Focal competence: Explaining the meaning of Literature-in-English
1.explain the meaning of Literature;
2.discuss Literature- in-English as a subject;
3.identify the functions of Literature.
Focal competence: Differentiating among the main literary genres: prose, poetry, and drama
1.Brainstorm in groups on genre meaning.
2.Read poems, plays and narratives as literary categories.
3.Work in groups to distinguish poetry from drama and prose. • Short stories • poems • play excerpts • Online resources Students to:
1.differentiate prose, poetry, and drama;
2.analyze short literary samples from the three genres.
Focal competence: Analyzing the plot structure of a given literary text.
1.Discuss in groups in groups the types of plot with examples.
2.Read and discuss the plot structure of given literary texts.
3.Analyze in groups or pairs the plots of given literary texts using the Freytag's pyramid model.
4.Individually create short literary pieces using the Freytag's pyramid model. • Relevant literary texts (prose and drama excerpts) • Online resources Students to:
1.state the meaning of plot in literary texts;
2.explain the types of plot with examples;
3.trace the sequence of events in given literary texts.
4.analyze the plot structure of given literary texts.
Focal competence: Identifying themes in literary texts
1.Watch a staged performance of a play in the school or a theatre and identify the themes.
2.Listen to short stories and poems on digital devices and identify the themes. • Digital devices • A visit to the theatre • Internet access Students to:
1.define theme as an element of literature;
2.identify the main themes and sub- themes in selected literary texts;
3.analyze how themes are developed in selected literary texts.
Focal competence: Identifying types of characters in literary texts
1.Discuss in a whole class group the difference between character and characterization.
2.List all the characters in a given literary text and categorize them into the major and minor characters.
3.Discuss in groups the differences among the different types of characters
4.In groups, draw tables illustrating the attributes of different types of characters (protagonist, plat characters, etc.) • Cardboard papers • Excerpts from literary texts • Other relevant resources Students to:
1.define character and characterization in literary works;
2.identify the major and minor characters in selected literary texts;
3.distinguish between types of characters (protagonist, antagonist, foil, flat, etc.);
4.discuss the attributes of the different types of characters.
Focal competence: Analyzing settings in literary texts
1.Watch short literary clips or read excerpts from literary texts to identify settings.
2.Discuss in groups the types and components of setting.
3.Design and present miniature settings for a selected literary text.
4.Compare settings from different literary texts. • Digital devices • Video clips • Cardboards • Drawing and colouring materials • Internet resources • Literary excerpts Students to:
1.define setting in literary texts;
2.identify the components of setting (time, place, social environment);
3.discuss the setting of given literary texts;
4.analyze how setting influences characters and plot;
5.discuss how setting creates mood and atmosphere.
Focal competence: Analyzing language and style in literary texts
1.Stay in groups and read short excerpts to identify stylistic features.
2.In groups, rewrite a scene in a different style (formal, comic, tragic).
3.Perform short dialogues or mimic characters in plays, demonstrating different language styles. • Digital devices • Video clips • Literary excerpts Students to:
1.explain the meaning of language and style;
2.analyze language use in selected literary texts;
3.analyze stylistic devices such as dramatic irony, foreshadowing, and symbolism;
4.discuss how language reveals character, theme, and mood.
5.compose short dialogues.
Focal competence: Identifying narrative points of view in literary works
1.Work in groups and identify points of view in selected narratives.
2.Compare how first-person and third-person narrators differ.
3.Rewrite an excerpt from a new perspective.
4.Discuss in groups how narration affects readers' emotion towards characters.
5.Listen to recorded literary excerpts to identify the narrative points of view. • Digital devices • Literary excerpts • internet access Students to:
1.define point of view;
2.differentiate among first- person, third- person limited, and omniscient narrators;
3.analyze how narrative points of view affect tone and authenticity;
4.compose a short narrative from different points of view.
Focal competence: Using figures of speech
1.Read selected poems in groups and identify figures of speech used.
2.Discuss how figurative language enriches meaning.
3.Make short literary compositions using figures of speech.
4.Read more about figures of speech on the Internet.
5.Take quizzes involving figures of speech online. • Charts of figures of speech • Audio/visual resources • Poems • Excerpts from other literary genres Students to:
1.explain figures of speech;
2.distinguish figures of speech from literal language;
3.identify various figures of speech;
4.interpret the meaning of figurative expressions in context;
5.Make short literary compositions using figures of speech.
Focal competence: Identifying poetic devices
1.Read poems aloud to hear rhythm and repetition.
2.Work in groups to identify and describe sound patterns in selected poems.
3.Identify rhyme schemes and metrical patterns in selected poems.
4.Compose short poems using poetic devices.
5.Listen to audio poetry. • Poems • Audio recordings • Metrical charts • Internet resources Students to:
1.list and describe common poetic devices (rhyme, rhythm, metre arrangement, symbolism);
2.analyze their effects on sound and meaning;
3.apply these devices in writing short poems;
4.Explain what persona means in poetry.
Focal competence: Identifying tone and mood in literary pieces
1.Read short poems or other literary pieces to identify the tones and moods.
2.Compose short poems or other literary pieces to express different moods.
3.Read further about tones and moods online.
4.Listen to audio poems or other literary pieces to identify the tones and moods. • Poems • Audio recordings • Excerpts from other literary pieces • Internet resources Students to:
1.define tone and mood in poetry/other literary genres;
2.analyze how diction, rhythm, and imagery create mood;
3.compose short poems or other literary pieces to express different moods.
Focal competence: Applying digital literacy to access, interpret, and produce literary texts
1.define digitization in the context of literature;
2.explain how digital technology influences the reading, writing, and sharing of literary texts;
3.identify digital platforms and tools used in studying and producing literature;
4.discuss the benefits and challenges of digitized literary production.
5.create short digital literary pieces;
6.discuss digital ethics and responsible content use.
Focal competence: Analyzing
1.analyze the play as African drama;
2.discuss the historical background of the Mau Mau struggle in Kenya;
3.identify key characters and explain their symbolic significance;
4.analyze major themes such as resistance, nationalism, and justice, as depicted in the play;
5.discuss the playwrights' use of dialogue, songs, suspense.
Focal competence: Identifying the themes in
1.Explain the plot and main events of the novel;
2.identify and describe major characters in the novel;
3.analyze the themes in the novel;
4.interpret how the text uses narrative voice and setting to teach moral lessons.
Focal competence: Interpreting the themes of ‘Ours to Plough, Not to Plunder'
1.explain the themes of the poem;
2.identify poetic devices used to portray the relationship between humans and nature;
3.analyze how the poet's tone and imagery convey criticism of exploitation;
4.discuss the moral and social implications of human greed on nature;
5.compose a short eco-themed poem expressing care for the environment.
Focal competence: Identifying the themes in ‘Death be Not Proud'
1.explain the concept of death and immortality in the poem;
2.identify the persona in the poem;
3.analyze how the persona's tone conveys triumph over fear and mortality;
4.identify poetic devices used in the poem;
5.discuss the poet's religious and philosophical perspective on death;
6.write short reflective poems on the concepts of death and immortality.