Comparative Overview of “The Pulley” and “Piano and Drums” for SS 3

Class: SS 3
Term: First Term
Week: 5
Age: 16 years
Duration: 45 minutes
Subject: Literature in English
Curriculum Theme: Poetry Analysis
Previous Lesson: Themes and Style of “Piano and Drums” by Gabriel Okara
Topic: Comparative Overview of “The Pulley” and “Piano and Drums”
Subject Matter: poems: “the Pulley” and “Piano and Drums”

Specific Objectives

By the end of the lesson, pupils/students should be able to:

Cognitive Domain

• Summarise the main ideas of “The Pulley” and “Piano and Drums.”
• Identify the major themes in each poem.
• Discuss the poetic devices and imagery used in both poems.
• Compare and contrast the themes and poetic devices of the two poems.

Affective Domain

• Appreciate the different cultural perspectives presented in the poems.
• Express personal interpretations of the poems’ messages.
• Engage respectfully in group discussions about literary works.

Psychomotor Domain

• Participate actively in group discussions to analyse the poems.
• Present a comparative analysis of the poems to the class.

Reference Materials

The following resources were used in planning this lesson:

• 2025 Revised 9 Years Basic Education Curriculum
• Relevant State Unified Scheme of Work
• A suitable Literature-in-English textbook for SS 3
• The HeadTeacher Scheme of work

Instructional Materials

The teacher will teach this lesson with the aid of:

• Copies of the poems “The Pulley” by George Herbert
• Copies of the poem “Piano and Drums” by Gabriel Okara
• Whiteboard or chalkboard
• Markers or chalk

Rationale for the Lesson

This lesson enables students to develop critical thinking and analytical skills by comparing two distinct poems. It helps them understand how different poets use language and imagery to convey diverse themes and cultural perspectives. This comparative approach deepens their appreciation for poetry and prepares them for advanced literary analysis.

Prerequisite/Previous Knowledge

Students should have prior knowledge of basic poetic terms such as theme, imagery, metaphor, simile, personification, and symbolism. They should also be familiar with analysing poems for their main ideas and messages.

Lesson Content/Board Summary

Comparative Overview of “The Pulley” and “Piano and Drums”

“The Pulley” by George Herbert

“The Pulley” is a metaphysical poem that explores the relationship between God and humanity. God, after creating man and bestowing upon him various blessings like strength, beauty, wisdom, honour, and pleasure, holds back one gift: “Rest.” The reason for withholding rest is to ensure that humanity, despite all its other gifts, will eventually turn back to God when weary and restless. The “pulley” symbolises the divine mechanism that draws humanity back to its creator.

Themes:

1. God’s benevolence and wisdom
2. Humanity’s dependence on God
3. The paradox of restlessness leading to spiritual peace
4. Divine providence

Poetic Devices:

1. Metaphor: The “pulley” as God’s means of drawing man to Himself.
2. Personification: God is presented with human-like actions (pouring blessings, holding back).
3. Symbolism: “Rest” symbolises spiritual peace or contentment found only in God.
4. Conceit: The extended metaphor of God creating man and distributing gifts like a merchant, with “rest” being the final, withheld gift.

“Piano and Drums” by Gabriel Okara

“Piano and Drums” explores the conflict and tension between traditional African culture and Western culture, as experienced by the persona. The piano represents Western culture—its complexity, sophistication, and sometimes confusing nature. The drums represent African culture—its primal, simple, and deeply rooted connection to nature and the past. The persona feels torn between the two, experiencing nostalgia for the drums while acknowledging the influence of the piano.

Themes:

1. Culture conflict and identity crisis
2. Nostalgia for traditional roots
3. The impact of colonialism and Westernisation
4. The search for self amidst cultural duality

Poetic Devices:

1. Symbolism: “Piano” symbolises Western culture; “Drums” symbolise African culture.
2. Imagery: Vivid sensory details evoke the sounds and feelings associated with both instruments (e.g., “tear-furrowed” piano, “leopard skin” drums, “primal response”).
3. Contrast: The poem is built on the stark contrast between the two cultural symbols.
4. Repetition: Emphasises the persona’s internal struggle and the distinct sounds.
5. Alliteration and Assonance: Used to create musicality and reinforce the sounds described.

