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Lesson Note
AUTUMN TERM LITERATURE SCHEME OF WORK GRADE 9 2024/2025.
WEEKS TOPICS CONTENTS
1 Drama (Introduction) - Meaning and history of drama
- Types of drama
- Drama in films and television
- Types of drama in films and television.
2 Non - African Folktale - definition
- features
-examples
3 Figures of speech - Definition.
- Examples/types
- Importance.
4 Studies on the selected play: - Plot
Sacrilege - Setting
-Characterisation
-theme
5 Analysis on the selected text - plot
I: -setting
The Clock - Characterization
- Theme Pleroma International High School

6 MID-TERM EXAMINATION MID-TERM EXAMINATION

7 MID-TERM BREAK MID-TERM EXAMINATION
8 Reading of the selected - Sample
poem: Moonlight - Meaning
- Literary Devices/Figures of Speech.
- Themes.
9 Reading of the selected - Sample
poem: Nation’s Paradox - Meaning
- Literary Devices/Figures of Speech.
- Themes.
10 Poetic Analysis of the poem: -Sample
United We Stand - Meaning
- Literary Devices/Figures of Speech.
- Themes.
11. REVISION
12. EXAMINATION
13. CLOSURE

SUBJECT: LIT. IN ENGLISH. Week 1

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Lesson Note
TOPIC: DRAMA I. Class: Year 9

S.S.B.A.T. [Students Should Be Able To] Keywords:

Films: movies collectively considered as a medium of recording events.
- define drama Epic: long series of events characterized by adventures and struggles.
- discuss the history of drama. Stage: the area in theatre where performance takes place.
- state the types of drama. Theater: a place here dramatic presentations are performed.
- elaborate on the drama in films and
television.
-deliberate on the types of drama in films
and television.

MEANING OF DRAMA.
Drama is a literary genre meant for performance, where characters engage in dialogue and actions to tell a
story. It is brought to life through actors on stage, television, radio, or film. Dramas can evoke a wide range of
emotions and often reflect societal themes, human experiences, and moral lessons.
Types of Drama
1. Tragedy:
o Definition: A drama that involves serious themes and an inevitable downfall of the protagonist, often due to
a personal flaw or external circumstances.
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o Example: Oedipus Rex by Sophocles.

o Key Features: Tragic hero, moral dilemma, catastrophic ending.
2. Comedy:
o Definition: A light-hearted and amusing form of drama, typically ending on a positive note.
o Example: A Midsummer Night's Dream by William Shakespeare.
o Key Features: Humor, misunderstandings, happy resolution.
3. Historical Drama:
o Definition: A drama based on historical events or figures, blending factual and fictional elements.
o Example: Henry V by William Shakespeare.
o Key Features: Historical accuracy, real-life characters, conflict related to past events.
4. Melodrama:
o Definition: A dramatic piece with exaggerated characters and thrilling, sensational events designed to
appeal to emotions.
o Example: East Lynne by Ellen Wood.
o Key Features: Strong emotional appeal, clear distinction between good and evil, sensational plots.
5. Musical Drama:
o Definition: A drama that combines spoken dialogue with music, singing, and dance.
o Example: Les Misérables.
o Key Features: Songs integrated into the plot, emotional expression through music, often with a large
ensemble cast.
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Features of Drama
1. Script:
o Definition: The written text of the play that actors follow during the performance. A script typically includes:
 Dialogue: The words spoken by the characters.
 Stage Directions: Instructions for movement, expression, and setting.
 Scenes and Acts: Sections of the play that divide the plot into manageable parts.
2. Plot:
o Definition: The sequence of events that form the story in the drama. It typically includes:
 Exposition: Introduction of characters and setting.
 Rising Action: Events leading to the climax.
 Climax: The turning point or most intense moment.
 Falling Action: Events following the climax.
 Resolution: The conclusion of the story.
3. Characters:
o Definition: The individuals that perform actions and dialogue in the play. There are different types of characters:
 Protagonist: The main character or hero.
 Antagonist: The character who opposes the protagonist.
 Supporting Characters: Other characters who help develop the plot.
4. Setting:
o Definition: The time and place in which the drama unfolds. It provides context for the action and can influence
the mood and tone.
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5. Conflict:
o Definition: The central struggle between opposing forces in the drama. It can be internal (within a character) or
external (between characters or forces).
Props and Costumes in Drama
1. Props:
o Definition: Objects used on stage during the performance to enhance the realism and storytelling. Props
help set the scene, define the time period, and add detail to the characters' actions.
o Types of Props:
 Hand Props: Items handled by actors, such as a cup or sword.
 Set Props: Larger objects that remain stationary on stage, like furniture or a tree.
o Importance of Props:
 Props give the audience visual cues about the setting and characters.
 They help actors engage with their environment and make their performance more authentic.
2. Costumes:
o Definition: The clothing worn by actors to represent their characters. Costumes help establish the time
period, social status, personality, and occupation of the characters.
o Types of Costumes:
 Period Costumes: Outfits that reflect a specific historical era.
 Fantasy Costumes: Used in dramas with mythical or fictional elements.
o Importance of Costumes:
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 Costumes contribute to character development and create a visual identity for the characters.
 They can signal changes in a character’s status or emotional state.
 Costumes enhance the overall aesthetic and atmosphere of the play.

Summary
Drama is a unique form of literature meant for live performance. Understanding the different types of drama
(tragedy, comedy, historical drama, melodrama, musical drama) helps appreciate the wide range of human
experiences represented on stage. The features of drama such as the script, plot, characters, setting, and
conflict shape the narrative. Finally, props and costumes play crucial roles in making the performance more
authentic, helping actors and the audience fully immerse themselves in the story.

CLASS ACTIVITY
1. What type of drama typically deals with serious themes and ends tragically?
a) Comedy b) Tragedy
c) Melodrama d) Farce
2. Which of the following is a feature of comedy?
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a) Tragic hero
b) Exaggerated emotions
c) Happy ending
d) Fatal flaw
3. What is the main purpose of a prop in a play?
a) To fill space on stage
b) To enhance the actor’s performance
c) To distract the audience
d) To simplify the plot
4. Which of these is NOT a type of drama?
a) Tragedy b) Documentary
c) Comedy d) Historical drama
5. What term is used for the instructions in a script that tell actors where to move and how to express
emotions?
a) Monologue b) Stage directions
c) Dialogue d) Script notes
6. In a tragedy, what is the usual outcome for the main character?
a) A happy marriage
b) Victory in battle

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c) Downfall or death
d) Transformation into a hero
7. A drama where songs and dances are incorporated is known as a:
a) Tragicomedy b) Historical drama
c) Melodrama d) Musical drama
8. Which of the following elements is essential in developing a drama’s setting?
a) Costumes b) Dialogue
c) Stage lighting d) Characters
9. What is the purpose of costumes in a drama?
a) To confuse the audience
b) To reflect the character’s personality and time period
c) To lengthen the performance
d) To save on set design costs
10. What is the primary role of conflict in a drama?
a) To add unnecessary tension
b) To drive the plot forward
c) To reduce character development
d) To create humor
11. A drama focused on the life of a famous historical figure is referred to as:
a) Tragedy b) Comedy
c) Historical drama d) Melodrama
12. In a melodrama, characters are typically:
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a) Highly exaggerated and emotional

b) Realistic and subtle
c) Only funny
d) Complex and layered
13. Which of the following is NOT a type of prop?
a) Hand prop b) Costume prop
c) Set prop d) Scene prop
14. A monologue is:
a) A conversation between two characters
b) A long speech by one character
c) The stage directions in a play
d) A sequence of actions without dialogue
15. What is a tragic flaw?
a) A minor mistake in the script
b) The hero’s weakness that leads to their downfall
c) A moment of happiness before tragedy strikes
d) A side plot unrelated to the main drama
16. Which drama type is designed primarily to entertain and amuse the audience?
a) Tragedy b) Comedy
c) Historical drama d) Melodrama
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Lesson Note
17. What do stage directions in a play often describe?
a) The inner thoughts of characters
b) How actors should move and behave
c) Dialogue between characters
d) The musical score
18. Props that are part of the set and not handled by actors are called:
a) Hand props b) Set props
c) Costume props d) Scene props
19. A climax in drama refers to:
a) The beginning of the play
b) The highest point of tension in the plot
c) The resolution of conflict
d) A humorous scene
20. Which of these plays is an example of a tragedy?
a) Romeo and Juliet
b) A Midsummer Night's Dream
c) The Importance of Being Earnest
d) The Tempest
21. What is the term for the time and place where a drama occurs?
a) Conflict b) Setting
c) Resolution d) Plot
22. In a musical drama, which element is most critical?
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a) Costumes b) Dialogue
c) Music and songs d) Stage directions
23. What type of prop is a sword in a medieval drama?
a) Hand prop b) Set prop
c) Costume prop d) Special prop
24. A drama that includes both humorous and serious elements is called:
a) Tragicomedy b) Melodrama
c) Musical drama d) Historical drama
25. Which feature is most characteristic of a melodrama?
a) Complex characters
b) Exaggerated emotions and conflict
c) Intellectual themes
d) Poetic dialogue
26. What does the resolution in a drama refer to?
a) The introduction of characters
b) The outcome of the central conflict
c) A tragic event
d) The climax of the play
27. What are period costumes?
a) Costumes that match the character’s emotional state
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Lesson Note
b) Costumes that represent a specific historical era
c) Costumes that actors wear off-stage
d) Costumes made of simple materials
28. Which of the following is NOT a feature of drama?
a) Plot b) Characters
c) Dialogue d) Narration
29. A historical drama usually revolves around:
a) Future scientific achievements
b) Current social issues
c) Past events or historical figures
d) Mythical creatures
30. In a drama, a scene typically refers to:
a) A long monologue
b) A division of an act in the play
c) The conclusion of the plot
d) A fight sequence
31. Comedy in drama is often characterized by:
a) Serious themes
b) Happy endings and humorous situations
c) Exaggerated tragic events
d) Lack of dialogue
32. Which of the following props would be considered a set prop?
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a) A book held by an actor

b) A table in the background
c) A necklace worn by an actor
d) A script on stage
33. The protagonist in a drama is typically:
a) The main villain
b) The comic relief
c) The hero or main character
d) The narrator
34. A tragic hero is a character who:
a) Always wins in the end
b) Makes a critical mistake leading to their downfall
c) Is known for their humor
d) Leads a happy life throughout the play
35. What is the main feature of dialogue in a drama?
a) It is the spoken conversation between characters
b) It describes the setting
c) It is the main conflict in the play
d) It directs stage movements

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Lesson Note
36. Which of the following is NOT an element of drama?
a) Props b) Costumes
c) Dialogue d) Narrative poetry
37. A monologue is used when:
a) A group of characters discusses an issue
b) A single character speaks at length, often revealing thoughts
c) Characters fight each other
d) A prop is introduced
38. Props and costumes help to:
a) Simplify the storyline
b) Set the mood and establish the setting
c) Confuse the audience
d) Lengthen the dialogue
39. The resolution of a drama occurs:
a) At the beginning of the play
b) After the climax
c) In the middle of the play
d) During the introduction
40. A musical drama primarily uses:
a) Dance b) Poetry
c) Dialogue and songs d) Stage directions
41. A comedy typically ends with:
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a) A tragic death
b) A marriage or happy reunion
c) A battle
d) The downfall of the hero
42. In a historical drama, costumes are designed to:
a) Confuse the audience
b) Represent the time period of the setting
c) Add humor to the plot
d) Cover up plot holes
43. Conflict in drama can be:
a) Only external
b) Either internal or external
c) Avoided by the characters
d) Irrelevant to the plot
44. What is a hand prop?
a) A prop that is part of the set
b) A prop that actors handle during a scene
c) A prop that actors wear
d) A large background prop

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Lesson Note
45. In a tragedy, what is typically true of the main character?
a) They always succeed
b) They have a flaw that leads to their downfall
c) They are perfect and unchanging
d) They are minor characters
46. Which of the following best describes the setting in drama?
a) The moral lesson
b) The time and place where the story happens
c) The internal conflict
d) The dialogue between characters
47. What is the primary function of costumes in a drama?
a) To match the actors' personalities
b) To represent the era, setting, or character traits
c) To make the actors comfortable
d) To replace stage props
48. Exaggerated emotions are most commonly found in:
a) Historical dramas b) Comedies
c) Melodramas d) Tragedies
49. In a historical drama, which of the following would be a relevant costume?
a) Modern-day jeans
b) Armor from the medieval period
c) Futuristic space suits
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d) T-shirts and shorts

50. Which type of drama usually focuses on light-hearted or humorous content?
a) Tragedy b) Comedy
c) Melodrama d) Tragicomedy

10 Short Answer Questions

1. Define the term melodrama and give an example of its key characteristics.
2. What is the difference between set props and hand props in a drama?
3. Explain how costumes contribute to the overall theme of a drama.
4. What are the key differences between comedy and tragedy in terms of themes and outcomes?
5. Describe the role of stage directions in a drama.
6. What is a tragic flaw, and how does it impact the protagonist in a tragedy?
7. How does the use of props and costumes enhance the audience's understanding of a drama?
8. Identify two common features of historical dramas.
9. What is the significance of conflict in developing the plot of a drama?
10. In what way do monologues help in character development in a drama?

10 Essay Questions
1. Discuss the role of costumes and props in creating an authentic atmosphere in a drama. Provide examples
from famous plays or productions to support your answer.
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Lesson Note
2. Analyze the differences between a comedy and a tragedy. How do these two types of drama approach
themes such as conflict, character development, and resolution?
3. Examine the importance of stage directions in a drama. How do they influence the performance and
interpretation of the play by actors and directors?
Compare and contrast the use of costumes in historical dramas versus modern dramas. How do costumes help
set the mood and establish the setting in both genres?
4. Explain how props can be used symbolically in drama. Give examples from well-known plays to illustrate
how certain props carry deeper meanings.
5. Evaluate the role of dialogue and monologues in revealing character motivations and advancing the plot
in a drama. Use examples from plays you have studied.
6. How do tragedies use the concept of a tragic flaw to create emotional impact on the audience? Analyze
the development of a tragic hero in any well-known play, such as Macbeth or Oedipus Rex.
7. In what ways can a melodrama be seen as both exaggerated and meaningful? Discuss how melodramas
address serious issues through heightened emotions and dramatic tension.
8. Discuss how historical accuracy in costumes and props enhances the storytelling in historical dramas. Use
examples from specific historical plays or films.
9. Critically analyze the balance between humor and serious themes in a tragicomedy. How do playwrights
manage to blend these contrasting elements successfully?

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SUBJECT: LIT. IN ENGLISH. Week 2

TOPIC: Non African Folktales Class: Year 9

S.S.B.A.T. [Students Should Be Keywords:

Element: separate part or group.
Able To] Drama: the imitation of human actions.
- define the Non-African folktale.
Films: movies collectively considered as a medium of recording
- state the Non-African folktale.
events.
- explore the examples of Non-African
Playwright: someone who writes plays.
folktale..
Misconceptions: mistaken ideas or views.

MEANING OF LITERARY ELEMENTS.

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Lesson Note
These are the separate and identifiable parts of a literary work which are relevant to its creation.
Folktales are traditional stories passed down orally from one generation to the next. They often reflect the
values, beliefs, and culture of the societies from which they originate. Non-African folktales come from various
parts of the world, including Europe, Asia, and the Americas, and have played a significant role in shaping
cultural identities outside Africa.
Key Features of Non-African Folktales:
1. Moral Lessons: Folktales often teach lessons about right and wrong, good and evil, or other values
important to the culture.
2. Characters: Folktales typically include characters like animals, humans, gods, or mythical creatures, often
personified with human traits.
3. Repetition: The use of repetition, often in the form of phrases or events, is common in folktales to
emphasize key ideas or morals.
4. Supernatural Elements: Many non-African folktales include magic, enchanted objects, or supernatural
beings that influence the story.
Examples of Non-African Folktales
1. European Folktale: Cinderella (France)
o Summary: This is a classic tale about a young girl, Cinderella, who is mistreated by her stepmother and
stepsisters. With the help of a fairy godmother, she transforms into a princess and attends the royal ball,
where she meets a prince.
o Moral: Goodness and kindness are eventually rewarded, while cruelty and jealousy are punished.
2. Asian Folktale: The Tale of the Bamboo Cutter (Japan)
o Summary: In this Japanese folktale, a bamboo cutter discovers a glowing bamboo stalk and finds a tiny
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princess inside. He raises her, and she grows into a beautiful woman. Many suitors seek her hand in
marriage, but she eventually reveals that she is from the Moon and must return to her celestial home.
o Moral: The tale emphasizes the importance of humility, destiny, and accepting the natural order of
things.
3. Native American Folktale: The Legend of the Dreamcatcher (Ojibwe)
o Summary: According to Ojibwe legend, dreamcatchers were used to filter out bad dreams and let good
dreams pass through to the sleeper. The spider-woman, who took care of children and people on the
land, gave this knowledge to the people.
o Moral: The story teaches the importance of protecting loved ones and preserving culture through shared
knowledge.
4. South American Folktale: El Cadejo (Central America)
o Summary: This folktale from Central America tells the story of two supernatural dogs: the white cadejo,
which protects travelers, and the black cadejo, which attacks them. These creatures are believed to
represent the forces of good and evil.
o Moral: The tale highlights the ongoing battle between good and evil, and the importance of making wise
decisions.
Cultural Importance
Non-African folktales play a vital role in understanding the traditions and beliefs of various cultures.
These stories are often used to explain natural phenomena, entertain, or impart moral values to the

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Lesson Note
younger generation. Like African folktales, they also serve to preserve cultural heritage through oral
storytelling.
Conclusion
Non-African folktales, like those from Europe, Asia, the Americas, and other regions, reflect the values
and cultures of the people who created them. Understanding these stories helps students appreciate
the diversity of global traditions and the universal themes that connect all human societies.
Multiple Choice Questions
1. Which of the following is NOT a common feature of folktales?
o A. Repetition
o B. Supernatural elements
o C. Complex scientific explanations
o D. Moral lessons
2. In the European folktale "Cinderella," who helps Cinderella attend the royal ball?
o A. Her stepsisters B. The fairy godmother
o C. Her father D. The prince
3. What lesson does the folktale "Cinderella" emphasize?
o A. The value of revenge
o B. The importance of wealth
o C. Kindness and goodness are rewarded
o D. The power of intelligence
4. The Tale of the Bamboo Cutter is a famous folktale from which country?
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o A. China B. Korea
o C. Japan D. Thailand
5. In "The Tale of the Bamboo Cutter," the princess is originally from:
o A. The sea B. The forest
o C. The Moon D. The mountains
6. The dreamcatcher in Native American folktales is used to:
o A. Capture bad dreams B. Ensure wealth
o C. Heal sickness D. Predict the future
7. In the Native American legend of the dreamcatcher, who is responsible for giving the people this
knowledge?
o A. The Owl B. The Sun
o C. The Spider-Woman D. The Wolf
8. In the Central American folktale "El Cadejo," what color is the cadejo that protects travelers?
o A. Black B. White
o C. Red D. Blue
9. Which of the following best represents the theme of "El Cadejo"?
o A. The triumph of good over evil
o B. The dangers of jealousy
o C. The power of love
o D. The importance of honesty

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10. The two dogs in the folktale "El Cadejo" symbolize:
o A. Fire and water
o B. Wealth and poverty
o C. Good and evil
o D. Life and death
11. Which of the following is a common type of character found in many folktales?
o A. Kings and queens B. Space aliens
o C. Talking animals D. Politicians
12. What role do supernatural elements play in folktales?
o A. To provide comic relief
o B. To create suspense
o C. To explain the unexplainable
o D. To critique society
13. In folktales, repetition is often used to:
o A. Confuse the reader
o B. Build tension
o C. Emphasize key points
o D. Add humor
14. Which of the following is true about folktales?
o A. They often have historical facts
o B. They always feature magic Pleroma International High School

o C. They are passed down orally

o D. They never involve animals
15. What is a primary purpose of folktales in traditional societies?
o A. Entertainment
o B. Scientific discovery
o C. Military training
o D. Education and moral teaching
16. Which of the following is a common moral lesson in folktales?
o A. Greed leads to misfortune
o B. Hard work is useless
o C. Beauty is everything
o D. Violence is necessary
17. In which part of the world did the story of "The Legend of the Dreamcatcher" originate?
o A. Asia B. Europe
o C. Africa D. North America
18. The Tale of "El Cadejo" comes from:
o A. South America B. Central America
o C. North America D. Europe
19. What type of animal is often featured in Native American folktales?
o A. Lions

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o B. Bears
o C. Elephants
o D. Camels
20. Which of these is a common theme in non-African folktales?
o A. The importance of wealth
o B. Overcoming evil forces
o C. Finding lost treasure
o D. Building empires
21. In the Japanese folktale, the bamboo cutter finds the princess:
o A. In a forest
o B. In the sky
o C. In a glowing bamboo stalk
o D. In a river
22. What does the character of Cinderella lose during the royal ball?
o A. Her hairpin B. Her dress
o C. Her shoe D. Her necklace
23. In most folktales, good is symbolized by:
o A. Wealth B. Magic
o C. Light D. Darkness
24. Which folktale element represents the battle between good and evil?
o A. The bamboo cutter and his axe Pleroma International High School

o B. The white cadejo and the black cadejo

o C. The dreamcatcher and its web
o D. Cinderella and her stepsisters
25. "The Legend of the Dreamcatcher" emphasizes:
o A. The importance of family protection
o B. The necessity of war
o C. The greed for wealth
o D. The dangers of pride
26. In folktales, animals are often portrayed as:
o A. Lazy and foolish B. Evil and wicked
o C. Wise and cunning D. Ambitious and brave
27. What is the role of the supernatural being in "The Tale of the Bamboo Cutter"?
o A. To offer advice
o B. To teach humility
o C. To grant wishes
o D. To bring disaster
28. What happens to the princess at the end of "The Tale of the Bamboo Cutter"?
o A. She marries the prince
o B. She goes back to the Moon
o C. She stays with the bamboo cutter

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o D. She runs away
29. In Cinderella, her stepmother is portrayed as:
o A. Kind but poor
o B. Generous but strict
o C. Cruel and jealous
o D. Loving but weak
30. What is the moral of most Native American folktales?
o A. The power of nature
o B. The superiority of humans
o C. The value of selfishness
o D. The benefits of war
31. Which part of the world is known for the folktale "The Legend of El Cadejo"?
o A. Europe B. Central America
o C. Asia D. Australia
32. Folktales often begin with phrases like:
o A. "In the beginning..."
o B. "Once upon a time..."
o C. "Long live the king..."
o D. "It was a stormy night..."
33. In folktales, heroes often face:
o A. Political challenges Pleroma International High School

o B. Magical creatures
o C. Technological problems
o D. Business rivalries
34. The white cadejo is associated with:
o A. Fire B. Evil
o C. Goodness D. Water
35. Which of the following characters is typically found in folktales?
o A. Fairies B. Scientists
o C. Explorers D. Businessmen
36. In Native American folktales, dreamcatchers are believed to:
o A. Heal illnesses
o B. Capture good dreams
o C. Capture bad dreams
o D. Predict the future
37. In the folktale "Cinderella," the ball is a symbol of:
o A. Social mobility
o B. War and conflict
o C. Rejection of wealth
o D. The power of nature
38. What kind of object is central to the tale of "The Legend of the Dreamcatcher"?

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o A. A sword B. A web
o C. A shoe D. A magic mirror
39. The princess in "The Tale of the Bamboo Cutter" returns to:
o A. The Sun B. The Stars
o C. The Earth D. The Moon
40. In folktales, animals often act as:
o A. Helpers or tricksters B. Servants
o C. Predators D. Slaves
41. What lesson does the story of the white and black cadejo teach?
o A. Hard work leads to success
o B. Good and evil are always in conflict
o C. Dreams reveal the future
o D. Nature controls destiny
42. In folktales, what often happens to villains or characters with negative traits?
o A. They are rewarded
o B. They are forgiven
o C. They face consequences
o D. They are ignored
43. Which element is often used in folktales to represent good?
o A. Darkness B. Light
o C. Chaos D. Silence Pleroma International High School

44. The character of the fairy godmother in "Cinderella" is an example of:

o A. A villain B. A hero
o C. A supernatural helper D. A sidekick
45. In the tale of "The Bamboo Cutter," what does the bamboo cutter find in the glowing bamboo stalk?
o A. A magical sword
o B. A tiny princess
o C. A treasure map
o D. A golden coin
46. Which of the following best describes the character of Cinderella’s stepsisters?
o A. Kind and helpful
o B. Wealthy and wise
o C. Cruel and jealous
o D. Humble and loving
47. In many folktales, what role do animals often play?
o A. They serve as background characters
o B. They represent human emotions
o C. They help or hinder the main characters
o D. They provide comic relief
48. Which folktale features a magical transformation at a royal ball?
o A. "The Tale of the Bamboo Cutter"

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o B. "El Cadejo"
o C. "Cinderella"
o D. "The Legend of the Dreamcatcher"
49. What is the primary function of the fairy godmother in "Cinderella"?
o A. To create obstacles for Cinderella
o B. To grant Cinderella’s wishes
o C. To act as a judge in the story
o D. To punish the stepsisters
50. In the folktale "El Cadejo," the black cadejo is associated with:
o A. Protection B. Evil and danger
o C. Good fortune D. Healing

Short Answer Questions

1. What is the primary theme of "The Tale of the Bamboo Cutter"?
2. How does Cinderella’s life change after attending the royal ball?
3. Describe the role of the dreamcatcher in Native American folklore.
4. In "El Cadejo," what are the characteristics of the white cadejo?
5. Explain the significance of repetition in folktales.
6. What is the moral lesson of the folktale "The Legend of the Dreamcatcher"?
7. How does the character of Cinderella’s fairy godmother help her?
8. What supernatural elements are present in the folktale "Cinderella"?
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9. Describe the primary conflict in the folktale "El Cadejo".

10. In "The Tale of the Bamboo Cutter," what does the princess’s return to the Moon symbolize?

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SUBJECT: LIT-IN-ENGLISH. Week 3
TOPIC: Figures of Speech Class: Year 9.

SSBAT[Students should be able To] Keywords:

- define figures of speech Spellbound: with your attention completely held by
- explore the examples of figures of what you are listening to or watching.
speech Implicit: suggested, without being directly expressed.
- explain the importance figures of
speech

FIGURES OF SPEECH
Figures of speech are literary devices or expressions used to convey meaning in a non-literal or imaginative way.
They are used to add color, depth, and creativity to writing and speech, making the language more engaging and
vivid.
Common Types of Figures of Speech:
1. Simile
o Definition: A simile compares two different things using the words "like" or "as."
o Example: "He is as brave as a lion."
o Effect: Similes create vivid comparisons, helping the reader visualize concepts or characteristics clearly.
2. Metaphor
o Definition: A metaphor directly compares two unlike things without using "like" or "as."
o Example: "The world is a stage."
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o Effect: Metaphors offer a stronger and more direct connection between two ideas, enriching the meaning.
3. Personification
o Definition: Personification involves giving human characteristics to non-human objects or abstract ideas.
o Example: "The wind whispered through the trees."
o Effect: Personification creates vivid imagery, making the inanimate or abstract feel more relatable.
4. Hyperbole
o Definition: Hyperbole is an extreme exaggeration used to make a point or emphasize something.
o Example: "I’m so hungry I could eat a horse."
o Effect: Hyperbole emphasizes an idea or feeling by exaggerating the truth, often for humorous or dramatic
effect.
5. Alliteration
o Definition: The repetition of initial consonant sounds in two or more nearby words.
o Example: "She sells seashells by the seashore."
o Effect: Alliteration makes phrases memorable and creates a rhythm in the language, adding a musical
quality to the text.
6. Onomatopoeia
o Definition: Onomatopoeia is the use of words that imitate sounds.
o Example: "The bees buzzed in the garden."
o Effect: Onomatopoeia helps to create a sensory experience for the reader, allowing them to 'hear' the
actions described.
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7. Oxymoron
o Definition: An oxymoron is a combination of two contradictory words or ideas.
o Example: "Bittersweet."
o Effect: Oxymorons highlight contradictions in ideas or emotions, making the reader reflect on the
complexity of a situation.
8. Pun
o Definition: A pun is a play on words that relies on the multiple meanings of a word or similarity in sounds.
o Example: "I used to be a baker, but I couldn't make enough dough."
o Effect: Puns are often used to create humor or clever wordplay, engaging the reader or listener by making
them think about the different meanings.
9. Irony
o Definition: Irony occurs when the opposite of what is expected happens or when words convey a meaning
opposite to their literal meaning.
o Example: Saying "What a pleasant day!" during a storm.
o Effect: Irony adds humor or sarcasm and often makes the reader think more deeply about the situation or
message.
10. Euphemism
o Definition: Euphemism is the substitution of a milder or less direct word or phrase for one considered harsh
or blunt.
o Example: Saying "passed away" instead of "died."
o Effect: Euphemisms soften harsh realities or sensitive topics, making them more palatable for the audience.
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11. Anaphora
o Definition: The repetition of the same word or phrase at the beginning of successive clauses or sentences.
o Example: "Every day, every night, in every way, I am getting better and better."
o Effect: Anaphora emphasizes ideas and creates rhythm, making the repeated idea more powerful.
Importance of Figures of Speech in Writing
 Enhances Description: Figures of speech add depth to descriptions, allowing writers to express ideas vividly.
 Creates Imagery: They paint mental pictures that make reading more engaging and enjoyable.
 Evokes Emotions: Through the use of figurative language, writers can evoke a range of emotions in readers,
from joy to sadness, excitement to fear.
 Adds Humor or Wit: Devices like puns and irony introduce humor or cleverness to writing, making the text
more interesting.
 Conveys Complex Ideas Simply: Metaphors and similes help convey complex ideas in a simple and relatable
way.
Examples in Literature:
1. Simile
From Shakespeare's Romeo and Juliet:
o "Her beauty hangs upon the cheek of night, like a rich jewel in an Ethiope's ear."
2. Metaphor
From Emily Dickinson’s poem:
o "Hope is the thing with feathers."

