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 | Welcome Test/Revision of Last Term’s Work i. Dramatic person of William Shakespeare’s A Midsummer Night’s Dream. ii. Plot summary and account of William Shakespeare’s A Midsummer Night’s Dream. | 1. Recall the previous term’s work 2. Describe and relate the author’s life to the text 3. Explain the plot development of the play. |
| 2 | William Shakespeare’s: A Midsummer Night’s Dream. Reading story and in depth analysis of Act I | 1. Analyse the text 2. Discuss the relationship between the Duke of Athen and Hippolyta. |
| 3 | William Shakespeare’s: A Midsummer Night’s Dream. Reading story and in depth analysis of Act II | 1. Analyse text 2. Discuss the relationship between the fairy king and Titaria |
| 4 | William Shakespeare’s: A Midsummer Night’s Dream. Reading story and in depth analysis of Act III | 1. Analyse the text and identify each character 2. Discuss and describe the events in another part of the wood of the text. |
| 5 | William Shakespeare’s: A Midsummer Night’s Dream. Reading story and in depth analysis of Act IV | 1. Discuss the scene in the wood 2. Describe and discuss how they were released from the magic spell |
| 6 | William Shakespeare’s: A Midsummer Night’s Dream. Reading story and in depth analysis of Act V | 1. Relate all the Acts together 2. Draw out the main themes 3. Discuss the resolution of the play |
| 7 | Test/Open Day/Mid Term Break | |
| 8 | Introduction to Unseen Prose -Features of Unseen Prose -Comprehension passage with or without title -The plot structure is very straightforward and sequential -The passage is always within the range of student’s experience -Tools for unseen passage analysis -Reading and Understanding -Samples of unseen passage to bring out the narrative element like theme, plot, setting, mood, attitude, atmosphere, narrative techniques. | 1. Identify the features of unseen prose 2. Carryout critical analysis of an unseen prose 3. Answer some unseen prose extract |
| 9-10 | Introduction to unseen poem -Features of unseen poem -Short poem -Simple language -Tools for unseen poem analysis -Comprehensive analysis of unseen poem -Sample of unseen poem to bring out poetic devices like irony, metaphor, personification, simili, pun, alliteration, assonance, paradox, etc. -Samples of unseen poem to bring out structure/form, metrical pattern, rhyming scheme etc | 1. Identify the features of unseen poem 2. Carryout critical analysis of an unseen poem 3. Answer some unseen poem extract |
| 11 | Principle of answering context and literature questions e.g Comment, describe, compare and contrast, examine etc. | 1. Interpret the terms used 2. Apply the terms to their answers 3. Give correct answers to the question |
| 12 | Revision | |
| 13 | Examination | |
| Term | Second Term | |
| Week | Topic | Breakdown |
| 1 | Revision of William Shakespeare A Midsummer Night’s Dream | 1. Identify and describe each character 2. Narrate events in the play |
| 2 | Revision of African Prose -Second Class Citizen-Buchi Emecheta -Unexpected Joy at Dawn -Alex Agyei-Agyiri | 1. Describe the characters traits and explain how these contribute to the story 2. Identify incidents that portrays the themes and explain them in their own word |
| 3 | Revision of Non-African Prose -Invisible Man-Ralph Ellison -Wuthering Height-Emily Bronte | Welcome Test/Revision of Last Term’s Work i. Dramatic personae of William Shakespare’s A Midsummer Night’s Dream. ii. Plot summary and account of William Shakespare’s A Midsummer Night’s Dream. |
| 4 | Revision of African Drama -The Lion and the jewel-Wole Soyinka -Let me Die Alone-John Kargbo | 1. Identify and describe the major and minor characters 2. Identify and describe the dramatic technique used 3. State and discuss the theme(s) in the play |
| 5 | Revision of Non-African Drama -Look Back in Anger-John Osborne -Fences-August Wilson | 1. Identify and describe the major and minor characters 2. Identify and describe the dramatic technique used 3. State and discuss the theme(s) in the play |
| 6 | Revision of Poems -African Poem -Non-African Poem | 1. Identify the poetic device used 2. Identify and link images with main ideas in the poem |
| 7 | Test/Open Day/Mid Term Break | |
| 8-14 | Revision | |
The recommended Literature in English textbooks for SSS3 include but are not limited to the following:
