Class: Senior Secondary School 2 (SS2 / SSS2)
Term: Second Term
Week: 2
Age: 16 years
Duration: 45 minutes
Subject: Literature in English
Curriculum Theme: Literary Appreciation
Previous Lesson: Introduction to “Faceless” by Amma Darko.
Topic: The Themes and Style in “FACELESS”
Subject Matter: Themes in “Faceless”, style in “Faceless”

Specific Objectives

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

Cognitive Domain:

Identify at least three major themes in “Faceless”.
Explain how the author develops these themes within the novel.
State at least two stylistic features used in “Faceless”.

Affective Domain:

Appreciate the author’s message regarding societal issues presented in the novel.
Relate the themes discussed to real-life situations and personal encounters.

Psychomotor Domain:

Discuss the impact of the author’s style on the overall meaning of the novel.
Analyze specific passages from the novel that illustrate particular themes or stylistic devices.

Share their interpretations of the themes and stylistic choices with their peers.
Engage in respectful group discussions about the social issues raised in “Faceless”.

Reference Materials

The following resources were used in planning this lesson:

Senior Secondary Schools Education Curriculum
State Unified Scheme of Work
Amma Darko’s “Faceless” (Novel Text)
Effective Literature in English for Senior Secondary Schools 2
https://www.jstor.org/stable/27117865
https://www.researchgate.net/publication/338270104_A_Literary_Analysis_of_Amma_Darko’s_Faceless

Instructional Materials

The teacher will teach this lesson with the aid of:

Copies of the novel “Faceless”
Whiteboard or chalkboard
Markers or chalk

Rationale for the Lesson

Understanding the themes and style in “Faceless” helps pupils to appreciate the literary artistry of the novel. It also enables them to connect the story’s societal issues to real life, fostering critical thinking and empathy.

Prerequisite/Previous Knowledge

Pupils are expected to have read the novel “Faceless” or be familiar with its plot and major characters from previous lessons.

Lesson Content/Board Summary

The Themes and Style in “FACELESS”

Themes in “Faceless”

Themes are the central ideas or messages that the author conveys through the narrative. In Amma Darko’s “Faceless”, several important themes are explored:

Child Abuse and Neglect: This is a prominent theme, highlighted through the experiences of characters like Fofo and Maami, depicting the physical, emotional, and sexual abuse suffered by street children.
Poverty and Social Inequality: The novel vividly portrays the harsh realities of poverty, showing how it pushes individuals, especially young girls, into vulnerable situations and perpetuates a cycle of suffering.
Gender Inequality and Exploitation: The story addresses the plight of women and girls in a patriarchal society, focusing on their exploitation, lack of opportunities, and vulnerability to violence.
Family Disintegration: The breakdown of family structures and the absence of parental guidance contribute to the street children’s problems, showing the impact of dysfunctional homes.
Resilience and Survival: Despite the immense hardships, characters like Fofo display remarkable resilience and a will to survive, highlighting the human spirit’s ability to endure.
Hope and Redemption: Through characters like Kabria, the novel suggests the possibility of intervention, education, and a better future for those trapped in cycles of poverty and abuse.

Style in “Faceless”

The author’s style refers to the distinctive way a writer uses language to create a literary work. Amma Darko employs various stylistic features to achieve her artistic purpose:

Simple and Direct Language: The language used is generally accessible, making the difficult subject matter understandable to a wide audience.
Vivid Imagery: Darko uses strong descriptive language to create clear mental pictures for the reader, especially when depicting the squalor of the streets or the emotions of the characters.
Symbolism: Objects, characters, or actions are often used to represent deeper meanings. For example, the “faceless” street children symbolize their anonymity and loss of identity in society.
Narrative Technique: The novel primarily uses a third-person narrative perspective, allowing the reader insight into multiple characters’ thoughts and experiences. It also employs flashbacks to reveal characters’ pasts.
Dialogue: Realistic and often raw dialogue is used to reveal character, advance the plot, and highlight the social setting and language of the characters.
Irony: Situational and verbal irony are sometimes used to underscore the harsh realities and societal contradictions present in the story.

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 reminds them of the novel “Faceless” by Amma Darko, briefly recapping its plot. The teacher then introduces the topic of themes and style.
Pupils’ Activity: Pupils respond to greetings and recall key aspects of the novel. They listen attentively to the introduction of the new topic.
Learning Point: Pupils are prepared for the lesson and understand the focus of the day’s discussion.

Step 2: Exploring Themes

Time: 10 minutes
Teaching Skill: Explanation/Discussion
Teacher’s Activity: The teacher defines what themes are in literature and then guides pupils to identify major themes in “Faceless”, such as child abuse, poverty, and gender inequality. The teacher writes these on the board.
Pupils’ Activity: Pupils offer suggestions for themes they noticed in their reading. They participate in the discussion and note down the themes listed on the board.
Learning Point: Pupils can identify and articulate key themes present in the novel.

Step 3: Analyzing Themes with Evidence

Time: 10 minutes
Teaching Skill: Analysis/Questioning
Teacher’s Activity: The teacher asks pupils to provide specific examples or events from the novel that illustrate each identified theme. The teacher reads out relevant short passages to emphasize the theme development.
Pupils’ Activity: Pupils share examples from the novel to support the themes. They listen to the passages read and discuss how they reveal the themes.
Learning Point: Pupils understand how themes are developed and supported by textual evidence.

Step 4: Introducing Stylistic Features

Time: 5 minutes
Teaching Skill: Explanation
Teacher’s Activity: The teacher defines literary style and introduces some common stylistic features, then asks pupils what stylistic elements they noticed in Darko’s writing in “Faceless”.
Pupils’ Activity: Pupils listen to the definition of style and contribute observations about the author’s language use.
Learning Point: Pupils understand what literary style encompasses and begin to recognize its elements in the novel.

Step 5: Examining Style with Examples

Time: 5 minutes
Teaching Skill: Illustration/Discussion
Teacher’s Activity: The teacher highlights specific stylistic features like vivid imagery, symbolism, and simple language, providing examples from the novel. The teacher explains the effect of each stylistic choice.
Pupils’ Activity: Pupils identify examples of stylistic features in passages and discuss their impact on the story and reader.
Learning Point: Pupils can identify and explain the effect of various stylistic features used by the author.

Step 6: Relating to Real Life

Time: 5 minutes
Teaching Skill: Connection/Reflection
Teacher’s Activity: The teacher encourages pupils to reflect on how the themes of child abuse, poverty, and resilience in “Faceless” relate to real-life situations they might have observed or heard about in their communities.
Pupils’ Activity: Pupils share their thoughts and examples, connecting the fictional themes to real-world contexts.
Learning Point: Pupils understand the relevance and contemporary nature of the issues presented in the novel.

Step 7: Evaluation/Review

Time: 5 minutes
Teaching Skill: Questioning/Assessment
Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

Mention three major themes explored in Amma Darko’s “Faceless”.
Explain how the theme of poverty is developed in the novel, giving an example.
Identify two stylistic features used by Amma Darko in “Faceless”.
How does the author’s use of vivid imagery contribute to the novel’s impact?

Pupils’ Activity: Pupils answer orally and in writing.
Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 5 minutes
Teaching Skill: Summarization/Assignment
Teacher’s Activity: The teacher summarizes the main points of the lesson, emphasizing the importance of themes and style in understanding a literary work. The teacher assigns homework: “Write an essay of not more than 200 words on how one theme from ‘Faceless’ reflects a problem in our society.”
Pupils’ Activity: Pupils listen to the summary and copy down the homework assignment.
Learning Point: Pupils consolidate their learning and are given an opportunity to apply their understanding.

Lesson Keywords

Theme – A central idea or message in a literary work.
Style – The distinctive way an author uses language to create a literary work.
Imagery – Descriptive language that appeals to the senses.
Symbolism – The use of objects or ideas to represent something else.
Narrative Technique – The method used by the author to tell a story.

Differentiation

For pupils who grasp concepts quickly, they can be challenged to analyze the interplay between different themes or to identify more complex stylistic devices. For pupils needing more support, the teacher can provide simplified summaries of themes and examples of stylistic features, focusing on one or two key elements at a time.

Note for teachers using this lesson plan

Ensure pupils have access to the novel or relevant excerpts. Encourage active participation and personal reflection on the social issues raised. Be sensitive when discussing themes like child abuse, providing a safe space for pupils to express their thoughts.