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Wolmer’s Boys’ School


5th Form Literature:
CSEC English B
Unit Topic: Drama
Primary Text: Ti-Jean and His Brothers
Secondary Text: A World of Poetry
Supplementary Text: CSEC English Syllabus May/June 2017
Christmas Term 2018

RATIONALE

The fifth form year of the secondary education programme marks a critical time in the development of
students. It is therefore imperative for educators to effectively reinforce and solidify the beauty of reading
and analyzing literature in its various genres as well as to reiterate the aims and objectives of the CSEC
English Syllabus. This unit is developed with the intention that students to maintain a keen interest in
literature, hone their literary and analytical skills while applying those skills and knowledge in studying
Drama as a discrete genre. Incidentally, this unit will allow students to appreciate the availability of
knowledge about humanity- our experiences, differences, similarities, religious and philosophical beliefs,
assumptions, shared/dissimilar psychological and social realities and our general interactions with various
individuals within society. It is our hope that students will be cognizant and appreciative of the purpose of
literature in delineating issues within a Caribbean context—by studying the text Ti-Jean and His
Brothers– and will show willingness to communicate informed opinions and judgements in well-
structured, analytical responses in both oral and written formats using the vocabulary of literary criticism
(in a formalist approach).

Additionally, this unit will create the opportunity for students to focus on the analysis of poetry
as a discrete literary mode by reading and analyzing selected poems. Students will be taught how
to interpret poems beyond the literal level through analyzing how the elements of the genre and
poetic techniques help to create meaning. The approach will be interdisciplinary, uniting
historical and cultural perspectives to explore the relationship between experience and poetry.
Students can expect, therefore, to gain not only a knowledge of the nature, history, and variety of
poetry, but also greater skill, insight, and pleasure as readers, writers, critical thinkers and
literary analysts.

DATES TOPICS STUDENTS’


ASSIGNMENTS
Week 1 WELCOME,  Discussion and analysis
Week of September EXPECTATIONS OF STUDENTS,  Conduct a research on
3 STUDENTS’ WEAKNESSESS AND general folklores and
STRENGTHS supernatural beliefs in the
Caribbean.
 Create a skit that shows
GENRE OF FOCUS: POETRY. your interpretation of each
Quick revision of elements of Poetry poem (should be pre-
recorded in video format)
Analyzing Poems
Read: “Birdshooting Season”
Focus Poems: “Ol’Higue”- Mark Olive Senior & “An African
McWatt” & “Mirror” - Sylvia Plath Thunderstorm” David Rubadiri
Focus themes:
2

Poem 1: The supernatural, death,


women in society, gender
identity/construct, superstition.
Poem 2: Women and femininity, gender
identity, Appearance and reality...

Key elements:
 Structure
 Lineation (poem 1)
 Tone/Mood
 Diction
 Theme
 Poetic devices
Week 2 Analyzing Poems  Reading and discussion
Week of September  Complete Fact or fiction
Focus Poems: “Birdshooting Season”
10 sheet
Olive Senior & “An African
Thunderstorm” David Rubadiri  Persona’s analysis

Focus themes:
Poem 1: Childhood innocence, GRADED WORK #1
Masculinity, gender roles... CLASS PRESENTATION
Poem 2: Nature, hardships,
dislocation...

Key elements: Read: “Little Boy Crying” Mervyn


Morris & “My Parents” Stephen
 Structure Spender
 Lineation (poem 2)
 Tone/Mood
 Rhythm/Rhyme
 Diction
 Theme
 Poetic devices
Analyzing Poems  Group Presentations
Week 3  Assessing literary devices.
Focus Poems: “Little Boy Crying”
Week of September  Discussion on childhood
17
Mervyn Morris & “My Parents”
Stephen Spender experience.

Focus themes:
Poem 1: Childhood experiences,
child/parent relationship… Read: “It is the Constant Image of
Poem 2: Childhood experiences, your Face” Dennis Brutus &
childhood innocence, parental “Orchids” Hazel Simmons-
influence, child world vs. adult world… McDonald

Key elements: GRADED PIECE #2


 Structure ESSAY 1
 Tone/Mood
 Rhythm/Rhyme
 Diction
 Theme
 Poetic devices

Week 4 Analyzing Poems  Group Presentation


Week of September  Quiz
24
Focus Poems: “It is the Constant  Debates
Image of your Face” Dennis Brutus &
“Orchids” Hazel Simmons-McDonald
3

Focus themes:
Poem 1: Race and gender constructs, Read: “Test Match Sabina Park”
love and admiration, desires/dreams, Stewart Brown & “West Indies,
U.S.A.” Stewart Brown
patriotism, guilt…
Poem 2: Love, admiration, nature…

Key elements:

 Structure
 Tone/Mood
 Diction
 Theme
 Poetic devices
Week 5 Analyzing Poems  Active discussion
Week of October 1  Discuss the importance of
Focus Poems: “Test Match Sabina location in creating a
Park” Stewart Brown & “West Indies, specific mood.
U.S.A.” Stewart Brown  Comparative analysis.

