First Term Literature-in-English revision for SS 1

Class: SS 1
Term: First Term
Week: 11
Age: 15 years
Duration: 60 minutes
Subject: Literature-in-English
Curriculum Theme: Revision
Focal competence: Integration of the term’s curriculum competencies
Key competencies/values: Critical Thinking; Communication
Skills:

• Curriculum skills covered in Weeks 1-10

Previous Lesson: Setting in Literary Texts, Components and Types
Topic: Revision and Consolidation
Subject Matter: core term topics, taught skills, common misconceptions, revision exercises

Specific Objectives

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

Cognitive Domain

• recall the key concepts taught during the term;

Psychomotor Domain

• apply the term’s knowledge and skills in written, oral or practical tasks.

Reference Materials

The following resources were used in planning this lesson:

• 2025 New Revised Senior Secondary Education Curriculum (SSEC)
• Relevant State Unified Scheme of Work
• Approved Literature-in-English textbooks for SS 1
• The HeadTeacher Scheme of work For The New Revised Senior Secondary Education Curriculum (SSEC)

Instructional Materials

The teacher will teach this lesson with the aid of:

• Class notes from previous lessons
• Approved Literature-in-English textbooks
• Whiteboard and markers/chalkboard and chalk
• Past questions and revision exercises
• Handouts with practice questions

Rationale for the Lesson

This lesson is essential for reinforcing the knowledge and skills acquired throughout the first term. It provides an opportunity for students to consolidate their understanding, address any misconceptions, and prepare effectively for examinations. Through revision, students can integrate various literary concepts and improve their analytical and communication skills.

Prerequisite/Previous Knowledge

Students are expected to have covered all the major topics in Literature-in-English for the first term, including basic concepts of prose, poetry, and drama, as well as common literary devices.

Lesson Content/Board Summary

Revision and Consolidation

Review of Basic Literary Concepts

Literature is broadly divided into three main genres: Prose, Poetry, and Drama. Understanding the fundamental characteristics of each genre is crucial.

1. Prose: Written or spoken language in its ordinary form, without metrical structure. It includes novels, short stories, essays, and biographies.
2. Poetry: Literary work in which special intensity is given to the expression of feelings and ideas by the use of distinctive style and rhythm; poems collectively or as a genre of literature.
3. Drama: A mode of fictional representation through dialogue and performance. It includes plays, tragedies, and comedies.

Key Elements of Prose

When analysing prose, students should recall the following elements:

1. Plot: The sequence of events in a story.
2. Characterisation: The creation and development of characters.
3. Setting: The time and place in which the story occurs.
4. Theme: The central idea or message of the story.
5. Point of View: The perspective from which the story is told (e.g., first-person, third-person).
6. Conflict: The struggle between opposing forces in the story.

Key Elements of Poetry

Poetry analysis often involves understanding these elements:

1. Speaker/Persona: The voice addressing the reader in a poem.
2. Imagery: Language that appeals to the senses (sight, sound, smell, touch, taste).
3. Figurative Language: Language that uses figures of speech (e.g., metaphor, simile, personification).
4. Sound Devices: Techniques that create musical effects (e.g., alliteration, assonance, onomatopoeia, rhyme).
5. Rhythm and Meter: The pattern of stressed and unstressed syllables.
6. Theme: The underlying message or idea of the poem.

Key Elements of Drama

Understanding drama requires familiarity with these components:

1. Dialogue: Conversation between characters.
2. Monologue: A long speech by one character.
3. Soliloquy: A character speaking thoughts aloud when alone.
4. Aside: A remark by a character intended to be heard by the audience but not by other characters.
5. Stage Directions: Instructions in the text of a play indicating the movement, position, or tone of an actor, or the sound effects and lighting.
6. Plot: The sequence of events in the play.
7. Character: The individuals who perform the actions in the play.
8. Theme: The central idea or message conveyed by the play.

Common Literary Devices

Students should be able to identify and explain the function of various literary devices:

1. Simile: A comparison between two unlike things using “like” or “as” (e.g., “brave as a lion”).
2. Metaphor: A direct comparison between two unlike things without using “like” or “as” (e.g., “He is a lion in battle”).
3. Personification: Giving human qualities to inanimate objects or animals (e.g., “The wind whispered secrets”).
4. Hyperbole: Exaggeration for emphasis or effect (e.g., “I’m so hungry I could eat a horse”).
5. Alliteration: Repetition of initial consonant sounds in words close together (e.g., “Peter Piper picked a peck”).
6. Onomatopoeia: Words that imitate the sound they represent (e.g., “buzz,” “hiss,” “bang”).
7. Irony: A contrast between expectation and reality, often used for humorous or dramatic effect.
8. Symbolism: The use of objects, people, or ideas to represent something else.

