Pleroma International High School
Lesson Note
SUBJECT: LIT-IN-ENGLISH.
TOPIC: Studies on the selected Poem: Moonlight.
SSBAT[Students should be able To]
Class: Year 9
Keywords:
-read poem aloud
- discuss the analysis of the poem Moonlight
-explore the poetic devices used in the poem
- explain the themes in the poem
We shall enjoy you forever.
Gods glory remains forever.
MOONLIGHT by Segun Adekoya and Bisi Adeboyega
1.
Beam that sacks darkness,
Light adorned by calmness,
Dearing with twinkling stars,
God's glory shines to the world.
Moonlight sets time for rest,
Terminates tension for pleasure
Man craves leisure,
Plants, animals gain freedom
Sky exhibits wonder of the creator.
Moonlight greets the world.
God's wonder soothes the world,
Pacesetter in date-setting.
Its light blue colour, depicts love.
The world praises your worth
Moonlight, moonlight, moonlight,
Conqueror of darkness and fear,
Man appreciates your nature,
As God's kindness to mankind.
So pleased he is.
Moonlight crave tales, meetings,
Prepares venues for kids to gain,
They sit round to listen,
Tales teach moral with reasons,
Elders gather for meetings
ANALYSIS
"Moonlight" by Segun Adekoya and Bisi Adeboyega
Overview of the Poem:
"Moonlight" celebrates the beauty and calming
influence of the moonlight. It explores how the
moonlight drives away darkness, creates a serene
environment for storytelling and gatherings, and
highlights the majesty of nature as a reflection of God’s
glory. The poem underscores the moon’s influence on
human life, emotions, and natural elements.
Jumping, running, singing, clapping
Yes, children love moonlight,
Darkness quits, moonlight reigns
Nature calms after labour,
The world becomes radiant.
Cool light, calmness,
Traits of moonlight they are.
Enjoyable, soothing, lovely.
PIHS

Themes:
Nature and Tranquility: The poem reflects the beauty
and calmness of nature, particularly the moonlight. The
moon is portrayed as a peaceful and soothing presence
Spring Term
Pleroma International High School
Lesson Note
that creates an atmosphere of relaxation for both
people and the natural world.

God’s Glory and Creation: The moon is
presented as part of God’s creation, a testament to His
glory and kindness. Its presence in the night sky
symbolizes divine protection and care for the world.

Unity and Community: Moonlight brings people
together. It is a time when children listen to stories
and elders hold meetings, symbolizing unity and
communal learning.

Leisure and Rest: Moonlight signals a time of
rest, calming people after the day’s work. It brings
leisure and relaxation, allowing both humans and
nature to rejuvenate.

Fear and Darkness: The moonlight is depicted
as a conqueror of fear and darkness, bringing
reassurance and comfort. It symbolizes hope and the
end of troubling times.
Poetic Devices:
1. Imagery: The poem is rich in visual imagery,
helping the reader to picture the calming light of
the moon and the activities it influences. For
example, "Beam that sacks darkness" and "Cool
light, calmness" evoke vivid mental pictures of the
moon's impact on the night.
2. Personification: The moonlight is given human-like
qualities, such as "greets the world" and "moonlight
crave tales," making it appear as an active
participant in life, not just a natural element.
3. Alliteration: The poem uses repetition of consonant
sounds to create a musical effect, e.g., "Jumping,
running, singing, clapping" and "Conqueror of
darkness and fear."
4. Metaphor: The moonlight is metaphorically
referred to as a "Beam that sacks darkness,"
portraying it as a powerful force driving away fear
and uncertainty.
5. Repetition: The word "moonlight" is repeated
multiple times, emphasizing its importance and
presence throughout the poem. The repetition of
"moonlight, moonlight, moonlight" at the end
creates a rhythmic and almost chant-like effect.
6. Symbolism: The moonlight symbolizes hope, calm,
and divine presence. It is not just a natural
PIHS
phenomenon, but a symbol of comfort, unity, and
rest.
Structure and Form:
The poem consists of six stanzas with varying lengths,
each focusing on different aspects of moonlight’s
impact on the world. There is no set rhyme scheme, but
the poem maintains a rhythmic flow that mirrors the
soothing nature of its subject.
Language and Tone:
 Language: The language of the poem is simple yet
descriptive, suitable for a Year 9 audience. Words
like "cool," "calmness," "soothes," and "enjoyable"
capture the tranquility of moonlight. The diction is
positive and celebratory.
 Tone: The tone of the poem is peaceful, reflective,
and full of admiration for the moon and its
connection to divine creation. The tone shifts
slightly to include a sense of community and joy,
especially when referencing children's activities
and elders’ meetings.
Contextual Considerations
In Nigerian culture, moonlight often symbolizes times
of storytelling, communal gatherings, and the sharing of
wisdom. The poem aligns with this tradition, portraying
the moonlight as a time for bonding and learning,
especially through the tales children listen to under the
moon’s soft glow.
The poem can be used to explore broader themes of
nature, divine creation, and the human experience. It
encourages students to appreciate the environment and
its spiritual significance, fitting well into the themes of
nature and community explored in Year 9 literature.
Multiple Choice Questions
1. What is the main subject of the poem Moonlight?
a) The sun
b) The moonlight
c) Stars
d) Fireflies
2. What natural phenomenon is described as "sacking
darkness" in the poem?
a) Wind
b) Moonlight
c) Rain
d) Lightning
3. Which of the following is NOT associated with
moonlight in the poem?
a) Calmness
b) Fear
c) Unity
d) Storytelling
Spring Term
Pleroma International High School
Lesson Note
4. The moonlight in the poem is portrayed as a:
a) Source of heat
b) Bringer of chaos
c) Conqueror of darkness d) Cause of storms
5. In the poem, what does moonlight encourage
among children?
a) Sleep
b) Learning and storytelling
c) Eating
d) Dancing
6. What color is associated with moonlight in the
poem?
a) Yellow
b) Red
c) Light blue
d) Green
7. Which poetic device is used in the line "Beam that
sacks darkness"?
a) Simile
b) Personification
c) Metaphor
d) Alliteration
8. What mood does the moonlight bring, according to
the poem?
a) Excitement
b) Anger
c) Calmness
d) Fear
9. In the poem, the moonlight is compared to:
a) The sun
b) A pacesetter
c) A teacher
d) The stars
10. The phrase "Moonlight crave tales, meetings"
suggests that:
a) Moonlight causes fear
b) People tell stories under the moonlight
c) The moonlight causes rain
d) Moonlight hides secrets
11. Which of the following is a symbol used in the
poem?
a) Moonlight as a symbol of hope
b) Moonlight as a symbol of fear
c) Stars as a symbol of anger
d) Darkness as a symbol of happiness
12. What activity do elders participate in under the
moonlight?
a) Playing games
b) Telling stories
c) Having meetings
d) Dancing
13. Which of the following words is NOT used to
describe moonlight in the poem?
a) Cool
b) Fearsome
c) Lovely
d) Soothing
PIHS
14. What does the moonlight "terminate" according to
the poem?
a) Fear
b) Joy
c) Pleasure
d) Tension
15. The phrase "Jumping, running, singing, clapping"
suggests:
a) Children are afraid of moonlight
b) Children enjoy activities under the moonlight
c) The moonlight makes children sleepy
d) The moonlight is dangerous for children
16. What is the main tone of the poem?
a) Sadness
b) Anger
c) Peacefulness
d) Fear
17. The repetition of "Moonlight, moonlight, moonlight"
in the last stanza emphasizes:
a) Fear of the moonlight
b) Love for the moonlight
c) Annoyance with the moonlight
d) Disrespect for the moonlight
18. How is the moonlight described in relation to God?
a) As a punishment
b) As a reflection of God's glory
c) As an evil force
d) As a human creation
19. The phrase "Cool light, calmness" is an example of:
a) Alliteration
b) Personification
c) Metaphor
d) Onomatopoeia
20. What does the moonlight set time for?
a) Work
b) Rest
c) Fear
d) Worry
Short Answer Questions
1. What role does moonlight play in bringing people
together, according to the poem?
2. Identify two activities children enjoy under the
moonlight in the poem.
3. Explain how the moonlight is personified in the
poem.
4. What does the phrase "Moonlight crave tales,
meetings" suggest about the role of moonlight in
cultural traditions?
5. Describe the tone of the poem Moonlight by Segun
Adekoya and Bisi Adeboyega.
Spring Term
Pleroma International High School
Lesson Note
SUBJECT: LITERATURE-IN-ENGLISH.
TOPIC: POETIC ANALYSIS: MODERNITY "
S.S.B.A.T. [Students Should Be
CLASS: YEAR 9.
Keywords:
Able To]
- read the poem aloud
-analyse the poem
- analyse the poetic devices
- discuss the themes.
MODERNITY by - G.O KAYODE
Afloat for the present flux
Disuse
Constant transplanting
Underuse and abuse
You seem to say
-Read and
memorize
poem sample.
Charges
that arethe
true
In a flowing society
-discuss the meaning of the poem
Timevarious
is moving
-state the
poetic devices and
Modernity
figurative
expressions
in the poem
We are
not
A new phrase in our lexicon
And we
are
not
-enumerate
the
themes
prevalent in
Taking the best out of us
the poem.
In the direction of the home
The face of our home

Trading blame?
In constant transformation
We seem to point
Or basterdization to say the best?
At one another
We seem to lose our roots
Captured,
Top these realities
That our generation
Ordering us around
It seems to miss the crux
MEANING OF THE POEM
All is fluid
The poem discusses the advent of modernity and its
negative effects on the society. In stanza one. the
poet simply put it right that "modernity" is not bad
In constant motion
PIHS
Spring Term
Pleroma International High School
Lesson Note
only that the people have abused it without recourse
to normal moral order:
3. Juxtaposition:
o
Example: The contrast between "modernity"
and "roots" underscores the conflict between
embracing change and maintaining cultural
heritage.
o
Analysis: This juxtaposition reveals the dual
nature of modernity as both beneficial and
detrimental.
Disuse
Underuse and abuse (lines 1-2).
The stanza two and three of the poem suggest that
we are not keeping pace with time, rather we
continue to trade blame for nothing without
knowing the main cause of our societal problems. To
him, our numerous social problems are traceable to
"Modernity. This modernity is the "Crux" that the
society missed till today.
The poetic speaker in stanza four and five describes
what we call modernity as fluid in constant motion.
It means that in reality, they have little or no value.
He, therefore, cautions the mad rush of
modernity/modernization especially among the
youths. In as much as we embrace modernity, there
is need to strike balance with transformation.
It is against this backdrop that the poet wonders in
stanza six and seven why modernity should
bastardize our society instead of transforming it.
Today, the society has loose its values in that the
subjects have totally lost their cultural heritages,
ethnic and social norms due to wrong application of
modernity
Poetic Devices
1. Imagery:
o
Example: "Constant transplanting" evokes the
idea of change and transformation in society.
o
Analysis: The imagery helps illustrate the
fluidity of modernity and its impact on
traditional values.
2. Repetition:
o
o
Example: The phrases "We are not" and "In
constant motion" emphasize a sense of
stagnation and disconnection from progress.
Analysis: This device highlights the tension
between the current state of society and the
ongoing march of time.
PIHS
4. Alliteration:
o
Example: "Trading blame" creates a rhythmic
flow and emphasizes the futility of blameshifting.
o
Analysis: The sound devices enhance the
musicality of the poem while drawing attention
to key themes.
5. Metaphor:
o
Example: "Modernity is the 'Crux'" compares
modernity to a central issue affecting society.
o
Analysis: This metaphor illustrates how
modernity is pivotal to understanding
contemporary societal problems.
6. Personification:
o
Example: "All is fluid / In constant motion"
gives human-like qualities to abstract concepts.
o
Analysis: This personification suggests that
modernity is an active force influencing society,
rather than a passive change.
7. Symbolism:
o
Example: "The face of our home" symbolizes the
identity of society and its transformation.
o
Analysis: This symbolism conveys the idea that
modernity reshapes not only physical spaces but
also cultural identities.
Thematic Analysis
1. The Dual Nature of Modernity:
o
The poem explores how modernity can lead to
both progress and decline. While it offers
Spring Term
Pleroma International High School
Lesson Note
opportunities for growth and innovation, it can
also result in the loss of traditional values and
cultural identity.
2. Disconnection from Roots:
o
Kayode highlights a generational disconnection
from cultural heritage and moral values due to
the overwhelming influence of modernity. This
theme raises questions about the price of
progress and what is sacrificed in the name of
modernization.
3. Social Blame and Responsibility:
o
The poem suggests that society often engages in
blame-shifting rather than addressing the root
causes of its problems. This theme encourages
critical reflection on accountability and the need
for collective action to address societal issues.
4. Fluidity and Transformation:
o
The idea that modernity is "fluid" implies
constant change and adaptation. This theme
emphasizes the necessity for societies to
navigate transformations while retaining their
core values.
5. Caution Against Blind Embrace of Modernity:
o
The poet cautions against the uncritical
acceptance of modern practices that may
undermine cultural norms and ethics. This
theme encourages a balanced approach to
modernization, advocating for the integration of
contemporary ideas with traditional values.
6. Cultural Heritage vs. Modern Influences:
o
The tension between maintaining cultural
heritage and adapting to modern influences is a
central theme. The poem raises awareness of the
potential cultural erosion caused by unchecked
modernity.
Multiple Choice Questions
1. What is the primary theme of "Modernity" by
G.O. Kayode?
o A) Nature
B) Friendship
PIHS
C) The impact of modernity on society
D) War
2. In the first stanza, what does the poet suggest
about modernity?
o A) It is entirely negative.
o B) It is misunderstood.
o C) It is a solution to all problems.
o D) It has no relevance.
3. Which poetic device is predominantly used in
the phrase "Disuse / Underuse and abuse"?
o A) Alliteration
B) Metaphor
o C) Imagery
D) Repetition
4. What does the term "fluid" refer to in the context
of the poem?
o A) Water
B) Change and
transformation
o C) Stability
D) Something solid
5. In stanza four, what does the speaker warn
against?
o A) Embracing modernity
o B) Ignoring nature
o C) The mad rush of modernization
o D) Learning from history
6. The phrase "the face of our home" symbolizes:
o A) Physical beauty
o B) Cultural identity
o C) Political power
o D) Economic wealth
7. What does the speaker imply about society's
response to modernity?
o A) It is entirely positive.
o B) It is one of blame and denial.
o C) It is universally accepted.
o D) It has no impact.
8. Which of the following best describes the tone of
the poem?
o A) Optimistic
B) Pessimistic
o C) Indifferent
D)
Celebratory
9. "Constant transplanting" in the poem refers to:
o A) Physical movement of people
o B) Change in societal values
o C) Gardening techniques
o D) Migration patterns
10. What does the poet suggest is necessary in
embracing modernity?
o
o
Spring Term
Pleroma International High School
Lesson Note
A) Complete abandonment of tradition
B) A balance with transformation
C) Full acceptance without questioning
D) Rejection of all new ideas
11. The phrase "Trading blame" suggests:
o A) People are cooperating
o B) Society is engaged in self-reflection
o C) Avoidance of responsibility
o D) A search for truth
12. In stanza five, how does the poet view
modernity?
o A) As beneficial
B) As destructive
o C) As neutral
D) As nostalgic
13. "Bastardization" implies:
o A) Improvement
B) Corruption
o C) Preservation
D) Innovation
14. What does the poet mean by "we seem to lose
our roots"?
o A) People are becoming more connected.
o B) Cultural heritage is being neglected.
o C) Society is becoming more traditional.
o D) There is no change in values.
