Class: Senior Secondary School 2 (SS2 / SSS 2)
Term: 3rd Term
Week: 6
Age: 16 years
Duration: 45 minutes
Subject: Literature in English
Curriculum Theme: Poetry
Previous Lesson: Introduction to “The School Boy” by William Blake.
Topic: Introduction to “Myopia” by Sly Cheney Coker
Subject Matter: Meaning of the poem “Myopia”, background and setting of the poet and poem, subject matter and summary, effective use of poetic devices and techniques, effective use of imagery and symbolism (lack of future planning)

Specific Objectives

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

Cognitive Domain:

Define the literal and symbolic meaning of “Myopia” in the context of the poem.
Identify the background and setting of Sly Cheney Coker and the poem.
Summarize the main ideas and subject matter of the poem.
Identify and explain the poetic devices used in the poem.

Affective Domain:

Appreciate the poet’s message regarding societal vision and planning.
Develop an interest in analyzing poetry for deeper meanings.

Psychomotor Domain:

Analyze specific lines or stanzas to demonstrate the use of imagery and symbolism.
Write a concise summary of the poem.

Discuss the relevance of the poem’s themes to contemporary society.
Relate the concept of “myopia” to real-world examples of lack of future planning.

Reference Materials

The following resources were used in planning this lesson:

Senior Secondary Schools Education Curriculum
State Unified Scheme of Work
Exam Focus Literature in English for SSCE
https://www.jstor.org/stable/23304192
https://www.poetryfoundation.org/poets/sly-cheney-coker

Instructional Materials

The teacher will teach this lesson with the aid of:

Text of the poem “Myopia” by Sly Cheney Coker
Cardboard picture of medicated glasses or specs
Pictures or charts depicting consequences of lack of future planning (e.g., abandoned projects, environmental degradation, poorly managed resources).

Rationale for the Lesson

This lesson enables pupils to understand how poetry can be used to critique societal issues. It helps pupils to analyze literary devices and appreciate the importance of foresight and planning in personal and national development.

Prerequisite/Previous Knowledge

Pupils have basic knowledge of poetry analysis, identifying themes, and literary devices such as symbolism and imagery from previous lessons.

Lesson Content/Board Summary

Introduction to “Myopia” by Sly Cheney Coker

The Poet: Sly Cheney Coker

Sly Cheney Coker is a prominent Sierra Leonean poet, novelist, and journalist. He is known for his works that often explore themes of post-colonial African society, political disillusionment, and social commentary. His writing style is characterized by its vivid imagery and critical perspective.

Background and Setting of the Poem

The poem “Myopia” is set against the backdrop of a post-colonial African nation, grappling with challenges such as political instability, corruption, and underdevelopment. It reflects on the state of leadership and society where there is a noticeable lack of foresight and long-term planning, leading to stagnation and unfulfilled potential.

Summary and Subject Matter of the Poem

The poem “Myopia” literally refers to short-sightedness. Symbolically, it represents a lack of vision, foresight, or the inability to plan for the future. The poem critiques individuals, particularly leaders, and a society that focuses only on immediate gratification and short-term gains, neglecting the long-term consequences and sustainable development. It highlights the decay and missed opportunities that result from this ‘myopic’ perspective.

The following are the main themes:

Lack of vision and foresight.
Political mismanagement and corruption.
Societal stagnation and underdevelopment.
The consequences of short-sighted decisions.
Call for critical self-reflection.

Poetic Devices and Techniques

The poet employs various devices to convey his message effectively:

Symbolism: The central symbol is “Myopia” itself, representing intellectual and political short-sightedness. “Medicated glasses” or “specs” can symbolize attempts, often ineffective, to correct this lack of vision.
Imagery: The poem uses vivid descriptive language to create mental pictures related to sight, blindness, decay, and unfulfilled potential. Examples might include images of fading dreams or broken promises.
Metaphor: The entire concept of myopia is used metaphorically to describe a societal condition rather than a literal eye defect.
Tone: The tone is largely critical, cautionary, and lamenting, reflecting the poet’s concern for the state of his society.
Language: The language is accessible yet profound, allowing for a clear understanding of the complex issues discussed.

Imagery and Symbolism: Lack of Future Planning

The concept of “myopia” in the poem extends beyond a physical condition to represent a profound failure in societal and political leadership to plan for the future. It symbolizes the inability to see beyond immediate circumstances, leading to poor policy decisions, unsustainable practices, and a cycle of underdevelopment. The poem suggests that this lack of future planning results in wasted resources, unfulfilled potential, and a society that cannot progress effectively.

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 greets the pupils and asks them if they know anyone who wears glasses or has difficulty seeing distant objects clearly. The teacher then introduces the term “myopia” and relates it to physical short-sightedness.
Pupils’ Activity: Pupils respond to the teacher’s questions and share their experiences or observations about people with vision problems.
Learning Point: Pupils are introduced to the concept of myopia and its literal meaning.

