Class: Senior Secondary School 1 (SS1, SS 1, SSS1, SSS 1)
Term: 2nd Term
Week: 2
Age: 15 years
Duration: 45 minutes
Subject: Literature-in-English
Curriculum Theme: Literature-in-English
Previous Lesson: Introduction to “Lonely Days” by Bayo Adebowale.
Topic: Theme(s) and Style
Subject Matter: Themes in “Lonely Days”, analysis of style in “Lonely Days”, evidence of themes from the text

Specific Objectives

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

Cognitive Domain:

Define theme and style in a literary text.
Identify major themes in “Lonely Days”.
Describe key aspects of the author’s style in “Lonely Days”.
Cite evidence from the text that supports identified themes and style.

Affective Domain:

Show empathy when discussing characters affected by hardship and social pressure.
Respect differing opinions during interpretation of themes.
Develop interest in reading closely to understand message and meaning.

Psychomotor Domain:

Fill a theme chart using quoted or paraphrased evidence from the novel.
Underline or highlight expressions in a passage that reveal theme or style.

Work in groups to identify themes and present evidence from selected passages.
Participate in class discussion by supporting points with clear examples.

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 (recommended class text)
Literature-in-English textbook for SSS 1 (Prose: Theme and Style)
Encyclopaedia Britannica: Theme
Encyclopaedia Britannica: Literary Style
BBC Bitesize: Analysing a Writer’s Methods

Instructional Materials

The teacher will teach this lesson with the aid of:

Copies of “Lonely Days” (for reference during discussion)
Highlighted passages (selected extracts showing themes and style)
Theme chart (Theme, Evidence, Message)
Style checklist (language, narration, description, dialogue, tone, imagery)
Marker board and markers

Rationale for the Lesson

Theme and style help pupils understand the message of a novel and how the writer communicates it. This supports better interpretation of texts and helps pupils answer literature questions with clear evidence.

Prerequisite/Previous Knowledge

Pupils can summarize basic plot events and identify setting and characters in the novel.

Lesson Content / Board Summary

Meaning of Theme

Theme is the central idea/message a novel presents (e.g., what it teaches, warns about, or reveals about society).

Meaning of Style

Style is the writer’s method of storytelling—language choices and techniques used to present characters, events, and ideas (e.g., dialogue, flashback, imagery, tone).

Major Themes in Lonely Days

Widowhood and the Plight of Widows
- The novel centers on widows’ suffering, humiliation, and social rejection, especially Yaremi and the other widows.
Loneliness and Emotional Isolation
- Yaremi’s grief and isolation after her husband’s death, and how widowhood separates women from normal community life.
Oppression, Injustice, and Harmful Customs
- Community practices such as widow inheritance/forced remarriage and degrading widowhood rites show systemic injustice.
Gender Inequality / Patriarchy
- The expectations placed on women (especially widows) and the way men/community control choices and dignity.
Resistance, Courage, and Self-Determination
- Yaremi’s refusal of suitors and her insistence on dignity and choice, even when the community pressures her.

Evidence of Themes (How to support with the text)

Students can support a theme by using:

An event (what happened and its effect on Yaremi/other widows).
A character’s action/decision (e.g., refusal of remarriage/pressure).
A community practice/ritual that reflects oppression or gender bias.
A short quoted/paraphrased line from an extract (keep it brief, relevant).

Analysis of Style in Lonely Days

Flashback
- The narrative often returns to past events/memories to deepen understanding of characters and pain of loss.
Dream/vision technique
- Dream moments (linked to grief and memory) are used to show Yaremi’s emotional world and attachment to Ajumobi.
Local Colour (Yoruba rural setting and cultural details)
- Village life, customs, and social structures are presented vividly to make the setting feel real and culturally grounded.
Use of Proverbs, Songs, and Cultural Allusions
- Traditional verbal art forms appear in the narration to reflect community worldview and intensify meaning.
Dialogue and Communal Voice
- Conversations reflect community judgement, pressure, and beliefs; dialogue reveals conflict and power relations.
Serious, reflective tone and strong descriptive imagery
- The language creates a sober mood that matches grief, humiliation, and social cruelty.

