SSS3 Literature in English Scheme of Work

Download the Senior Secondary School 3 (SSS3) Unified Scheme of Work for Literature in English to serve as a guide for educators

Download Now!
Home » SSS3 Scheme of Work » SSS3 Literature-in-English Scheme of Work

About SSS3 Literature in English Scheme of Work

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.

Assessment Guide

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.

SSS3 First Term Scheme of Work for Literature in English

 Literature in English Scheme of Work for Senior Secondary Schools 3(SSS3)
 ClassS.S.S 3
 SubjectLiterature in English
 TermFirst Term
1African Poryty- Gbanabam Hallowell “the dinning table.(a). Background of: i. The poet. ii. The poem;
(b). Subject matters.
2Poetic analysis of: the dinning table:Emphasis on:
i. Theme(s).
ii. Structure
iii. Style (diction, mood, tone, imagery symbolism, poetic devices).
3Non- African poetry- Robert frost : “birches”1. Background of: (a). the poet. (b). the poem
2. Subject matter.
4Poetic analysis of: birches”.Emphasis on:
i. theme
ii. structure
iii. style (diction, mood, tone, imagery symbolism, poetic devices)
5Non- African drama- Lorraine Hansberry: a raisin in the sun1. Background of:
(a). the playwright.
(b). the play.
2. The setting.
3. Plot.
6Textual analysis of: a raising in the sun.Emphasis on:
i. theme(s)
ii. characterization.
iii. dramatic techniques.
7Textual analysis of: a raising in the sunAct and scenes summary of the play.
8Textual analysis of: a raising in the suni. Acts and scenes
ii. Summary continues.
9African poetry: Gbemisol Adeoti- “ambush”i. Background of:
(a). The poet. (b). The poem.
ii. Subject matter.
10Poetic analysis of: “ambush”Emphasis on:
i. Theme(s).
ii. Structure
iii. Style (diction, mood, tone symbolism, poetic devices, imagery).


SSS3 Second Term Scheme of Work for Literature in English

 TermSecond Term
1Non-African prose- Richard Wright: native son.i. Background of:
(a). The novelist.
(b). The novel. ii. Setting. iii. Diction.
2Textual analysis of: native sonChapter-by-chapter summary of the text.
3Textual analysis of: native sonChapter by chapter summary continues
4Analysis of: native son.Emphasis on:
i. Themes ii. Plot. iii. Characterization. iv. Narrative techniques.
5William Shakespeare. Othello1. Background of:
(a). The playwright.
2. Setting.
3. Diction.
6Textual analysis of: William Shakespeare’ s Othello.Reading And Summary Of The Text: Othello
7Textual analysis of: Othello.Acts and scenes summary.
8Textual analysis of: Othello.Emphasis on:
i. Theme(s)
ii. Plot.
iii. Characters/characterization.
v. Dramatic techniques (Dialogue, Aside, soliloquy, climax, suspense flashback).
9Revision and Examination 


Recommended Literature in English Textbooks for Senior Secondary School 3

The recommended Literature in English textbooks for SSS3 include but are not limited to the following:

  • Unexpected Joy at Dawn by Alex Agyiri   
  • Second Class Citizen by Buchi Emecheta   
  • Invisible Man by Ralph Ellison   
  • Wuthering Heights by Emily Bronte   
  • Let Me Die Alone by John K. Klargo   
  • The Lion and the Jewel by Wole Soyinka   
  • Look Back in Anger by John Osborne   
  • Fences by August Wilson   
  • A Midsummer Night’s Dream by Shakespeare   
  • Exam Focus for Literature

Professional Certification

CIBN Syllabus

CITN Syllabus

APCON Syllabus



Media Kit


© 2024 Created with Page 5 Digital
Download Syllabus