Literature in English SS 3 Curriculum Guides – Prose – Mariama Ba – “So Long Letter”

 

THEME – PROSE “SO LONG A LETTER” – MARIAMA BA

TOPIC 1 – BACKGROUND AND SETTING 

 

INSTRUCTIONAL MATERIALS

The novel an any other relevant material portraying the theme and setting of the novel.

 

 

LEARNING OBJECTIVES

By the end of the lesson, students should be able to give specific information on the life of Mariama Ba and the cultural and socio political life of Senegal.

 

 

CONTENTS OF THE LESSON

FOCUS LESSONS 

Author

1. Born 1929 in Dakar; moslem parents, primary school teacher. This first novel won the 1st Noma award in 1980.

2. Islamic Senegal

The novel is set in the islamic cultural life of Senegal; the moslem home of Modou fall, the socio-political life of Senegal.

 

 

LESSON PRESENTATION

TEACHER’S ACTIVITIES

The teacher,

1. gives the basic information on the author.

ii. encourages the students to find out more about the author, Senegal and Islamic culture.

 

 

STUDENT’S ACTIVITIES

The students discuss in group major duties of women presently as perceived in the islamic world.

 

 

LESSON EVALUATION

Students to identify major differences in the present and past islamic interpretations of the duties of women.

 

 

 

THEME – PROSE “SO LONG A LETTER” – MARIAMA BA

TOPIC 2 – CHARACTERIZATION 

 

INSTRUCTIONAL MATERIALS

Selected accounts from the novel

 

 

LEARNING OBJECTIVES

By the end of the lesson, students should be able to identify the principal character – Ramatoulaye and other characters in the novel illuminating her problem.

 

 

CONTENTS OF THE LESSON

FOCUS LESSONS 

Major characters:

• Ramatoulaye

• Modou Fall

• Aissatou

• Minor characters

• Binetou

• Llady mother in law

• Dada

• Dauda Dieng

• Fermata

 

 

LESSON PRESENTATION

TEACHER’S ACTIVITIES

The teacher,

1. guides students to identify and list major and minor characters.

2. leads a discussion on attributes of characters and their contribution to the novel.

3. groups students to give supporting evidence from extracts of the novel.

 

 

STUDENT’S ACTIVITIES

The students,

1. in groups, students should evaluate the actions and personalities of various characters in the novel.

2. present their findings to the class.

3. create a graffiti board of characters.

 

 

LESSON EVALUATION

Students to,

1. do a written retell of the story using some of the characters.

2. write an appraisal of the role of the major characters.

 

 

 

THEME – PROSE “SO LONG A LETTER” – MARIAMA BA

TOPIC 3 – LANGUAGE, STYLE, NARRATIVE TECHNIQUE AND SYMBOLISM

 

INSTRUCTIONAL MATERIALS

Selected passages from the novel.

 

 

LEARNING OBJECTIVES

By the end of the lesson, students should be able to:

1. identify words and expressions that arouse and appeal to their emotional feelings.

2. identify the person telling the story and the relationship of the narrator to the story.

3. list the kinds of feelings aroused by the language and style of the novel.

 

 

CONTENTS OF THE LESSON

FOCUS LESSONS 

1. Emotive for most of the narrative but events are clearly stated.

2. The entire accounts is given in retrospect and first person narration.

3. Emotive nature supported by the letter from which allows for expression of private thought.

4. Views expressed by narrator are also subjective.

 

 

LESSON PRESENTATION

TEACHER’S ACTIVITIES

The teacher,

1. selects and discusses passages that are emotionally charged.

2. selects some accounts in the novel and leads the students to identify the accounts.

3. groups students to identify specific use of language e.g. figures of speech and other techniques.

 

 

STUDENT’S ACTIVITIES

The students work in groups to:

1. read selected passages and identify instances of unique language use and style.

2. list feelings aroused by language and style e.g. sympathy, doubt etc.

3. present findings to the entire cla ss.

 

 

LESSON EVALUATION

Students to,

1. justify how objective the account in story is, taking into cognizance the fact that the entire letter is the story of the narrator.

2. suggest their own personal opinions about the effectiveness of the letter technique, especially in terms of the objectivity of the story.

 

 

 

THEME – PROSE “SO LONG A LETTER” – MARIAMA BA

TOPIC 4 – PLOT 

 

INSTRUCTIONAL MATERIALS

The novel

 

 

LEARNING OBJECTIVES

By the end of the lesson, students should be able to explain the causes of Ramatoulaye’s present unhappiness.

 

 

CONTENTS OF THE LESSON

FOCUS LESSONS 

Ramatoulaye’s disappointment arising from her husband’s (Moudo fall) unexpected marriage to their daughter’s classmate and friend and the husband’s sudden death five years after the marriage.

 

 

LESSON PRESENTATION

TEACHER’S ACTIVITIES

The teacher select and discusses events that led to Ramatoulaye’s present sorrow.

 

 

STUDENT’S ACTIVITIES

The students,

1. read the entire novel ahead of the class.

2. draw graphic representation of events in the novel.

 

 

LESSON EVALUATION

Students to write very short summaries of the plot.

 

 

THEME – PROSE “SO LONG A LETTER” – MARIAMA BA

TOPIC 5 – THEME 

 

INSTRUCTIONAL MATERIALS

The novel

 

 

LEARNING OBJECTIVES

By the end of the lesson, students should be able to identify those portions of the novel where the themes are featured.

 

 

CONTENTS OF THE LESSON

FOCUS LESSONS 

1. Disappointment caused by Mando falls second marriage, falling below expectation in his behaviour.

2. Polymous’ life; economic and emotional stress arising from this.

3. Love and marriage

4. Gender roles and bias

5. Self fulfillment

 

 

LESSON PRESENTATION

TEACHER’S ACTIVITIES

The teacher,

1. identify sections of the novel that forcefully convey the themes.

2. group the students to support incidence identified themes with evidence from the text.

 

 

STUDENT’S ACTIVITIES

The students,

1. work in groups to identify, list and support themes with evidence from the text.

2. present findings to the entire class.

 

 

LESSON EVALUATION

Students to,

1. relate the story to human aspiration and sense of fulfillment in general.

2. Write on changing gender roles and expectations in their homes.