REPUBLIC OF LIBERIA
MINISTRY OF EDUCATION
NATIONAL CURRICULUM FOR GRADES 10 TO 12
LITERATURE IN ENGLISH
February 2011
1
MESSAGE FROM THE MINISTER OF EDUCATION
I wish to extend my thanks and appreciation to ECSEL, UNESCO and all our partners for their immense contribution to this important task of revising and
strengthening of the National Curriculum. Special thanks to USAID through LTTP for their funding and technical support in the harmonization or realignment of
the curriculum. We extend sincere thanks and appreciation to the Bureau of Curriculum Development and Textbook Research, the National Curriculum Taskforce,
and the subject specialists from various institutions for the level of professionalism that went into this exercise.
The revision and strengthening of our National Curriculum comes at a time when our nation is faced with the Herculean task or challenge of education
transformation, national reconstruction, recovery and renewal in the aftermath of a devastating civil war. Hence, critical to this national challenge is the rebuilding
of the education sector as Liberians can not achieve the desired socio-economic progress in the absence of a strong, vibrant and productive education and training
system.
The revised national curriculum has two features which include the regular core subject areas of Mathematics, Science, Language Arts and Social Studies and
emphasis is being given to the global challenge of HIV/AIDS, Peace, Citizenship, Human Rights and Environmental education. Secondly, the new curriculum is
developed in line with international standards especially those practiced and enshrined in the curriculum of our sisterly Republic of Nigeria and Ghana who are also
members of the West African Examinations Council (WAEC) .
We wish to urge all our education partners including students, teachers, principals, proprietors of schools and members of school boards to use this curriculum in
our schools to enhance quality and relevant instruction and to enable our students to be adequately prepared to take the West African Senior Secondary Certificate
Examinations (WASSCE) come 2013 as envisaged by us in the education sector.
May I conclude by once again saying big thank-you to all those who contributed to make this project a success.
Hon. E. Othello Gongar
MINISTER
2
INTRODUCTION
The reading and appreciation of Literature-in-English contributes immensely to the intellectual formation of our students. Not only does it contribute to the
development of those critical thinking skills that they need in their everyday life, it also helps to shape their moral judgment of human issues. Moreover, it provides
great pleasure. This curriculum is designed, therefore, to develop students’ abilities to effectively read, appreciate and enjoy Literature-in-English, and the critical
skill of drawing moral lessons from it as appropriate.
A student-centred approach is emphasized in this curriculum. This is based on the firm belief that learning becomes more permanent, meaningful, and exciting when students
themselves take ownership of the learning process. Teachers are, therefore, urged to contrive those classroom strategies that would engage students actively in the
teaching/learning process.
AIMS AND OBJECTIVES
At the end of this course of study, students will, among other things, be able to:
1. Distinguish among the various types of Literature and their associated techniques of composition.
2. Appreciate Literature as a powerful tool for communicating different human conditions.
3. Develop the competence to understand the various forms of Literature, and the meanings they attempt to communicate.
4. Appreciate the organized and effective use of language demonstrated in Literature, and acquire the necessary skills in the use of such language.
5. Develop acute imagination and creativity in the use of language.
3
SEMESTER: ONE
PERIOD: I
GRADE: 10
TOPIC:
WORLD LITERATURE / AFRICAN PROSE: SELECTED AFRICAN NOVEL / FIGURATIVE EXPRESSIONS
SPECIFIC OBJECTIVES:
Upon completion of this topic, students will be able to:
1. To read short stories with comprehension.
2. To identify and define figurative expressions in selected prose.
3. To discuss the author’s background, style, and diction.
4. To identify and appreciate African values as demonstrated in African novels.
OUTCOMES
An enhanced ability to
comprehend literary
pieces; and an
appreciation of African
values contained in
African literary works.
CONTENTS
1. Exposition, Theme, Setting, Plot,
Conflict, Climax, Resolution.
2. Simile, Metaphor, Personification,
Hyperbole, Euphemism, Metonymy,
Synecdoche, Apostrophe, Allegory,
Oxymoron etc…
3. Authors’ background, style.
4. Major substance of the storyline,
main issues running through the play;
Main ideas that underline the play
5. Major and Minor Characters
6. None prescribed prose passage.
7. African drama: Selected African
Drama.
8. Figurative Expressions.
9. Kinds of Drama: Tragedy, Comedy,
ACTIVITIES
MATERIALS /
RESOURCES
1. Selected reading of chapters by
individual students; detailed
explanation by teacher; class
discussion.
A. Primary Texts
2. Read selected African novels.
Missing In Action
3. Discuss main issues running through
the story/play.
Ola Rotimi’s
The Gods are not to
Blame
4. Discuss the use of figures of speech
and how to identify them in literary
works.
5. Read selected African drama and
discuss the figurative expressions
Ngugi Wa Thiong’o,
Weep Not Child
(Heinemann, 1987)
George Orrwell,
Animal Farm
(Heinemann, 1994))
Pot of God
EVALUATION
Essential tasks
students should be
able to do:
1. Given a short
story, summarize
the main ideas in
the story.
2. Given a literary
passage, identify
the figures of
speech.
3. Given a drama
piece, discuss the:
a) Acts
b) Scenes
4
Tragic-Comedy, Melodrama, Farce.
a) Acts and Scenes
b) Exposition, themes, characters,
plots, tragic flaw, tragic hero.
c) Character: Flat, round,
stereotype.
d) Figurative expressions:
Apostrophe, Oxymoron,
Suspense, Sarcasm, Paradox.
used.
B. Secondary Texts
6. Read selected types of drama, and
discuss the acts, scenes, the plot
diagram, and the kinds of characters
identified.
c) Plot
d) Characters.
Aldous Huxley, Brave
New World
Other essential
Literature (Pearson)
evaluation tools
Quizzes, Class work,
C. Other
Homework/Assignme
Resources/Supplement nts, Oral
ary Readings
Presentations, and
 Prentice Hall,
Debates.
Literature--Timeless Voices,
Timeless Themes

Audio/Visuals in
DVDs

Fully Equipped
and Functional
Library and
Laboratory
5
SEMESTER: ONE
PERIOD: II
GRADE: 10
TOPIC:
AFRICAN DRAMA
SPECIFIC OBJECTIVES:
Upon completion of this topic, students will be able to:
1.
2.
3.
4.
Define African drama.
Recognize various types of African drama.
Identify and discuss character traits and roles of various characters.
Use and recognize figurative language in given works.
OUTCOMES
CONTENTS
A keen understanding of
the structure, style and
content of African drama.
1. African Drama: Selected
Weep Not Child
Missing In Action
The Gods are not to Blame
Pot of God
2. Figurative Expressions
3. Kinds of Drama: Tragedy, Comedy,
Tragic-Comedy, Melodrama, Farce.
4. Acts and Scenes
5. Exposition, themes, characters, plots,
tragic flaw, tragic hero.
6. Character: Flat, round, stereotype.
7. Figurative expressions: Apostrophe,
Oxymoron, Suspense, Sarcasm,
Paradox.
ACTIVITIES
1. Read selected African drama and
discuss the figurative expressions
used.
2. Read selected types of drama, and
guide students to discuss the acts,
scenes, the plot diagram, and the kinds
of characters identified.
MATERIALS /
RESOURCES
A. Primary Texts
Ngugi Wa Thiong’o,
Weep Not Child
(Heinemann, 1987)
Missing In Action
Ola Rotimi’s
The Gods are not to
Blame
George Orrwell,
Animal Farm
(Heinemann, 1994))
Pot of God
B. Secondary Texts
EVALUATION
Essential tasks
students should be
able to do:
1. Provide an
acceptable
definition of
drama, and
African drama.
2. Given a drama
piece, identify and
discuss the main
characters and
their roles.
3. Identify figurative
expressions and
explain their
6
Aldous Huxley, Brave
New World
Literature (Pearson)
C. Other
Resources/Supplement
ary Readings

Prentice Hall,
Literature--Timeless Voices,
Timeless Themes

Audio/Visuals in
DVDs

Fully Equipped
and Functional
Library and
Laboratory
meanings in a
given piece of
drama.
Other essential
evaluation tools
Quizzes, Class work,
Homework/Assignme
nts, Oral
Presentations, and
Debates.
7
SEMESTER: ONE
PERIOD: III
GRADE: 10
TOPIC:
POETRY READING / FIGURATIVE LANGUAGE
SPECIFIC OBJECTIVES:
Upon completion of this topic, students will be able to:
1.
2.
3.
4.
Define poetry.
Demonstrate appreciation of poetry as a work of art.
Analyze a poem as a whole using literary techniques.
Identify figures of speech and figurative language in a poem
OUTCOMES
Demonstrate knowledge
and appreciation of poetry
as an art form.
CONTENTS
1. Poetry: reading selected African
poems
2. Figurative Language
3. Types of Poems: Lyric, Narrative,
Dramatic.
4. Subject matter; Tone; Literary
techniques; Mood; Rhyme; Rhyme
scheme; Rhythm; Meter; diction
5. Relate events in the poem to society.
6. Literary Terms: Metaphor, Simile,
Apostrophe, Assonance,
Onomatopoeia, Alliteration.
ACTIVITIES
1. Read selected African poems
2. Prompt students to identify figurative
language and figures of speech in the
poems.
MATERIALS /
RESOURCES
A. Primary Texts
Ngugi Wa Thiong’o,
Weep Not Child
(Heinemann, 1987)
Missing In Action
3. Discuss the use of figurative language
and figures of speech used.
Ola Rotimi’s
The Gods are not to
Blame
George Orrwell,
Animal Farm
(Heinemann, 1994))
Pot of God
EVALUATION
Essential tasks
students should be
able to do:
1. Give an acceptable
definition of
poetry.
2. State the different
types of poem, and
briefly discuss
their distinctive
characteristics.
3. Identify figures of
speech and
figurative
language in given
8
poems.
B. Secondary Texts
Other essential
evaluation tools
Aldous Huxley, Brave
New World
Quizzes, Class work,
Literature (Pearson)
Homework/Assignme
nts, Oral
C. Other
Presentations, and
Resources/Supplement Debates.
ary Readings

Prentice Hall,
Literature--Timeless Voices,
Timeless Themes

Audio/Visuals in
DVDs

Fully Equipped
and Functional
Library and
Laboratory
9
SEMESTER: ONE
PERIOD: IV
GRADE: 10
TOPIC:
NON-AFRICAN PROSE / FIGURATIVE EXPRESSIONS
SPECIFIC OBJECTIVES:
Upon completion of this topic, students will be able to:
1.
2.
3.
4.
5.
Identify subject matter, conflict, setting, moral, cultural values, and implications in selected prose.
Recognize and use figurative language in prose.
Prepare effective book reports.
Recognize and appreciate different kinds of writings.
State the point of view from which a novel is written.
OUTCOMES
An overall understanding
of the structure of prose,
and the kind of language
in which it is written.
CONTENTS
1. Non-African Prose: Selected Novel.
2. Figurative Expressions.
3. Themes, Character Traits, Setting,
Plot, Conflict, Exposition.
4. Book report format.
5. Points of view from which a story is
written.
6. Kinds of writing: Satire, Fable,
Allegory.
7. Figurative Expressions: Antithesis,
Diction, Oxymoron, etc…
ACTIVITIES
1. Guide students to read selected nonAfrican prose
2. Discuss the use of figurative
expressions
MATERIALS /
RESOURCES
A. Primary Texts
Ngugi Wa Thiong’o,
Weep Not Child
(Heinemann, 1987)
Missing In Action
3. Discuss the format of a book report;
have students write samples of a book
report.
4. Students must write poems of their
own, using figures of speech to create
poetic effects.
5. Discuss the writing process of the
different kinds of writings; have
Ola Rotimi’s
The Gods are not to
Blame
George Orrwell,
Animal Farm
(Heinemann, 1994))
Pot of God
EVALUATION
Essential tasks
students should be
able to do:
1. Given a prose
piece, identify the
subject matter.
2. Identify the
following in a
given piece of
prose:
a) Subject matter;
b) setting;
c) moral;
d) cultural values;
e) conflict.
10
students prepare essays and
descriptions using the writing process.
3. Write a short book
report.
4. Given three
B. Secondary Texts
different kinds of
Aldous Huxley, Brave
writings, state how
New World
they differ.
Literature (Pearson)
5. State the main
point of view of a
C. Other
given novel.
Resources/Supplement
ary Readings

Prentice Hall,
Literature--Timeless Voices,
Timeless Themes

Audio/Visuals in
DVDs

Fully Equipped
and Functional
Library and
Laboratory
Other essential
evaluation tools
Quizzes, Class work,
Homework/Assignme
nts, Oral
Presentations, and
Debates.
11
SEMESTER: TWO
PERIOD: V
GRADE: 10
A. TOPIC:
NON-AFRICAN DRAMA / AFRICAN DRAMA
SPECIFIC OBJECTIVES:
Upon completion of this topic, students will be able to:
1.
2.
3.
4.
5.
Read with comprehension any play/drama by acts and scenes.
Identify exposition in drama.
Identify and appreciate the types of drama.
Apply events in a drama to solve real life problems.
Recognize the use of sound and rhetorical devices
OUTCOMES
CONTENTS
ACTIVITIES
1. Non-African Drama/ Selected African
Drama – a comparison.
2. Literary Terms
a) Exposition, Plot, Conflict, Climax,
Resolution, Tragic Hero, Tragic
Flaw, Protagonist, Antagonist,
Irony, Dialogue.
b) Comedy, Tragedy, Tragic-Comedy,
Melodrama.
1. Read selected non-African drama and
African drama.
2. Students must read and explain
comprehensively and critically answer
given questions.
3. Discuss the plot diagram of a given
text.
MATERIALS /
RESOURCES
A. Primary Texts
Ngugi Wa Thiong’o,
Weep Not Child
(Heinemann, 1987)
Missing In Action
Ola Rotimi’s
The Gods are not to
Blame
4. Read and discuss the types of drama
5. Discuss how the issues of the drama
under discussion relate to
contemporary times.
George Orrwell,
Animal Farm
(Heinemann, 1994))
EVALUATION
Essential tasks
students should be
able to do:
1. Read a piece of
drama and
summarize the
plot.
2. Identify exposition
in a piece of
drama.
3. Name and briefly
12
Pot of God
discuss the
different kinds of
drama.
B. Secondary Texts
Other essential
Aldous Huxley, Brave evaluation tools
New World
Literature (Pearson)
Quizzes, Class work,
Homework/Assignme
C. Other
nts, Oral
Resources/Supplement
Presentations, and
ary Readings
Debates.
 Prentice Hall,
Literature--Timeless Voices,
Timeless Themes

Audio/Visuals in
DVDs

Fully Equipped
and Functional
Library and
Laboratory
13
SEMESTER: TWO
PERIOD: VI
GRADE: 10
TOPIC:
NON-AFRICAN POETRY: SELECTED NON-AFRICAN POEMS
SPECIFIC OBJECTIVES:
Upon completion of this topic, students will be able to:
1. Analyze the subject matter of a poem
2. Analyze the tone, mood, atmosphere of a poem with the use of imagery.
3. Identify and appreciate the different kinds of poetry.
OUTCOMES /
OBJECTIVES
Demonstrate an
understanding and
appreciation of poetry.
CONTENTS
1. Non-African Poetry: Selected NonAfrican Poems
2. Elements of a Poem
3. Figurative Expression
a) Analyze a poem based on theme,
tone, mood, atmosphere, literary
techniques.
4. Types of Poetry: Ballad, Elegy,
Sonnet, Ode, Limerick, etc…
5. Imagery: Audio/Visual
ACTIVITIES
1. Read selected non-African poems
2. Discuss the elements of selected
poems.
3. Discuss the types of poems and their
characteristics.
MATERIALS /
RESOURCES
A. Primary Texts
Ngugi Wa Thiong’o,
Weep Not Child
(Heinemann, 1987)
Missing In Action
4. Discuss the use of imagery and its
effects.
Ola Rotimi’s
The Gods are not to
Blame
5. Guide students to generate their own
imageries.
George Orrwell,
Animal Farm
(Heinemann, 1994))
Pot of God
EVALUATION
Essential tasks
students should be
able to do:
1. Given a poem,
summarize the
subject matter.
2. State the different
kinds of poems
and their essential
characteristics.
3. Given a poem,
analyze the follow:
b) Tone;
c) mood;
d) atmosphere;
e) use of imagery.
14
B. Secondary Texts
Other essential
evaluation tools
Aldous Huxley, Brave
New World
Literature (Pearson)
Quizzes, Class work,
Homework/Assignme
C. Other
nts, Oral
Resources/Supplement Presentations, and
ary Readings
Debates.
 Prentice Hall,
Literature--Timeless Voices,
Timeless Themes