Focus themes:
Poem 1: Alienation, Race and racism… GRADED PIECE #3
Poem 2: Appearance vs. reality, Class presentation
colonial influence…

Key Elements:

 Structure
 Lineation (poem 2)
 Tone/Mood
 Diction
 Theme
 Poetic devices

Week 6 6th WEEKLY TEST 6th WEEKLY TEST


Week of October 8

Week 7  Read the Prologue of Ti-


GENRE OF FOCUS: DRAMA Jean and His Brothers
Week of October
15 Introduction to Ti-Jean and  Class discussion
His Brothers

1. Examination of the elements of GRADED WORK # 4: Short


drama: Dialogue, Characters, answer questions on the Prologue
of Ti-Jean and His Brothers
Plot, Props, Staging (Stage
directions), Setting.
2. Background of the playwright.

3. Context of Ti-Jean and His Read Act I


Brothers
4. Prologue

Week 8 Ti-Jean and His Brothers: Act 1


Element of Focus Comprehension Questions on Ti-
Week of October
22 1. Cultural and Historical Setting Jean and His Brothers
Debate
Technique of Focus
4

Stage Directions GRADED WORK #5

*SUBMISSION OF TERM’S
PROJECT*

Read Act 11
Week 9 Ti-Jean and His Brothers: Act 2
Oral Presentation on Elements/
Week of October
29 Elements of Focus Dramatic Techniques in Ti-Jean
and His Brothers
1. Props/Characterization

Techniques of Focus
GRADED WORK #6
2. Disguise/ Musicality (Sound) ESSAY 2

Read Act III

Week 10 Ti-Jean and His Brothers: Act 3


Comprehension Questions on Ti-
Week of November
5
Element of Focus Jean and His Brothers
1. Language/Orality
Role-play activities
Techniques of Focus
2. Use of Song (The Chorus), Use
of Dance

Week 11 Ti-Jean and His Brothers (Entire Class presentation


Play) Debate
Week of November
12
Element of Focus:
1. Themes: Innocence,
Arrogance/Self-Assuredness,
Colonialism, Hope, Resistance,

Techniques of Focus

2. Symbolism (3 brothers, 3
scenes, allusion to the Holy
Trinity), Symbolism of the
Bolom
- Magical Realism

Week 12 Class discussions


ESSAY WRITING AND RECAP Writing workshop exercises
Week of November
19

PRACTICE EXAM PRACTICE EXAM


Week 13
Week of November
26

PRACTICE EXAM PRACTICE EXAM


Week 14
Week of December
3
5

Week 15 PRACTICE EXAM PRACTICE EXAM


Week of December
10

GRADED ESSAYS

ESSAY #1:

EITHER

A. In the poems “It is the Constant Image of your Face” and “Mirror”, the speakers
experience conflict/struggle.

Write an essay in which you describe the type of conflict/struggle the speakers
experience in BOTH poems. In this essay, you MUST also discuss the speakers’
reactions to their conflict/struggle in BOTH poems and examine ONE device used in
BOTH poems to explore the conflict/struggle presented.

Total 35 marks

OR

B. Choose TWO poems from the prescribed list in which a social issue is presented.

Write an essay in which you identify and describe a major social issue in EACH poem. In this
essay, you MUST also discuss how the title is used to present the major social issue and identify
and discuss ONE device used in BOTH poems to present this issue effectively.

Total 35 marks

ESSAY #2:

TI -JEAN AND HIS BROTHERS — Derek Walcott


“A dominant theme in Ti Jean and His Brothers is good versus evil.”
Write an essay in which you describe TWO incidents in which the conflict between good and
evil is presented. In this essay, you must also discuss how TWO MAIN characters are affected in
ONE of the incidents, and examine ONE technique that Walcott uses to present the theme of
good versus evil in the play.
Total 35 marks

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