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3. Personification
From William Wordsworth's poem:
 "The daffodils danced in the breeze."
4. Hyperbole
From Jonathan Swift’s Gulliver's Travels:
o "I am as heavy as the whole world."
5. Alliteration
From Edgar Allan Poe’s The Raven:
o "Once upon a midnight dreary, while I pondered, weak and weary."
6. Onomatopoeia
From Dr. Seuss's Hop on Pop:
o "The clink of the cup."
7. Oxymoron
From Shakespeare’s Othello:
o "Deafening silence."
8. Pun
From Shakespeare’s Much Ado About Nothing:
o "A rose by any other name would smell as sweet."
9. Irony
From George Orwell’s Animal Farm:
o "All animals are equal, but some animals are more equal than others."
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10. Euphemism
From the novel To Kill a Mockingbird by Harper Lee:
o "He passed away" to describe someone who has died.
11. Anaphora
From Martin Luther King Jr.'s "I Have a Dream" speech:
o "I have a dream that one day this nation will rise up..."
Conclusion:
Understanding figures of speech enriches your ability to interpret and create expressive and imaginative
language. By recognizing and using these devices, you can enhance both your reading comprehension and
writing skills, making your communication more vivid and engaging.

CLASS ACTIVITY

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1. Which of the following is a simile?

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a) "Time is a thief."
b) "Her smile was a ray of sunshine."
c) "He runs like the wind."
d) "The classroom was a zoo."
2. Identify the figure of speech in the sentence: "The wind whispered through the trees."
a) Hyperbole b) Onomatopoeia
c) Personification d) Metaphor
3. Which sentence uses hyperbole?
a) "The clouds are a blanket in the sky."
b) "I have a million things to do today."
c) "The stars danced in the sky."
d) "She sings like an angel."
4. What figure of speech is used in: "He has a heart of stone"?
a) Simile
b) Personification
c) Metaphor
d) Irony
5. Which sentence contains alliteration?
a) "The cat sat on the mat."
b) "The rain fell gently on the window."
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c) "She was as fast as a cheetah."
d) "He spoke with a whisper."
6. What is the figure of speech in: "The bells were ringing in the distance"?
a) Onomatopoeia b) Euphemism
c) Oxymoron d) Metaphor
7. Identify the oxymoron in the following sentence: "He was clearly confused about the instructions."
a) Clearly confused b) About the instructions
c) He was d) None
8. Which example illustrates a pun?
a) "The wind was howling."
b) "She has a sweet voice."
c) "I’m reading a book on anti-gravity. It’s impossible to put down."
d) "The moon was a silver coin."
9. The sentence “He was as brave as a lion” uses which figure of speech?
a) Simile b) Metaphor
c) Personification d) Hyperbole
10. What type of figure of speech is used in the sentence: "The world is a stage"?
a) Metaphor b) Simile
c) Irony d) Euphemism
11. Which sentence is an example of irony?
a) "The sunny weather made him feel cold."
b) "She danced gracefully across the stage."
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c) "His car is a fast machine."

d) "The leaves rustled softly in the wind."
12. Which of the following is personification?
a) "The sun smiled down on us."
b) "She was as quiet as a mouse."
c) "The book was heavy."
d) "The chair was comfortable."
13. The phrase “deafening silence” is an example of:
a) Irony b) Oxymoron
c) Alliteration d) Onomatopoeia
14. What is the figure of speech in: “She sells seashells by the seashore”?
a) Alliteration b) Simile
c) Hyperbole d) Metaphor
15. Which sentence demonstrates a euphemism?
a) "He passed away last night."
b) "He was the strongest man I’ve ever seen."
c) "The sky was a deep blue."
d) "She ate a lot of cake."
16. Which of these sentences uses onomatopoeia?
a) "The clock ticked loudly in the room."
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b) "She had a lot of energy."
c) "He was a giant of a man."
d) "The rain was falling."
17. What figure of speech is used in: “The classroom was a zoo”?
a) Simile b) Metaphor
c) Personification d) Hyperbole
18. Which of the following is an example of anaphora?
a) "I have a dream that one day this nation will rise up..."
b) "Her hair was like gold."
c) "The trees whispered in the breeze."
d) "He was as fast as lightning."
19. Identify the figure of speech in: “The cake was a piece of heaven.”
a) Simile b) Metaphor
c) Hyperbole d) Personification
20. Which of the following sentences uses a metaphor?
a) "She sings like a bird."
b) "The room was a furnace."
c) "The fog was thick as soup."
d) "His laughter was like music."
21. The expression "a bitter sweet experience" is an example of:
a) Irony b) Euphemism
c) Oxymoron d) Alliteration
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22. Which figure of speech is used in: "Her voice was music to his ears"?
a) Metaphor b) Simile
c) Onomatopoeia d) Personification
23. Which sentence contains a simile?
a) "The river was a snake, winding through the hills."
b) "The storm raged fiercely."
c) "He was as tall as a giraffe."
d) "The house was dark and gloomy."
24. What is the figure of speech in: “The stars were bright diamonds in the sky”?
a) Simile b) Metaphor
c) Personification d) Hyperbole
25. Identify the figure of speech in: “The thunder grumbled like an old man.”
a) Personification b) Metaphor
c) Simile d) Onomatopoeia
26. Which sentence is an example of hyperbole?
a) "She was as quick as a rabbit."
b) "The tree was a giant."
c) "I have been waiting forever."
d) "The ocean roared."

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27. What figure of speech is used in: “Her smile was as bright as the sun”?
a) Metaphor b) Simile
c) Alliteration d) Hyperbole
28. Which of the following is an example of a pun?
a) "He made a funny joke about food."
b) "Her dress was a dazzling blue."
c) "Time flies when you’re having fun."
d) "The moon was full."
29. Which sentence demonstrates personification?
a) "The car roared to life."
b) "Her eyes sparkled like stars."
c) "He is a mountain of a man."
d) "The train was fast."
30. The phrase "a noisy silence" is an example of:
a) Oxymoron b) Hyperbole
c) Metaphor d) Simile
31. Identify the figure of speech in: “The computer crashed and died.”
a) Personification b) Metaphor
c) Simile d) Alliteration
32. Which of these sentences uses onomatopoeia?
a) "The clock chimed loudly."
b) "The garden was beautiful."
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c) "Her hair was as dark as night."

d) "The book was heavy."
33. What is the figure of speech in: “His voice was thunderous”?
a) Simile b) Metaphor
c) Hyperbole d) Onomatopoeia
34. Which sentence uses irony?
a) "She was overjoyed when she lost her wallet."
b) "He was excited to start his new job."
c) "The sun was shining brightly on a cold day."
d) "The movie was as dull as watching paint dry."
35. The phrase "a living ghost" is an example of:
a) Metaphor b) Oxymoron
c) Personification d) Simile
36. Which sentence illustrates the use of alliteration?
a) "The cold wind blew across the fields."
b) "The black cat sat silently on the mat."
c) "The flowers were bright and colorful."
d) "The door creaked open slowly."

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37. What is the figure of speech in: "The ice cream was a burst of happiness"?
a) Simile b) Metaphor
c) Hyperbole d) Euphemism
38. Which sentence contains a pun?
a) "The book was so good I couldn't put it down."
b) "She was running as fast as the wind."
c) "The cake was a masterpiece."
d) "The phone rang loudly."
39. What type of figure of speech is used in: “He was a tornado of energy”?
a) Simile b) Metaphor
c) Hyperbole d) Onomatopoeia
40. Which of the following sentences uses euphemism?
a) "He’s in a better place now."
b) "The car was extremely old."
c) "She was very tired after the run."
d) "The wind howled loudly."
41. The expression "a roaring silence" is an example of:
a) Irony b) Hyperbole
c) Oxymoron d) Simile
42. Which of the following sentences uses anaphora?
a) "I will not rest until I have achieved my goal."
b) "She danced like a ballerina."
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c) "The music was soothing."

d) "The light flickered."
43. Identify the figure of speech in: “Her voice was music to his ears.”
a) Metaphor b) Simile
c) Personification d) Onomatopoeia
44. What figure of speech is used in: “His heart was a stone”?
a) Metaphor b) Simile
c) Hyperbole d) Personification
45. Which sentence demonstrates personification?
a) "The book was a friend to him."
b) "The city was bustling with activity."
c) "The clouds were floating in the sky."
d) "The leaves rustled softly."
46. What type of figure of speech is "The moonlight danced across the water"?
a) Personification b) Metaphor
c) Hyperbole d) Simile
47. Which sentence uses a metaphor?
a) "The sea was a stormy beast."
b) "He ran like the wind."

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c) "The music was soothing."
d) "The stars were bright."
48. The phrase “an icy hot day” is an example of:
a) Oxymoron b) Euphemism
c) Metaphor d) Simile
49. Which of the following illustrates onomatopoeia?
a) "The snow was soft and fluffy."
b) "The thunder rumbled loudly."
c) "She was happy with the result."
d) "The sunset was beautiful."
50. The expression “a loud whisper” is an example of:
a) Oxymoron b) Simile
c) Irony d) Metaphor

Essay questions
1. Discuss the impact of metaphors and similes on storytelling. Provide examples from literature to illustrate
your points.
2. Analyze the use of personification in a poem or short story of your choice. How does personification
enhance the text?
3. Write an essay on the role of hyperbole in creating emphasis or humor. Use examples from various texts to
support your analysis.
4. Explain the difference between alliteration and onomatopoeia. How do these figures of speech contribute to
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the overall effect of a text?

5. Examine the use of irony in a well-known literary work. How does irony affect the reader’s understanding of
the text?
6. Describe how euphemisms can alter the perception of a situation. Provide examples from different genres of
writing.
7. Discuss the effectiveness of oxymorons in conveying complex emotions or situations. Use examples to
support your argument.
8. Explore the use of puns in literature and their role in adding humor or depth to a text. Provide examples
from classic and modern literature.
9. Analyze the use of anaphora in a famous speech or poem. How does repetition enhance the message of the
text?
10. Evaluate the use of figurative language in a contemporary novel or poem. How do figures of speech
contribute to the themes and tone of the work?

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SUBJECT: LIT-IN-ENGLISH. Week 4
TOPICS: Reading of the selected text: Sacrilege Class: Year 9.

SSBAT [Students should be able To] Keywords:

- discuss the setting of Sacrilege Genre: one of the categories based on form and style
Or branch that all artistic works are divided.
- summarise the plot of Sacrilege Exonerates: not to blamed.
Rustication: expulsion as punishment.
- discuss the characterization in Sacrilege

- explore the themes in Sacrilege

SACRILEGE BY ADETUTU ADEYEYE

SETTING OF THE PLAY
Sacrilege is set in a fictional town of Ologun. The natural setting of the novel is drawn from Nigeria precisely the
western part of the country. The play exposes the beliefs of Ologbun villagers in relation to their culture and
religious value system. The setting also brings to prominence some notable places like Baba Fabemi house,
Ologbun market, Ogbun river, shrine and the royal palace. In addition, the play is set in a contemporary time
when people compromise their cultural value system for modernity. More so, the novel emphasizes on the
matter of 1dentity which is one of the emerging themes of the 21st century drama.
PLOT PRESENTATION OF THE PLAY
Sacrilege is a play that dramatized the traditional African culture in relation to the cultural and religious value
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system of Ologbun town. The plot of the play featured King Adelegan the son of the King Adebanji. He is
crowned the king of Ologbun according to the dictates of Ogbun judges. He ascends the throne as a true
Ologbun son who rides on the vehicle of the culture and tradition of his people after the death of the father but
along the line chooses modernity over the ancient culture of his people. King Adelegan is married to Queen
Omowumi and Adebisi. He is blessed with children but his favourite is Adetutu. Few years to his reign, hour and
land starts to experience set back unlike the reign of his father, King Adebanji, whose reign is prosperously
blessed with natural resources like abundant harvesting of bitter kola and cola nut. This bothers King Adelegan
that it affects his facial expression which attracts the attention of Adebisi, hence, she advices him to send for
Baba Fagbemi, the Oluwo (Chief Priest) who reveals to him the cause of the problem. According to the tradition
of the land, he lists items for sacrifice to appease Ogbun the goddess and other gods of the land who are angry
with him. Instead of him to adhere to the instructions of the gods he insults them and the Chief Priest. To him
such things don't exist in this modern time, therefore, he remains adamant to the demands of the gods. King
Adelegan commits the most abominable due to the false information from his daughter, princess Adetutu who
tells him that the elders are planning to use him for sacrifice due to his hatred for the culture and traditions of
his people. King Adelegan pays four guards to destroy Ogbun shrine at the river bank; this act is the highest
height of sacrilege for Ologbun people because Ogbun is the ancestral mother of Ologbun who turned herself
into a river to protect the people of Ologbun. It is also a taboo to make noise beside the river because Ogbun
hates noise. The destruction of the place led to the climax of the play. The sacrilege King Adelegan committed
brings calamity to the land: he lost his Princess Adetutu, the crown Prince Aderele and his two queens to the
cold hands of death. The talented people of Ologbun start dying daily. Finally, King Adelegan poisoned himself
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and died when he learnt the height consequences of his actions as he realizes that custom and traditions can
never be old. The plot also features Baba Fagbemi and his family; Fakunle and Fabunmi. The exposition of the
history, custom and tradition of Ologbun community is unified in the play through the role of these characters.
Baba Fagbemi takes time in the play to teach his children especially Fakunle who was betrothed to the princess
Adetutu of Ogbun river and the significance of culture and tradition of their people. He and enjoins them to
always respect culture because it is the identity of a society.
Characterisation
1. King Adelegan
King Adelegan is the central figure of the play. He ascends the throne of Ologbun after his father's death,
bringing a modern mindset that conflicts with the traditional values of the town. He represents the tension
between old customs and modern beliefs. His decision to ignore the advice of the gods and the Chief Priest leads
to a series of tragic events, showcasing his arrogance and disbelief in tradition.
2. Princess Adetutu
o Adetutu is the daughter of King Adelegan and his favourite child. Her role in the play is crucial as she
misleads her father, causing him to destroy the sacred Ogbun shrine. Her actions represent youthful
impulsiveness and misunderstanding of the consequences of disregarding cultural beliefs. Her tragic death
is a direct result of her role in the sacrilege.
3. Queen Omowumi and Queen Adebisi
o These two queens are the wives of King Adelegan. While Queen Omowumi remains less involved, Adebisi
plays a significant role by advising the King to seek the Chief Priest’s help when things go wrong in the land.
Adebisi symbolizes respect for tradition and culture, contrasting with the King’s modern ways.
4. Baba Fagbemi (Chief Priest)
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o Baba Fagbemi is the spiritual leader of Ologbun and acts as a bridge between the gods and the people. He
warns King Adelegan about the consequences of neglecting tradition and urges him to make sacrifices to
appease the gods. He embodies wisdom and the importance of cultural identity, often teaching his children
to value their heritage.
5. Fakunle and Fabunmi
o These characters are Baba Fagbemi’s children. Fakunle, who is betrothed to Princess Adetutu, is particularly
important in the play, as Baba Fagbemi teaches him about the cultural significance of their traditions. They
represent the younger generation learning about and respecting their heritage.
Themes
1. Tradition vs Modernity
o One of the central themes of Sacrilege is the conflict between traditional beliefs and modern ideas. King
Adelegan’s rejection of cultural practices and his embrace of modernity bring disaster to the land. This
highlights the dangers of abandoning long-held customs and beliefs without understanding their
significance.
2. Cultural Identity
o The play stresses the importance of cultural identity through its depiction of the customs and rituals of
Ologbun. Baba Fagbemi and other elders in the community teach the younger generation about the
significance of their traditions, reinforcing that culture defines who they are as a people.
3. Consequences of Sacrilege

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o The title of the play, Sacrilege, refers to the King’s destruction of the Ogbun shrine, an act considered an
abomination. This theme emphasizes the importance of respecting sacred places and traditions, as the
sacrilege leads to tragic consequences for King Adelegan and the entire community.