Comparative Analysis

Both “The Pulley” and “Piano and Drums” use symbolism and vivid imagery to explore profound human experiences, but they differ significantly in their thematic focus and cultural contexts.

Similarities:

1. Use of Symbolism: Both poems rely heavily on central symbols (“pulley” and “piano/drums”) to convey their messages.
2. Exploration of Human Condition: Both delve into aspects of the human experience—spiritual longing in “The Pulley” and cultural identity in “Piano and Drums.”
3. Internal Conflict: While “The Pulley” describes humanity’s eventual return to God due to inherent restlessness, “Piano and Drums” portrays the persona’s internal conflict between two cultural influences.
4. Figurative Language: Both poets effectively use various figures of speech to enrich their meaning and engage the reader.

Differences:

1. Thematic Focus:
   • “The Pulley” focuses on theological themes, divine love, and humanity’s relationship with God.
   • “Piano and Drums” focuses on socio-cultural themes, identity, and the impact of cultural clash.
2. Cultural Context:
   • “The Pulley” is set within a Christian theological framework.
   • “Piano and Drums” is rooted in the post-colonial African experience, contrasting indigenous and Western influences.
3. Tone:
   • “The Pulley” has a tone of reverence, wisdom, and gentle persuasion.
   • “Piano and Drums” has a tone of introspection, nostalgia, and a sense of unease or conflict.
4. Resolution:
   • “The Pulley” offers a resolution in the idea that humanity will ultimately find rest in God.
   • “Piano and Drums” ends with the persona still grappling with the cultural duality, without a clear resolution.

Teaching Methods/Instructional Techniques

Discussion, Guided Practice, Question and Answer, Explanation, Group Work, Close Reading

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Activating Prior Knowledge

Teacher’s Activity: The teacher greets the students and asks them to recall what they know about analysing poems, specifically identifying themes and poetic devices. The teacher then introduces the two poems, “The Pulley” and “Piano and Drums,” stating that the lesson will involve comparing them.

Pupils’ Activity: Students respond to questions about poetry analysis and listen attentively to the introduction of the lesson.

Learning Point: Poetry analysis recall

Step 2: Introduction to “The Pulley”

Time: 8 minutes

Teaching Skill: Explanation/Close Reading

Teacher’s Activity: The teacher distributes copies of “The Pulley” and reads it aloud. The teacher then explains the background of the poem, its metaphysical nature, and guides students to identify the main idea and key themes, such as God’s benevolence and humanity’s dependence.

Pupils’ Activity: Students read along, listen, and contribute to identifying the main idea and themes of “The Pulley.”

Learning Point: “The Pulley” overview

Step 3: Poetic Devices in “The Pulley”

Time: 5 minutes

Teaching Skill: Guided Analysis

Teacher’s Activity: The teacher leads a discussion on the poetic devices used in “The Pulley,” focusing on the metaphor of the “pulley” and the symbolism of “rest.”

Pupils’ Activity: Students identify and discuss poetic devices, providing examples from the poem.

Learning Point: Devices in “The Pulley”

Step 4: Introduction to “Piano and Drums”

Time: 8 minutes

Teaching Skill: Explanation/Close Reading

Teacher’s Activity: The teacher distributes copies of “Piano and Drums” and reads it aloud. The teacher explains the cultural context of the poem and guides students to identify the main idea and key themes, such as cultural conflict and identity crisis.

Pupils’ Activity: Students read along, listen, and contribute to identifying the main idea and themes of “Piano and Drums.”

