Gr 11-First Additional Language-Facilitator's Guide Literature 2

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ENGLISH FIRST ADDITIONAL LANGUAGE FACILITATOR’S GUIDE: LITERATURE Grade 11

A member of the FUTURELEARN group

English First Additional Language Facilitator’s guide: Literature

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Grade 11

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R Boshoff

Facilitator’s Guide G11 ~ English First Additional Language: Literature

CONTENTS PREFACE............................................................................................................................ 3 ASSESSMENT REQUIREMENTS ...................................................................................... 4 STUDY TIPS AND METHODS ............................................................................................ 6 YEAR PLAN ........................................................................................................................ 7 LESSON ELEMENTS.......................................................................................................... 9 UNIT 1: Introduction to literature .................................................................................... 10 Lesson 1: Genres and literary terms .............................................................................. 10 ACTIVITY 1: Know your literary terms ....................................................................... 17 Lesson 2: Different forms of poetry ................................................................................ 17 ACTIVITY 2: MEMORANDUM .................................................................................... 18 Lesson 3: An introduction to Lord of the Flies ................................................................ 18 UNIT 2: The Sound of the Shell ...................................................................................... 19 Lesson 4: “Autumn” by Roy Campbell ............................................................................ 19 ACTIVITY 4: MEMORANDUM .................................................................................... 23 Lesson 5: Chapter 1: The Sound of the Shell................................................................. 23 ACTIVITY 5: MEMORANDUM .................................................................................... 26 UNIT 3: Chapter 2: Fire on the Mountain ....................................................................... 27 Lesson 6: “Cheetah” by Charles Eglington ..................................................................... 27 ACTIVITY 6: MEMORANDUM .................................................................................... 31 Lesson 7: Chapter 2: Fire on the Mountain .................................................................... 31 ACTIVITY 7: MEMORANDUM .................................................................................... 33 UNIT 4: Chapter 3: Huts on the Beach ........................................................................... 34 Lesson 8: “Hawk Roosting” by Ted Hughes ................................................................... 34 ACTIVITY 8: MEMORANDUM .................................................................................... 39 Lesson 9: Chapter 3: Huts on the Beach........................................................................ 39 ACTIVITY 9: MEMORANDUM .................................................................................... 41 UNIT 5: Chapter 4: Painted Faces and Long Hair ......................................................... 42 Lesson 10: “Love Poem for My Country” by Sandile Dikeni ........................................... 42 ACTIVITY 10: MEMORANDUM .................................................................................. 46 Lesson 11: Chapter 4: Painted Faces and Long Hair ..................................................... 46 ACTIVITY 11: MEMORANDUM .................................................................................. 48 UNIT 6: Chapter 5: Beast from Water ............................................................................. 49 Lesson 12: “On Aging” by Maya Angelou ....................................................................... 49 ACTIVITY 12: MEMORANDUM .................................................................................. 52 Lesson 13: Chapter 5: Beast from Water ....................................................................... 52 ACTIVITY 13: MEMORANDUM .................................................................................. 54 UNIT 7: Chapter 6: Beast from Air .................................................................................. 55 Lesson 14: “Portrait of a Machine” by Louis Untermeyer ............................................... 55 ACTIVITY 14: MEMORANDUM .................................................................................. 58 Lesson 15: Chapter 6: Beast from Air ............................................................................ 58 ACTIVITY 15: MEMORANDUM .................................................................................. 60 1

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Facilitator’s Guide G11 ~ English First Additional Language: Literature

UNIT 8: Chapter 7: Shadows and Tall Trees .................................................................. 61 Lesson 16: “The Soldier” by Rupert Brooke ................................................................... 61 ACTIVITY 16: MEMORANDUM .................................................................................. 64 Lesson 17: Chapter 7: Shadows and Tall Trees ............................................................ 64 ACTIVITY 17: MEMORANDUM .................................................................................. 66 UNIT 9: Chapter 8: Gift for the Darkness and Chapter 9: A View to Death ................. 67 Lesson 18: “To a Small Boy Who Died at Diepkloof Reformatory” by Alan Paton .......... 67 ACTIVITY 18: MEMORANDUM .................................................................................. 72 Lesson 19: Chapter 8: Gift for the Darkness .................................................................. 73 ACTIVITY 19: MEMORANDUM .................................................................................. 74 Lesson 20: Chapter 9: A View to a Death ...................................................................... 75 ACTIVITY 20: MEMORANDUM .................................................................................. 76 UNIT 10: Chapters 10 – 12: The Shell and the Glasses, Castle Rock and the Cry of the Hunters ....................................................................................................................... 77 Lesson 21: Chapter 10: The Shell and the Glasses ....................................................... 77 ACTIVITY 21: MEMORANDUM .................................................................................. 78 Lesson 22: Chapter 11: Castle Rock .............................................................................. 79 ACTIVITY 22: MEMORANDUM .................................................................................. 80 Lesson 23: Chapter 12: Cry of the Hunters .................................................................... 81 ACTIVITY 23: MEMORANDUM .................................................................................. 82 UNIT 11: REVISION .......................................................................................................... 83 Lesson 24: Poetry revision – Poems 1 – 3 ..................................................................... 83 Lesson 25: Novel revision – Chapters 1 – 4 ................................................................... 83 UNIT 12: REVISION .......................................................................................................... 84 Lesson 26: Poetry revision – Poems 4 – 6 ..................................................................... 84 Lesson 27: Novel revision – Chapters 5 – 8 ................................................................... 84 UNIT 13: REVISION .......................................................................................................... 85 Lesson 28: Poetry revision – Poems 7 – 8 ..................................................................... 85 Lesson 29: Novel revision – Chapters 9 – 12 ................................................................. 85 BIBLIOGRAPHY ............................................................................................................... 86

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Facilitator’s Guide G11 ~ English First Additional Language: Literature

YEAR PLAN TERM 1 LESSON Unit 1

DATE STARTED

DATE COMPLETED

Lesson 1: Genres and literary terms Lesson 2: Different forms of poetry Lesson 3: An introduction to Lord of the Flies

Unit 2

Lesson 4: “Autumn” by Roy Campbell Lesson 5: Chapter 1: The Sound of the Shell

Unit 3

Lesson 6: “Cheetah” by Charles Eglington Lesson 7: Chapter 2: Fire on the Mountain

Unit 4

Lesson 8: “Hawk Roosting” by Ted Hughes Lesson 9: Chapter 3: Huts on the Beach

TERM 2 Unit 5

Unit 6

Lesson 10: “Love Poem for My Country” by Sandile Dikeni Lesson 11: Chapter 4: Painted Faces and Long Hair Lesson 12: “On Aging” by Maya Angelou Lesson 13: Chapter 5: Beast from Water

Unit 7

Lesson 14: “Portrait of a Machine” by Louis Untermeyer Lesson 15: Chapter 6: Beast from Air

TERM 3 Unit 8

Unit 9

Unit 10

Lesson 16: “The Soldier” by Rupert Brooke Lesson 17: Chapter 7: Shadows and Tall Trees Lesson 18: “To a “Small Boy…” by Alan Paton Lesson 19: Chapter 8: Gift for the Darkness and Chapter 9: A View to a Death Lesson 21: Chapter 10: The Shell and the Glasses Lesson 22: Chapter 11: Castle Rock Lesson 23: Chapter 12: Cry of the Hunters

TERM 4 Unit 11

Lesson 24: Poetry revision – Poems 1 – 3 Lesson 25: Novel revision – Chapters 1 – 4

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Facilitator’s Guide G11 ~ English First Additional Language: Literature

Unit 12

Lesson 26: Poetry revision – Poems 4 – 6 Lesson 27: Novel revision – Chapters 5 – 8

Unit 13

Lesson 28: Poetry revision – Poems 7 – 8 Lesson 29: Novel revision – Chapters 9 – 12

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Facilitator’s Guide G11 ~ English First Additional Language: Literature

Unit

UNIT 1: Introduction to literature LEARNING OBJECTIVES After the learners have completed this unit, they must be able to do the following: • • • • • • • • •

Make sense of the text.

Understand unfamiliar words in context.

Identify and explain different figurative language devices in the different texts.

Identify and explain the writer/poet’s intention in the text.

Form an introductory opinion of the texts.

Understand the different forms of genre and literary works.

Understand literary terms.