4. Power and Responsibility

o King Adelegan’s role as a ruler highlights the theme of power and responsibility. His failure to honor the
customs of his people results in the collapse of his reign. The play suggests that those in power have a duty
to respect and protect their cultural heritage.
5. Family and Loyalty
o The relationships between characters in the play, particularly within King Adelegan’s family and Baba
Fagbemi’s family, explore the theme of family and loyalty. Queen Adebisi’s loyalty to her husband and Baba
Fagbemi’s dedication to teaching his children about tradition reflect the importance of family ties and the
passing down of cultural values.
Multiple Choice Questions (50 Questions)
1. Who is the king of Ologbun at the start of the play?
o A. King Adebanji B. King Adelegan
o C. King Aderele D. Baba Fagbemi
2. What is the name of the town where Sacrilege is set?
o A. Lagos B. Ologbun
o C. Ibadan D. Ogbun
3. Who is the chief priest in the play?
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o A. King Adebanji B. Baba Fagbemi

o C. Fakunle D. Adetutu
4. What does King Adelegan refuse to do after Baba Fagbemi’s warning?
o A. Attend the royal council
o B. Make sacrifices to the gods
o C. Banish his wife
o D. Build a shrine
5. Why does Princess Adetutu mislead her father?
o A. She loves modernity
o B. She wants him to be sacrificed
o C. She fears the elders are plotting against him
o D. She dislikes her culture
6. What is the consequence of King Adelegan’s sacrilege?
o A. Prosperity for the land
o B. Death of his family
o C. His coronation
o D. Defeat in battle
7. Who are King Adelegan’s two wives?
o A. Queen Adebisi and Queen Omowumi
o B. Queen Adetutu and Queen Adebisi

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o C. Queen Omowumi and Queen Aderele
o D. Queen Fakunle and Queen Fabunmi
8. What is the sacred object King Adelegan destroys?
o A. The royal crown
o B. The Ogbun shrine
o C. The Chief Priest’s staff
o D. The palace walls
9. Why does King Adelegan believe he is suffering setbacks in his reign?
o A. Lack of support from his people
o B. The curse of the gods
o C. Poor harvests
o D. Betrayal from his family
10. What is one key symbol in the play?
o A. The royal palace
o B. The Ogbun river
o C. The market square
o D. The king’s robe
11. What does Baba Fagbemi represent in the play?
o A. Disbelief in traditions
o B. The voice of modernity
o C. The connection to the gods Pleroma International High School

o D. A rebellious youth
12. What is Fakunle’s relationship with Princess Adetutu?
o A. Her father B. Her brother
o C. Her fiancé D. Her cousin
13. What lesson does Baba Fagbemi teach his children?
o A. The power of wealth
o B. The importance of modern education
o C. Respect for culture and tradition
o D. How to rule a kingdom
14. Which character warns King Adelegan about the gods' anger?
o A. Adetutu B. Queen Omowumi
o C. Adebisi D. Baba Fagbemi
15. What is considered the highest act of sacrilege in Ologbun?
o A. Destroying the royal palace
o B. Destroying the Ogbun shrine
o C. Disrespecting the elders
o D. Attacking the king
16. What happens to King Adelegan’s children by the end of the play?
o A. They flee the town
o B. They become rulers

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Lesson Note
o C. They die
o D. They overthrow their father
17. What natural element does Ogbun represent in the play?
o A. The wind B. The river
o C. The forest D. The mountains
18. How does King Adelegan die?
o A. In battle B. By poison
o C. By accident D. Through sickness
19. Why is Ogbun considered the ancestral mother of Ologbun?
o A. She fought in a war
o B. She turned herself into a river
o C. She built the palace
o D. She created the gods
20. What is the key theme in Sacrilege?
o A. Justice and revenge
o B. Tradition vs modernity
o C. Love and hate
o D. Friendship and loyalty
21. Who tells King Adelegan about the gods' demands for sacrifice?
o A. Fakunle B. Adetutu
o C. Baba Fagbemi D. Queen Omowumi Pleroma International High School

22. What happens to the town of Ologbun as a result of the sacrilege?

o A. It becomes prosperous
o B. It is destroyed by fire
o C. It experiences famine and death
o D. It is taken over by outsiders
23. Which characters die as a result of King Adelegan’s actions?
o A. Baba Fagbemi and Fakunle
o B. Queen Adebisi and Omowumi
o C. The entire royal family
o D. Only King Adelegan
24. Why does King Adelegan insult the gods?
o A. He believes they are weak
o B. He wants to be more powerful
o C. He thinks they are outdated
o D. He dislikes Baba Fagbemi
25. Who is Fakunle in relation to the cultural traditions of Ologbun?
o A. A warrior
o B. A farmer
o C. A young man being taught about tradition
o D. The next Chief Priest

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26. What is the significance of the Ogbun river in the play?
o A. It brings wealth to the town
o B. It is where Ogbun lives as a protector
o C. It separates Ologbun from enemies
o D. It provides water for farming
27. What advice does Queen Adebisi give to King Adelegan?
o A. To follow modern ways
o B. To seek the Chief Priest’s counsel
o C. To send Fakunle away
o D. To consult with the elders
28. What marks the turning point of King Adelegan’s downfall?
o A. His loss of the throne
o B. His destruction of the Ogbun shrine
o C. His divorce from Queen Omowumi
o D. His refusal to have a son
29. How do the people of Ologbun view Ogbun?
o A. As a myth
o B. As an ancestor who protects them
o C. As a deity who punishes them
o D. As a powerful sorcerer
30. What role does Princess Adetutu play in the sacrilege?
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o A. She advises the king to insult the gods

o B. She misleads him into thinking the elders are plotting against him
o C. She persuades the guards to destroy the shrine
o D. She runs away from Ologbun
31. Who dies last in the play?
o A. King Adebanji B. Princess Adetutu
o C. Queen Adebisi D. King Adelegan
32. What is King Adelegan's relationship to modernity?
o A. He embraces modernity over tradition
o B. He hates modernity
o C. He fears modernity
o D. He does not understand it
33. Who are the Ogbun judges?
o A. The village elders
o B. The gods of the land
o C. The royal guards
o D. The family of Baba Fagbemi
34. What is the Ologbun market known for?
o A. Its wealth
o B. Its loud environment

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o C. Selling forbidden items
o D. Sacred traditions
35. How do the guards play a role in the destruction of the Ogbun shrine?
o A. They refuse to destroy it
o B. They betray King Adelegan
o C. They destroy the shrine after being paid
o D. They are scared of Ogbun
36. What is the significance of the bitter kola and cola nut in the play?
o A. They symbolize the prosperity of King Adebanji’s reign
o B. They are gifts to the gods
o C. They are poisonous
o D. They represent wealth
37. Who is Aderele in relation to the royal family?
o A. The king’s adviser
o B. The Crown Prince
o C. Baba Fagbemi’s son
o D. Princess Adetutu’s servant
38. What is Baba Fagbemi’s role in the community?
o A. He is a king
o B. He is the Chief Priest
o C. He is a farmer Pleroma International High School

o D. He is a judge
39. Why does King Adelegan ignore Baba Fagbemi’s warning?
 A. He thinks the priest is lying
 B. He believes in modern ideas over traditions
 C. He is angry at the priest
 D. He does not understand the warning
40. What does the destruction of the Ogbun shrine symbolize?
 A. The end of the monarchy
 B. A shift to modernity
 C. Disrespect for cultural traditions
 D. The prosperity of Ologbun
41. What does the play suggest about the value of tradition?
 A. It is outdated and irrelevant
 B. It is a necessary part of identity and stability
 C. It should be completely abandoned
 D. It is only important for the elderly
42. What is the effect of modernity on the land of Ologbun?
 A. It brings new resources
 B. It causes the land to flourish
 C. It leads to decline and misfortune
 D. It improves the economy
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43. How does King Adelegan's attitude toward tradition affect his reign?
 A. It strengthens his leadership
 B. It causes division among his people
 C. It brings peace and prosperity
 D. It leads to the downfall of his reign
44. What lesson does the play Sacrilege offer about leadership?
 A. Modernization is always beneficial
 B. Leaders should disregard old customs
 C. Respecting and upholding traditions is crucial for successful leadership
 D. Leaders should focus only on economic growth
45. Who suffers as a result of King Adelegan’s sacrilege?
 A. Only the king himself
 B. The entire community of Ologbun
 C. The neighboring towns
 D. The gods of Ologbun
46. What is the primary conflict in the play Sacrilege?
 A. The conflict between two neighboring towns
 B. The personal rivalry between two characters
 C. The conflict between traditional values and modern beliefs
 D. The struggle for the throne
47. What ultimately happens to King Adelegan’s kingdom?
 A. It is overthrown by a rival
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 B. It is left in a state of prosperity

 C. It is devastated by natural disasters
 D. It falls into chaos and decline
48. What role does the Ogbun river play in the story?
 A. It is a source of wealth
 B. It represents the goddess Ogbun
 C. It serves as a boundary for the town
 D. It is a place for royal ceremonies
49. What action leads to the climax of the play?
 A. King Adelegan’s coronation
 B. The destruction of the Ogbun shrine
 C. The arrival of Baba Fagbemi
 D. The death of Queen Omowumi
50. How does the play Sacrilege portray the role of the gods in the community?
 A. As irrelevant and unimportant
 B. As powerful and central to the community’s well-being
 C. As distant and unconnected to daily life
 D. As hostile and threatening
Short Answer Questions (10 Questions)
1. Describe the primary setting of the play Sacrilege and its significance.
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2. Explain the main conflict between King Adelegan and the traditions of Ologbun.
3. What is the role of Baba Fagbemi in the play, and how does he influence the story?
4. How does Princess Adetutu’s action contribute to the climax of the play?
5. What are the consequences of King Adelegan’s destruction of the Ogbun shrine?
6. Discuss the impact of modernity on the traditional values of Ologbun as depicted in the play.
7. How does the play use the character of King Adelegan to explore the theme of tradition vs. modernity?
8. What lesson about leadership and cultural respect can be drawn from the play Sacrilege?
9. Describe the relationship between King Adelegan and his two queens, Omowumi and Adebisi.
10. How does the play Sacrilege illustrate the concept of sacrilege and its consequences on the community?

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SUBJECT: LIT-IN-ENGLISH. Week 5
TOPIC: Studies on the selected play: The Clock. Class: Year 9.

SSBAT[Students should be able To] Keywords:

- discuss the setting of The Clock Courtship: dating period between spouses.
Pedestal: a stepping or standing stone
- summarise the plot of The Clock

- discuss the characterization in The Clock

- explore the themes in The Clock

THE CLOCK (A NOVEL) by NGOZI CHIMA-UZOSIKE

SETTING OF THE NOVEL

The novel is set in a fictional village of Akamu, the Eastern region of Nigeria, dominated by Igbo race. It has both
rural and urban setting. The rural setting is Akamu town while the urban setting is Owelle. The time frame was
postcolonial era when western education had already infiltrated the Igbo society during which storytelling and
other value systems were considered sacrosanct.

PLOT SUMMARY OF THE PLAY

The Clock tells a story of an aborted dream of Mrs. Adabeke Ugonna popularly known as Mama Nwankwo.
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Although highly respected, valued and well known for her storytelling prowess, her life is full of regrets as she is
unable to pursue and achieve her dream of becoming a medical doctor because she is forced to marry Chimalobi
Ugonna whom she was betrothed to. Mama Nwankwo is declared missing in Akamu village. Search parties are
constituted. Unknown to the villagers. Mama had gone to the city after realizing her health was failing her.
There in the city. in her son's house, she slumps and sustains Injury that landed her in the hospital.

Her admission to St. Monica Specialist Hospital Owelle leads her to sober reflections. There in the hospital, her
secret life of drinking habit and her utter regrets about her aborted dreams are revealed. As fate would have it,
the doctor. Dr. Nkechi who treats her is one of her juniors during her secondary school at Akamu Community
Secondary School (ACSS). At first. they did not recognize each other until Mgbafor. Mama Nwankwo's closest
friend arrives the hospital. Mgbafor who is also an old girl of ACSS, recognizes Dr. Nkechi. It was a memorable
reunion for the trio. Mama and Mgbafor were pretty happy for Dr. Nkechi living her dreams, but at the same
time reminds them of their failure in the actualization of their dreams. Dr. Nkechi contacts other old girls. Dr.
Nkiru and Mrs. Rita Okafor, (Ph.D). It is a c happy moment for all of them. Dr. Nkechi and Dr. Nkiru promise to
change their lives for good. Mama's homecoming to Akamu is highly celebrated. In her address, she calls for the
abolition of those cultural practices that inhibit women from attaining their great potenuals and urges women to
rise up and take their place. That is met with stiff opposition but with persistency and the help of her successful
farmer school mates, positive change enter the village in all areas. The Five Fingers Friendship (FFF) as
represented by Mama. Mgbafor and the other three ACSS old girls use their influence and affluence to bring
development to Akamu and change the lives of Mama and Mgbafor for good.
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The story begins with Adaku and Chiamaka. women of Akamu village, hurrying home in order to be at the
market square on tume to witness the much- talked about address by the renowned storyteller, popularly called
Mama Nwankwo. Owing to her extraordinary skills in storytelling, story lovers defy the threatening clouds and
hurry home to be there at the village square. As the crowd waited with bated breath, Chizoba one of the
storyteller's assistants comes in and announces that Mama Awankwo would not be able to come and asks them
to go home.

