Class: Senior Secondary School 1 (SS1, SS 1, SSS1, SSS 1)
Term: 2nd Term
Week: 1
Age: 15 years
Duration: 45 minutes
Subject: Literature-in-English
Curriculum Theme: Literature-in-English
Previous Lesson: .
Topic: Introduction to “Lonely Days” by Bayo Adebowale
Subject Matter: Background of the author, background and setting of the novel, plot summary of Lonely Days

Specific Objectives

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

Cognitive Domain:

Identify Bayo Adebowale as the author of “Lonely Days”.
State key background information about the author.
Describe the background and setting of the novel.
Summarize the plot introduced in the opening part of the novel.

Affective Domain:

Show interest in reading the novel and discussing its issues.
Demonstrate empathy when discussing characters facing hardship.
Value respectful discussion of culture and social practices presented in the text.

Psychomotor Domain:

Complete a simple chart showing author, setting, and plot points from the introduction.
Underline sentences in a given extract that reveal setting and key events.

Work in groups to share initial impressions and agree on key plot points.
Present group summaries clearly and listen to other groups’ contributions.

Reference Materials

The following resources were used in planning this lesson:

9 Years Basic Education Curriculum
State Unified Scheme of Work
“Lonely Days” by Bayo Adebowale (Spectrum Books Limited)
Recommended Literature-in-English textbook for SSS 1 (Prose: Introduction and Appreciation)
Spectrum Books: Lonely Days (Book Information)
Google Books: Lonely Days by Bayo Adebowale
Teach For Change Nigeria: Teacher’s Guide on Lonely Days (PDF)

Instructional Materials

The teacher will teach this lesson with the aid of:

Copies of the novel “Lonely Days”
Author photo printout
Setting map or relevant pictures
Marker board and markers
Chart paper/cardboard and marker pens

Rationale for the Lesson

An introduction to the text helps pupils understand who wrote the novel, where it is set, and what the story is about. This makes reading easier and improves pupils’ ability to answer comprehension and literature questions correctly.

Prerequisite/Previous Knowledge

Pupils have read short prose passages and can identify basic elements such as setting, characters, and main events.

Lesson Content/Board Summary

**Introduction to Lonely Days by Bayo Adebowale**

Background of the Author

The Author “Bayo Adebowale” is a Nigerian novelist, poet, critic, and librarian born on 6 June 1944 in Adeyipo village, Ibadan, Oyo State, Nigeria. He is widely published and known for novels such as The Virgin and Lonely Days. Adebowale’s writing often explores society, culture, and human experience, especially within traditional Nigerian contexts.

Background and Setting of the Novel

Lonely Days was published in 2006.
The story is set in Kufi, an imaginary rural village in south-western Nigeria, reflecting a traditional Yoruba village community with strong cultural practices.
The setting includes homes, farms, village paths and communal spaces where rituals and social customs occur.

Plot Summary of the Introduction

Plot is the organized arrangement of events in a story.

The novel begins with the death of Ajumobi, a respected hunter and husband to Yaremi.
Yaremi, now a widow, experiences loneliness, social pressure, and stigmatization from villagers who subject her to harsh customs and expect her to remarry.
The early events introduce key characters: Yaremi, her grandchild Woye, and fellow widows like Dedewe, Radeke, and Fayoyin.
Conflict begins to emerge as cultural expectations clash with Yaremi’s choice to remain independent.

Initial Reading Guide (What to Look Out For)

The following are points to watch for while reading the early chapters:

The main character’s situation and feelings.
Customs and rules that affect the character’s choices.
Statements or events that show the setting and community values.
Events that build the main conflict of the novel.

Teaching Methods/Instructional Techniques

Discussion, Lecture, Demonstration, Question and Answer, Visual Aids

Instructional Procedures

Step 1: Introduction

Time: 5 minutes
Teaching Skill: Set Induction
Teacher’s Activity: The teacher displays the book cover and author photo and asks pupils what they think the title suggests, then introduces the novel and lesson focus.
Pupils’ Activity: Pupils share quick predictions and initial impressions about the title and cover.
Learning Point: A novel can be introduced through title, author, and first impressions.

Step 2: Author Background

Time: 8 minutes
Teaching Skill: Explanation
Teacher’s Activity: The teacher presents brief background information about Bayo Adebowale and writes key points on the board.
Pupils’ Activity: Pupils copy the points and mention why knowing the author can help understanding a text.
Learning Point: Author background supports understanding of the text and themes.

Step 3: Setting and Background of the Novel

Time: 10 minutes
Teaching Skill: Demonstration/Discussion
Teacher’s Activity: The teacher shows a setting map/pictures and guides pupils to identify place and social environment from a short extract.
Pupils’ Activity: Pupils identify clues that show the rural setting and traditional community life.
Learning Point: Setting includes place, time, and social environment.

Step 4: Plot Summary of the Introduction

Time: 7 minutes
Teaching Skill: Guided Discussion
Teacher’s Activity: The teacher reads or assigns a short opening extract and guides pupils to state the key events in correct order.
Pupils’ Activity: Pupils summarize the main events introduced and mention the early conflict.
Learning Point: Plot summary states key events in order without unnecessary details.

Step 5: Class Chart Activity

Time: 5 minutes
Teaching Skill: Demonstration
Teacher’s Activity: The teacher draws a simple chart with headings: Author, Setting, Plot Points, and guides pupils to fill it using class responses.
Pupils’ Activity: Pupils complete the chart in their notebooks and compare with a partner.
Learning Point: Information from a text can be organized in a clear chart.

Step 6: Group Work and Reporting

Time: 5 minutes
Teaching Skill: Cooperative Learning
Teacher’s Activity: The teacher assigns groups to write three points each on author, setting, and plot, then calls groups to present briefly.
Pupils’ Activity: Pupils discuss in groups and present their points to the class.
Learning Point: Key details can be identified and reported from a shared reading.

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

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

Identify the author of “Lonely Days”.
State two key points about the background of the author.
Define setting and mention two features of the setting of the novel.
Summarize three key plot points introduced in the opening part of the novel.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 0 minutes
Teaching Skill: Closure
Teacher’s Activity: The teacher summarizes the lesson and gives an assignment: pupils read the next section and write a short note on setting clues and new events introduced.
Pupils’ Activity: Pupils note the assignment and ask final questions where necessary.
Learning Point: Author background, setting, and early plot can be identified for further reading.

Lesson Keywords

Author – the person who wrote a literary work.
Setting – the place, time, and social environment of a story.
Plot – the arranged sequence of events in a story.
Summary – a short account of main points without extra details.
Conflict – the main problem or struggle that drives events in a story.

Differentiation

Fast learners write a fuller plot summary of the assigned extract and highlight setting clues; average learners complete the Author-Setting-Plot chart correctly; learners who need support use sentence starters to identify author, place, and two key events from the extract.

Note for teachers using this lesson plan

Use short extracts for the first lesson so pupils focus on basic information: author, setting, and early events. Keep summaries brief and insist on clear points that can be supported by the text.