Learning Point: “Piano and Drums” overview

Step 5: Poetic Devices in “Piano and Drums”

Time: 5 minutes

Teaching Skill: Guided Analysis

Teacher’s Activity: The teacher leads a discussion on the poetic devices used in “Piano and Drums,” focusing on the symbolism of the piano and drums, and the use of imagery and contrast.

Pupils’ Activity: Students identify and discuss poetic devices, providing examples from the poem.

Learning Point: Devices in “Piano and Drums”

Step 6: Comparative Discussion

Time: 5 minutes

Teaching Skill: Group Discussion/Comparison

Teacher’s Activity: The teacher divides students into small groups and instructs them to discuss the similarities and differences in themes, poetic devices, and messages between “The Pulley” and “Piano and Drums.”

Pupils’ Activity: Students engage in group discussions, comparing and contrasting the two poems based on the given criteria.

Learning Point: Poems’ comparative analysis

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

1. What is the central theme of “The Pulley”?
2. How does Okara use symbolism in “Piano and Drums”?
3. Mention one similarity between the two poems.
4. State one major difference in their thematic focus.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Comparative understanding assessed

Step 8: Note-Taking

Time: 4 minutes

Teaching Skill: Guided Writing

Teacher’s Activity: The teacher guides pupils/students to copy the essential Board Summary notes on the comparative overview of the poems into their notebooks.

Pupils’ Activity: Pupils/students copy the notes carefully into their notebooks.

Learning Point: Comparative notes recorded

Step 9: Conclusion

Time: 2 minutes

Teaching Skill: Summarisation

Teacher’s Activity: The teacher briefly summarises the main points of comparison between “The Pulley” and “Piano and Drums,” emphasising how different cultural and philosophical contexts shape poetic expression. The teacher encourages students to continue exploring diverse poetic works.

Pupils’ Activity: Students listen and reflect on the summary, asking any final questions.

Learning Point: Comparative understanding reinforced

Continuous Assessment/Further Study

Type: Homework/Further Reading

Instruction: Read both poems again and write a short essay (200-250 words) discussing which poem you find more relevant to contemporary society and why. Support your points with evidence from the poems.

1. Identify the main message of each poem.
2. Discuss the primary symbolism in each.
3. Compare their themes and stylistic choices.
4. Explain which poem resonates more with current issues.
5. Provide textual evidence for your chosen poem.

Lesson Keywords

• The Pulley – A poem by George Herbert about God’s gifts and humanity’s return to Him.
• Piano and Drums – A poem by Gabriel Okara exploring cultural conflict.
• Metaphysical Poetry – A style of poetry characterised by intellectual and elaborate comparisons.
• Symbolism – The use of objects or ideas to represent something else.
• Imagery – Language that appeals to the senses.
• Theme – The central idea or message of a literary work.
• Cultural Conflict – The struggle between different cultural values and identities.

Differentiation

For learners needing support: Provide a simplified summary of each poem beforehand and guide them with specific questions during group discussions. Focus on identifying one key theme and one device for each poem before moving to comparison.
For advanced learners: Challenge them to explore the historical and biographical contexts of each poet and how these might have influenced their works. Encourage them to analyse the poems’ structures and rhyme schemes in their comparative analysis.

Suggested Lesson Videos

Search YouTube for: “The Pulley by George Herbert analysis” and “Piano and Drums by Gabriel Okara analysis”

Teacher Guide for Using This Lesson Plan

Before the lesson, ensure you have sufficient copies of both “The Pulley” and “Piano and Drums” for all students. Begin by quickly reviewing general poetry analysis techniques to activate prior knowledge. Guide students through each poem individually, focusing on understanding its core message, themes, and key poetic devices, before moving into the comparative stage. Encourage active participation during group discussions, ensuring all students have a chance to share their insights. During the evaluation, assess their ability to identify key elements and make valid comparisons. Students should copy the Board Summary notes after the evaluation to consolidate their learning. Emphasise that poetry often reflects deeper human and societal issues, encouraging critical thinking beyond surface-level understanding.