Literature - 2022 2

How to analyze different texts (poems, novels, drama)
English 2L SEO’s Working Group Workshop – 2022

Klein Windhoek, Windhoek
- Mr. Wilhelm P. Hango
English 2L SEO's Working Group Workshop - Wilhelm P. Hango 1

• Samuel Lover:
• "When once the itch of
literature comes over a
man, nothing can cure it
but the scratching of a pen.
But if you have not a pen, I
suppose you must scratch
any way you can."

What is Literature?
• Literature is a group of works of art made up of words.
• Most are written, but some are passed on by word of
mouth (oral tradition).
• Literature usually means works of poetry and prose that
are especially well written.
• There are many different kinds of literature, such as;
• poetry
• plays/dramas
• or novels/prose
My assignment becomes our task.
• How to analyze different literature texts

3. Literature cultivates
Benefits of Literature wisdom and a worldview
• Children are being
2. Literature teaches sensitized as they view
• 1. Literature improves you about yourself what is healthy and
communication skills destructive in the
• It is the easiest way to • The lessons learned world.
improve vocabulary, from the characters • Good and evil, injustice
writing, and speaking and its consequences
skills. make them more
aware of today's all challenge them to
• It helps learners absorb make changes in
the words, grammar, problems.
and style of the author. society.
• It helps learners learn 4. Literature entertains
from the best and • Although we live in a technological age,
express themselves with reading (work of art) is still fun.
a style that will
eventually improve their • The characters, stories, and language in
writing and composition literature engages the mind, upgrades leisure
skills. time, and transports children from enjoying
the ordinary to embracing the excellent.
Focus! Focus! Focus! Focus!

• Minimum prescribed reading per grade:
• Grade 4: 4 poems AND a choice of 3 short stories OR 1 short
novel/drama per annum
novel/drama per annum.
• Recommended extensive reading per grade:
• Grade 4: 4 short stories and 1 short novel/drama per annum
• Grade 5: 5 short stories and 2 short novel/drama per annum.
• Grade 6: 6 short stories and 3 short novel/drama per annum.
• Grade 7: 7 short stories and 4 short novel/drama per annum
• Minimum prescribed reading per grade: 8-9
• Grade 8: 8 Poems and 2 short stories and a novel (all compulsory)
Grade 9: 9 Poems and a novel and a drama (all compulsory)
• Recommended extensive reading per grade:
• It is recommended that Grade 8 learners read a minimum of at
least 4 texts (library books: novels, dramas, or magazines,
newspapers),
• while the Grade 9 learners read a minimum of at least 5 texts per
trimester (i.e. in addition to the prescribed texts)
• Teachers can assess such activities in various ways,

• for example through a book review;
• writing an essay on their most favourite or less favourite character;
• writing a new concluding paragraph to a story and explaining why
it should end that way;
• storytelling activities, etc. Syllabus 4-7 Syllabus 8-9

Where do we start? Discuss
Figure of Speech (commonly found in poetry, dramas or prose)
What is a figure of speech?
• A figure of speech is a word or phrase that possesses a separate meaning from its
literal definition.
• It can be a metaphor or simile, designed to make a comparison.
• It can be the repetition of alliteration or the exaggeration of hyperbole to provide a
dramatic effect.
Importance of Figure of Speech-

• It enhances the beauty of the writing.
• It makes the sentence deeper and leaves the reader with a sense of wonder.
• It brings life to the words used by the writer.
• The figure of Speech not only shows the writers intent but also his purpose of
using such language.
• It adds flavour to the writing and makes it so much more enjoyable for the reader.
Types of Figure Of Speech
• 1. Simile
• In a simile, two things which
are completely unlocked are
compared with each other.
• A simile is introduced by
words such as like, so or as.
The flower is as pretty as a picture.
• Examples
• He is sober like a judge.