Audio/Visuals in
DVDs

Fully Equipped
and Functional
Library and
Laboratory
15
SEMESTER: ONE
PERIOD: I
GRADE: 11
TOPIC:
AFRICAN PROSE: SELECTED AFRICAN NOVEL / FIGURATIVE EXPRESSIONS
SPECIFIC OBJECTIVES:
Upon completion of this topic, students will be able to:
1. Explain the use of style, content, and literary appreciation.
2. Discuss author’s background and style.
3. Recognize and define figurative language in literary works
OUTCOMES
Demonstrate enhance
literary appreciation.
CONTENTS
1. African Prose: Selected African Novel
2. Figurative Expressions
a) Author’s background, setting, style,
character traits, plot, (exposition,
conflict, resolution).
3. Figurative Expressions, allegory,
metonymy, hyperbole, oxymoron,
synecdoche, apostrophe, etc…
4. Unseen prose passage
5. Cultural background of texts noting
the important phenomena; major
substance of the storyline
6. Variety of language forms and
symbolism.
7. Vocabulary development
ACTIVITIES
1. Read selected African prose.
2. Discuss authors’ background and
style.
3. Discuss the use of figurative language
in given works.
4. Discuss the story’s main line.
5. Discuss the cultural importance of
given text.
6. Explain what symbolism is and the
origin and forms of language.
MATERIALS /
RESOURCES
A. Primary Texts
Shakespeare
Julius Caesar
EVALUATION
Essential tasks
students should be
able to do:
Peter Abraham
Mine Boy
1. Given a piece of
prose, summarize
the main ideas it
The Cork Above Water
contains.
2. Describe the style
The Dilemma of a
used by the author.
Ghost
3. Briefly discuss the
author’s
Dr. Everlyn S.
background and its
Kandakai
effect on his/her
The Village Son
style.
Other essential
Senanu, A Selection of evaluation tools
16
African Poetry
Bai T. Moore, Ebony
Dust (Star Books,
2010)
B. Secondary Texts
Quizzes, Class work,
Homework/Assignme
nts, Oral
Presentations, and
Debates.
Aldous Huxley, Brave
New World
Literature (Pearson)
C. Other
Resources/Supplement
ary Readings






Prentice Hall,
Literature--Timeless Voices,
Timeless Themes
Audio/Visuals &
DVDs
Fully Equipped
and Functional
Library and
Laboratory
Ex: Prentice Hall,
Literature,
Timeless Voices,
Timeless Themes
Audio/Visuals &
DVDs
Fully Equipped
and Functional
Library and
Laboratory
17
SEMESTER: ONE
PERIOD: II
GRADE: 11
TOPIC:
AFRICAN DRAMA: SELECTED AFRICAN DRAMA / FIGURATIVE EXPRESSIONS
SPECIFIC OBJECTIVES:
Upon completion of this topic, students will be able to:
1. Identify and discuss the exposition, themes, and characters of selected drama.
2. Read drama and discuss its type.
3. Recognize and use figurative expressions in given works.
1. Discuss an appreciation of dramatic forms from different cultures and substantive elements of the story
OUTCOMES
Demonstrate enhance
literary appreciation, and
particularly appreciation
for African drama.
CONTENTS
1. African Drama: Selected African
Drama
2. Figurative Expressions
3. Comedy, tragedy, melodrama, farce,
tragic-comedy.
4. Characters: Major, Minor
5. Culture, values, norms, and their
significance to society.
6. Figurative expressions: apostrophe,
oxymoron, suspense, sarcasm, paradox,
flashback, allegory.
7. Dramatic forms from different
cultures and inter-relativity and
ACTIVITIES
1. Read selected African drama
2. Discuss figurative expressions and
kinds of character
3. Discuss culture, values, norms and
their significance to society
MATERIALS /
RESOURCES
A. Primary Texts
Shakespeare
Julius Caesar
Peter Abraham
Mine Boy
The Cork Above Water
4. Discuss dramatic forms from
various cultures the affect the events The Dilemma of a Ghost
of the plot of a story
Dr. Everlyn S. Kandakai
The Village Son
5. Discuss the use of literary
EVALUATION
Essential tasks
students should be
able to do:
1. Given a drama
piece, identify and
discuss the
following aspects:
a) Exposition;
b) theme;
c) characters.
2. List the figurative
expressions in the
18
substantive elements that make the
storyline.
8. Main issues and ideas running
through the play.
9. The use of language and dramatic
techniques, e.g. mime, music and
dance, suspense, dramatic irony, and
symbolism.
techniques used by writers to
produce desired mood and effects.
Senanu, A Selection of
African Poetry
Bai T. Moore, Ebony
Dust (Star Books, 2010)
B. Secondary Texts
Aldous Huxley, Brave
New World
Literature (Pearson)
C. Other
Resources/Supplementar
y Readings






work, and discuss
their use.
3. Briefly discuss the
influence of
culture on the
work.
Other essential
evaluation tools
Quizzes, Class work,
Homework/Assignme
nts, Oral
Presentations, and
Debates.
Prentice Hall,
Literature--Timeless Voices,
Timeless Themes
Audio/Visuals &
DVDs
Fully Equipped and
Functional Library
and Laboratory
Ex: Prentice Hall,
Literature, Timeless
Voices, Timeless
Themes
Audio/Visuals &
DVDs
Fully Equipped and
Functional Library
and Laboratory
19
SEMESTER: ONE
PERIOD: III
GRADE: 11
TOPIC:
AFRICAN POETRY: SELECTED AFRICAN POEMS / FIGURATIVE EXPRESSIONS
SPECIFIC OBJECTIVES:
Upon completion of this topic, students will be able to:
1.
2.
3.
4.
Demonstrate an appreciation of African poetry.
Recognize and discuss the types of poetry.
Identify the techniques used by poets to convey feelings /emotions.
Recognize and use figures of speech in poetry.
OUTCOMES
CONTENTS
Enhanced knowledge of
1. African Poetry: Selected African
the different kinds of
Poems
poetry, and appreciation of 2. Figurative Expressions
African poetry.
3. Selected poems
4. Unseen poems
5. Narrative poetry
6. Lyric poetry
7. Dramatic poetry
8. Literary Terms: Foreshadowing,
onomatopoeia, assonance, rhyme
scheme, rhythm, alliteration.
9. The poem taken in whole: stanzas,
lines.
10. Themes underlying the poems.
ACTIVITIES
1. Read selected African poems.
2. Discuss the use of figurative
expressions and techniques used in the
different types of poems under
discussion.
3. Discuss themes of poems under
discussion.
4. Encourage students to write simple
poems using rhyme and rhythm.
MATERIALS /
RESOURCES
A. Primary Texts
Shakespeare
Julius Caesar
EVALUATION
Essential tasks
students should be
able to do:
Peter Abraham
Mine Boy
1. Given an African
poem, state what
you like about it.
The Cork Above Water 2. State and briefly
discuss the
The Dilemma of a
different types of
Ghost
poetry.
3. Analyze the
Dr. Everlyn S.
technique used by
Kandakai
a given poet to
The Village Son
convey feelings
and emotions.
Senanu, A Selection of 4. List and describe
20
African Poetry
Bai T. Moore, Ebony
Dust (Star Books,
2010)
the figures of
speech used in the
poem.
Other essential
evaluation tools
B. Secondary Texts
Aldous Huxley, Brave Quizzes, Class work,
New World
Homework/Assignme
Literature (Pearson)
nts, Oral
Presentations, and
C. Other
Debates.
Resources/Supplement
ary Readings






