
utopian novel that examines the dangers of totalitarian rule.
* Become familiar novel. Videos
with the Social and The social and historical context of the text.
historical Animal Farm was written by George Orwell and published in 1945. This * Discussing the
background of the novel is an allegory - even though it is set on a farm and stars a cast of features of these two
text. farm animals, it reflects the events of the Russian Revolution of 1917. types of Backgrounds.
The animals are all clever representations of Russian politicians, voters
and workers. Orwell used the novel to make his opinions on Russian
leaders heard.
“Animal Farm” by George Orwell is an allegory of the events of the

Russian Revolution of 1917. It deals with the ideas of freedom,
rebellion and the corrupting nature of power.
Additional Resources: https://www.sparknotes.com/lit/animalfarm/context/
Page 42 of 56
WEEK 29

Plot: For students to: * Reviewing the terms Oral quiz based on
Exposition & Exposition: Old Major gives all the animals a big speech on exposition and rising action. Animal Farm the events that
* Understand the
Rising Action importance of rebelling against the humans in a farmhouse in England. He had a by George occurred in chapters
each element of dream and in his vision was the concept of animalism. The animals * Identifying and discussing Orwell. 1-3.
the plot
all hated Farmer Jones because he never fed them or took care of the elements in the story.
* appreciate the them. He was always drunk. Sadly, Old Major died 3 days after the Analysis of
storyline of the
novel. speech. The animals decided to follow Old Major's words and rebel * Discussing the plot the novel
against Mr Jones! summary of chapters 1-4.
Rising Action: The animals throw off their human oppressors and
establish a socialist state called Animal Farm; the pigs, being the
most intelligent animals in the group, take control of the planning
and government of the farm; Snowball and Napoleon engage in
ideological disputes and compete for power.
Additional Resources: https://www.cliffsnotes.com/literature/a/animal-farm/book-summary
https://www.sparknotes.com/lit/animalfarm/context/
Page 43 of 56
WEEK 30

Climax For students to Climax: * Reviewing the terms Animal Farm students will
* Understand the In Chapter V, Napoleon runs Snowball off the farm with his trained climax, falling action by George summarise each
Falling Action importance of each pack of dogs and declares that the power to make decisions for the and resolution. Orwell. chapter through oral
element of the plot farm will be exercised solely by the pigs. discussion and in
Resolution and appreciate the Falling Action: * Examining each writing.
storyline of the novel. Squealer emerges to justify Napoleon’s actions with skilful but element in the novel.
duplicitous reinterpretations of Animalist principles; Napoleon
continues to consolidate his power, eliminating his enemies and * Discussing the plot
reinforcing his status as the supreme leader; the common animals summary of chapters
continue to obey the pigs, hoping for a better future 5-8.
Resolution
In the end, the pigs invite the humans over for a party, and the other
animals flabbergasted could not tell the difference between the
humans and the pigs.
Additional Resources: https://www.sparknotes.com/lit/animalfarm/context/
https://www.cliffsnotes.com/literature/a/animal-farm/book-summary
Page 44 of 56
WEEK 31

Character and For students to: * Reviewing the term Writing Character
Characterization * Understand Characters in ‘Animal Farm’: Character and Animal Farm Logs.
character/characterization. characterization. by George Orwell.
1. Napoleon
* Identifying major and
* Appreciate the role of 2. Snowball English B for
minor characters in the
each character in the text. CSEC-Study
text.
3. Boxer Guide 2nd Edition.
* Discussing the role of

4. Squealer
characters in the text.
5. Old Major
6. Mr Pilkington
7. Benjamin
Page 45 of 56
Characterization
Napoleon was based on Joseph Stalin, who ruled the

Soviet Union from 1924 to 1953. He is presumed to be
named after the French emperor Napoleon. Napoleon
and Snowball mirror the relationship between Stalin
and Leon Trotsky. Trotsky supported the Permanent
Revolution (just as Snowball advocated overthrowing
other farm owners), while Stalin supported socialism in
one country (similar to Napoleon's idea of teaching the
animals to use firearms, instead). When it seems
Snowball will win the election for his plans, Napoleon
calls in the dogs he has raised to chase Snowball from
the farm. This is the first time the dogs have been seen
since Napoleon took them in and raised them to act as
his secret police.
Page 46 of 56
WEEK 32

Setting For students to: * Reviewing the term Oral questioning
Setting (Time)As is the case with most fables, Animal Farm is set ‘Setting’. Animal Farm
* Know the setting in an unspecified time period and is largely free from historical by George Drawings or sketches
of the story. references that would allow the reader to date the action precisely. * Identifying and discussing Orwell. of the setting.
It is fair to assume, however, that Orwell means the fable to be the setting of the text.
* Understand the contemporaneous with the object of its satire, the Russian Outline the
* Discussing the importance
importance of Revolution (1917–1945). It is important to remember that this significance of the
of setting in the text.
setting in literary period represented the recent past and present at the time of writing setting in the novel.
work. and that Orwell understands the significance of the story’s action
to be immediate and ongoing rather than historical.
Setting (Place)An imaginary farm in England
Page 47 of 56
WEEK 33

Conflict For students to: * Reviewing the term Dramatise major
Conflict conflict. Animal Farm conflicts in the text
* Know the definition
There are several conflicts in the novel Animal Farm: by George and comment on
of the term ‘conflict’ * Reviewing the types
of conflicts. Orwell. effectiveness.
Animals versus Mr Jones
* Know the conflicts * Identifying conflicts
presented in the text Snowball versus Napoleon, in the text.
* Describing the
* Understand the The common animals versus the pigs
conflicts presented in
major conflicts in the
Animal Farm versus the neighbouring humans. the text.
text
However, all of them are expressions of the underlying tension
between the exploited and exploiting classes and between the
lofty ideals and harsh realities of socialism.
Page 48 of 56
WEEK 34
TOPIC STRATEGY
THEME For students to: Theme * Defining the term Animal Farm Oral questioning
* Know the definition of the theme by George
A literary theme is the main idea or underlying meaning a
term ‘theme’ Orwell.
writer explores in a book, short story, or other academic
* Identifying the
work. The theme of a story can be conveyed using
* Appreciate the themes themes presented in Video
characters, setting, dialogue, plot, or a combination of all of
presented in the novel. the text. presentation
these elements.
Themes in Animal Farm * Discussing the

themes presented.
* The corruption of socialist ideals in the Soviet Union;
* The societal tendency toward class stratification;
* The danger of a naïve working class;
* The abuse of language is instrumental to the abuse of

power
* Nature vs. man.

Additional Resources: Orwell’s Animal Farm with CSEC Study Guide by Sherice Blair
CXC Study Guide English B for CSEC- 2nd Edition (Jonas et al.2017)
Page 49 of 56
WEEK 35

NARRATIVE For students to: * Defining each Quiz
TECHNIQUES * know the Symbols are objects, characters, figures, and colours used to represent abstract narrative Animal Farm
narrative ideas or concepts. technique utilised
techniques used in in the text. videos
Symbols in the novel
the novel.
* Animal Farm * Identifying

* Understand the narrative
writer’s purpose * The Barn techniques.
for using the
* The Windmill
techniques. * Discussing the
effective use of
Foreshadowing is a valuable literary technique a writer can use to create and
narrative
build suspense that will keep your readers turning the page.
techniques in the
Foreshadowing in the text. novel.
Animal Farm makes heavy use of foreshadowing. Most of the plot’s main events
are foreshadowed in the opening chapter. This foreshadowing emphasizes the
inevitability of what happens. Animal Farm’s foreshadowing also serves to place
Page 50 of 56
particular emphasis on the events Orwell saw as central to the failure of the
Russian Revolution, and revolutions generally. The events most heavily
foreshadowed are the different stages of the farm’s collapse into violence.
Point of View
Animal Farm is told from a collective limited third-person point of view

sometimes known as “village voice.” The narrator knows everything the animals
see, say, know and do as a group. The narrator does not know what the pigs say
and do when they are apart from the other animals, and we rarely see the action
through the eyes of individual animals. Occasionally, the reader is granted brief
glimpses of an animal’s point of view, most often Clover’s, because Clover and
Boxer are the heart of the animal group.
Tone
For the most part, the tone of the novel is objective, stating external facts and
rarely digressing into philosophical meditations. The mixture of this tone with
the outrageous trajectory of the plot, however, steeps the story in an ever-
mounting irony.
Additional Resources: Orwell’s Animal Farm with CSEC Study Guide by Sherice Blair
CXC Study Guide English B for CSEC- 2nd Edition (Jonas et al.2017)
Page 51 of 56
Additional Information
Poem Themes(s) Technique(s)
Ol’ Higue Caribbean Culture Rhetorical Question
Supernatural Personification
Age and Youth Simile
Life and Death Metaphor
Motherhood/Hypocrisy Symbolism
Mood (Conversational)
Mirror Attitudes to Aging and Death Tone (Sombre)
Beauty and Vanity Personification
Time Metaphor
Truth Symbolism
The Supernatural Simile
Imagery
My Parents Class Distinctions Contrast
Parenting Simile
Childhood Metaphor
Bullying Imagery
Freedom and Restraint Irony
Alliteration
Repetition
Tone (Pensive)
Mood (Reflective)
Little Boy Crying Father/Son Relationship Imagery
Childhood Mood (Philosophical)
Discipline and Punishment Tone (Reflective)
Innocence and Experience Diction
Childhood perception Alliteration
Deception`` Symbolism
Contrast
Page 52 of 56
Sonnet Composed Upon Westminster Bridge Power of Nature Hyperbole
Beauty Imagery
God and Creation Personification
Innocence and Corruption Irony
Simile
Mood (Reverence)
Landscape Painter The Artist at Work Pun
Nature Metaphor
Personification
Imagery
Tone (Admiration)
South Migration and Exile Tone (Nostalgia)
Memory Contrast
Beauty of Nature Imagery
Death Symbolism
West Indies, USA Travel Experience Tone (Reflection)
Loss of Identity Motif
Appearance and Reality Imagery
Contrast
Metaphor
Simile
Page 53 of 56
Short Story Theme(s) Technique(s)