The news of Mama Nwankwo's disappearance spread. Apart from being morally upright for which Akamu
village is known for, they are also known to be the food basket of the Eastern villages. Akamu village is very
popul: In the early morning of Eke market day, the town crier formally announces the disappearance of Mama
Nwankwo and asks the villagers to gather at the village square to show solidarity in finding the missing woman
who has been inspirational to the people. As early as possible. the villagers gathered to deliberate on how to
find the missing Mana Nwankwo. The man who speaks at the meeting, expresses sadness for what the village is
going through:

"Today is a black day in the history of the Akamu community. Never in the annals of this village had
the cause of a single individual pulled US to this square with such a magnetic force". (PP. 12).

Obiajulu assures the people that the Eze and the entire clan would do their best to solve the puzzle of her
disappearance. The search and mood of the villagers stopped business activities that usually take place at any
Eke market day. Pleroma International High School

Mama Nwankwo is at St. Monica Specialist Hospital receiving treatment. She is in pain. Her children sit beside
her. At Nwankwo's house, she slumps and sustains some cuts and bruises while trying to urinate That is why she
is rushed to the hospital. After series of tests, it is discovered that Mama Nwankwo is hypertensive. She asks if
she would be cured of her problems especially psychological ones, her aborted dreams of wanting to become a
medical doctor her regrets and all that. She asks if it is possible to turn the hand of the clock back. Prophet Isaac
gets into, Mamas room in the hospital. They exchange pleasantries. She asks him to thelp her inform Eze Nwagu
and others about her condition since he says he is going to Akamu village.

Mama Nwankwo recalls her days at the secondary school and unfulfilled dreams. She could not withhold her
tears She has a secret lifestyle of drinking alcohol which she started early in life:
"So I've been creating my destiny by what I thought was mere fun." (PP.25).

Mama wishes not only to be well again .ty. but also to repossess her lost glory. Her secre. intake of alcohol takes
another dimension after the death of her husband. She had plans to stop the habit of drinking before her
husband's death.

Mama's whereabouts is still unknown. Prophet Isaac whom Mama asks to relate her condition and whereabouts
to Eze Nwagu and Mgbafor could not go to Akamu again as he goes to a neighboring town for a crusade. Mama
wonders why no one from Akamu village has come to visit her in the hospital, thinking that Prophet Isaac has
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given the message to her people at Akamu weeks back. She feels sad and wept Prophet Isaac finally gets to
Akamu village and breaks the news of Mama Nwankwo's condition and whereabouts to Mgbafor. Mghafor could
not contain her joy The following day which was an Orie market day. Mgbafor dressed to go and visit her friend,
but before she leaves. the town crier announced that the Eze wants everyone to gather. At the meeting, the Eze
thanked everyone and sent sorme representatives to go visit Mama at the hospital Mgbalor on her own
proceeds with the journey to Owelle Mgbaior finally gets to hospital and explained to Mama that the news of
her whereabouts only came the previous day. The delegates of the Eze arrived, presented their gifts and wished
her quick recovery. Everyone is happy. Mama is overjoyed for the uncommon concern shown to her by her
people.

Mgbafor sees Dr. Nkechi Obinna and both recognize each other. Mgbafor was her school mother at Akamu
Community Secondary - School (ACSS) back days in the boarding school. Both expressed great happiness
Mgbafor recalls how she wasn't able to fulfill her dream of becoming a medical doctor because her illiterate
parents forced her to get married to a man whom she was betrothed to when she was just two years old.
Mgbafor introduced Dr. Nkechi to Mama. There is 60 much joy as the three reunite after many years. Mama was
the social prefect then in ACSS. The school was founded in 1928 by the British Missionaries. Their motto is Lux in
Tenibtits, a Latin expression meaning Light out of Darkness. Dr. Nkechi thanks them for the love and protection
they showed her those days. She assures Mama that she would invite other experts to ensure she is healed. She
also promises them of a better life. How Mgbafor assisted Nkechi is explained. Mgbafor would not stand anyone
insult or Intim.dation against her little innocent school daughter. Nkechi was an orphan, who knew nothing
about her lineage. She was an abandoned child. She was picked in a refuse bin by a good Samaritan. The
Missionaries monitored her progression knowing how gifted she was. Dr. Rita Eze out of compassion assisted
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Nkechi to become a medical doctor. Dr Nkecht comes in with another doctor. She introduces her as Dr. Nkiru
Chinemere a fellow old girl of ACSS. It is another moment of Joy and reunion. The four women recalled their
experiences at ACSS. Dr Nkiru promises to bring Miss Nweke, another old girl of ACSS to them. Dr. Nkechi
announces that Mama has been discharged and all bills written off by the hospital Mgbafor and Mama thank her
effusively Then Mama and Mgbafor are further shocked to hear that the hospital is owned by Dr Nkechi herself
but handed it over to the missionary who took care of her when she was young. Mama and her children agree
and send letters of appreciation to the hospital and doctors (Nkechi and Nkiru). Mama sends words to Eze
Nwagu through her daughter, Chioma to inform him of her homecoming. Dr. Nkechi in her reply, thanks Mama
for her thoughtfulness and promises her that together with Dr. Nkiru they would come to Akamu to execute a
huge project. She requests that Mama visits her in wo weeks for further discussion on the project. Mama's
homecoming is highly celebrated in Akamu. At the event of her homecoming celebration, she uses the medium
to ku against how women are treated by men in the village. She calls for the abolition of some obnoxious
cultural practices such betrothing a woman. Another woman. Mgbeke narrates how she is forced by tradition to
remain unmarried so as to bear children and continue the lineage of her father, since he has no male brother.
Several women come out to lend their support to the cause Mama is championing by narrating their various sad
experiences in the hands of men. Mama urges the women to rise and take their place. The whole Akamu viliage
has to be decorated colourfully for the commissioning of executed projects. Five months earlier, Five Fingers of
Friendship as represented by Mama, Mgbafor, Dr. Nkechi. Dr. Nkiru and Mrs. Rita Okafor (Ph.D.) has contracted
a private construction company who constructed many roads in the village coupled with electrification and
installation of pipe borne water projects. Through the influence of Dr. Nkecht, the governor of Umu State had
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announced the creation of Akamu Local Government with Akamu as its headquarters. For her invaluable
contributions, the Eze confers on Mama with a chieftaincy title as woman leader Ochikoba Umunwanyl of
Akamu. Dr. Nkechi has revealed to Mama Mgbafor and others that she has found her mother. The same nanny
employed in the orphanage home who had taken care of her since she was a child was actually her biological
mother. She reveals that she also finds who his father is. He raped her mother while she was working for them
as house-help. She tells them how her mother's admission into college of education and big dreams were
shattered by the shameful act of her father. Dr Mrs. Rita Okeke approaches international organization and
complains the untold and inhuman conditions women in Akamu are subjected to. The organization releases ten
million dollars for improvement of Akamu women. The FFF also approaches an international development
partners for grant and they approve the sum of hundred million natra. The money is injected into the
development of the community. Beautiful duplex is constructed each for Marna and Mgbafor. Mama delivers an
important story on that day of project commissioning. She titles her story, The Clock. Through the story, she
advises everybody to always make wise use of time because time waits no one.

In conclusion, The Clock is a novel set in postcolonial Eastern Nigeria, in the fictional village of Akamu. The story
centers on Mrs. Adabeke Ugonna, known as "Mama Nwankwo," who is respected for her storytelling but lives
with the regret of not achieving her dream of becoming a doctor. Instead, she was forced into marriage at a
young age. Mama Nwankwo's disappearance from the village prompts a search, only for it to be revealed that
she is receiving treatment in the city after collapsing from a hypertensive episode.
In the hospital, Mama Nwankwo meets Dr. Nkechi, an old friend and former student of hers from Akamu
Community Secondary School. Together with other old school friends, Dr. Nkiru and Mrs. Rita Okafor, they
reflect on their lives, the dreams they achieved, and the ones Mama and her friend Mgbafor lost. With their
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help, Mama regains her confidence and becomes an advocate for women's rights, pushing for the abolition of
oppressive cultural practices in Akamu.
Mama's successful friends use their influence to bring development to Akamu, including road construction,
electrification, and the creation of a local government. In the end, Mama Nwankwo is honored with a chieftaincy
title and delivers a powerful story titled The Clock, urging everyone to make the most of their time.
Characterisation
1. Mama Nwankwo (Mrs. Adabeke Ugonna)
o The protagonist, a renowned storyteller who is deeply respected in Akamu village. Despite her outward
success, she harbors deep regrets over her unrealized dream of becoming a doctor. She is a symbol of the
limitations placed on women due to traditional practices but later becomes an advocate for change in her
community.
2. Mgbafor
o Mama Nwankwo’s close friend, also a victim of cultural practices that forced her into early marriage.
Mgbafor reunites with Dr. Nkechi and Dr. Nkiru and plays a key role in supporting Mama in her campaign to
improve women's rights in Akamu.
3. Dr. Nkechi
o A successful medical doctor and one of Mama Nwankwo’s former students at Akamu Community
Secondary School. She symbolizes success, determination, and the realization of dreams despite difficult
beginnings. She later helps Mama recover and contributes to the development of Akamu.
4. Dr. Nkiru and Mrs. Rita Okafor (Ph.D.)
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o Former students of Akamu Community Secondary School, who, like Dr. Nkechi, have achieved success in
their respective fields. They join hands with Mama Nwankwo and Mgbafor to initiate positive changes in
Akamu.
5. Prophet Isaac
o A religious figure who helps communicate Mama’s condition to the people of Akamu. His role is primarily to
convey important news between the village and the city.
Themes
1. Unfulfilled Dreams and Regret
o The central theme of The Clock revolves around unfulfilled dreams, as represented by Mama Nwankwo and
Mgbafor, whose lives were shaped by societal expectations and cultural norms. Their regret serves as a
warning to younger generations about the importance of pursuing one's ambitions.
2. Women's Rights and Gender Equality
o The novel highlights the oppression women face in traditional Igbo society, particularly through forced
marriages and cultural expectations. Mama Nwankwo becomes an advocate for women’s rights, fighting for
the abolition of harmful cultural practices.
3. The Power of Education
o Education is presented as a key to breaking free from societal limitations. Characters like Dr. Nkechi, Dr.
Nkiru, and Mrs. Rita Okafor are examples of how education enables women to fulfill their potential and
bring about societal change.
4. Friendship and Solidarity
o The reunion of Mama Nwankwo, Mgbafor, Dr. Nkechi, Dr. Nkiru, and Mrs. Rita Okafor demonstrates the
strength of friendship and support among women. Together, they use their collective influence to bring
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about positive change in their community.

5. Time and Opportunity
o The title The Clock reflects the theme of time, emphasizing the importance of using time wisely. Mama
Nwankwo’s story about the clock serves as a metaphor for life’s fleeting nature and the need to seize
opportunities before it’s too late.
6. Community Development
o The novel also touches on themes of progress and development, as seen in the efforts of Mama Nwankwo’s
group to bring infrastructure and economic improvements to Akamu. It underscores the idea that individual
success can contribute to the collective advancement of a community.
Multiple Choice Questions
1. Where is the novel The Clock set?
a)Akamu b)Lagos
c)Owerri d) Abuja
2. What is Mama Nwankwo’s full name? a) Mrs. Nkechi Ugonna
b) Mrs. Adabeke Ugonna
c) Mrs. Mgbafor Nwankwo
d) Mrs. Rita Okafor
3. Why does Mama Nwankwo regret her life? a) She didn’t marry the man she loved
b) She couldn’t pursue her dream of becoming a doctor

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c) She lost all her children
d) She was not successful in business
4. What illness is Mama Nwankwo diagnosed with at the hospital?
a) Diabetes b) Hypertension
c) Cancer d) Tuberculosis
5. What is Dr. Nkechi’s profession?
a) Teacher b) Lawyer
c) Doctor d) Engineer
6. How did Dr. Nkechi and Mama Nwankwo first meet? a) They were neighbors
b) At Akamu Community Secondary School
c) At the hospital
d) At a church event
7. Who is Mgbafor? a) Mama Nwankwo’s daughter
b) A friend of Mama Nwankwo
c) A teacher at the secondary school
d) Mama Nwankwo’s sister
8. What does the title The Clock symbolize? a) The importance of time
b) Wealth and status
c) The passage of seasons
d) A traditional Igbo practice
9. Who helps Mama Nwankwo pay her hospital bills? a) Dr. Nkechi
b) Her children
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c) The village chief

d) Prophet Isaac
10. What does Mama Nwankwo advocate for during her homecoming celebration? a) More storytelling events
b) The abolition of cultural practices that limit women
c) The election of more men into village leadership
d) Traditional marriage ceremonies
11. Which of the following was Mama Nwankwo forced into at a young age?
a) Marriage b) Business
c) School d) Politics
12. What is the name of the hospital where Mama Nwankwo was admitted? a) St. Mary's
b) St. Monica Specialist Hospital
c) St. Peter’s Hospital
d) St. Michael’s Hospital
13. Who was the closest friend of Mama Nwankwo in the novel?
a) Mrs. Rita Okafor b) Mgbafor
c) Dr. Nkechi d) Dr. Nkiru
14. How did Dr. Nkechi come to be a doctor? a) Through hard work and missionary support
b) Her wealthy parents paid for her education
c) She married into a rich family
d) She inherited her father’s business
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15. What do the women of Akamu advocate for at the end of the novel? a) Improved market conditions
b) Better educational opportunities for girls
c) Equal land rights for women
d) Better healthcare
16. Who owns the hospital where Mama Nwankwo is treated? a) The government
b) Dr. Nkechi
c) The missionary who raised Dr. Nkechi
d) The village council
17. What is the significance of the Five Fingers of Friendship (FFF)? a) It is a symbol of unity among Mama
Nwankwo’s group of friends
b) It represents the traditional roles of women
c) It refers to the village elders
d) It is a religious symbol
18. Why does Mama Nwankwo wish to turn back time? a) To correct her health problems
b) To relive her school days
c) To fulfill her dream of becoming a doctor
d) To improve her storytelling skills
19. Which character was betrothed at two years old? a) Dr. Nkiru b) Mgbafor
c) Dr. Nkechi d) Mrs. Rita Okafor
20. What kind of project does Dr. Nkechi propose for Akamu? a) A market
b) A school
c) A health center
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d) A road and electrification project