Link Between Theme, Style, and Message

Themes show what the novel condemns or teaches (e.g., injustice of widowhood practices).
Style shows how the writer makes readers feel it (e.g., flashbacks/dreams deepen grief; local colour makes customs vivid).

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 presents a short highlighted passage and asks pupils what issue it points to and what it suggests about the community, then introduces the topic as theme and style.
Pupils’ Activity: Pupils mention the issue raised and give brief reasons from the passage.
Learning Point: Issues and language choices in a text can reveal theme and style.

Step 2: Meaning of Theme and Style

Time: 7 minutes
Teaching Skill: Explanation
Teacher’s Activity: The teacher defines theme and style and writes the definitions on the board, giving one simple example from the novel.
Pupils’ Activity: Pupils copy the definitions and provide one example of a theme idea from earlier reading.
Learning Point: Theme is the message, while style is how the message is presented.

Step 3: Identifying Themes in “Lonely Days”

Time: 10 minutes
Teaching Skill: Guided Discussion
Teacher’s Activity: The teacher guides pupils to identify major themes and lists them, linking each theme to a known event or character experience in the novel.
Pupils’ Activity: Pupils mention themes and connect each to a specific event or statement from the text.
Learning Point: Themes are supported by events, conflicts, and character experiences.

Step 4: Evidence of Themes from the Text

Time: 7 minutes
Teaching Skill: Demonstration
Teacher’s Activity: The teacher demonstrates how to cite evidence by pointing to a highlighted passage and extracting a line/event that supports a theme.
Pupils’ Activity: Pupils cite one evidence each for a selected theme using the highlighted extracts.
Learning Point: Theme identification must be supported with evidence from the text.

Step 5: Analysis of Style

Time: 6 minutes
Teaching Skill: Explanation/Illustration
Teacher’s Activity: The teacher explains style using the checklist (language, description, dialogue, narration, tone, local colour) and links each to a short example from the extract.
Pupils’ Activity: Pupils identify at least two style features from the passage and state how each helps convey meaning.
Learning Point: Style features help the writer communicate themes and message effectively.

Step 6: Group Activity (Theme Chart and Style Checklist)

Time: 5 minutes
Teaching Skill: Cooperative Learning
Teacher’s Activity: The teacher shares extracts to groups and guides each group to fill a theme chart (Theme, Evidence, Message) and tick style features used in the passage.
Pupils’ Activity: Pupils complete the chart and present one theme with evidence and one style feature to the class.
Learning Point: Theme and style can be identified and presented clearly using a chart.

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

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

Define theme and style.
List four major themes in “Lonely Days”.
State three features of the author’s style in “Lonely Days”.
Explain how evidence from the text supports a theme.

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 key themes and style points and gives an assignment: pupils choose one theme and write two evidence points and one style feature that supports the message.
Pupils’ Activity: Pupils note the assignment and submit classwork where required.
Learning Point: Themes and style are identified with clear supporting evidence.

Lesson Keywords

Theme – the main idea or message of a literary work.
Style – the writer’s way of using language and techniques.
Evidence – quotation, statement, or event used to support an interpretation.
Dialogue – conversation between characters that reveals ideas and conflict.
Tone – the writer’s attitude shown through language.
Local colour – cultural details that reflect the community’s way of life.

Differentiation

Fast learners identify two themes from the extract and write a short explanation of the message supported by evidence; average learners fill the theme chart with one theme and two evidence points; learners who need support select from given options to match themes to evidence and tick style features using the checklist.

Note for teachers using this lesson plan

Use short, clearly marked extracts so pupils can find evidence quickly. Encourage pupils to state themes in simple phrases and support every point with a specific line, statement, or event from the text.