15. The speaker suggests that the current
generation:
o A) Fully embraces modernity.
o B) Is indifferent to change.
o C) Misses the crux of societal issues.
o D) Is entirely unaware of modernity.
16. "All is fluid in constant motion" suggests:
o A) Stability in society
o B) Change is inevitable
o C) Rejection of progress
o D) A desire for tradition
17. Which poetic device is evident in the repetition
of "We are not"?
o A) Irony
B) Hyperbole
o C) Repetition D) Simile
o
o
o
o
PIHS
18. What kind of society does the poet portray?
o A) A harmonious society
o B) A conflicted society
o C) A stagnant society
o D) An ideal society
19. The use of the word "abuse" in the first stanza
implies:
o A) Careful use B) Negligence
o C) Respect
D) Transformation
20. The poet's reference to "modernity" implies:
o A) A positive advancement
o B) A superficial change
o C) A cultural renaissance
o D) A total loss of values
Essay Questions
1. Discuss how G.O. Kayode uses imagery in
"Modernity" to convey the poem's themes.
Provide specific examples from the text.
2. Analyze the use of repetition in the poem and its
effect on the reader's understanding of the
speaker’s perspective on modernity.
3. Explore the theme of cultural disconnection in
"Modernity." How does Kayode illustrate the
impact of modernization on traditional values?
4. Discuss the significance of the title "Modernity."
How does it reflect the poem's content and
themes?
5. Evaluate the poet's perspective on the
relationship between modernity and morality.
How does this perspective resonate with
contemporary societal issues?
Spring Term
Pleroma International High School
Lesson Note
SUBJECT: LIT-IN-ENGLISH.
TOPIC: Poem: THE DETERMINED MINER
Class: Year 9.
SSBAT[Students should be able To]
- read the poem aloud
-analyse the poem
- analyse the poetic devices
- discuss the themes.
Gold would come my way
- Setting of the play.
THE DETERMINED MINER by AJEPE OLUSEGUN
Greatly glorious to behold
The layer clusters of gold
Thirst quench, hard labour to rest lay
I tolled in the mine day and night
Showers of rain take the day
Digging with all my might
With a vivid vision of a say
MEANING OF THE POEM
Gold would come my way
Laden with clusters of crust
My digger into it shall I thrust
With, a vivid vision of a day
2.Gold would come my way
Sweat like river followed
The mine with grit I burrowed
With a vivid vision of a day
Gold would come my way
In tears, hunger and thirst
The mine I dug with trust
The poem celebrates the dignity of labour and
determination for success. Moreso, the poem centres
on the importance of hardwork. persistence and
patience in human endeavours. The "Miner" is
symbolic of every human being who struggles and
toils to achieve a success in life. It is a common notion
that noting good comes easily and life is not only
bread and butter. To this end, we must struggle to
achieve our goals despite all odds.
In stanza one, the speaker in the course of his mining
business toils day and night. Though he has not
gotten any gold but he is determined and pre
occupied with a hope that Gold would come his way.
In other words, he believes that success must surely
come his way at the end.
From stanza two to three, the poetic personal
presents pictures of all his sufferings ranging from
"sweat", "tears", "hunger" and "thirst": Sweat like
rivers flowed In tears, hunger and thirst (lines 9 &
13).
With a vivid vision of a day
PIHS
Spring Term
Pleroma International High School
Lesson Note
The stanza four and five of the poem show a glorious
reward of the gold digger in which he sees layer
clusters of Gold". This simply implies that all his hard
labours and sufferings have been rewarded at last
after much toiling.
5. Symbolism:
The miner and his mining symbolize human
beings in their pursuit of success. The gold
represents the rewards and achievements that
come from hard work and perseverance.