Georgia and Them, There United States Identity Symbolism
Love of Country
Love of self
Family Relationship
Mint Tea Love and Family Relationships Symbolism
The Plight of the Elderly Suspense
Pity Flashback
Charity Imagery
Injustice Metaphor
Loss of Innocence Characterisation
Anger Contrast
What Happened Racism Flashback
Love and Friendship Symbolism
Migration Imagery
Culture
Education
Idealism
Realism
Masculinity
The Man of the House Love and Family Relationships/Parent-Child Relationship Irony
Childhood experiences Symbolism
Religion
Poverty
Innocence
Responsibility
Page 54 of 56

English B National Scheme G10

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

English B National Scheme G10

Uploaded by

Copyright:

Available Formats

NATIONAL SCHEME FOR SECONDARY SCHOOLS

Curriculum Area: English Literature GRADE 10

@ 2023 Ministry of Education, Georgetown. Guyana

TOPIC/SUB GENERAL EVALUATION

TOPIC/SUB- GENERAL EVALUATION

TOPIC/SUB- GENERAL EVALUATION

TOPIC/SUB- GENERAL EVALUATION

TOPIC/SUB- GENERAL EVALUATION

TOPIC/SUB- GENERAL EVALUATION

TOPIC/SUB- GENERAL EVALUATION

TOPIC/SUB- GENERAL EVALUATION

TOPIC/SUB- GENERAL EVALUATION

Satire is the use of humour, irony, or exaggeration to

TOPIC/SUB- GENERAL EVALUATION

TOPIC/SUB- GENERAL EVALUATION

TOPIC/SUB- GENERAL EVALUATION

TOPIC/SUB- GENERAL EVALUATION

TOPIC/SUB- GENERAL EVALUATION

TOPIC/SUB- GENERAL EVALUATION

The poetic devices used in this poem.

TOPIC/SUB- GENERAL EVALUATION

TOPIC/SUB- GENERAL EVALUATION

TOPIC/SUB- GENERAL EVALUATION

-Conflict and the plot Identifying elements in

How does it aid in the development of the plot?

What is the setting? How is it relevant to the plot development and

Does the setting affect the reader's perspective of the characters?

What theme (themes) is/are evident in the story?

Creating settings in the classroom

Discussing the role of conflict in

Making a list of words that are used to

Defining words that describe tone.

* Completing cloze passage based

TOPIC/SUB- GENERAL EVALUATION

The short story "Mint Tea", with more themes of happiness,

TOPIC/SUB- GENERAL EVALUATION

TOPIC/SUB- GENERAL EVALUATION

In The Man of the House by Frank O’Connor,

TOPIC/SUB- GENERAL EVALUATION

TOPIC/SUB- GENERAL EVALUATION

“Animal Farm” by George Orwell is an allegory of the events of the

TOPIC/SUB- GENERAL EVALUATION

TOPIC/SUB- GENERAL EVALUATION

TOPIC/SUB- GENERAL EVALUATION

* Discussing the role of

Napoleon was based on Joseph Stalin, who ruled the

TOPIC/SUB- GENERAL EVALUATION

Setting (Place)An imaginary farm in England

TOPIC/SUB- GENERAL EVALUATION

Themes in Animal Farm * Discussing the

* The societal tendency toward class stratification;

* The danger of a naïve working class;

* The abuse of language is instrumental to the abuse of

* Nature vs. man.

TOPIC/SUB- GENERAL EVALUATION

* Animal Farm * Identifying

Animal Farm is told from a collective limited third-person point of view

Short Story Theme(s) Technique(s)

You might also like