Prentice Hall,
Literature--Timeless Voices,
Timeless Themes
Audio/Visuals &
DVDs
Fully Equipped
and Functional
Library and
Laboratory
Ex: Prentice Hall,
Literature,
Timeless Voices,
Timeless Themes
Audio/Visuals &
DVDs
Fully Equipped
and Functional
Library and
Laboratory
21
SEMESTER: TWO
PERIOD: IV
GRADE: 11
TOPIC:
NON-AFRICAN PROSE: SELECTED NON-AFRICAN NOVELS / FIGURATIVE EXPRESSIONS
SPECIFIC OBJECTIVES:
Upon completion of this topic, students will be able to:
1. Identify style, content, subject matter, symbols, themes, plot, exposition, conflict, and kinds of characters in selected non-African novels.
2. Use approved formats to prepare a five-page summary report.
3. Recognize and use figurative expressions.
OUTCOMES
Demonstrate greater
understanding and
appreciation of nonAfrican novels.
CONTENTS
1. Non-African Prose: Selected NonAfrican Novels.
2. Figurative Expressions.
3. Themes, style, content, plot, conflict,
exposition.
4. Discuss book report format: Cover
page, acknowledgement, table of
contents, introduction, conclusion,
bibliography.
5. Points of view: omniscient, first
person, third person, objective
6. Figurative expressions: euphemism,
diction, paradox, anti-thesis, oxymoron.
a) symbolism
ACTIVITIES
1. Read selected non-African prose.
2. Discuss figures of speech used, poetic
styles and content.
3. Discuss the format of a book report;
have students write samples of a book
report.
4. Discuss points of view; use sample
materials having the three points of
view; have students identify them in
given works.
MATERIALS /
RESOURCES
A. Primary Texts
Shakespeare
Julius Caesar
EVALUATION
Essential tasks
students should be
able to do:
Peter Abraham
Mine Boy
1. After reading a
non-African novel.
Identify and
The Cork Above Water
describe the
following:
The Dilemma of a
a) Subject matter
Ghost
of the novel;
b) plot;
Dr. Everlyn S.
c) characters.
Kandakai
The Village Son
2. Write a fivesummary report of
Senanu, A Selection of
the novel.
African Poetry
3. List five examples
22
Bai T. Moore, Ebony
Dust (Star Books,
2010)
of figurative
expressions used
in the novel.
Other essential
evaluation tools
B. Secondary Texts
Aldous Huxley, Brave Quizzes, Class work,
New World
Homework/Assignme
Literature (Pearson)
nts, Oral
Presentations, and
C. Other
Debates.
Resources/Supplement
ary Readings