21. Who helps Mama Nwankwo deal with her regrets?
a) Prophet Isaac b) Dr. Nkechi
c) Her children d) The village chief
22. What major cultural issue does Mama Nwankwo address in her final speech? a) Child labor
b) Women’s rights
c) Tribal conflicts
d) Environmental pollution
23. How does the village of Akamu respond to Mama’s campaign for change?
a) They ignore her
b) They oppose her at first, but later support her
c) They immediately agree
d) They are split into two groups
24. Who among the characters finds out about their biological parents later in life?
a) Mama Nwankwo b) Dr. Nkechi
c) Mgbafor d) Mrs. Rita Okafor
25. What role does Prophet Isaac play in the story? a) He is Mama Nwankwo's doctor
b) He delivers messages from the hospital to the village
c) He builds the new village road
d) He leads the search party for Mama Nwankwo
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26. What does Mama Nwankwo do after her husband’s death? a) Becomes a village leader
b) Starts drinking heavily
c) Remarries
d) Moves to the city
27. Which character encourages the use of international funds for Akamu's development?
a) Dr. Nkechi b) Mgbafor
c) Mrs. Rita Okafor d) Mama Nwankwo
28. What type of celebration is held for Mama Nwankwo's return to Akamu? a) A storytelling competition
b) A traditional marriage ceremony
c) A village-wide party with speeches
d) A coronation ceremony
29. What does the title Ochikoba Umunwanyi mean? a) Chief of Akamu
b) Leader of the Women
c) Healer of the Community
d) Teacher of the Children
30. What project did the FFF group complete in Akamu? a) Electrification and road construction
b) Building a new market
c) Organizing festivals
d) Creating a local library
31. What is the relationship between Mgbafor and Mama Nwankwo? a) Mother and daughter
b) Cousins
c) Best friends
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d) Business partners
32. What does Mama Nwankwo's character primarily represent in the story? a) Tradition
b) Lost potential and empowerment
c) Rebellion against men
d) A woman of mystery
33. Which of the following best describes Dr. Nkechi's childhood? a) She grew up wealthy
b) She was abandoned as a child
c) She lived with her parents
d) She was a royal child
34. What cultural practice does Mama Nwankwo fight against? a) Arranged marriages
b) Food customs
c) Traditional storytelling
d) Fishing rites
35. Who confers the chieftaincy title on Mama Nwankwo? a) The village women
b) The village council
c) The Eze
d) Prophet Isaac
36. Who assisted Dr. Nkechi financially during her education? a) Her biological mother
b) Dr. Rita Eze

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c) Mgbafor
d) Mama Nwankwo
37. How do the villagers feel about Mama Nwankwo's influence? a) Grateful
b) Angry
c) Divided
d) Indifferent
38. What role does Dr. Nkechi play in Mama Nwankwo’s recovery? a) She provides financial aid
b) She treats her illness and provides emotional support
c) She becomes her caretaker
d) She advises her to move to the city
39. What leads to the reunion of Mama Nwankwo and her former students? a) Mama’s hospitalization
b) A school reunion
c) A religious festival
d) A visit to the Eze’s palace
40. How does the governor of Umu State contribute to Akamu's development? a) By providing funds for the
market
b) By approving the creation of Akamu Local Government
c) By building a health clinic
d) By funding the school
41. What is one of the major sources of conflict in the novel? a) Mama Nwankwo’s disappearance
b) A village fire
c) Financial difficulties in Akamu
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d) The struggle for gender equality

42. Which character is most responsible for helping Mama Nwankwo achieve personal growth?
a) Dr. Nkechi b) Mgbafor
c) Prophet Isaac d) Her son
43. How do Mama Nwankwo and Dr. Nkechi reconnect? a) Through a letter
b) At a hospital
c) At a school reunion
d) Through Prophet Isaac
44. What is the main theme of the novel The Clock? a) The importance of wealth
b) Time, lost opportunities, and women’s empowerment
c) Betrayal and forgiveness
d) Family and tradition
45. What symbolizes the passage of time and lost opportunities in the novel? a) A clock
b) A village meeting
c) The marketplace
d) A storybook
46. What ultimately helps to develop Akamu village? a) International funding and the efforts of the FFF group
b) The involvement of the government
c) The chief’s leadership
d) The contributions of Mama’s children
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Lesson Note
47. What tragic event in Dr. Nkechi's life motivated her to succeed? a) The loss of her parents
b) Being abandoned as a child
c) Her mother's rape and unfulfilled dreams
d) Failing her medical exams
48. How does Mama Nwankwo react when she learns that no one visited her at the hospital initially? a) She is
relieved
b) She feels sad and weeps
c) She doesn’t care
d) She sends for Prophet Isaac
49. What was Dr. Nkechi's big revelation to Mama and Mgbafor at the end of the novel? a) That she was getting
married
b) That she found her biological parents
c) That she was leaving Akamu for good
d) That she was selling the hospital
50. What lesson does Mama Nwankwo impart in her final story titled The Clock? a) The value of friendship
b) The importance of time and making wise decisions
c) The significance of traditional customs
d) The need to support family members
Short Answer Questions
1. Who is the protagonist of The Clock and what is her main regret in life?
2. What illness is Mama Nwankwo diagnosed with during her stay at St. Monica Specialist Hospital?
3. What cultural practice does Mama Nwankwo strongly oppose in her village?
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4. How did Mgbafor assist Dr. Nkechi during her school days?
5. What role does the Five Fingers of Friendship (FFF) play in the development of Akamu?
6. Describe the significance of Mama Nwankwo’s storytelling in Akamu village.
7. What motivates Dr. Nkechi to help her community after becoming a successful doctor?
8. How does Mama Nwankwo’s disappearance affect the village of Akamu?
9. How does Mama Nwankwo use her homecoming speech to inspire change in her village?
10. What is the meaning of the Latin motto Lux in Tenebris associated with Akamu Community Secondary
School?
Essay Questions
1. Discuss the role of women in the novel The Clock and how they challenge traditional cultural practices in
Akamu village.
2. Analyze Mama Nwankwo’s character and how her regrets shaped her outlook on life. How does she use
these experiences to advocate for change?
3. The title The Clock serves as a metaphor in the novel. Explain its significance and how it relates to the
themes of time, regret, and opportunity.
4. How do the friendships in The Clock, especially the Five Fingers of Friendship (FFF), influence the lives of
the main characters and the development of the village?
5. Examine the contrast between life in Akamu village and the city of Owelle. How do these settings shape
the characters and their personal growth?

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6. Discuss the theme of education in The Clock. How does it impact the lives of characters like Mama
Nwankwo, Dr. Nkechi, and Mgbafor?
7. The novel portrays several struggles with tradition versus modernization. How do the characters balance
respecting their heritage while advocating for progress?
8. How is the theme of empowerment portrayed through the women of Akamu, particularly Mama
Nwankwo, Mgbafor, and Dr. Nkechi?
9. Explore the significance of the reunion between Mama Nwankwo, Dr. Nkechi, Mgbafor, and other ACSS
old girls. What does this event reveal about friendship, success, and unfulfilled dreams?
10. Evaluate the influence of international organizations and external funding on the development of
Akamu village. How does this reflect on the broader issues of rural development in Nigeria?

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SUBJECT: LIT-IN-ENGLISH. Week 8
TOPIC: Studies on the selected Poem: Moonlight. Class: Year 9.

SSBAT[Students should be able To] Keywords:

-read poem aloud Courtship: dating period between spouses
- discuss the analysis of the poem Subplot: a series of events in a play, novel, etc. that is
Moonlight Separate from but linked to the main story.
-explore the poetic devices used in the
poem
- explain the themes in the poem

MOONLIGHT by Segun Adekoya and Bisi Adeboyega

Beam that sacks darkness,

Light adorned by calmness,
Dearing with twinkling stars,
God's glory shines to the world.

Moonlight greets the world.

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God's wonder soothes the world,

Pacesetter in date-setting.
Its light blue colour, depicts love.
The world praises your worth

Moonlight crave tales, meetings,

Prepares venues for kids to gain,
They sit round to listen,
Tales teach moral with reasons,
Elders gather for meetings

Jumping, running, singing, clapping

Yes, children love moonlight,
Darkness quits, moonlight reigns
Nature calms after labour,
The world becomes radiant.

Cool light, calmness,

Traits of moonlight they are.
Enjoyable, soothing, lovely.
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We shall enjoy you forever.
Gods glory remains forever.

Moonlight sets time for rest,

Terminates tension for pleasure
Man craves leisure,
Plants, animals gain freedom
Sky exhibits wonder of the creator.

Moonlight, moonlight, moonlight,

Conqueror of darkness and fear,
Man appreciates your nature,
As God's kindness to mankind.
So pleased he is.

"Moonlight" by Segun Adekoya and Bisi Adeboyega

Overview of the Poem:
"Moonlight" celebrates the beauty and calming influence of the moonlight. It explores how the moonlight drives
away darkness, creates a serene environment for storytelling and gatherings, and highlights the majesty of
nature as a reflection of God’s glory. The poem underscores the moon’s influence on human life, emotions, and
natural elements.
Themes:
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 Nature and Tranquility: The poem reflects the beauty and calmness of nature, particularly the moonlight.
The moon is portrayed as a peaceful and soothing presence that creates an atmosphere of relaxation for
both people and the natural world.
 God’s Glory and Creation: The moon is presented as part of God’s creation, a testament to His glory and
kindness. Its presence in the night sky symbolizes divine protection and care for the world.
 Unity and Community: Moonlight brings people together. It is a time when children listen to stories and
elders hold meetings, symbolizing unity and communal learning.
 Leisure and Rest: Moonlight signals a time of rest, calming people after the day’s work. It brings leisure and
relaxation, allowing both humans and nature to rejuvenate.
 Fear and Darkness: The moonlight is depicted as a conqueror of fear and darkness, bringing reassurance and
comfort. It symbolizes hope and the end of troubling times.
3. Poetic Devices:
 Imagery: The poem is rich in visual imagery, helping the reader to picture the calming light of the moon and
the activities it influences. For example, "Beam that sacks darkness" and "Cool light, calmness" evoke vivid
mental pictures of the moon's impact on the night.
 Personification: The moonlight is given human-like qualities, such as "greets the world" and "moonlight
crave tales," making it appear as an active participant in life, not just a natural element.
 Alliteration: The poem uses repetition of consonant sounds to create a musical effect, e.g., "Jumping,
running, singing, clapping" and "Conqueror of darkness and fear."

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 Metaphor: The moonlight is metaphorically referred to as a "Beam that sacks darkness," portraying it as a
powerful force driving away fear and uncertainty.
 Repetition: The word "moonlight" is repeated multiple times, emphasizing its importance and presence
throughout the poem. The repetition of "moonlight, moonlight, moonlight" at the end creates a rhythmic
and almost chant-like effect.
 Symbolism: The moonlight symbolizes hope, calm, and divine presence. It is not just a natural phenomenon,
but a symbol of comfort, unity, and rest.
Structure and Form:
The poem consists of six stanzas with varying lengths, each focusing on different aspects of moonlight’s impact
on the world. There is no set rhyme scheme, but the poem maintains a rhythmic flow that mirrors the soothing
nature of its subject.
Language and Tone:
 Language: The language of the poem is simple yet descriptive, suitable for a Year 9 audience. Words like
"cool," "calmness," "soothes," and "enjoyable" capture the tranquility of moonlight. The diction is positive
and celebratory.
 Tone: The tone of the poem is peaceful, reflective, and full of admiration for the moon and its connection to
divine creation. The tone shifts slightly to include a sense of community and joy, especially when referencing
children's activities and elders’ meetings.
Contextual Considerations
In Nigerian culture, moonlight often symbolizes times of storytelling, communal gatherings, and the sharing of
wisdom. The poem aligns with this tradition, portraying the moonlight as a time for bonding and learning,
especially through the tales children listen to under the moon’s soft glow.
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The poem can be used to explore broader themes of nature, divine creation, and the human experience. It
encourages students to appreciate the environment and its spiritual significance, fitting well into the themes of
nature and community explored in Year 9 literature.
50 Multiple Choice Questions
1. What is the main subject of the poem Moonlight?
a) The sun b) The moonlight
c) Stars d) Fireflies
2. What natural phenomenon is described as "sacking darkness" in the poem?
a) Wind b) Moonlight
c) Rain d) Lightning
3. Which of the following is NOT associated with moonlight in the poem?
a) Calmness b) Fear
c) Unity d) Storytelling
4. The moonlight in the poem is portrayed as a:
a) Source of heat
b) Bringer of chaos
c) Conqueror of darkness
d) Cause of storms
5. In the poem, what does moonlight encourage among children?
a) Sleep
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Lesson Note
b) Learning and storytelling
c) Eating
d) Dancing
6. What color is associated with moonlight in the poem?
a) Yellow b) Red
c) Light blue d) Green
7. Which poetic device is used in the line "Beam that sacks darkness"?
a) Simile b) Personification
c) Metaphor d) Alliteration
8. What mood does the moonlight bring, according to the poem?
a) Excitement b) Anger
c) Calmness d) Fear
9. In the poem, the moonlight is compared to:
a) The sun b) A pacesetter
c) A teacher d) The stars
10. The phrase "Moonlight crave tales, meetings" suggests that:
a) Moonlight causes fear
b) People tell stories under the moonlight
c) The moonlight causes rain
d) Moonlight hides secrets
11. Which of the following is a symbol used in the poem?
a) Moonlight as a symbol of hope
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b) Moonlight as a symbol of fear

c) Stars as a symbol of anger
d) Darkness as a symbol of happiness
12. What activity do elders participate in under the moonlight?
a) Playing games b) Telling stories
c) Having meetings d) Dancing
13. Which of the following words is NOT used to describe moonlight in the poem?
a) Cool b) Fearsome
c) Lovely d) Soothing
14. What does the moonlight "terminate" according to the poem?
a) Fear b) Joy
c) Pleasure d) Tension
15. The phrase "Jumping, running, singing, clapping" suggests:
a) Children are afraid of moonlight
b) Children enjoy activities under the moonlight
c) The moonlight makes children sleepy
d) The moonlight is dangerous for children
16. What is the main tone of the poem?
a) Sadness b) Anger
c) Peacefulness d) Fear
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17. The repetition of "Moonlight, moonlight, moonlight" in the last stanza emphasizes:
a) Fear of the moonlight
b) Love for the moonlight
c) Annoyance with the moonlight
d) Disrespect for the moonlight
18. How is the moonlight described in relation to God?
a) As a punishment
b) As a reflection of God's glory
c) As an evil force
d) As a human creation
19. The phrase "Cool light, calmness" is an example of:
a) Alliteration b) Personification
c) Metaphor d) Onomatopoeia
20. What does the moonlight set time for?
a) Work b) Rest
c) Fear d) Worry
21. What aspect of the moonlight helps to terminate tension?
a) Its color b) Its brightness
c) Its calm nature d) Its heat
22. According to the poem, who enjoys moonlight the most?
a) Elders b) Children
c) Animals d) Plants
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23. The poem states that the moonlight is a:

a) Source of fear
b) Conqueror of darkness
c) Creator of storms
d) Disrupter of peace
24. Moonlight brings freedom to:
a) Trees and animals
b) Humans only
c) Stars and planets
d) Rivers and mountains
25. According to the poem, the moonlight is God's:
a) Anger b) Glory
c) Fear d) Punishment
26. What poetic device is used in the line "God's wonder soothes the world"?
a) Simile b) Personification
c) Alliteration d) Metaphor
27. Moonlight is described as a "pacesetter in date-setting." This means:
a) It sets the time for events
b) It controls the weather