Understand different forms in poetry.

Understand and discuss the different characteristics of a novel.

Introduction In this unit we will explore two different genres. Thereafter we will discuss the important literary terms that refer to certain aspects in the text. More specifically we are going to look at the characteristics of a novel.

Genre is defined as a style or category of music, art or literature. There are many different types of genres, with two main categories: fiction and non-fiction. Drama, graphic novels, poetry, myths, novels, novellas and short stories are all classified as fiction.

LESSON 1: Genres and literary terms There are many different genres found in literary works, however, we will only explore two: poetry and the novel.

1.1

Poetry as a genre

Characteristics of poetry in a nutshell Rhyme

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Some poems use rhyming words to create an effect, such a melody or a rhythm. However, not all poems rhyme, those without rhyme words are called “free verse”.

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Rhythm

Sometimes poets use repetition of words or sounds to create a musical effect in their poetry. Rhythm can be created by using the same number of words or syllables in each line of the poem. Rhythm can be described as the “beat” of the poem.

Figurative language

Figurative language is often found in poetry. Simile - Compares two things using like or as. Metaphor - Comparing two things by saying one thing actually is another thing. Personification - Giving human characteristics to a non-living thing.

Shape

You can tell you are reading a poem based on the way it looks. A book of poems looks different from a regular novel. Poems are written in stanzas. Stanzas are groups of lines within a poem that are similar in rhyme, rhythm, or style. Often, there is a break between stanzas.

Mood

The mood of a poem is the feeling that it has. A poem can be sad, gloomy, humorous, happy, etc. 1

When you read and analyse a poem you also have to take into account the way the text is influenced by your general knowledge and experience of the world, of history, your religious views, your psychological background and many other aspects. You do not read and analyse a poem purely based on what is written; there are many other influences and factors to consider. As a text, poetry has regulating principles of its own, i.e. rhythm, rhyme scheme, metre and so on. A poem is hardly ever written in a vacuum and should be viewed as a text written by a poet and published with the aim that it should be read in a particular social, political or emotional context.

1.2

A novel as a genre

The novel is a genre of fiction, and is written in long-form prose. Novels are non-factual stories made up of ideas, fantasies, characters, dreams and inspirations that are pulled together in a series of action (plot) and sometimes make social commentary under the guise of a story. The stories are invented by the writer and come from the imagination of the author.

What is good writing?

Good fiction offers two very simple things: an emotional experience that is superior to our everyday lives and what novelist John Garner called “the fictional dream”. Authors evoke emotion through action, dialogue and description. A fictional world can be the world we all know, or an unknown world that no one has ever or may never visit. Authors have the ability to make these fictional worlds seem real and come to life.

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Facilitator’s Guide G11 ~ English First Additional Language: Literature

What are the characteristics of a novel?

Innovation Novels represent literary change, this means that language and literature have changed significantly since the time of Shakespeare and Chaucer. New authors constantly change the way novels are written, the subject matter and even the language. Literature is not stagnant and has to change to keep up with the world around it. Having said that, there is always room for the classics and they form the basis of any literary exploration.

Length You will have noticed that some novels are very long generally up to 80 000 words. However, the novel Mission Earth by L. Ron Hubbard has 1.2 million words while the The Blah Story

by Nigel Tomm is said to have 3, 277, 277 words! Its length sets a novel apart from short stories and novellas.

Content The stories told by novels are fictional pieces; however, these stories are still “real” in the context of the novel. This realism is conveyed in the characters’ actions, dialogue, the setting of the story and also in some instances the characters’ inner dialogue. As mentioned before, novels are written in prose rather than poetic format.

Character and plot development The length of a novel allows for deep and real character development and of the circumstances they find themselves in. Authors can describe back story, physical characteristics, setting and action is great detail if they want. They can even create new worlds as we have seen in Tolkien’s Middle-Earth or Rowling’s Hogwarts. Characters can be complex or simplistic depending on their function in the storyline. Remember a novel has a very clear beginning, middle and end. The storyline goes through various stages of development and there is a climax which brings together all the threads of the story and requires a solution.

In publication Novels are independent, stand-alone works; they are not included in anthologies or collections of stories.

1.3 Literary terms The following are the most important literary terms used in poetry and novels. You must know and understand these terms as they form a significant part in helping you to understand the literary works.

1.4

Getting to know your literary terms

We use figures of speech to conjure up images in our minds and to be able to express ourselves and our feelings visually and imaginatively. Figures of speech are powerful tools of communicable imagery because they can help others to grasp what we see in our minds. © Impaq

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Facilitator’s Guide G11 ~ English First Additional Language: Literature

Term Pun

Rhetorical questions

Synecdoche

Metonymy

Simile

Metaphor

Personification

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Explanation General terms A play on words where one word or term may have multiple meanings in one usage. This double meaning is used to express humour, and puns are often used in jokes or in news headlines.

E.g.

• I'm glad I know sign language, it is pretty handy.

• I'm reading a book on anti-gravity. It’s impossible to put down.

When a rhetorical question is asked, there is no expectation of an answer. The speaker uses it to make his point and to strengthen his argument.

E.g.

• Can you imagine that?

• Kids grow up so quickly, don’t they?

In synecdoche, a part is used to describe the whole, or the whole is used to describe a part.

E.g.

• I received new wheels yesterday (referring to a car as “wheels” – and wheels are only one part of the car).

• South Africa won the rugby (just the team won, not the whole country).

Something that is associated with the object represents the object.

E.g.

• All the king’s subjects should respect the crown (the crown represents the king’s authority).

• The pen is mightier than the sword (the pen stands for written words and the sword for aggression).

Comparisons A simile is a direct comparison that always includes the words “like” or “as”.

E.g.

• He is as clever as Albert Einstein.

• Her mood is like a thunderstorm today.

A metaphor is an indirect comparison without the words “like” and “as”. One object is referred to as being another.

E.g.

• He is a real Einstein!

• She is a thunderstorm today.

Personification gives human qualities to inanimate objects or inhuman ideas. It is also an indirect comparison.

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Apostrophe

Allusion

Alliteration

Assonance

Onomatopoeia

Antithesis

Oxymoron

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Facilitator’s Guide G11 ~ English First Additional Language: Literature

E.g.

• You must be careful, the walls have ears.

• Spring arrived in her array of colours.

When an abstract idea, object, or person who is no longer living is addressed or spoken to as if they were human.

E.g.

• “Ugh, cellphone, why must your battery die now?”

• “Oh, bed how I love you after a long day!”

An allusion is either a direct or indirect expression of a concept (person, place, event, etc.) without mentioning it overtly. The caveat is that the reader/listener must possess enough prior knowledge of the concept to understand its meaning and for the allusion to be successful.

• That was his Achilles heel. (Achilles was a figure in Greek mythology who was a hero in the Trojan War. He was killed by taking an arrow to the heel, so his heel is seen as his greatest point of weakness).

Sound devices The repetition of consonant sounds at the beginning of words.

E.g.

• She sells seashells on the seashore.

• Betty bought some butter.

The repetition of vowel sounds. Short vowel sounds may create the mood of speed, joy, or suspense.

E.g.

• Honesty is the best policy.

• But some punks want to jump up.

Words that imitate and reproduce real-life sounds and are used for effect.

E.g.

• The dishes came crashing down off the shelf.

• The bees buzzed while the wind whooshed.

Contradictions Two ideas are compared and contradicted in one sentence.

E.g.

• “Float like a butterfly, sting like a bee.” (Mohammed Ali) • “We must learn to live together as brothers or perish together as fools.” (Martin Luther King, Jnr.) When two contradicting words are placed next to each other.

E.g.

• Today there was controlled chaos at school.

• This is the original copy of the book.

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Facilitator’s Guide G11 ~ English First Additional Language: Literature

Paradox

Irony

Sarcasm

Satire

Hyperbole

Litotes

Euphemism

Innuendo

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A seemingly absurd, contradictory statement which, when analysed, is found to be true.

E.g.

• You will kill her with your kindness.

• He is only happy when he has something to worry about.

The opposite of what is said, is implied.

E.g.

• I can’t wait for detention.

• I am so glad we have a lot of homework, I was worried that I won’t have enough work before we go to the party.

Sarcasm is almost the same as irony, the opposite of what is said, is implied, but it is used to hurt, humiliate or insult.

