Page 111 - English for Advanced Secondary Schools Teachers Guide Form Five

English

discussion, ask them to incorporate the comments and submit
their work for evaluation. Provide feedback if needed.
(f) Examining the themes of social class, power dynamics, or
economic inequality in the poem using Marxist Theory. Ask the
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students to focus on the theory’s main focus i.e., analysis of the
portrayal of class struggle, examination of the representation
of labour and capital, and discussion of the role of ideology in
shaping characters’ actions and motivations. Instruct them to
present their analyses to the class for discussion and improvement.
They may do this activity in small groups.

(g) Choosing a literary work that deals with issues related to
gender, identity, or patriarchy. Instruct them to use the feminist
theory to examine the work and share their insights about the
representation. Make sure they focus on the portrayal of female
characters, the representation of gender roles and the treatment
of feminist themes within the text. The activity may be performed
in small groups. Ask students to discuss and present their group
responses to the class for a general discussion.

Activity 12.3 Expressing a personal point of view after
reading a literary work

Use the activities in the Student’s Book to guide the students through:

(a) Reading closely the provided sample of an essay in the Student’s
Book and expressing a personal point of view. Instruct the
students to read the essay individually while paying attention
to how the writer of the essay expresses his or her point of
view. Thereafter, ask students to either sit in pairs or be in
small groups and share their understanding and observations.
Lastly, conduct a plenary discussion and encourage students
to participate.

Tanzania Institute of Education (TIE) 91 Form Five

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