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c) It brings fear
d) It ends all activities
28. What does moonlight prepare a venue for?
a) Work b) Meetings and tales
c) Traveling d) Farming
29. In the poem, the moonlight is described as a:
a) Cold light b) Warm light
c) Harsh light d) Dull light
30. What does the moonlight conquer?
a) Joy b) Darkness and fear
c) Love d) Time
31. Which of the following best describes the moonlight's effect on nature in the poem?
a) It destroys nature
b) It calms and soothes nature
c) It hides nature
d) It makes nature fearful
32. What trait is NOT associated with moonlight?
a) Fear b) Calmness
c) Peace d) Leisure
33. What activity is NOT mentioned as happening under the moonlight?
a) Storytelling b) Running
c) Sleeping d) Clapping
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34. The moonlight is portrayed as a:

a) Creator of life b) Symbol of chaos
c) Peace-bringer d) Giver of fear
35. What does the moonlight cause people to do according to the poem?
a) Fear the night b) Relax and find leisure
c) Work harder d) Sleep immediately
36. Which phrase best describes the tone of the poem?
a) Chaotic and frantic b) Calm and reflective
c) Fearful and tense d) Angry and upset
37. According to the poem, moonlight symbolizes:
a) Danger b) Destruction
c) Hope and relaxation d) Boredom
38. The moonlight is called "God's kindness to mankind." This suggests that:
a) Moonlight is dangerous
b) Moonlight is a blessing
c) Moonlight is a punishment
d) Moonlight is harmful
39. In the poem, moonlight terminates:
a) Happiness b) Worry and tension
c) Joy d) Strength
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40. The moonlight helps people and nature to:
a) Find their way home
b) Rest and regain energy
c) Work throughout the night
d) Fear the unknown
41. The moonlight in the poem is compared to a:
a) Teacher b) Storm
c) Conqueror d) Fire
42. The moonlight is described as a "conqueror" of:
a) Joy and happiness b) Strength and power
c) Darkness and fear d) Storms and rain
43. Which of these is a key theme of the poem?
a) War and destruction
b) Nature and tranquility
c) Competition and conflict
d) Fear and anxiety
44. The poem suggests that the moonlight is important for:
a) Fighting b) Relaxation and unity
c) Hunting d) Traveling
45. The phrase "Moonlight crave tales, meetings" implies that moonlight:
a) Causes fear
b) Encourages people to gather
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c) Makes people run away

d) Stops all activity
46. The overall mood of the poem can be described as:
a) Chaotic b) Reflective and peaceful
c) Tense and uneasy d) Angry
47. What word is used to describe moonlight's light in the poem?
a) Harsh b) Dull
c) Cool d) Bright
48. Moonlight, in the poem, creates an atmosphere of:
a) Tension and worry b) Calmness and pleasure
c) Fear and uncertainty d) Strength and power
49. Moonlight, in the poem, creates an atmosphere of:
a) Tension and worry b) Calmness and pleasure
c) Fear and uncertainty d) Strength and power
50. The phrase “The world praises your worth” refers to:
a) Nature's fear of the moonlight
b) The world appreciating the moonlight’s value
c) The moonlight bringing disaster
d) The stars shining brighter than the moon

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Lesson Note
10 Short Answer Questions
1. What role does moonlight play in bringing people together, according to the poem?
2. Identify two activities children enjoy under the moonlight in the poem.
3. Explain how the moonlight is personified in the poem.
4. What does the phrase "Moonlight crave tales, meetings" suggest about the role of moonlight in cultural
traditions?
5. Describe the tone of the poem Moonlight by Segun Adekoya and Bisi Adeboyega.
6. In what way does moonlight symbolize hope and relaxation in the poem?
7. How is the moonlight connected to God's glory in the poem?
8. Discuss the role of imagery in creating the mood of the poem.
9. What natural elements benefit from the moonlight, according to the poem?
10. How does the poet use repetition to emphasize the importance of moonlight in the final stanza?

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Lesson Note
SUBJECT: LIT. IN ENGLISH. Week 9
TOPIC Poem: Nation’s Paradox Class: Year 9

S.S.B.A.T. [Students Should Be Keywords:

Able To] Aristocratic: belonging to or typical of people born
in the highest social class who have special titles.
-read poem aloud
Vicarious: felt or experienced by watching or reading
- discuss the analysis of the poem
about somebody else doing something, rather than
Nation’s Paradox
doing it yourself.
-explore the poetic devices used in
Mischievous: enjoying playing tricks and annoying
the poem
people.
- explain the themes in the poem

THE NATION'S PARADOX By: Abdullateef Ishowo

We're a people of a nation where:

Leaders don't lead
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Followers don't follow

Executive don't execute

Legislators don't legislate

Judges don't judge
Guardians don't guide
Singers don't sing
Dancers don't dance

Teachers don't teach

Professors don't profess
Students don't study

Introduction to the Poem

The Nation's Paradox by Abdullateef Ishowo is a poem that reflects on the inefficiency and contradictions
present in various aspects of society, particularly in governance and societal roles. It is written in free verse, with
each line focusing on different societal roles and their failures. This poem serves as a social commentary,
pointing out the irony in how people and institutions in the country are not living up to their responsibilities.
Themes in the Poem
1. Leadership and Governance
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Lesson Note
o The poem explores the failures in leadership. The line "Leaders don't lead" suggests that those in authority are
not fulfilling their duties, causing dysfunction in society.
2. Inefficiency in Institutions
o The poem criticizes how major institutions in the country fail to perform their designated functions, as seen in
lines like “Legislators don’t legislate” and “Judges don’t judge.”
3. Contradictions in Roles
o The poet highlights the paradox between the expected roles of individuals and what they actually do, showing a
disconnect between title and responsibility.
4. The Breakdown of Educational Systems
o The poem touches on the failures within the educational sector. Lines like “Teachers don’t teach” and “Students
don’t study” suggest that the educational system is in disarray.
5. Social Dysfunction
o Ishowo presents a broader commentary on how every aspect of society, from leaders to students, seems to be
failing at their roles, creating a cycle of inefficiency and underdevelopment.
Poetic Devices Used
1. Repetition
o The repetition of the phrase "don't" throughout the poem emphasizes the idea of failure in fulfilling roles.
This device serves to reinforce the central theme of societal dysfunction.
2. Parallelism
o The poem uses parallel structure, where similar sentence patterns are repeated to create a rhythm and
emphasize the contradictions in societal roles.
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3. Irony
o The poem is heavily ironic. Each line presents a role and follows it with the assertion that the person or
institution is not fulfilling the basic function associated with that role. This irony underlines the satirical
nature of the poem.
4. Free Verse
o The poem does not follow a strict rhyme scheme or meter. This free verse structure mirrors the chaotic
and unstructured state of the society being described.
5. Paradox
o The entire poem is built on the concept of paradox, where the roles of people and institutions contradict
their actions. This literary device is central to the poem’s message.
Analysis of the Poem’s Structure
The poem consists of short, simple sentences. Each line introduces a societal role followed by the action that is
supposed to be associated with it, then negates that action by saying the role is not fulfilled. This structure
reinforces the poem’s message of widespread failure and dysfunction. The simplicity of the lines makes the
poem easy to understand, while the repetitive format drives home the poet’s message with each new line.
Tone and Mood
 Tone: The tone of the poem is satirical and critical. The poet adopts a tone that mocks the failure of
individuals and institutions to perform their duties, highlighting the absurdity of the situation.
 Mood: The mood is one of frustration and disappointment. The reader is invited to feel the dissatisfaction
of living in a society where no one seems to be doing what they are supposed to do.
Lessons and Moral Values
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Lesson Note
1. Responsibility: The poem teaches that every individual and institution has a responsibility that must be
fulfilled for society to function properly.
2. Accountability: The poem emphasizes the importance of accountability in leadership and societal roles.
People should be held accountable when they fail to perform their duties.
3. Social Change: The poem invites readers to reflect on the dysfunction in their society and consider what
can be done to bring about change.
4. Awareness of Civic Duties: It encourages citizens to be aware of their roles, whether as leaders,
followers, teachers, or students, and to strive to fulfill these roles effectively.
Critical Thinking Questions
1. What is the central message of The Nation's Paradox?
2. How does the repetition of the word "don't" contribute to the poem’s overall meaning?
3. Identify and explain the use of irony in the poem.
4. Discuss how the poem reflects the state of governance in society.
5. In your opinion, what impact could the inefficiencies described in the poem have on national
development?
Conclusion
The Nation's Paradox by Abdullateef Ishowo is a powerful commentary on societal roles and their failures in
Nigeria. Through the use of irony, repetition, and paradox, the poet highlights how leadership, education, and
social institutions are failing to perform their duties. The poem encourages readers to reflect on the state of
their society and the importance of accountability and responsibility.
50 Multiple Choice Questions
1. What is the main theme of The Nation's Paradox?
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o A) Love B) Failure in societal roles

o C) Friendship D) Nature
2. What poetic device is most commonly used in the poem?
o A) Simile B) Repetition
o C) Hyperbole D) Personification
3. Which of the following phrases is repeated in the poem?
o A) “don’t lead” B) “don’t judge”
o C) “don’t follow” D) All of the above
4. How does the poet describe the leaders in the poem?
o A) As helpful B) As hardworking
o C) As failing to lead D) As inspiring
5. The tone of the poem can best be described as:
o A) Joyful B) Satirical and critical
o C) Excited D) Nostalgic
6. What does "Judges don’t judge" imply in the poem?
o A) Judges are fair
o B) Judges are corrupt or inefficient
o C) Judges are too busy
o D) Judges have retired
7. The phrase "Teachers don’t teach" suggests:
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o A) Teachers are overworked
o B) Teachers are not performing their duties
o C) Teachers are excellent
o D) Teachers are satisfied with their work
8. What type of poem is The Nation's Paradox?
o A) Lyrical B) Narrative
o C) Free verse D) Haiku
9. The repetition of "don’t" throughout the poem is an example of:
o A) Irony B) Alliteration
o C) Repetition D) Imagery
10. What message does the poet convey about the role of followers in the nation?
o A) Followers are obedient
o B) Followers are inactive
o C) Followers take charge
o D) Followers lead the nation
11. What paradox is presented in the poem?
o A) Everyone is doing their job perfectly
o B) People are not fulfilling the roles they are supposed to
o C) Only the leaders are at fault
o D) Society is perfect
12. The poet's use of simple language helps to: Pleroma International High School

o A) Create a confusing message

o B) Make the poem difficult to understand
o C) Convey the message clearly
o D) Make the poem longer
13. Who are the "Guardians" referred to in the poem?
o A) Leaders B) Parents or caregivers
o C) Soldiers D) Students
14. The word "profess" in the line "Professors don't profess" most likely means:
o A) Study B) Lead
o C) Teach D) Speak openly
15. The poet's criticism of judges is based on:
o A) Their fairness
o B) Their failure to make judgments
o C) Their dedication to justice
o D) Their lack of knowledge
16. What does "Singers don’t sing" imply about entertainers in the poem?
o A) They are absent from society
o B) They have lost their purpose
o C) They are improving society
o D) They are inspiring people

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Lesson Note
17. The poem’s structure consists of:
o A) Rhyming couplets
o B) Short, repetitive lines
o C) A strict meter
o D) Stanzas of equal length
18. Which word best describes the mood of the poem?
o A) Hopeful B) Optimistic
o C) Frustrated D) Jubilant
19. The line “Legislators don’t legislate” suggests:
o A) Laws are being made frequently
o B) Laws are not being made or enforced
o C) Legislators are focused on their roles
o D) Legislators are successful
20. The poet uses irony to:
o A) Praise the nation
o B) Criticize the dysfunction in society
o C) Show how perfect society is
o D) Create humor
21. How does the poet describe students in the poem?
o A) Students are excelling academically
o B) Students are not fulfilling their role in studying
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o C) Students are always studying

o D) Students are leaders
22. The word “paradox” in the title means:
o A) A logical situation
o B) A contradiction
o C) A clear message
o D) A problem with no solution
23. The poet criticizes the education system by stating:
o A) Professors and teachers are excelling
o B) Students are making progress
o C) No one is fulfilling their role
o D) Learning is improving rapidly
24. What could the line “Dancers don’t dance” symbolize in the poem?
o A) The failure of the arts
o B) Dancers are preparing for a performance
o C) Dancers are still training
o D) Dancers are leading the nation
25. The absence of rhyme and rhythm in the poem highlights:
o A) The poet's lack of skill
o B) The unstructured and chaotic state of society

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o C) The happiness in the nation
o D) The perfection of societal roles
26. In the poem, who is held responsible for societal failure?
o A) Only leaders
o B) Every individual and institution
o C) Foreign nations
o D) The economy
27. The phrase “Executive don’t execute” refers to:
o A) Executives doing their jobs well
o B) Executives failing to implement decisions
o C) Executives being highly efficient
o D) Executives improving governance
28. Which of the following is not mentioned in the poem?
o A) Singers B) Doctors
o C) Guardians D) Professors
29. The poem suggests that society is in a state of:
o A) Growth B) Stability
o C) Decay D) Prosperity
30. The use of paradox in the poem serves to:
o A) Confuse the reader
o B) Emphasize the failures in society Pleroma International High School

o C) Show the beauty of the nation

o D) Celebrate leaders
31. Which literary device is absent in the poem?
o A) Repetition B) Rhyme
o C) Irony D) Paradox
32. The phrase “Students don’t study” highlights:
o A) Students' dedication
o B) The failure of the educational system
o C) Students' success
o D) A new education policy
33. The poem uses a simple and direct language to:
o A) Make the poem boring
o B) Ensure clarity in delivering the message
o C) Confuse the audience
o D) Complicate the poem
34. The overall mood of the poem is one of:
o A) Excitement B) Sadness
o C) Disappointment D) Joy
35. What can be inferred about the leaders in the poem?
o A) They are effective

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o B) They are failing in their duties
o C) They are working hard
o D) They are not mentioned
36. The poet uses irony to:
o A) Criticize the current state of the nation
o B) Praise societal roles
o C) Confuse the reader
o D) Celebrate the nation
37. Which of the following roles is not criticized in the poem?
o A) Teachers B) Guardians
o C) Dancers D) Engineers
38. The poem implies that:
o A) Society is functioning perfectly
o B) Every aspect of society is failing
o C) Change is unnecessary
o D) The arts are flourishing
39. The repetition of roles and actions emphasizes:
o A) The success of the nation
o B) The chaos in the nation
o C) The stability of society
o D) Progress in every field Pleroma International High School

40. The title The Nation’s Paradox refers to:

o A) The contradictions in society
o B) The success of the nation
o C) The joys of leadership
o D) The growth of education
41. The poet presents the "followers" as:
o A) Active and dedicated
o B) Leaders of society
o C) As failing to follow
o D) As improving society
42. The poet’s use of simple phrases helps to:
o A) Complicate the message
o B) Create humor
o C) Clearly convey the societal issues
o D) Confuse the reader
43. What does the repetition of the word "don't" throughout the poem emphasize?
 A) Success of individuals
 B) Stagnation and failure in society
 C) Future goals
 D) Unity of the nation

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44. The poem suggests that the role of the executive in society is:
 A) Strong and effective
 B) Non-existent
 C) Not being fulfilled properly
 D) Inspirational to others
45. Which of the following literary devices is most prominent in the poem?
 A) Metaphor B) Symbolism
 C) Paradox D) Personification
46. How does the poet depict professors in the poem?
 A) As leaders of the nation
 B) As people who no longer teach
 C) As inspiring figures
 D) As highly influential
47. What is the best way to describe the poet’s view of societal roles in the nation?
 A) They are functioning smoothly
 B) They are being neglected
 C) They are improving day by day
 D) They are highly efficient
48. The poem's structure, with no distinct rhyme scheme or stanza pattern, reflects:
 A) The harmony of society
 B) The disorder and dysfunction within the nation
 C) The beauty of leadership
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 D) The calmness of society

49. What could be the significance of including various professions like teachers, judges, and singers in the
poem?
 A) To show that all professions are contributing positively
 B) To highlight the diverse failures in different sectors of society
 C) To praise their contributions
 D) To emphasize the importance of art in society
50. Which phrase from the poem best summarizes its message?
 A) “Leaders don’t lead”
 B) “Dancers don’t dance”
 C) “Singers don’t sing”
 D) “We’re a people of a nation where...”
10 Short Essay Questions
1. Discuss the significance of the title "The Nation's Paradox" in the context of the poem.
How does the title reflect the main themes explored by the poet?
2. Analyze the poet's use of repetition in the poem.
How does the repetition of the phrase "don't" affect the tone and message of the poem?
3. What role does irony play in the poem?
Explain how the poet uses irony to highlight the societal issues described in the poem.

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Lesson Note
4. Identify and explain the paradoxes presented in the poem.
How do these paradoxes contribute to the overall message of the poem?
5. Discuss the societal roles criticized in the poem.
Choose two roles (e.g., leaders, teachers, judges) and explain how the poet portrays their failure.
6. What message does the poet convey about the state of education in the poem?
Focus on the lines "Teachers don't teach" and "Students don't study."
7. How does the structure of the poem reflect the themes of disorder and dysfunction?
Consider the lack of rhyme and regular stanza structure in your answer.
8. Explore the tone of the poem.
Is the poet hopeful, angry, disappointed, or a combination of these? Provide evidence from the poem to
support your answer.
9. In your opinion, what solution does the poet imply (if any) to the problems presented in the poem?
Discuss whether the poem suggests change, reform, or hope for the future.
10. Compare the roles of leaders and followers as presented in the poem.
What does the poet suggest about the relationship between these two groups in society?

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Lesson Note
SUBJECT: LIT. IN ENGLISH. Week 10
TOPIC: Poetic Analysis of the poem: United We Stand Class: Year 9

S.S.B.A.T. [Students Should Be Keywords:

Able To] Analysis: the examination of something in details in
order to understand it better.
- appreciate the poem and
Diction: the author’s choice of language.
recite its sample. Alliteration: juxtaposition of words beginning with
- discuss the meaning of the the same consonant sounds in poetry.
poem. Juxtaposition: to lay words side by side in a sentence.
- state the Literary Symbolism: the use of symbols to represent something
Devices/Figures of Speech on abstract by something concrete.
the poem.
- elaborate on the themes of
the poem.

UNITED WE STAND POET - Ε.E. SANYAOLU

Far away from Nigerian soil,
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Away from kith and kin.

Unity among tribes, reign supreme
Kith and kin we are to each other.

Far away from black Africa

'Kedu, Ejoo, 'Sannu' becomes one
Strong because same race we are.

Why then disunite

On Nigerian soil tread?
Have you not learnt that, "United we stand,
Divided we fall"?

Poem Overview: The poem "UNITED WE STAND" by E. E. Sanyaolu emphasizes unity, especially among Nigerians
and Africans. The poet reflects on the significance of staying united as a country and people, regardless of
geographical distance or ethnic differences.
Analysis of the Poem
Stanza 1:
The poem opens with the narrator reflecting on the distance from Nigeria, away from home and familiar

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surroundings. Despite this, unity among the various tribes remains strong. The speaker highlights the sense of
kinship and togetherness that exists among Nigerians, regardless of their location.
Stanza 2:
The poet then speaks about being far from Africa, specifically Black Africa, where greetings from different tribes
(Igbo, Yoruba, Hausa) become unified, signifying the cultural bond that remains intact. The stanza implies that
though languages and tribes differ, Africans are united by race and heritage.
Stanza 3:
The final stanza questions why, upon returning to Nigeria, there is disunity among its people. The poet reminds
the reader of the well-known proverb, “United we stand, divided we fall,” stressing the importance of unity for
progress and survival.
Themes
1. Unity and Solidarity:
The central theme of the poem is the need for unity. Despite differences in ethnicity, language, or
geographical distance, the poem argues that people of the same nation or race should come together and
support one another. Unity is portrayed as a powerful force that can hold people together even in unfamiliar
or foreign lands.
2. Patriotism:
The poem expresses a sense of loyalty and love for Nigeria, urging Nigerians to stay united and overcome
divisions. The poet feels a deep connection to Nigerian identity and questions why disunity occurs when
people return to their homeland.
3. Cultural Identity:
There is a celebration of Nigerian and African identities, especially through the use of greetings in different
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languages (Igbo: "Kedu," Yoruba: "Ejoo," Hausa: "Sannu"). The poem emphasizes that despite linguistic and
cultural differences, Nigerians and Africans share a common bond.
4. The Consequences of Disunity:
The poem highlights the dangers of division, reminding readers that disunity leads to failure and collapse,
while unity brings strength. The message of “United we stand, divided we fall” warns against the negative
impact of tribalism and ethnic conflict.
Poetic Devices
1. Repetition:
The phrase "Far away" is repeated at the beginning of the first and second stanzas, emphasizing the physical
distance from Nigeria and Africa. This repetition strengthens the sense of longing and connection to home.
2. Metaphor:
The phrase “United we stand, divided we fall” is a metaphor that implies that unity leads to success and
strength, while division leads to failure. It suggests that Nigerians, like pillars of a structure, need to stand
together to avoid collapse.
3. Allusion:
The proverb “United we stand, divided we fall” is a well-known saying that the poet references to support
the poem’s message. It alludes to a shared cultural and historical understanding of the importance of unity.
4. Alliteration:
The use of alliteration in “Kith and kin” creates a sense of closeness and connection among the people,
emphasizing the familial bond between them.
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5. Rhetorical Question:
The question “Why then disunite?” challenges the reader, making them reflect on why there is disunity in
Nigeria, especially when there is so much potential for unity.
6. Imagery:
The poet uses simple yet effective imagery to convey unity—greetings from different languages evoke a
sense of community and shared experience, even in foreign lands.
Conclusion
In "UNITED WE STAND," E. E. Sanyaolu calls for unity among Nigerians and Africans, highlighting the strength
that comes from standing together. The poem is a reminder that cultural and ethnic differences should not
divide people, as the real strength of a nation comes from its ability to remain united in the face of challenges.
Through the use of simple yet powerful language and poetic devices, the poem delivers a message of hope and
solidarity, encouraging Nigerians to embrace unity for the betterment of their country.

Multiple Choice Questions (MCQs)

1. What is the main theme of the poem "UNITED WE STAND"?
o A) Love B) Unity
o C) Hatred D) Wealth
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2. In the first stanza, where does the speaker say they are far away from?
o A) Europe B) Nigerian soil
o C) Asia D) The ocean
3. What does the phrase "Kith and kin" refer to in the poem?
o A) Friends and family B) Strangers
o C) Enemies D) Teachers and students
4. In the second stanza, what does "Kedu" mean?
o A) Welcome B) Goodbye
o C) Hello (in Igbo) D) Good morning
5. Which tribes' greetings are mentioned in the second stanza?
o A) Igbo, Hausa, Yoruba
o B) Fulani, Edo, Tiv
o C) Zulu, Shona, Kikuyu
o D) British, Spanish, French
6. Which of the following is a proverb used in the poem?
o A) "Actions speak louder than words"
o B) "United we stand, divided we fall"
o C) "A stitch in time saves nine"
o D) "Too many cooks spoil the broth"
7. What is the poet's attitude towards disunity?
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o A) Indifferent B) Supportive
o C) Critical D) Confused
8. Where is the speaker when they reflect on unity in the poem?
o A) At home B) Far away from Nigeria
o C) In the mountains D) In the city
9. What is the tone of the poem?
o A) Playful B) Serious
o C) Angry D) Sad
10. Which of these literary devices is used in the phrase "United we stand, divided we fall"?
o A) Simile B) Alliteration
o C) Metaphor D) Personification
11. What kind of bond is celebrated in the poem?
o A) Financial bond B) Educational bond
o C) Cultural bond D) Physical bond
12. In the poem, the phrase "strong because same race we are" refers to:
o A) Unity of African people
o B) The power of money
o C) The strength of the young generation
o D) Tribal rivalries
13. What does the poet suggest happens when people are united?
o A) They become weak B) They fall apart Pleroma International High School

o C) They stand strong D) They are forgotten

14. What is the effect of the poet's use of rhetorical questions?
o A) To confuse the reader
o B) To engage the reader's thoughts
o C) To entertain the reader
o D) To dismiss the reader
15. Which poetic device is used in the repetition of "Far away"?
o A) Personification B) Onomatopoeia
o C) Repetition D) Irony
16. The poet uses alliteration in the phrase:
o A) "Far away" B) "Kith and kin"
o C) "Strong because" D) "Tread the soil"
17. What is the message of the proverb "United we stand, divided we fall"?
o A) People are stronger when they work together
o B) Individuals should compete against one another
o C) It's better to work alone
o D) Division brings wealth
18. What does the speaker question in the poem?
o A) The value of education
o B) The reason for disunity

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o C) The meaning of love
o D) The importance of travel
19. Which of these is NOT a greeting mentioned in the poem?
o A) Kedu B) Ejoo
o C) Sannu D) Bonjour
20. The phrase "On Nigerian soil tread" refers to:
o A) The unity experienced abroad
o B) The disunity back home
o C) The need for more education
o D) The pride in Nigerian culture
21. The tone of the rhetorical question "Why then disunite?" is:
o A) Playful B) Sarcastic
o C) Serious D) Cheerful
22. In the poem, unity is symbolized by:
o A) Languages B) Race
o C) Traditions D) Money
23. What is the mood of the poem?
o A) Optimistic B) Joyful
o C) Reflective D) Humorous
24. The poet’s purpose in writing the poem is to:
o A) Celebrate tribal diversity Pleroma International High School

o B) Promote unity among Nigerians

o C) Criticize Nigerian traditions
o D) Praise African languages
25. What literary technique is used in the line, "Have you not learnt?"
o A) Irony B) Rhetorical question
o C) Hyperbole D) Onomatopoeia
26. The phrase "black Africa" in the poem emphasizes:
o A) Racial identity
o B) Political boundaries
o C) Natural resources
o D) Educational development
27. What does "tread the soil" metaphorically represent in the poem?
o A) Walking on Nigerian land
o B) Agricultural work
o C) Returning home
o D) Abandoning culture
28. Which of the following can be inferred from the poem?
o A) Africans are stronger when united
o B) Foreign countries are better than Africa
o C) Wealth comes from division

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o D) Unity leads to cultural loss
29. The poem appeals to which of the following emotions?
o A) Anger B) Nostalgia
o C) Patriotism D) Fear
30. The poet's use of different greetings from Nigerian tribes suggests:
o A) Nigeria is a large country
o B) Languages are unimportant
o C) Cultural diversity can coexist with unity
o D) Only one language should be spoken
31. The poem suggests that unity is:
o A) Impossible B) Necessary
o C) Unimportant D) Harmful
32. "Kedu," "Ejoo," and "Sannu" are examples of:
o A) Imagery B) Cultural symbolism
o C) Metaphors D) Irony
33. In the poem, the poet contrasts unity abroad with:
o A) Unity at home B) Disunity at home
o C) Wealth at home D) Success at home
34. The structure of the poem can be described as:
o A) A single stanza with no clear divisions
o B) Three stanzas, each discussing a different aspect of unity
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o C) Four stanzas with unrelated topics

o D) Two stanzas about division
35. What does the poet want Nigerians to "learn" from the poem?
o A) The value of education
o B) The importance of language
o C) The need for unity
o D) The power of wealth
36. The repetition of "Far away" is an example of:
o A) Metaphor B) Simile
o C) Repetition D) Personification
37. What does the poet imply about the strength of unity?
o A) It is based on wealth
o B) It is dependent on location
o C) It transcends geographical boundaries
o D) It only works in foreign lands
38. The poem reflects the poet's desire for:
o A) Political power B) Ethnic division
o C) National unity D) Educational reform
39. What aspect of Nigerian culture is emphasized in the poem?
o A) Art B) Language

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o C) Food D) Dance
40. The phrase "have you not learnt" suggests the poet feels:
o A) Hopeful B) Frustrated
o C) Fearful D) Confused
41. The phrase "Strong because same race we are" implies:
o A) Weakness in diversity
o B) Strength in racial unity
o C) Success in education
o D) Power in wealth
42. The greeting "Ejoo" is from which Nigerian language?
 A) Igbo B) Yoruba
 C) Hausa D) English
43. What does the poet suggest should happen instead of disunity?
 A) Competition B) Celebration
 C) Cooperation D) Silence
44. The poet refers to “black Africa” to emphasize:
 A) Economic wealth B) Racial identity and unity
 C) Cultural superiority
 D) Political power
45. Which literary device is employed in the line "Far away from Nigerian soil"?
 A) Personification B) Metaphor Pleroma International High School

 C) Alliteration D) Imagery
46. The poet mentions three tribal greetings to signify:
 A) Tribal differences
 B) Unity across Nigerian tribes
 C) Importance of language
 D) Differences in culture
47. "Divided we fall" suggests that:
 A) Disunity leads to weakness
 B) Disunity brings prosperity
 C) Division encourages growth
 D) Unity is harmful
48. The line "Why then disunite" is best interpreted as:
 A) A command B) A plea
 C) A warning D) An invitation
49. Which element of the poem connects to the idea of national identity?
 A) Greetings in different languages
 B) Far away from Nigerian soil
 C) The mention of wealth
 D) Discussions about love
50. The poem's central message can best be summarized as:
 A) Embrace diversity and be stronger together
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 B) Compete for power and influence
 C) Celebrate individualism over unity
 D) Avoid foreign cultures for unity’s sake

Short Answer Questions

1. What does the phrase "United we stand, divided we fall" mean in the context of the poem?
2. How does the poet use the concept of geographical distance to emphasize unity?
3. What cultural significance do the greetings "Kedu," "Ejoo," and "Sannu" hold in the poem?
4. Explain how the poet uses repetition to emphasize the poem’s central message.
5. In what ways does the poem reflect Nigerian national identity?
6. Why does the poet question disunity when people return to Nigerian soil?
7. How does the poet use language to show unity despite tribal differences?
8. What literary device is employed in the line "Far away from black Africa"?
9. Discuss how the tone of the poem affects its message about unity.
10. What does the poem suggest is the outcome of division among Nigerians?

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