Revision Exercises

Practice exercises will focus on:

1. Identifying literary devices in given passages.
2. Analysing themes, characters, and settings in excerpts from prose, poetry, and drama.
3. Answering comprehension questions based on provided texts.
4. Distinguishing between different literary terms.

Teaching Methods/Instructional Techniques

Discussion, Question and Answer, Explanation, Guided Practice, Group Work, Individual Practice

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Activating Prior Knowledge

Teacher’s Activity: The teacher welcomes students and explains that today’s lesson is a revision of key topics covered in the first term. The teacher asks students to briefly mention one important concept they remember from previous Literature-in-English lessons.

Pupils’ Activity: Students respond by mentioning various concepts they recall.

Learning Point: Recalling term’s topics

Step 2: Review of Prose Concepts

Time: 10 minutes

Teaching Skill: Explanation/Questioning

Teacher’s Activity: The teacher guides students to recall the definition of prose and its main elements (plot, characterisation, setting, theme, point of view, conflict). The teacher provides a short prose excerpt and asks students to identify these elements.

Pupils’ Activity: Students define prose, list its elements, and attempt to identify them in the given excerpt.

Learning Point: Prose elements identification

Step 3: Review of Poetry Concepts

Time: 10 minutes

Teaching Skill: Guided Recall/Discussion

Teacher’s Activity: The teacher leads a discussion on poetry, prompting students to recall its definition, key elements (imagery, figurative language, sound devices, rhythm, theme), and types. The teacher reads a short poem and asks students to identify specific poetic devices.

Pupils’ Activity: Students discuss poetry concepts and identify devices in the poem.

Learning Point: Poetry elements recognition

Step 4: Review of Drama Concepts

Time: 10 minutes

Teaching Skill: Explanation/Reinforcement

Teacher’s Activity: The teacher revisits the definition of drama and its unique elements (dialogue, monologue, soliloquy, aside, stage directions, plot, character, theme). The teacher may act out a short dramatic scene or read a dialogue excerpt, asking students to identify the dramatic elements.

Pupils’ Activity: Students recall dramatic elements and identify them in the presented scene/excerpt.

Learning Point: Drama elements understanding

Step 5: Review of Common Literary Devices

Time: 10 minutes

Teaching Skill: Focused Practice

Teacher’s Activity: The teacher presents a list of common literary devices (simile, metaphor, personification, hyperbole, alliteration, onomatopoeia, irony, symbolism) and asks students to provide definitions and examples for each. The teacher corrects misconceptions and provides clear examples.

Pupils’ Activity: Students define and provide examples of literary devices.

Learning Point: Literary devices identification

Step 6: Revision Exercises and Application

Time: 10 minutes

Teaching Skill: Problem Solving/Application

Teacher’s Activity: The teacher distributes handouts with revision exercises, including questions that require identifying literary devices, analysing themes, and answering comprehension questions based on short passages. The teacher guides students through a few examples and then allows them to work individually or in pairs.

Pupils’ Activity: Students complete the revision exercises, applying their knowledge and skills.

Learning Point: Application of literary skills

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 are the three main genres of literature?
2. Mention two key elements of prose.
3. Give an example of a simile.
4. How does a monologue differ from a dialogue in drama?

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Key concepts recall

Step 8: Conclusion

Time: 5 minutes

Teaching Skill: Consolidation

Teacher’s Activity: The teacher summarises the main points of the revision, encouraging students to continue studying their notes and textbooks. The teacher reminds them of the importance of consistent practice for upcoming assessments.

Pupils’ Activity: Students listen attentively and ask any final questions.

Learning Point: Term’s concepts consolidated

Lesson Keywords

• Prose – Ordinary written or spoken language.
• Poetry – Literary art using rhythm and imagery.
• Drama – Play for theatre, radio, or television.
• Plot – Sequence of events in a story.
• Characterisation – Development of characters.
• Theme – Central idea or message.
• Imagery – Language appealing to senses.
• Simile – Comparison using “like” or “as”.
• Metaphor – Direct comparison.
• Personification – Giving human traits to non-humans.

Differentiation

For students who grasp concepts quickly, the teacher can provide more challenging passages for analysis or ask them to create their own examples of literary devices. For students needing more support, the teacher can offer simplified definitions, provide sentence starters for responses, or work with them in smaller groups to review specific terms.

Suggested Lesson Videos

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