Step 2: Introduction to the Poet and Poem Background

Time: 5 minutes
Teaching Skill: Explaining/Contextualizing
Teacher’s Activity: The teacher introduces Sly Cheney Coker, explaining his nationality (Sierra Leone) and his reputation as a poet known for social commentary. The teacher provides a brief background to the poem, mentioning its likely setting in a post-colonial African society.
Pupils’ Activity: Pupils listen attentively and take notes on the poet’s background and the poem’s context.
Learning Point: Pupils understand the poet’s identity and the socio-political context of the poem.

Step 3: Reading and Initial Comprehension of the Poem

Time: 5 minutes
Teaching Skill: Reading Aloud/Facilitation
Teacher’s Activity: The teacher reads the poem “Myopia” aloud with appropriate expression, or plays an audio recording of the poem. The teacher then asks pupils for their initial thoughts on the poem’s general meaning.
Pupils’ Activity: Pupils listen to the poem and offer their initial interpretations of what the poem is about.
Learning Point: Pupils get an initial grasp of the poem’s content and themes.

Step 4: Analyzing the Subject Matter and Summary

Time: 8 minutes
Teaching Skill: Guiding Discussion
Teacher’s Activity: The teacher guides pupils to discuss the literal meaning of “myopia” and how it is used symbolically in the poem. The teacher then facilitates a discussion to summarize the poem’s core message and subject matter, relating it to lack of foresight and planning.
Pupils’ Activity: Pupils participate in the discussion, contributing ideas to summarize the poem and explain the symbolic meaning of myopia.
Learning Point: Pupils are able to summarize the poem and understand its symbolic significance.

Step 5: Identifying Poetic Devices and Techniques

Time: 7 minutes
Teaching Skill: Explaining/Illustrating
Teacher’s Activity: The teacher explains key poetic devices like symbolism, imagery, and metaphor. Using examples from the poem, the teacher illustrates how these devices are used to convey the poet’s message, especially the central symbol of myopia.
Pupils’ Activity: Pupils identify examples of poetic devices in the poem and explain their effects, guided by the teacher.
Learning Point: Pupils identify and understand the function of poetic devices in “Myopia.”

Step 6: Exploring Imagery and Symbolism (Lack of Future Planning)

Time: 5 minutes
Teaching Skill: Visual Aid/Application
Teacher’s Activity: The teacher uses the cardboard picture of medicated glasses and other items showing lack of future planning to further explain how “myopia” symbolizes a failure in societal vision. The teacher prompts pupils to discuss real-life examples where lack of planning has led to negative consequences.
Pupils’ Activity: Pupils analyze the visual aids and relate the symbolism of myopia to societal problems caused by poor planning.
Learning Point: Pupils connect the poem’s symbolism to real-world issues of short-sightedness.

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

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

What is the literal meaning of “Myopia”?
Who is Sly Cheney Coker, and what is the likely setting of the poem?
Summarize the main message or subject matter of the poem “Myopia.”
Mention two poetic devices used in the poem and explain how “myopia” is used as a symbol.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 5 minutes
Teaching Skill: Summarizing/Assignment
Teacher’s Activity: The teacher summarizes the key points of the lesson, emphasizing the importance of foresight. The teacher gives pupils an assignment to find specific lines from the poem that illustrate imagery of decay or lack of progress.
Pupils’ Activity: Pupils copy the assignment into their notebooks.
Learning Point: Pupils consolidate their learning and prepare for further analysis.

Lesson Keywords

Myopia – Literal short-sightedness; symbolic lack of foresight or long-term vision.
Sly Cheney Coker – The Sierra Leonean poet who wrote “Myopia.”
Imagery – The use of descriptive language to create vivid pictures and sensory experiences in the reader’s mind.
Symbolism – The use of objects, persons, or ideas to represent something else, often a deeper, abstract concept.
Poetic Devices – Techniques such as symbolism, imagery, and metaphor used by poets to create specific effects and convey meaning.
Theme – The central idea, message, or underlying meaning that a writer explores in a literary work.

Differentiation

For struggling learners, the teacher will provide simplified summaries and focus on identifying the main symbolic meaning of “myopia” with direct guidance. For advanced learners, the teacher will encourage a deeper analysis of the poem’s political implications and its relevance to global issues, asking them to research other works by the poet.

Note for teachers using this lesson plan

Ensure pupils have access to the full text of the poem. Encourage open discussion and allow pupils to express their interpretations, guiding them towards a deeper understanding of the symbolic meaning. Emphasize connecting the poem’s themes to real-world scenarios to make the lesson more relatable and impactful.