Poetic Devices
6. Personification:
1. Rhyme Scheme:
The poem follows a simple rhyme scheme that
gives it a rhythmic flow, which is common in
lyrical poetry. For instance:
o
"Sweat like river followed" gives sweat humanlike movement, enhancing the description of the
miner’s struggle.
o
"Showers of rain take the day" (line 20)
suggests nature celebrating the miner’s success,
giving life to the abstract concept of rain.
o
"night" and "might" (lines 1–2)
o
"day" and "way" (lines 3–4)
This adds musicality and helps reinforce the miner's
persistent efforts.
2. Repetition:
The phrase "with a vivid vision of a day / Gold
would come my way" is repeated at the end of
the first three stanzas. This emphasizes the
miner's unwavering hope and determination for
success despite his challenges.
3. Alliteration:
o
o
"Sweat like river followed" (line 9) uses the 'f'
sound to create fluidity and mimic the
continuous, unrelenting flow of sweat during
hard labor.
"Glorious to behold" (line 17) uses the 'g' sound
to highlight the magnificent nature of the miner’s
final reward.
4. Imagery:
o
"Sweat like river followed" evokes the image of
the miner working tirelessly, drenched in sweat.
o
"Layer clusters of gold" creates a vivid mental
picture of the miner finally discovering the
precious metal he has been searching for.
These images help readers visualize the physical and
emotional strain of the miner’s efforts, as well as the
eventual triumph.
PIHS
Thematic Analysis
1. Hard Work and Determination:
The central theme of the poem is the importance
of hard work and persistence. The miner
represents anyone who puts in consistent effort
despite challenges, with the belief that success
will eventually follow.
2. Patience and Perseverance:
The miner does not give up despite the hardships
he faces. The repetition of the line "Gold would
come my way" signifies his patience and trust in
the process, implying that success is a result of
endurance.
3. Reward after Struggle:
The discovery of gold at the end of the poem
symbolizes the rewards that come from enduring
hardship. The "layer clusters of gold" are not
just material gains but also symbolic of fulfillment
and personal achievement.
4. Hope and Optimism:
Despite the difficult conditions, the miner holds
onto hope. The poem conveys that maintaining
hope and optimism in the face of adversity is key
to success. The "vivid vision" serves as the
miner’s guiding light.
5. Nature as a Reflection of Human Experience:
The use of imagery related to nature—"sweat
like river" and "showers of rain"—connects the
miner's toil to natural forces. Nature serves as a
Spring Term
Pleroma International High School
Lesson Note
metaphor for the miner’s journey, with rain
symbolizing renewal and success after the
struggle.
1. What is the central theme of "The Determined
Miner"?
A) Luck
o
C) Nature’s beauty
A) Money
B) Success and achievement
o
C) Knowledge
D) Happiness
9. What does the repetition of "Gold would come my
way" emphasize?
Multiple Choice Questions
o
o
B) Hard work and perseverance
D) Friendship
2. Which of the following best describes the tone of
the poem?
o
A) The miner’s doubt
o
B) The miner’s greed
o
C) The miner’s determination
o
D) The miner’s impatience
10. How many stanzas are there in the poem?
o
A) Sad
B) Joyful
o
A) 3
B) 5
o
C) Hopeful
D) Angry
o
C) 6
D) 4
3. What does the miner symbolize in the poem?
11. Which word best describes the miner’s journey?
o
A) A rich man
B) A person pursuing success
o
A) Easy
B) Quick
o
C) A scientist
D) A teacher
o
C) Challenging
D) Hopeless
4. The phrase "Gold would come my way" is an
example of:
o
A) Alliteration
B) Symbolism
o
C) Personification
D) Irony
5. What is the poet’s attitude toward hard work?
12. The line "sweat like river" creates an image of:
o
A) A cool breeze
B) A calm day
o
C) Intense labor
D) Relaxation
13. What literary device is used in the phrase "sweat
like river"?
o
A) Hard work is pointless
o
A) Alliteration
B) Simile
o
B) Hard work leads to failure
o
C) Metaphor
D) Onomatopoeia
o
C) Hard work brings success
o
D) Hard work is difficult but rewarding
6. The miner’s "tears, hunger, and thirst" represent:
o
A) Physical discomfort
B) Happiness
o
C) Emotional attachment
D) Indifference
7. Which poetic device is used in the line "Sweat like
river followed"?
14. Which of the following best describes the poem’s
structure?
o
A) Free verse
B) Rhymed couplets
o
C) Limerick
D) Blank verse
15. The phrase "layer clusters of gold" in the poem
refers to:
o
A) Success after hard work
o
A) Hyperbole
B) Alliteration
o
B) A hidden treasure
o
C) Simile
D) Onomatopoeia
o
C) A natural phenomenon
o
D) A golden field
8. What does the "gold" symbolize in the poem?
PIHS
Spring Term
Pleroma International High School
Lesson Note
16. The phrase "Sweat like river followed" is an
example of:
o
A) Hyperbole
B) Personification
o
C) Simile
D) Irony
17. What does the "rain" symbolize in the poem?
o
A) Destruction
B) Renewal and success
o
C) Sadness
D) Fear
18. The rhyme scheme of the poem can best be
described as:
o
A) AABB
B) ABAB
o
C) ABCD
D) ABBA
19. In stanza three, the miner's emotions are:
o
A) Joyful and excited
B) Tired and hopeful
o
C) Angry and bitter
D) Sad and defeated
20. The repetition of "vivid vision" emphasizes:
o
A) The miner’s doubt
o
B) The miner’s imagination
o
C) The miner’s focus on the future
o
D) The miner’s distractions
Essay Questions
1. Discuss how the poet uses imagery in "The
Determined Miner" to convey the miner’s
hard work and determination.
2. Explain the significance of repetition in the
poem. How does it enhance the theme of
perseverance?
3. Compare and contrast the miner’s physical
and emotional journey throughout the poem.
4. Analyze the role of nature imagery in the
poem and how it reflects the miner’s
struggles.
5. In what ways does the poem celebrate the
dignity of labor and determination?
PIHS
Spring Term
Pleroma International High School
Lesson Note
SUBJECT: LIT. IN ENGLISH.
Week 9
Class: Year 9
TOPIC: Poem: LOKOJA
S.S.B.A.T. [Students Should Be
Keywords:
Able To]
- read the poem aloud
-analyse the poem
- analyse the poetic devices
- discuss the themes.
LOKOJA by NIYI OSUNDA
The Niger flowed into the Benue
Fair of fishes
The Benue flowed into the Niger
Bank so rich with sand and sound
-Larger and stronger.
Land of the antelope
Now they flow towards the sea
And the proud savannah grass
MEANING OF THE POEM
Tall brave men
Alluring women
Once upon a time

In this sacred place
The lordly Niger
And the buxom Benue
Met
And fell in love
PIHS
Lokoja is a popular town in Nigeria situated in Kogi
state. It is a town where River Niger and River Benue
meet from which they flow into the Atlantic ocean.
The poem praises the riches of Lokoja which
habours the River. The land of Lokoja is
economically blessed with "fair of fishes and sand".
Furthermore, the town of Lokoja is rich with many
antelopes as well as beautiful "Savannah grass".
From the stanza three to four, the poet describes the
nature of Lokoja inhabitants whom he defines as
"Tall brave men" and "Alluring women" (lines 5-6).
In addition, the speaker narrates from stanza five to
six the historical and ancient merger of River Niger
and River Benue in Lokoja. The meeting of the two
Rivers is compared by the poet with union of two
lovers who fell in love and produced powerful union.
Spring Term
Pleroma International High School
Lesson Note
This is based on the fact that both rivers flow into
each other. He attributes Niger as "Lordly Niger" and
Benue as "buxom Benue". This means that Niger is
the male lover while Benue is the female lover in the
union.
Thematic Analysis
1. Nature and Environment:
o The poem celebrates the natural beauty and
ecological richness of Lokoja, highlighting its
abundant resources and wildlife. The references to
"fair of fishes" and "land of the antelope" reflect the
area's biodiversity.
Poetic Devices
1. Imagery:
o
The poem uses vivid imagery to evoke the
beauty and richness of Lokoja. Phrases like "fair
of fishes," "sacred place," and "alluring women"
create mental pictures that engage the reader's
senses.
2. Unity and Harmony:
o
2. Personification:
o
Rivers are personified in the poem, as the poet
describes the "Lordly Niger" and "buxom
Benue." This gives the rivers human-like
qualities, emphasizing their importance and
character in the landscape.
3. Cultural Identity:
o
3. Metaphor:
o
The meeting of the two rivers is compared to a
romantic union, where the rivers "met and fell in
o
love." This metaphor highlights the significance
of their convergence as a powerful and lifegiving force.
4. Alliteration:
o
The repetition of consonant sounds in phrases
o
such as "tall brave men" creates a rhythmic
quality and enhances the musicality of the poem.
5. Repetition:
o
The repetition of "flow" in the lines "The Niger
flowed into the Benue / The Benue flowed into
the Niger" emphasizes the connection between
the two rivers and reinforces their intertwined
existence.
6. Symbolism:
o
The rivers symbolize unity and strength. Their
merging represents collaboration and the beauty
of coming together, mirroring the human
relationships in the community.
PIHS
The central theme revolves around unity, illustrated
through the metaphor of the rivers' union. The poet
emphasizes how the convergence of the Niger and
Benue creates a larger, stronger entity, symbolizing
the power of collaboration.
By describing the "tall brave men" and "alluring
women," the poem celebrates the people of Lokoja
and their cultural identity. The attributes assigned to
the inhabitants suggest pride and strength within
the community.
4. Historical Significance:
The poem touches on the historical meeting of the
rivers, suggesting that Lokoja has been a significant
location for generations. This history adds depth to
the community’s identity and connection to the land.
5. Romance and Love:
The poem employs the imagery of love and romance
to portray the relationship between the two rivers.
This theme underscores the idea that love can create
strong bonds, whether between people or natural
elements.
Conclusion
In "Lokoja," Niyi Osunda uses rich poetic devices to
convey themes of unity, cultural identity, and the
natural beauty of Lokoja. The interplay between
nature and human experience creates a powerful
tribute to this significant Nigerian town.
Understanding these elements can enhance
appreciation for the poem and its message about the
Spring Term
Pleroma International High School
Lesson Note
interconnectedness of people and their
environment.
Multiple Choice Questions
1. What is the main subject of the poem "Lokoja"
by Niyi Osunda?
a) The history of Lokoja
b) The meeting of two rivers
c) The flora and fauna of Lokoja
d) The economy of Lokoja
2. Which two rivers meet in Lokoja?
a) Niger and Zambezi
b) Niger and Benue
c) Benue and Congo
d) Niger and Amazon
3. What literary device is used in "Lordly Niger"
and "buxom Benue"?
a) Simile
b) Personification
c) Alliteration
d) Metaphor
4. What does the phrase "fair of fishes" suggest
about Lokoja?
a) It has a strong fishing industry
b) It is known for its clear waters
c) It has an abundance of fish
d) It has many fishermen
5. How does the poet describe the inhabitants of
Lokoja?
a) Weak and timid
b) Tall and brave
c) Small and fierce
d) Old and wise
6. In the poem, the rivers are compared to:
a) Enemies
b) Friends
c) Lovers
d) Strangers
7. What does the merging of the two rivers
symbolize?
a) Conflict
b) Division
c) Unity
d) Isolation
8. What type of imagery is prevalent in the poem?
a) Auditory
b) Visual
c) Tactile
d) Olfactory
9. What is the significance of the phrase "Once
upon a time" in the poem?
a) It indicates a fairy tale
b) It suggests a historical context
PIHS
c) It denotes a fictional story
d) It implies a future event
10. What aspect of Lokoja is highlighted through the
line "the proud savannah grass"?
a) Its agricultural richness
b) Its natural beauty
c) Its economic struggles
d) