Class: Senior Secondary School 2 (SS2 / SSS 2)
Term: 2nd Term
Week: 5
Age: 16 years
Duration: 45 minutes
Subject: Literature in English
Curriculum Theme: Literature
Previous Lesson: Introduction to “The Blood of a Stranger” by Dele Charlery.
Topic: The Themes and Style in “the Blood of a Stranger”
Subject Matter: Themes in “The Blood of a Stranger”, style in “The Blood of a Stranger”, conflict between Western culture and African culture (relevant text sections)

Specific Objectives

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

Cognitive Domain:

Identify and explain at least three major themes in “The Blood of a Stranger”.
Analyze the author’s use of literary style in the play.
Explain the conflict between Western and African culture as presented in the play.

Affective Domain:

Appreciate the author’s craft in conveying messages through themes and style.
Relate the themes discussed to real-life situations and experiences.

Psychomotor Domain:

Read and cite relevant sections of the text to support their understanding of themes.
Participate actively in discussions about the themes and style of the play.

Collaborate with peers to analyze and discuss literary elements.
Express their opinions respectfully during group discussions.

Reference Materials

The following resources were used in planning this lesson:

Senior Secondary Schools Education Curriculum
State Unified Scheme of Work
Dele Charley, “The Blood of a Stranger” (Play text)
Okonkwo, A. (2018). Effective Literature in English for Senior Secondary Schools. Abuja: Excellent Publishers.
https://www.waeconline.org.ng/e-learning/
https://www.literature.org/

Instructional Materials

The teacher will teach this lesson with the aid of:

Copies of the play text, “The Blood of a Stranger”
Whiteboard or chalkboard
Markers or chalk

Rationale for the Lesson

Understanding the themes and style in “The Blood of a Stranger” helps pupils to grasp the deeper meanings and messages the playwright conveys. This lesson enables pupils to appreciate literature as a reflection of society and to develop critical thinking skills necessary for literary analysis and examination success.

Prerequisite/Previous Knowledge

Pupils have read “The Blood of a Stranger” and are familiar with basic literary concepts such as plot, characterization, and setting.

Lesson Content/Board Summary

The Themes and Style in “The Blood of a Stranger”

Themes in “The Blood of a Stranger”

Themes are the central ideas or messages that an author explores in a literary work. In “The Blood of a Stranger,” Dele Charley addresses several important themes:

Clash of Cultures (Western vs. African Culture): This is a prominent theme, showing the conflict between the traditional values and customs of the Mando people and the influence of Western culture brought by the Stranger, Whitehead. This clash is evident in beliefs, governance, and moral values.
Corruption and Greed: The play highlights how the desire for wealth (gold) leads to corruption among leaders like Santigi and Kindo, who betray their people and traditions for personal gain.
Betrayal: Santigi’s betrayal of his people and traditions by colluding with Whitehead for gold, and Kindo’s betrayal of his friend and the community, are central to the plot.
Leadership and Governance: The play examines the nature of leadership, contrasting Santigi’s corrupt and self-serving rule with the potential for true leadership that respects tradition and puts the community first.
Tradition vs. Modernity: The struggle to maintain traditional practices and beliefs in the face of modern influences and material desires is a key aspect of the play.
Justice and Retribution: The eventual downfall of Santigi and Kindo suggests a theme of justice, where wrongdoings are eventually punished.

Style in “The Blood of a Stranger”

Literary style refers to the distinctive way an author uses language and literary devices to convey their message. Dele Charley employs various stylistic elements in “The Blood of a Stranger”:

Language: The language is generally simple and direct, making the play accessible. However, it also incorporates elements of traditional African storytelling and proverbs, adding cultural depth.
Symbolism:
- Gold: Symbolizes greed, corruption, and the destructive power of foreign influence.
- The Stranger (Whitehead): Represents Western imperialism, exploitation, and the disruption of traditional societies.
- The Blood: Can symbolize sacrifice, purity, and the violation of sacred traditions.
Dramatic Irony: The audience is often aware of facts that characters in the play are not, especially regarding Whitehead’s true intentions and the impending doom of the corrupt leaders.
Foreshadowing: Hints and clues are given throughout the play to suggest future events, building suspense.
Dialogue: The dialogue is realistic and reveals character traits, motivations, and the cultural context.
Setting: The play is set in a traditional African village (Mando), which is crucial for highlighting the clash of cultures and the importance of ancestral land and customs.
Characterization: Characters are well-developed, representing different facets of the community and the conflict. For example, Santigi embodies corrupt leadership, while Soko represents traditional wisdom.

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 reviews the previous lesson briefly. The teacher then introduces the topic by asking pupils what they remember about the plot of “The Blood of a Stranger”.
Pupils’ Activity: Pupils respond to the teacher’s questions and share what they remember about the play.
Learning Point: Pupils recall prior knowledge of the play, preparing them for the lesson.

Step 2: Introduction to Themes

Time: 7 minutes
Teaching Skill: Explanation/Discussion
Teacher’s Activity: The teacher defines literary themes and asks pupils to suggest any major themes they observed while reading “The Blood of a Stranger”. The teacher writes down their suggestions on the board.
Pupils’ Activity: Pupils offer their ideas on what themes are present in the play.
Learning Point: Pupils understand the concept of theme and begin identifying themes in the play.

Step 3: Discussion of Specific Themes

Time: 10 minutes
Teaching Skill: Guided Discussion/Analysis
Teacher’s Activity: The teacher guides a discussion on key themes such as the clash of cultures, corruption, greed, and betrayal. The teacher encourages pupils to cite specific lines or events from the text that illustrate these themes.
Pupils’ Activity: Pupils discuss the themes, providing textual evidence to support their points.
Learning Point: Pupils deepen their understanding of the themes and learn to support their analysis with evidence.

Step 4: Introduction to Style

Time: 5 minutes
Teaching Skill: Explanation
Teacher’s Activity: The teacher explains what literary style means, focusing on how authors use language and techniques to achieve their effects. The teacher introduces elements like symbolism, dramatic irony, and dialogue.
Pupils’ Activity: Pupils listen attentively and ask questions for clarification.
Learning Point: Pupils grasp the definition of literary style and its components.

Step 5: Analysis of Dramatic Style

Time: 7 minutes
Teaching Skill: Analysis/Demonstration
Teacher’s Activity: The teacher leads an analysis of the play’s style, discussing how Charley uses simple language, symbolism (e.g., gold, Whitehead), and dramatic irony. The teacher points out examples from the text.
Pupils’ Activity: Pupils identify stylistic devices in the text and discuss their effects.
Learning Point: Pupils understand how literary devices contribute to the overall meaning and impact of the play.

Step 6: Conflict between Western and African Culture

Time: 4 minutes
Teaching Skill: Elaboration/Textual Analysis
Teacher’s Activity: The teacher specifically highlights the theme of conflict between Western and African culture, asking pupils to identify characters and situations that exemplify this clash. The teacher encourages pupils to read out relevant sections.
Pupils’ Activity: Pupils identify and read sections demonstrating the cultural conflict.
Learning Point: Pupils gain a focused understanding of the cultural conflict as a major theme.

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 in “The Blood of a Stranger”.
Explain how the theme of corruption is presented in the play.
Identify two elements of Dele Charley’s dramatic style in “The Blood of a Stranger”.
Discuss the significance of the “Stranger” (Whitehead) in the play.

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

Step 8: Conclusion

Time: 2 minutes
Teaching Skill: Summarization
Teacher’s Activity: The teacher summarizes the key themes and stylistic features discussed in the lesson. The teacher assigns homework: “Write an essay of not more than 200 words on how the theme of betrayal is developed in ‘The Blood of a Stranger’, citing relevant examples.”
Pupils’ Activity: Pupils listen to the summary and copy down the homework.
Learning Point: Pupils consolidate their learning and receive an assignment to reinforce understanding.

Lesson Keywords

Themes – The main ideas or messages explored in a literary work.
Style – The distinctive way an author uses language and literary devices.
Conflict – A struggle between opposing forces, ideas, or characters.
Culture – The shared beliefs, customs, arts, etc., of a particular society, group, place, or time.
Symbolism – The use of objects or ideas to represent something else.
Imagery – Language that appeals to the senses (sight, sound, smell, taste, touch).
Irony – A literary device where there is a contrast between expectation and reality.
Tradition – Long-established customs or beliefs passed down through generations.
Modernity – The quality or condition of being modern.

Differentiation

For pupils who grasp concepts quickly, the teacher can encourage deeper analysis of specific stylistic choices or ask them to compare themes with other plays they have read. For pupils who need more support, the teacher will provide simplified explanations, guide them with specific page references for textual evidence, and pair them with stronger pupils for collaborative learning.

Note for teachers using this lesson plan

Ensure pupils have read the play thoroughly before this lesson. Encourage active participation by asking open-ended questions and facilitating group discussions. Emphasize the importance of supporting all points with direct textual evidence. Be prepared to guide pupils in locating relevant sections of the play to illustrate themes and stylistic devices.