Prentice Hall,
Literature--Timeless Voices,
Timeless Themes
Audio/Visuals &
DVDs
Fully Equipped
and Functional
Library and
Laboratory
Ex: Prentice Hall,
Literature,
Timeless Voices,
Timeless Themes
Audio/Visuals &
DVDs
Fully Equipped
and Functional
Library and
Laboratory
23
SEMESTER: TWO
PERIOD: V
GRADE: 11
TOPIC:
NON-AFRICAN DRAMA: SELECTED DRAMA / FIGURATIVE EXPRESSIONS
SPECIFIC OBJECTIVES:
Upon completion of this topic, students will be able to:
1.
2.
3.
4.
5.
Read act by act, and scene by scene with comprehension.
Discuss the types of drama and their elements.
Recognize the use of figurative language in literary works.
Recognize and appreciate cultural values, practices, and implications in given texts.
Analyze style and symbolism in prescribed and non -prescribed texts.
OUTCOMES
Read, comprehend, and
appreciate non-African
drama.
CONTENTS
1. Non-African Drama: Selected Drama
2. Figurative Expressions.
3. Exposition, (plot, conflict, climax,
resolution), theme, tragedy, comedy,
tragic-comedy, melodrama.
4. Literary Terms: Irony, Flashback,
Foreshadowing, Dialogue, Tragic Hero,
Tragic Flaw.
5. Cultural values, practices and
implications.
6. Style, symbolism.
ACTIVITIES
1. Read selected non-African drama
2. Discuss the plot diagram, theme,
tragedy, comedy, and tragic-comedy
in given works
MATERIALS /
RESOURCES
A. Primary Texts
Shakespeare
Julius Caesar
EVALUATION
Essential tasks
students should be
able to do:
Peter Abraham
Mine Boy
1. Given a nonAfrican drama
3. Discuss the use of literary techniques
piece, read it, and
The Cork Above Water
used by writers in given works.
provide an act-byact and scene-byThe Dilemma of a
4. Explain the implications of cultural
scene summary.
values, practices, and norms of literary Ghost
2. List and briefly
works under discussion.
describe the
Dr. Everlyn S.
different types of
Kandakai
drama and their
The Village Son
elements.
3. List the figurative
Senanu, A Selection of
expressions used
24
African Poetry
in the drama, and
give a brief
Bai T. Moore, Ebony
explanation of
Dust (Star Books,
each.
2010)
4. Analyze the style
and symbolism
used in the drama.
B. Secondary Texts
Other essential
Aldous Huxley, Brave evaluation tools
New World
Literature (Pearson)
Quizzes, Class work,
Homework/Assignme
C. Other
nts, Oral
Resources/Supplement
Presentations, and
ary Readings
Debates.
 Prentice Hall,
Literature--Timeless Voices,
Timeless Themes
 Audio/Visuals &
DVDs
 Fully Equipped
and Functional
Library and
Laboratory Ex:
Prentice Hall,
Literature,
Timeless Voices,
Timeless Themes
 Audio/Visuals &
DVDs
 Fully Equipped
and Functional
Library and
Laboratory
25
SEMESTER: TWO
PERIOD: VI
GRADE: 11
TOPIC:
NON-AFRICAN POETRY: SELECTED POEMS / FIGURATIVE TERMS
SPECIFIC OBJECTIVES:
Upon completion of this topic, students will be able to:
1. Demonstrate an appreciation of several poems using literary techniques including imagery.
2. Identify and discuss the types of poetry and their forms.
OUTCOMES
Read, comprehend, and
appreciate non-African
poetry.
CONTENTS
1. Non-African Poetry: Selected Poems
2. Figurative Terms
3. Selected poems and unperceived
poems.
4. Types of Poetry: Narrative, Lyric,
Dramatic, Pastoral, Didactic, Satiric,
Sonnet, Elegy, Ballad.
ACTIVITIES
1. Read selected non-African poems
2. Discuss figurative terms in given
works.
3. Discuss the characteristics of the
types of poetry
4. Explain and discuss the
differences and characteristics of
Shakespearean and Patrician
sonnets.
5. Discuss rhyme scheme and meter
of a poem.
MATERIALS /
RESOURCES
A. Primary Texts
Shakespeare
Julius Caesar
EVALUATION
Essential tasks
students should be
able to do:
Peter Abraham
Mine Boy
1. Given a nonAfrican poem,
describe its literary
The Cork Above Water
style.
2. Describe the use of
The Dilemma of a
figurative
Ghost
language in the
poem.
Dr. Everlyn S.
Other essential
Kandakai
evaluation tools
The Village Son
Quizzes, Class work,
Senanu, A Selection of Homework/Assignme
African Poetry
nts, Oral
Presentations, and
Bai T. Moore, Ebony
Debates.
26
Dust (Star Books,
2010)
B. Secondary Texts
Aldous Huxley, Brave
New World
Literature (Pearson)
C. Other
Resources/Supplement
ary Readings






Prentice Hall,
Literature--Timeless Voices,
Timeless Themes
Audio/Visuals &
DVDs
Fully Equipped
and Functional
Library and
Laboratory
Ex: Prentice Hall,
Literature,
Timeless Voices,
Timeless Themes
Audio/Visuals &
DVDs
Fully Equipped
and Functional
Library and
Laboratory
27
SEMESTER: ONE
PERIOD: I
GRADE: 12
TOPIC:
REVIEWING POETRY: SELECTED AFRICAN POEMS / FIGURATIVE EXPRESSIONS
SPECIFIC OBJECTIVES:
Upon completion of this topic, students will be able to:
1.
2.
3.
4.
5.
Analyze a poem based on theme, form, tone, literary techniques, cultural and societal relevance.
Write short poems.
Recognize and use figurative expressions in poetry.
Identify and explain basic literary terms.
Discuss subject matter, content, tone, mood, and speaker in a poem.
OUTCOMES
Ability to analyze poems
CONTENTS
1. Reviewing Poetry: Selected African
Poems
2. Figurative Expressions
a) Subject -matter of a Poem,
Tone, Atmosphere, Mood,
Literary terms, Relevance of
Poem to society.
b) Simile, Metaphor,
Personification, Paradox,
Oxymoron, Onomatopoeia,
Alliteration, Assonance.
c) Unperceived Poems
d) Subject-matter/ Content of
poem, tone, mood, speaker,
form etc…
ACTIVITIES
1. Review selected African poems.
MATERIALS /
RESOURCES
A. Primary Texts
New Swan
2. Review figurative expressions; discuss Shakespeare
the literary techniques of given poems, Macbeth
and their cultural and societal
Twelfth Night
relevance.
3. Read unperceived poems and discuss
their elements, figures of speech, and
contents.
EVALUATION
Essential tasks
students should be
able to do:
1. Given an African
poem, describe its
literary style.
Wiklton Sankawulo,
2. Write a short
The Rain and the
poem.
Night (Star Books,
3. Explain the literary
2010
terms used in a
given poem.
Ola Rotimi’s
4. Given an African
The Gods are not to be
poem, discuss:
Blame
a) Subject matter;
Senanu
b) Tone;
Selection of African
c) Mood;
28
Poetry
d) speaker.
B. Secondary Texts
Other essential
Aldous Huxley, Brave evaluation tools
New World
Literature (Pearson)
Describe the use of
C. Other
figurative language in
Resources/Supplement the poem
ary Readings






Prentice Hall,
Literature--Timeless Voices,
Timeless Themes
Audio/Visuals &
DVDs
Fully Equipped
and Functional
Library and
Laboratory
Ex: Prentice Hall,
Literature,
Timeless Voices,
Timeless Themes
Audio/Visuals &
DVDs
Fully Equipped
and Functional
Library and
Laboratory
Quizzes, Class work,
Homework/Assignme
nts, Oral
Presentations, and
Debates.
29
SEMESTER: ONE
PERIOD: II
GRADE: 12
TOPIC:
REVIEWING PROSE: SELECTED NOVELS / LITERARY TERMS
SPECIFIC OBJECTIVES:
Upon completion of this topic, students will be able to:
1.
2.
3.
4.
5.
Demonstrate an appreciation for culture, beliefs, and norms.
Summarize selected novels by preparing a five-page book report.
Relate novel to contemporary society/situation.
Recognize and use literary terms as a basis for expression.
Define and use given vocabulary in literary
OUTCOMES
Read, comprehend, and
appreciate novels.
CONTENTS
1.
2.
3.
4.
5.
6.
Reviewing Prose: Selected Novels
Literary Terms
Style, Content, Subject- Matter,
Relevance to society.
Book Report.
Flash back, Foreshadowing
Biography, Autobiography,
Criticism, Diction, Short Stories,
Fable, Satire, anti-climax etc…
7. Unperceived prose passages.
8. Vocabulary Development
ACTIVITIES
MATERIALS /
RESOURCES
1. Review selected prose/novels.
A. Primary Texts
2. Review literary terms.
New Swan
Shakespeare
Macbeth
3. Review book report format, and have
students write samples of book
reports.
Twelfth Night
4. Review biographical and
autobiographical writings
5. Discuss given vocabulary in literary
works.
EVALUATION
Essential tasks
students should be
able to do:
1. Given a prose
piece, identify its
essential cultural
Wiklton Sankawulo,
background, and
The Rain and the
the beliefs it is
Night (Star Books,
grounded in.
2010
2. Prepare a fivepage summary of
Ola Rotimi’s
the novel.
The Gods are not to be 3. Identify and
Blame
analyze the major
Senanu
literary terms used
Selection of African
in the novel
30
Poetry
Other essential
evaluation tools
B. Secondary Texts
Quizzes, Class work,
Aldous Huxley, Brave Homework/Assignme
New World
nts, Oral
Literature (Pearson)
Presentations, and
C. Other
Debates.
Resources/Supplement
ary Readings






Prentice Hall,
Literature--Timeless Voices,
Timeless Themes
Audio/Visuals &
DVDs
Fully Equipped
and Functional
Library and
Laboratory
American and
English Literature
Books:
Ex: Prentice Hall,
Literature,
Timeless Voices,
Timeless Themes
Audio/Visuals &
DVDs
Fully Equipped
and Functional
Library and
Laboratory
31
SEMESTER: ONE
PERIOD: III
GRADE: 12
TOPIC:
REVIEWING DRAMA: SELECTED AFRICAN AND NON-AFRICAN DRAMA / REVIEWING LITERARY TERM
SPECIFIC OBJECTIVES:
Upon completion of this topic, students will be able to:
1.
2.
3.
4.
Classify and discuss drama as a representation of life, style, culture, values, and norms.
Review literary terms.
Demonstrate knowledge of the types of drama and their cultural and contemporary relevance.
Demonstrate an understanding of the use of flashback and imagery
OUTCOMES
CONTENTS
.Enhanced competence in 1. Reviewing Drama: Selected African
analyzing and appreciation
and Non-African Drama.
drama forms.
2. Reviewing Literary terms
a) Comedy, Tragedy, TragicComedy, Melodrama.
b) Cultural Significance
c) Contemporary relevance
d) Figurative Expressions: Flash
back, imagery, Suspense
3. Diction.
4. Information about the author.
ACTIVITIES
5. Review selected African and nonAfrican drama.
6. Review the recognition of literary
works.
MATERIALS /
RESOURCES
A. Primary Texts
New Swan
Shakespeare
Macbeth
EVALUATION
Essential tasks
students should be
able to do:
1. List and briefly
describe the
different types of
Wiklton Sankawulo,
drama and their
The Rain and the
elements.
Night (Star Books,
2. Discuss drama as a
2010
representation of:
a) Life;
Ola Rotimi’s
b) culture;
The Gods are not to be
c) values;
Blame
d) norms.
Senanu
3. List the figurative
Selection of African
expressions used
Poetry
in a given drama,
Twelfth Night
7. Review the use of flashback, imagery,
suspense, diction in given literary
works.
8. Discuss the background of authors
discussed.
32
and give a brief
explanation of
Aldous Huxley, Brave
each.
New World
4. Analyze the use of
Literature (Pearson)
flashback and
C. Other
imagery in a given
Resources/Supplement
drama work.
ary Readings
Other essential
 Prentice Hall,
evaluation tools
Literature--Timeless Voices,
Quizzes, Class work,
Timeless Themes
Homework/Assignme
 Audio/Visuals &
nts, Oral
DVDs
Presentations, and
 Fully Equipped
Debates.
and Functional
Library and
Laboratory
 Ex: Prentice Hall,
Literature,
Timeless Voices,
Timeless Themes
 Audio/Visuals &
DVDs
 Fully Equipped
and Functional
Library and
Laboratory
B. Secondary Texts
33
SEMESTER: TWO
PERIOD: IV
GRADE: 12
TOPIC:
REVIEWING PROSE, POETRY, DRAMA: SELECTED PLAYS, POEMS, NOVELS / LITERARY TERMS
SPECIFIC OBJECTIVES:
Upon completion of this topic, students will be able to:
1.
2.
3.
4.
5.
6.
Develop skills for appreciating prose, poetry, and drama.
Write simple poems, short stories, and dramas/plays.
Explain and interpret figurative expressions.
Demonstrate the skills and ability to write stories, and dramas/plays.
Explain and interpret figurative expressions.
Demonstrate the use of mechanics, expression, content, and format in essay writing.
OUTCOMES
Greater skills for the
appreciation of literary
works.
CONTENTS
1. Reviewing Prose, Poetry, Drama:
Selected Plays, Poems, Novels
2. Literary Terms
3. Style, content, thematic concerns,
character role and traits in Prose,
Drama, Identity, Theme, Tone, Mood,
literary techniques in Poetry.
4. Tips for exam.
5. Content, Mechanics, Expression,
Format.
ACTIVITIES
1. Review selected prose, poetry, and
drama.
2. Review the recognition of literary
terms in given poems.
MATERIALS /
RESOURCES
A. Primary Texts
New Swan
Shakespeare
Macbeth
EVALUATION
Essential tasks
students should be
able to do:
1. Write simple
prose, poems, and
drama pieces.
Wiklton Sankawulo,
2. Explain and
The Rain and the
interpret figurative
Night (Star Books,
expressions from
2010
given works.
3. Apply the skills of
Ola Rotimi’s
literary
The Gods are not to be
appreciation in
Blame
reviewing a given
Senanu
work.
Twelfth Night
3. Review writers’ styles, thematic
concerns, character role and traits in
both prose and drama.
4. Review tips for taking exams.
5. Review essay writing skills.
6. Review past WAEC papers.
34
Selection of African
Poetry
Other essential
evaluation tools
Quizzes, Class work,
B. Secondary Texts
Homework/Assignme
Aldous Huxley, Brave nts, Oral
New World
Presentations, and
Literature (Pearson)
Debates.
C. Other
Resources/Supplement
ary Readings






Prentice Hall,
Literature--Timeless Voices,
Timeless Themes
Audio/Visuals &
DVDs
Fully Equipped
and Functional
Library and
Laboratory
Ex: Prentice Hall,
Literature,
Timeless Voices,
Timeless Themes
Audio/Visuals &
DVDs
Fully Equipped
and Functional
Library and
Laboratory
35
SEMESTER: TWO
PERIOD: V
GRADE: 12
TOPIC:
REVIEWING PAST EXAMINATION: QUESTIONS ON SELECTED POEMS, NOVELS AND PLAYS / LITERARY TERMS
SPECIFIC OBJECTIVES:
Upon completion of this topic, students will be able to:
1. Answer exam questions observing content, expression, mechanics, and style.
2. Apply knowledge gained from past exams to respond effectively to future exams.
3. Summarize any given poem,
OUTCOMES
Enhanced competence to
attempt examinations in
Literature-in-English.
CONTENTS
1. Reviewing past Examination:
Questions on selected Poems, Novels
and Plays.
2. Literary Terms
3. Discuss past questions in Prose,
Poetry, Drama
4. Themes, Characters, Exposition,
Tone, Mood, (Providing exam tips)
5. Content, expression, mechanics,
style.
6. Drill for literary terms using
examples
ACTIVITIES
1. Review past WAEC examinations,
especially on how to answer public
test questions.
MATERIALS /
RESOURCES
A. Primary Texts
New Swan
Shakespeare
Macbeth
2. Review questions in prose, poetry, and
Twelfth Night
drama
3. Review themes, characters,
exposition, tone, mechanics, diction,
style.
EVALUATION
Quizzes, Class work,
Homework/Assignme
nts, Oral
Presentations, and
Debates.
Wiklton Sankawulo,
The Rain and the
Night (Star Books,
2010
Ola Rotimi’s
The Gods are not to be
Blame
Senanu
Selection of African
Poetry
36
B. Secondary Texts
Aldous Huxley, Brave
New World
Literature (Pearson)
C. Other
Resources/Supplement
ary Readings





Prentice Hall,
Literature--Timeless Voices,
Timeless Themes
Audio/Visuals &
DVDs
Fully Equipped
and Functional
Library and
Laboratory Ex:
Prentice Hall,
Literature,
Timeless Voices,
Timeless Themes
Audio/Visuals &
DVDs
Fully Equipped
and Functional
Library and
Laboratory
37
SEMESTER: TWO
PERIOD: VI
GRADE: 12
TOPIC:
MORE REVIEW WITH PAST EXAM PAPERS / LITERARY TERMS
SPECIFIC OBJECTIVES:
Upon completion of this topic, students will be able to:
1. Answer exam questions observing content, expression, mechanics, and style.
2. Apply knowledge gained from past exams to respond effectively to future exams.
3. Summarize any given poem, novel, and play.
4. Recognize and use literary terms effectively.
OUTCOMES
Enhanced
capacity in
literary
appreciation.
CONTENTS
1. Reviewing past Examinations:
Questions on selected Poems, Novels
and Plays.
2. Literary Terms
3. Discuss past questions in Prose,
Poetry, Drama
4. Themes, Characters, Exposition,
Tone, Mood, (Providing exam tips)
5. Content, expression, mechanics,
style.
6. Drill for literary terms using
examples
ACTIVITIES
MATERIALS /
RESOURCES
1. Review past WAEC
examinations,
especially on how to
answer public test
questions.
A. Primary Texts
2. Review questions in
prose, poetry, and
drama
3. Review themes,
characters, exposition,
tone, mechanics,
diction, style.
Wiklton Sankawulo, The Rain and
the Night (Star Books, 2010
New Swan Shakespeare
Macbeth
EVALUATION
Quizzes, Class work,
Homework/Assignments,
Oral Presentations, and
Debates.
Twelfth Night
Ola Rotimi’s
The Gods are not to be Blame
Senanu
Selection of African Poetry
B. Secondary Texts
38
Aldous Huxley, Brave New World
Literature (Pearson)
C. Other Resources/Supplementary
Readings

Prentice Hall, Literature--Timeless Voices, Timeless
Themes

Audio/Visuals & DVDs

Fully Equipped and Functional
Library and Laboratory Ex:
Prentice Hall, Literature,
Timeless Voices, Timeless
Themes

Audio/Visuals & DVDs

Fully Equipped and Functional
Library and Laboratory
39
The printing of the National Liberian Curriculum is provided by ECSEL - European Commission Support for Education in Liberia