E.g.

• You must have run very fast to be last!

• Tell me something I don’t know!

Satire uses wit for the purpose of social criticism.

E.g.

• Comic strips found in the morning newspaper by artists like Zapiro.

• Shakespeare frequently satirised prominent figures in his plays to criticise them without being overt.

Exaggeration and understatement An exaggeration that is not meant to be taken seriously, but which emphasises something to make a point.

E.g.

• My mother complains that she has millions of piles of washing to do.

• She made enough food to feed an army.

Litotes is the use of negative and opposite ideas to understate what is intended.

E.g.

• He is no Einstein.

• She is not the friendliest person.

A way to express an unpleasant situation in a more sensitive way.

E.g.

• My friend passed away. (Instead of “he died”.)

• They went on a bender. (They are drunk.)

An innuendo is a disapproving remark or insinuation about someone/something – where innocent words are used to make accusatory comments.

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Rhythm

Rhyme

Metre Tone Imagery

Theme/Main idea Form Diction

Title Setting Characters

Plot

Themes Style Tone Mood Intention

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Facilitator’s Guide G11 ~ English First Additional Language: Literature

E.g.

• Don’t worry, you can relax, I will do all the dishes.

• Do you possess a hair brush?

Terms associated with poetry Poetry has rhythm or flow. The rhythm is determined by metre (beats/counts of syllables), which can be manipulated to set the pace and contribute to the meaning within the poetry.

Rhyme is created by using words that sound the same at the ends of (or sometimes within) lines of poetry.

Couplet – aa or bb Quatrain – abab / abba The number of stresses, beats or feet in a line of poetry.

The tone helps to create the atmosphere and reveals the view and attitude of the poet.

Imagery involves the senses and conjures up an image by means of words (direct or through the use of metaphor, simile, personification, etc.).

The message or intention of the poet, it can be obvious or not.

A poem is usually written in lines, stanzas or single entities.

Poetic form is determined by any combination of these.

The words that the poet uses; creates an atmosphere and sets it in a particular time and place.

Terms associated with novels The title is the doorway to the novel and may describe its contents directly or obscurely.

This is the background to the novel’s action.

Characters are studied for their appearances, personalities, actions, motivations, and propensity to change, and form an integral part of the novel.

Hero of the story – protagonist Anti-hero or “villain” – antagonist The storyline that the author develops, driven by the characters’ motivations and the conflict that stands in their way.

The main ideas of the novel, which also conveys a message.

The manner in which the work has been written, for a certain purpose.

The manner in which the author expresses himself/herself – feelings, attitudes etc.

The atmosphere that the reader experiences.

Purpose of the novel.

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ACTIVITY 1: Know your literary terms The learners were asked to study the literary terms. You may set a test or test the learners’ knowledge of the literary terms orally.

LESSON 2: Different forms of poetry The form of a poem defines the manner in which a poet expresses himself/herself, the structure and length of the poem, as well as the meaning that is communicated. Most poems are either narrative or lyrical.

2.1 Narrative poetry A narrative poem tells a story. It usually has the structure that most literary works have – a beginning, middle, climax, and conclusion. These poems are either direct or narrated and historically they were often composed to record historical, political and family events. We will explore four different types of narrative poetry: the ballad, epic, allegory, and the dramatic monologue.

Ballad The ballad is one of the oldest forms of poetry and is sometimes set to music and accompanied by a lyre. Some ballads have a refrain. The content of the poem usually involves love, death, bravery, adventure and action, and the rhythm has a strong beat.

Nowadays, writers of these poems are song writers.

Epic An epic is a very long, narrative poem that tells a story about a historical figure or event. It is also known as a novel in verse.

Allegory This narrative form of poetry is often an extended type of metaphor, with many references to imagery and figurative language. There is usually a hidden moral to the story being told.

Dramatic monologue A dramatic monologue is written and spoken in the first person and the speaker addresses an invisible recipient. Because there is a storyline, it is a narrative poem.

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2.2 The lyric A lyric is a poem with a musical quality that conveys the personal thoughts of the poet.

Originally, as with the ballad, the lyric was accompanied by a lyre. This format was very popular with the Romantic poets. We will explore three types of lyric poem: the sonnet, ode, and elegy.

Sonnet Sonnets are 14-lined poems and they have a definite rhyme scheme. These poems convey the poet’s personal feelings about important issues. There are different types of sonnets such as the Elizabethan/English/Shakespearean sonnet, the Petrarchan/Italian sonnet, Spenserian sonnet, Indefinable sonnet, etc. Each has its own rhyme scheme and structure.

Ode An ode is a lyrical tribute or praise poem that portrays the feelings of the poet. Originally it was sung accompanied by a Greek dance. Later it was used to praise inanimate objects.

Elegy An elegy often deals with subjects such as death or mourning. It praises the loved one who passed on and speaks about his/her life.

ACTIVITY 2: MEMORANDUM 1.1 1.2 1.3 1.4 1.5 2.1 2.2 2.3 2.4 2.5

E A B C D E C D A B

personification simile metaphor onomatopoeia alliteration elegy lyric sonnet ballad epic

LESSON 3: An introduction to Lord of the Flies Discuss the characteristics of a novel with the learners. It is of great importance that the learners know what is meant by plot, setting, characterisation, etc.

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UNIT 2: Chapter 1: The Sound of the Shell Introduction In this unit we will examine the poem “Autumn” by Roy Campbell and the first chapter of Lord of the Flies.

LESSON 4: “Autumn” by Roy Campbell 4.1 Listening and speaking Look at the title of the poem “Autumn”. Predict what the poem will be about. What mood does the title evoke for you? Talk about the different meanings the title might have.

In this first poem the poet describes autumn and the way one good thing can be transformed into another. Each stanza describes an idea around this central theme.

DEFINE: TRANSFORMATION Look at the following questions and discuss them with your facilitator.

• • • • •

What does the word transformation mean?

Where in today’s society do we notice transformation?

Is transformation limited only to people and society, or is it also a natural occurrence that we deal with every day?

What is the purpose of transformation?

Is transformation positive, negative, or both?

4.2 About the poet Roy Campbell was born on 2 October 1901 in Durban, where he grew up. As a young boy, he loved to spend time outdoors, exploring and admiring nature. After school he travelled to England where he met and married his wife. They stayed in South Africa for a brief time in the mid-1920s, where after they moved back to England. In 1928 they moved to Provence, France. Provence is very famous for its wines, agriculture, and Mediterranean ambience.

At the start of the Second World War, Campbell enlisted with the British Army and served in the Intelligence Corps because of his affinity for languages. A motorcycle accident in Kenya rendered him unfit for active duty, but he still served on the coast until he was sent back to England because of health issues. Campbell and his wife moved to Portugal in 1952 (he never returned to his home country) and he died in a car accident in 1957. Roy Campbell is known for his nature poems and most of his poems typically have inspired imagery.

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Facilitator’s Guide G11 ~ English First Additional Language: Literature

4.3 Reading the poem Read the poem with the learners before discussing its content and meaning AUTUMN

Roy Campbell

I love to see, when leaves depart, The clear anatomy arrive, Winter, the paragon of art, That kills all forms of life and feeling Save what is pure and will survive.

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Already now the clanging chains Of geese are harnessed to the moon: Stripped are the great sun-clouding planes: And the dark pines, their own revealing, Let in the needles of the noon.

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Strained by the gale the olives whiten Like hoary wrestlers bent with toil And, with the vines, their branches lighten To brim our vats where summer lingers In the red froth and sun-gold oil.

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Soon on our hearth’s reviving pyre Their rotted stems will crumble up: And like a ruby, panting fire, The grape will redden on your fingers Through the lit crystal of the cup.

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4.4

Analysis of the poem

Title The title of the poem says what the poem is about: the poet expresses his feelings about autumn and the nearing of winter. Each of the stanzas connects to this idea.

Theme The importance of transformation in nature.

Outline of the poem The poet expresses his love of autumn and how this season prepares the way for winter.

This emphasises the idea of transformation – how nature renews itself through the destructive processes of winter. The poet describes the transformation in agriculture as the relationship between humans and nature. The poem investigates the normal changing of the seasons and how all seasons, including autumn and winter, are necessary for nature’s lifecycle to continue. Natural products harvested from nature are an essential part of our © Impaq

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