• 2. Metaphor
• It is an informal or implied simile
in which the words “like’ and ‘as’
are avoided. For example, “He is
like a Giant. (Simile) “and “He is
a Giant. (Metaphor)”.
Another example
Ocean’s sound is music to my ear.
English 2L SEO's Working Group Workshop - Wilhelm P. Hango

11
3. Personification-
- In Personification, non-
living things, abstract ideas
or qualities are mentioned
as humans or living things.
• Example-
- Earth was thirsty for water.
- The river gave me a fish.
Angry clouds surrounded the island.

4. Oxymoron
- An Oxymoron is when two words
are used together in a sentence but
they seem to be in contrast with
each other.
- An oxymoron is a figure of speech
that willingly uses two differing
ideas.
- This contradiction creates a
paradoxical image in the reader or
listener's mind that creates a new
concept or meaning for the whole.
• Example-
- Life is bittersweet.
- They knew they could feel the joyful
sadness on his arrival.

5. Hyperbole-
- Hyperbole is when you use the words
to exaggerate what you mean or
emphasize a point.
- It is used to make something seemed
bigger or more important than it
actually is.
- Hyperbole is used when we want to
reinforce the point by exaggerating it.
- It is frequently used in poetry and
found in casual speech as well.
- Media uses Hyperbole to exaggerate
the facts, in order to make the story
impactful.
• Example-
- It has been ages that I have had a
proper meal.
- The army troops are stronger than a
mountain. Christine Mboma runs faster than the wind.
- The robber ran faster than lightning.

6. Alliteration-
- It is the series of words
which commence with the
same letter.
- Alliteration consists of the
repetition of a sound or of
a letter at the beginning of
two or more words.
• For Example-
- Purple pandas painted
portraits.
Dirty dolphins dove across the ocean.

7. Onomatopoeia-
- It is the figure of speech where
the word is used to describe a
sound.
- When we explain any action by
putting the sounds into
language, it is known as
onomatopoeia.
- It is generally used in fiction or
in nursery rhymes, for eg- Old
Macdonald had a farm eea eea
ooo.
• Example- Bam! He hit the truck at the speed of 80 kmph.

• I could hear the leaves rustling
and wind howling.
8. Idioms are word
combinations that have a
different figurative meaning
than the literal meanings of
each word or phrase.
They can be confusing as they
don't mean what they say.
• He's as cool as a
cucumber is an everyday
idiom, but if you've never
heard it before you might
wonder what cold fruit (or
vegetable?) has to do with
the situation!
• Isn't it a fun way to say
“He's very calm," though?

Practice 1
I can lift 1000kg weight using one hand.

1. Poetry
What is a Poem?
➢ A poem is a piece of writing that uses imaginative words to
share;
- ideas,
- emotions
- or a story with the reader.
• A person who writes a poem is called a poet.

• Many poems have words or phrases that sound good together
when they are read aloud.

Commonly used Elements of Poetry
1. Title
- The name which is given to the poem by the author.
- That’s to say the who writes poetry or simply a maker of
verses.
2. Verse/line 3. Stanza
➢ A “paragraph” in a poem
➔ at least one word long
➢ a group of two or more
➔ the title is not a verse/line verses/lines
➢ does not include the title
➢ a poem has at least 1 stanza

For example:
4. Rhyme I know that I shall meet my fate
- It is when the ending Somewhere among the clouds above;
parts of two words Those that I fight I do not hate,
sound the same or Those that I guard I do not love;
nearly the same
- Sometimes, rhyme Take note:
does not have to be at - Rhyme is a repetition of sounds, not of
the end of a line. letters.
- It can be within the - Two words might therefore rhyme even if the
line of poetry as well. last stressed vowel and what comes after it
are spelt differently as long as they have the
- Rhyme is used to give same pronunciation.
the poem a rhythm
and tempo.
- This makes poetry
different from prose.

5. Rhyme Scheme
→The pattern of rhyming lines
6. Mood
→Named using letters of the Alphabet
→ The general feeling the poem
For example: gives the reader.
- This sonnet by John Milton has ABBA ABBA
rhyme scheme 7. Theme
When I consider how my light is spent →The lesson or message the
author wants to teach or express
Ere half my days in this dark world and wide,
And that one talent which is death to hide
Lodg'd with me useless, though my soul more bent
To serve therewith my Maker, and present
My true account, lest he returning chide;
"Doth God exact day-labour, light denied?"
I fondly ask. But Patience to prevent

• 8. Voice in Poetry
• Just like fiction has a narrator, poetry has a speaker–someone who is the voice of the poem.
• Often times, the speaker is the poet.
• Other times, the speaker can take on the voice of a persona–the voice of someone else including
animals and inanimate objects.
• Points of View
• Just like fiction, the poem is written in a specific point of view:
❑ First-person (I, me, my, we, us, our)
❑ Second-person (you, your)
❑ Third-person (he, she, it, him, her, his, hers, its, they, them, theirs).
• Remember choosing a point of view determines how close the reader is involved in the poem.
Third-person point of view will create more distance. The reader will be an observer. Whereas,
first-person point of view will draw the reader into the poem. Second-person point of view is
occasionally used in poetry. The speaker is speaking directly to his/her readers.
• Elements of Voice
• Several elements create the speaker’s voice: tone, diction, syntax, and audience.
• Tone refers to the poet’s attitude or position toward the subject. It may be positive, neutral, or
negative
Step 1 title, poet, stanzas and lines
Step 2 Definitions (learners using their dictionaries or
making use of context clues)
• 1. cloud: a visible mass of water droplets
suspended in the air. anything that makes things foggy
or gloomy… obscure from sight.
• 2. plague: a wide spread affliction, calamity or
destructive influx, especially when seen as divine
retribution (punishment). a great nuisance; whatever
greatly irritates.
• 3. whirl: to rotate, revolve, spin, or turn rapidly
• 4. perch(intransitive): to rest on something
• 5. sinister: evil, seeming to be evil
• 6. din: a loud noise
• 7. clinging: to hold very tightly, as to not fall off.
• 8. dark: a sudden turn or fast movement
• 9. whilst(while): at the same time
• 10. jagged: something that is rough and harmful
• 11. pelt(ing): To beat or hit, especially repeatedly. To
rain or hail heavily

• FIGURES OF SPEECH ( An African Thunderstorm Analysis)
❑Simile
• The use of this figure of speech is seen in line 6’ like a plague of locusts’.
• The use of simile serves to pinpoint
• the merciless force of the wind which comes noisily and often in a discernible pattern
• Again we see it in lines 11 and 25 ‘like dark, sinister wings’. ‘Clothes wave like
tattered flags.’
❑Metaphor
• ''As an effect, a metaphor functions primarily to increase stylistic colorfulness and
variety.
• Metaphor is a great contributor to poetry when the reader understands a likeness
between two essentially different things''. ‘Trees bend to let it pass ‘..line 13 ..and also
in line 2’.. clouds came hurrying with the wind’
• The trees ordinarily do not possess a preference as to exhibit an element of will in
making a passage way for the wind.
• However in the flare of the author, a promising display of trees in the heat of the storm is
rightly captured in the expressions above.
❑Personification
• We see the use of this literary term in line 8 ‘Pregnant
clouds…line 6’ Tossing up things on its tail’ as well as
‘Pelting march of the storm ‘..in the last line of the
poem
• The attribution of animate features to the cloud and wind
captures the uncanny weaving of the Poet’s intuitive
perception.
❑Alliteration
• The usage of words producing similar sounds or letters is
manifest in this poem…see ‘here and there’..in line 5 as
well as
• ‘In the din of whirling wind’ in line 17
❑Sound devices
• This poem uses sound effectively. Much use is made of
onomatopoeia as the wind is ‘whirling’ (lines 7 and 19) and it
‘whistles’ (lines 14 and 25).
• The noise in the village has the screams of children competing with
‘the din of whirling wind’ (line 19). As the storm gets closer, its
imminent arrival is heralded by the onomatopoeia of the ‘Rumble,
tremble, and crack’ (line 31) of the thunder, and the impact of
lightning striking the earth.
• Theme – colonialism
• Stanzas: 2
• 1st focuses on the storm
• 2nd focuses on the impact of the storm
• Grammar - free verse ( few grammatical/structure)sense of
confusion, chaos related to war
Six steps to help learners
get the most out of poetry ➢Have learners read the poem
once to themselves and then
Step One: Read aloud, all the way through, at
LEAST twice.
➢Talk to class about their first
impression and immediate
responses, both positive and
negative.
➢Also, discuss the poem's
structure and rhythm.
➢For example:
➢Are the lines short and meant
to be read slow?
➢Or, does the poem move fast,
and if so, why?

Step Two: Title
❑ Think about the title and how it relates
to the poem.
❑ Titles often provide important clues
about what is at the heart of a piece.
❑ Likewise, a title may work ironically or
in opposition to a poem.
❑ Questions to talk about and consider
are:
❑ Does the title immediately change how
you think about it?
❑ Does the poem’s title paint a picture
that gives a specific time frame, setting
or action?
❑ Does it imply multiple possibilities?
Step Three: Speaker ✓Understanding the speaker is at
the center of a poem may help
the piece appear more tangible
to learners because they’re able
to imagine a person behind the
language.
Questions to consider are:
❑Who “tells” the poem?

❑Does the poem give any clues
about the speaker’s
personality, the point of view,
age, or gender?
❑Who is the speaker addressing?
❑Does the speaker seem
attached or detached from what
is said?
Step Four: Mood and Tone ❑ After talking about the speaker, it’s
important to address the attitude or
mood the poem is attempting to
convey.
❑ Some can be worrying or grieving;
others may have a song-like cadence
and rhyme.
❑ Discuss the attitude each speaker or
characters give off.
❑ Moreover, talk about if there places
where the poem's tone may switch and
why.
❑ This is also a good time to talk syntax
and the effect certain words have on us.

Step Five: Paraphrase ❑Since you discussed figurative
language, mood, setting, and speaker
❑There’s no better time than to apply
what learners have learned line-by-line.
❑Paraphrasing may seem pretty self-
explanatory. USE YOUR OWN WORDS
❑However, keep in mind this is not
about skipping lines or condensing.
❑Instead you should lead learners line-
by-line and translate figurative
language or unclear phrases into
simpler terms that will not get in the
way of analyzing the poem later on.

Step Six: Theme
❑ Last but not least, it's time to get to
the core of what the poem is about by
identifying its theme.
❑ The theme of a poem relates to a
universal truth, issue, or conflict.
❑ To determine the theme, look

over all of your analysis and
connect the dots:
➢ What is the subject?
➢ Who is the speaker?
➢ What situation are they in?
➢ How do they feel about the subject?
➢ What is the mood?

THE BLACK BADGE OF AFRICA
Gift Mudzingwa Practice 2
1. According to the poem, is the following statement TRUE or FALSE? CIRCLE
I was born with the scent
Of wild flowers in the air, the correct answer
And the cooking pot.
I was born to be proud of black badge a) The poet grew up in a big city. TRUE FALSE
Of my skin.
b) There was no electricity in his home. TRUE FALSE
My first tears flowed
From the sting of smoke, c) As a small boy, he went barefoot (did not wear shoes). TRUE FALSE
From the pain of the thorns
In my naked small feet.
d) He spent most of his time herding sheep and goats. TRUE FALSE
How I hated, at first,
The long hours, herding cattle, e) He lived near a river TRUE FALSE
But I loved the hills,
And the river- when it gave me fish! 2. This poem contains many vivid, descriptive images (word pictures) which
appeal to our physical senses; for example, ‘I was born with the scent/ of wild
I learned to listen flowers in the air,’ (Lines 1-2). This image appeals mainly to our sense of...
To the songs of birds,
Complete the sentence. Circle the letter of the correct answer.
To watch the colours,
Of dawn and sunset. A hearing
I learned to love B sight
The land that gave me C smell
My own black badge D touch
The black badge of Africa. English 2L SEO's Working Group Workshop - Wilhelm P. Hango 34
2. Prose in literature
❑The prose is an ordinary writing style
in literature, which incorporates
characters, plot, mood, theme, the
point of view, setting, etc. making it
a distinctive form of language.
❑It is written using grammatical
sentences, which forms a paragraph.
❑It may also include dialogues, and is
sometimes, supported by images but
does not have a metrical structure.
❑Prose can be fictional or non-
fictional.
❑Biography, autobiography, diary,
essay, short stories, fairy tales,
article, novel, blog and so forth use
prose for creative writing.

Elements of Prose
❑Title ➔ The name given to the story by the author.
❑Plot ➔ What happens in the story.
❑Setting ➔ Where the play takes place.
❑Characters ➔ The people, creatures or other beings that are
a part of the story.
❑Dialogue ➔ When characters are speaking in the story.
❑Point of View ➔ Who is telling the story:
◆ 1st Person: The character is in the story (I, Me, We)
◆ 3rd Person: An all knowing narrator (He, She, They…)
❑Mood ➔ The feelings the author creates or the feeling you get
when reading the story.
❑Theme ➔ The lesson or message the author wants to teach
or express.

Four strategies I have used to introduce a prose
1. Look at the Book Cover or Title Illustration
❑ Before I asked my learners to just turn to page x to begin reading
the story I must prepare them for what they are to learn from the
text.
❑ Ask them to study the cover of the book or the image on the title
page. What do they notice? To get the conversation started, try
asking the following kinds of questions:
➢ What is happening?
➢ Does it look like the story will be fiction or non-fiction?
➢ When have you seen something like this before?
➢ Explain what the picture looks like.
➢ Does the illustration or picture seem to match the title of the
story? Why or why not?
➢ What does the title tell us about the story?
➢ Does the image and title remind you of anything you have
experienced?
2. Analyze the Pictures
• The illustrations or pictures included in a story, whether
fiction or non-fiction, are incredibly important.
• They must add to the story.
• So, before you begin a new read aloud in the classroom

take a moment to ask your learners what they can learn
from the pictures.
• Some educators call this a picture walk. Some just call

it previewing the text.
• Take the time to draw your learners’ attention to

important images that may give away bits and pieces of
what they can expect from the story.
• In fiction stories, this may be plot elements, while in

non-fiction it may be picture captions and diagrams with
labels.
Practice 3: Match the following statements with
corresponding pictures on the next slide.
Juana prays that her husband finds a big pearl. Kino and Juana decide to leave the village but
they met some disaster.
In the town of La Paz, there lived a young family of They emerged from the mountains carrying their
three. dead child.
Kino goes out in the ocean in search of pearls.

The gun killed Coyotito while Kino was fighting
with the trackers.

Climax Conflict
❑ The point at which the ❑ It is a literary device characterized by
Exposition
highest level of interest a struggle between two opposing
❑ It is important that
and emotional response forces.
readers know some
is achieved. ❑ Conflict provides crucial tension in
of these details in
any story and is used to drive the
order to understand
narrative forward.
a story. Rising action
❑ This is called the ❑ The rising action starts
EXPOSITION. right after the period of Falling action
❑ It is the background exposition and ends at ❑ The story begins to move to the
information on the the climax. conclusion, or the resolution, at which
characters and ❑ Beginning with the point everything will be tied up and
setting explained at inciting incident, rising resolved.
the beginning of the action is the bulk of ❑ For example, in a hero tale, the hero's
story. the plot. journey home after defeating the villain
❑ The EXPOSITION is ❑ It is composed of a
would be the falling action.
often the very first series of events that
part of the PLOT build on the conflict and Resolution
increase the tension, ❑ It is when you learn what happens to the
sending the story racing characters after the CONFLICT is
to a dramatic climax. resolved.
3. Introduce New Vocabulary and Concepts
❑ The text selected at learners’
instructional level, which means
that children need scaffolding
and support as they attempt to
read it.
❑ One way I have used to
minimize the frustration or
boredom some learners may
experience is by introducing
them to new vocabulary and
concepts before reading the text
at all.

4. Finally, relate concepts to learners’
background knowledge and personal experiences
• To really get learners interested in a
selected text, it is imperative to relate the
concepts in the story to their personal
experiences and background knowledge.
• This gives the students a feeling of
confidence as they begin actually reading,
making them feel they already have a
connection with the characters or
concepts.
• Of all of the steps, this one cannot be
skipped.

Themes
1. Greed Dreams and Ambition
❑ Greed is the main evil force that the
parable is meant to warn against. ❑ Ambition is a characteristic that is
❑ The doctor is greedy and only treats innate in human nature.
Coyotito after hearing of Kino’s pearl. ❑ However, in the novel ambition is a sin
❑ The pearl dealers are greedy and want to punishable by a higher power and is a
trick Kino into selling his pearl for less reason behind Kino’s downfall.
than it’s worth. ❑ Kino desires to rise into superiority by
❑ The town’s people are Kino’s neighbors in giving his child a good education and
daylight, but turn into Kino’s attackers having new clothes for him and his wife,
and enemies at night as they try to take all of those are innocent dreams of a
the pearl away from him. poor man in a rich man’s world.
❑ Kino himself is greedy when he refuses to ❑ Kino’s dreams are simply dreams and
dispose of the pearl that brings him could not come true because they would
danger. upset the social hierarchy.
❑ It seems that the pearl and material ❑ Moreover, one should not aim above or
wealth in general brings out the greed in below their inherent position in society.
the people who seek it.
Family
Money versus Happiness
❑ Kino lives in harmony with his
❑ From the start of the novel it appears
family up until Coyotito is
that Kino lives in a natural and peaceful
poisoned.
environment in harmony with his wife
❑ It is clear that Kino would go to
and child.
great lengths to cure Coyotito and
❑ They have a roof over their heads and
when the opportunity arises he
they have Kino’s ancestral canoe and
desires a better life for him and
most of all they have each other.
his family.
❑ Kino has the false belief that the
❑ However the pearl drives Kino
newfound material wealth could grant
crazy with greed and as a result
them more happiness.
he loses his blissful relationship
❑ In the end the pearl costs Kino his
with his wife and ultimately loses
harmonious life, his house, his canoe
his son.
and his family.
❑ That being said, the novel ends as
❑ The moral of the story is that money
Juana and Kino walk side by side
cannot buy happiness.
as equal partners.
❑ It seems that family is somewhat
restored when the pearl is no
longer in Kino’s possession. English 2L SEO's Working Group Workshop - Wilhelm P. Hango
46
Symbols
The pearl The Scorpion
❑ The pearl is a symbol of wealth ❑ The scorpion is a form of
which is quite ambivalent in its foreshadowing as well as a
nature throughout the novel. symbol of the evil that is yet to
❑ When Kino first finds the pearl, come into Kino’s life.
it is a symbol of hope and ❑ The scorpion sneaks into the
salvation. family’s home in attempts to take
❑ The pearl and what it holds of away their most valuable
wealth represents a great possession, their son.
potential for the family and so ❑ This is a foreshadowing of the
their ambitions grow big. many town’s people who are filled
❑ But like wealth, the pearl with poisonous envy and evil as
represents all the evil in the they sneak into Kino’s home to
world. steal the pearl and poison his life.
❑ It seems all the greed and evil
surfaces in the presence of
wealth.

Practice 4:
(e) The canoe is mentioned quite often. Is it a symbol
(a) Where is this novel set? for something? Briefly explain
.......................................................................... .......................................................................................
........................................................ (1) .......................................................................................
(b) The writer/author of a poem is called a .................................................................................. (2)
‘poet’. What is the writer/author of a novel (f) The news of Kino’s pearl spread quickly across
called? Give only one word. town. What did each person think of upon hearing it?
.......................................................................... (i) priest:
......................................................... (1) .................................................................................. (1)
(c) In Line 3, the servant tells the doctor, “He (ii) doctor:
says a scorpion stung it.” What does the .................................................................................. (1)
scorpion symbolise in this novel?
.......................................................................... (g) What would Kino do with his riches?
.............................................................. (1) .......................................................................................
(d) Why did the doctor refuse to treat Coyotito? .......................................................................................
.......................................................................... .......................................................................................
.......................................................... (1) .......................................................................................
................................................................................ (4)

Create a story board – Class story – Recitation
Grade 4-7 (a paragraph)
drawing
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………..............

For example Page: 1
Once, there was a dog named Shikonda. He had

a lovely collar around his neck. One day, he got
a very juicy bone. Shikonda was very happy.

Laimi Thomas Page: 2
On the way back to his kennel, Shikonda came to a river. As

he was trotting on the bridge to cross the river, he looked
down at the water. To his amazement, he saw another dog
like him, with a juicy bone in its mouth!
Grade 8-9 (a page long – divided into 3 paragraphs)
- of at least 80 to 100 words
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………

3. Drama ❑A drama is a type of story acted
out before an audience, often in a
theater.
❑Dramas are commonly called
plays.
❑Other forms of literature, such as
novels and short stories, are
meant to be read by individuals.
❑But through staged productions
dramas are shared with many
people at once.

Elements of drama
❑Title ➔ The name given to the play by the author.
❑Setting ➔ Where the play takes place also differentiate between an act and a scene
❑A person called a playwright, or a dramatist, writes the play’s text.
❑The major elements of a play, or drama, include the characters and the plot.
❑The characters, or the people in the story, often come into conflict with each other
over something. For example, they may desire the same throne, princess, or
treasure.
❑The plot is what happens during the play and how the conflicts are settled.
❑ Dialogue ➔ The lines of text the characters speak in the play.
❑Stage Directions
➔ Tells how actions and movements should happen during the play
➔ Usually written in (parenthesis) or in italicized font.
❑Theme ➔ The lesson or message the author wants to teach or express

How do we do it
We look at the Book Cover or Title Illustration
❑ Before I asked my learners to just turn to page x to begin reading the drama I must
prepare them for what they are to learn from the text.
❑ Ask them to study the cover of the book or the image on the title page. What do
they notice? To get the conversation started, try asking the following kinds of
questions:
➢ What is happening?
➢ What does the title tell us about the drama?
➢ Does the title remind you of anything you have experienced?
➢ Identify characters and how they are related to each others
➢ Find unfamiliar words (and use dictionaries to) write down their meanings
➢ Also write down the figure of speech and kick-start discussion of what they mean
➢ Then read the drama aloud (discuss as they read)
➢ Watch the drama and dramatize it as well (we made costumes)
Practice 5: Characters description exercise (Matching)
Character/s Description
Msala first wife of the chief
Neo second wife of the chief
Ma Ilonge third wife of the chief
Joyce fourth wife of the chief
John very good friend of the chief
Ma Ilenge unknown son

Themes from God of Women Traditional Beliefs
Forbidden love ❑ The visiting of the seer to cleanse the kraal
❑ The love that exists between John and Joyce ❑ The belief in ancestral spirits
is forbidden because John is the son of ❑ Superstitious beliefs for example the owl
Lewanika and Joyce is a wife to Lewanika. hooting in the day
❑ That is why Lewanika told Ma Inonge that the Polygamy
❑ Marrying many wives
witchdoctor speaks of incest and an infant on
❑ Fights and jealousy in the marriage
its passage.
❑ Loveless marriages
❑ Incest is a sexual activity with a person within
Patriarchy
the immediate family. ❑ Society being male dominated
❑ For example the sexual relationship between ❑ Women have no voice and no freedom of choice
JOHN and Joyce is an incest because JOYCE is ❑ Women are abused emotionally and physically
the wife of LEWANIKA and John is the son of ❑ Women do not own anything
LEWANIKA. JOYCE is John’s stepmother. Christianity
❑ Chief Lewanika asked Ma Inonge to find out ❑ Abuse of religion
who has a fermenting seed before it ❑ Father Thomas takes advantage of Ma Ilenge
contaminates them. using the Bible verses
❑ This means that Ma Inonge must find out ❑ John being send to school by Father Thoma
who is pregnant before the prophesy of the
seer destroys them.
• God of Woman play

Practice 6: d) Explain what Joyce meant when she said to
John: “I am your mother.….” (2)
.................................................................................
a) The writer/author of a poem is called a
.....................................................................
“poet”. What is the writer/author of a play
e) Explain the complicated relationship that exists
called? Give one word only. (1)
between John and Joyce and how the prophecy
..........................................................................
foretold by the seer came true. (2)
.....................................................................
.................................................................................
b) (i) Which of these children (referring to the
.....................................................................
text) is a child of Ma Inonge? (1)
.................................................................................
………………………………………………………………………
.....................................................................
(ii) Is Ma Ilenge Chief Lewanika’s first, second,
f) God of Women by Sifiso Nyathi covers a
third or fourth wife (1)
number of themes that resonate well with the
………………………………………………………………………
African society. In light of this, explain how the
c) What is meant by the following statement:
following themes are explored in the book.
“The son of a female is the shadow of the
A. Traditional beliefs:
man”. (2)
.................................................................................
………………………………………………………………………
............................................................................(2)
………………………………………………………………………
English 2L SEO's Working Group Workshop - Wilhelm P. Hango

59
review – letter – listening/speaking
You recently read an
interesting book, write
about it
•give the title of the book
•talk about characters
•tell what the book is all
about
•say why you like or you
don’t like the book
To sum up:
The way we teach literature is basically up to us
Reading for Plot and Comprehension
Reading for Author's Craft
❑ Make sure that learners are at least
❑ Examine not only what the
able to identify what happened in
story means, but also how the
any text
author communicates that
❑ For classes that are struggling with
meaning.
comprehension, encourage them to
❑ Is the novel/drama/poem
read aloud.
exciting?
Reading for Vocabulary ❑ What makes it exciting?
❑ This can give your classes relevant ❑ How does the author manage
words in authentic contexts and to make us like the main
❑ Teach your learners to use context character even though he or
clues to figure out the meanings on she has some serious flaws?
their own.
• Poetry analysis

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How to analyze different texts (poems, novels, drama)

English 2L SEO’s Working Group Workshop – 2022

- Mr. Wilhelm P. Hango

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• Teachers can assess such activities in various ways,

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Importance of Figure of Speech-

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Angry clouds surrounded the island.

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• Example- Bam! He hit the truck at the speed of 80 kmph.

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I can lift 1000kg weight using one hand.

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• A person who writes a poem is called a poet.

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❑Who “tells” the poem?

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❑ To determine the theme, look

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• They must add to the story.

• So, before you begin a new read aloud in the classroom

• Some educators call this a picture walk. Some just call

• Take the time to draw your learners’ attention to

• In fiction stories, this may be plot elements, while in

Kino goes out in the ocean in search of pearls.

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Once, there was a dog named Shikonda. He had

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On the way back to his kennel, Shikonda came to a river. As

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Neo second wife of the chief

Ma Ilonge third wife of the chief

Joyce fourth wife of the chief

John very good friend of the chief