Back to Course

SS2: ENGLISH - 3RD TERM

0% Complete
0/0 Steps
  1. SS2: English Language 3rd Term – Week 1
    4 Topics
    |
    2 Quizzes
  2. SS2: English Language 3rd Term – Week 2
    4 Topics
    |
    1 Quiz
  3. SS2: English Language 3rd Term – Week 3
    4 Topics
    |
    2 Quizzes
  4. SS2: English Language 3rd Term – Week 4
    4 Topics
    |
    3 Quizzes
  5. SS2: English Language 3rd Term – Week 5
    4 Topics
    |
    2 Quizzes
  6. SS2: English Language 3rd Term – Week 6
    4 Topics
    |
    2 Quizzes
  7. SS2: English Language 3rd Term – Week 7
    4 Topics
    |
    2 Quizzes
  8. SS2: English Language 3rd Term – Week 8
    4 Topics
    |
    2 Quizzes
  9. SS2: English Language 3rd Term – Week 9
    4 Topics
    |
    2 Quizzes



  • Do you like this content?

  • Follow us

Lesson Progress
0% Complete

       In our previous lesson, we discussed the features of poetry and pointed out ten tips you must take into consideration when writing poetry.

       Read the following poem and paying attention to the features of the poem.

The Alarm Clock

Chiming, timing at wrong times

Nagging like a wife in pain

Stealing sleep and stalling rest

Goading us to stand and peep

Peeping till the jaded page

Stares at us with visage blank

Policeman of work or war

Sentinel unpaid, not liked

Must we heed your nagging calls?

Skip and scamp when heads are weak?

Only books that need no sleep

Created you to steal your own

Eunuch spite and nothing more

In my dead box will you chime.

Fidelis Okoro, When the Bleeding Heart Breaks. Enugu: Elermark Publishers, 2008, p. 43

Class Activity

       Understand how the poet wrote his poem by discussing the following questions.

1.       What does the title of the poem tell us about the poem?

2.       What does the alarm clock do for us as revealed in the poem?

3.       What aspect of the work of an alarm clock is unpleasant to us?

4.       Identify the figures of speech in the poem.

5.       In the absence of rhymes at the en of each line, the poet uses alliteration and assonance to make the poem musical. Give examples of these features in the poem.

6.       Take your dictionary and check out the meaning of verse and stanza. Which of the two is used by the poet and how many are they?

7.       Give alternative title for the poem.

Individual Activity

       Using the poem above as a model, try your hand in writing a poem. Don’t be worried if your poem does not sound good as the model, after all, the poet is mature, having practiced poetry writing for many years.

Now, write your own poem.

The School Bell

Use the following guidelines:

  • Describe the shape and colour of your school bell
  • How does it sound?
  • When is it used?
  • How do students react to the sound of the school bell?
  • Divide your poem into either a verse or stanza form
  • Use appropriate figures of speech, alliteration, assonance as in the model poem.

References

1.  Oral English Without Tears by I. Udoka

2.  New Oxford Secondary English Course for SS 2 by Ayo Banjo et al

3.  Intensive English for SS 2 by Benson O. Oluikpe et al

4.  School Certificate English Language by I. Udoka

Responses

Your email address will not be published. Required fields are marked *

back-to-top
error: