Beruflich Dokumente
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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.
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...
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
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
*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
Techniques of Focus
2. Symbolism (3 brothers, 3
scenes, allusion to the Holy
Trinity), Symbolism of the
Bolom
- Magical Realism
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: