In SSS3 (Senior Secondary School 3), Nigerian students study Literature in English as an important subject that connects their language skills with cultural understanding. This final year of secondary school is crucial for students as they prepare for the West African Senior School Certificate Examination (WASSCE). In this subject, students explore different types of literature, including poetry, prose, and drama, learning about themes and writing styles.
The WASSCE Literature syllabus tests students’ knowledge of literary terms, their ability to analyze texts, and their appreciation of the themes and cultural values in literary works.
Additionally, studying literature using the Lagos state unified scheme of work helps develop critical thinking and analytical skills. By reading and interpreting various texts, students learn to understand different viewpoints and develop empathy. These skills are crucial for answering essay questions in the WASSCE, where students need to write clear and thoughtful responses.
Furthermore, studying literature improves students’ language skills. Reading different types of literature enhances vocabulary, comprehension, and writing abilities. These skills are important not only for literature exams but also for other subjects that require strong English skills.
In SSS3, Literature in English is assessed through various methods to prepare students for the WASSCE. These include written examinations, continuous assessments like class tests and quizzes, and assignments such as essays and book reports. Projects and presentations, class participation in discussions and group work, and creative writing tasks are also used. Additionally, practical criticism through textual analysis of unseen texts helps evaluate students’ critical and analytical skills comprehensively, ensuring a well-rounded literary education.
The WASSCE typically comprises multiple-choice questions and literary appreciation of the various genres of literature.
| LAGOS STATE MINISTRY OF EDUCATION: UNIFIED SCHEMES OF WORK FOR SENIOR SECONDARY SCHOOLS | ||
| Literature in English Scheme of Work for Senior Secondary Schools 3(SSS3) | ||
| Class | S.S.S 3 | |
| Subject | Literature in English | |
| Term | First Term | |
| Week | Topic | Breakdown |
| 1 | African Poryty- Gbanabam Hallowell “the dinning table. | (a). Background of: i. The poet. ii. The poem; (b). Subject matters. |
| 2 | Poetic analysis of: the dinning table: | Emphasis on: i. Theme(s). ii. Structure iii. Style (diction, mood, tone, imagery symbolism, poetic devices). |
| 3 | Non- African poetry- Robert frost : “birches” | 1. Background of: (a). the poet. (b). the poem 2. Subject matter. |
| 4 | Poetic analysis of: birches”. | Emphasis on: i. theme ii. structure iii. style (diction, mood, tone, imagery symbolism, poetic devices) |
| 5 | Non- African drama- Lorraine Hansberry: a raisin in the sun | 1. Background of: (a). the playwright. (b). the play. 2. The setting. 3. Plot. |
| 6 | Textual analysis of: a raising in the sun. | Emphasis on: i. theme(s) ii. characterization. iii. dramatic techniques. |
| 7 | Textual analysis of: a raising in the sun | Act and scenes summary of the play. |
| 8 | Textual analysis of: a raising in the sun | i. Acts and scenes ii. Summary continues. |
| 9 | African poetry: Gbemisol Adeoti- “ambush” | i. Background of: (a). The poet. (b). The poem. ii. Subject matter. |
| 10 | Poetic analysis of: “ambush” | Emphasis on: i. Theme(s). ii. Structure iii. Style (diction, mood, tone symbolism, poetic devices, imagery). |
| 11 | Revision | |
| 12 | Examination | |
| Term | Second Term | |
| Week | Topic | Breakdown |
| 1 | Non-African prose- Richard Wright: native son. | i. Background of: (a). The novelist. (b). The novel. ii. Setting. iii. Diction. |
| 2 | Textual analysis of: native son | Chapter-by-chapter summary of the text. |
| 3 | Textual analysis of: native son | Chapter by chapter summary continues |
| 4 | Analysis of: native son. | Emphasis on: i. Themes ii. Plot. iii. Characterization. iv. Narrative techniques. |
| 5 | William Shakespeare. Othello | 1. Background of: (a). The playwright. 2. Setting. 3. Diction. |
| 6 | Textual analysis of: William Shakespeare’ s Othello. | Reading And Summary Of The Text: Othello |
| 7 | Textual analysis of: Othello. | Acts and scenes summary. |
| 8 | Textual analysis of: Othello. | Emphasis on: i. Theme(s) ii. Plot. iii. Characters/characterization. v. Dramatic techniques (Dialogue, Aside, soliloquy, climax, suspense flashback). |
| 9 | Revision and Examination |
The recommended Literature in English textbooks for SSS3 include but are not limited to the following:
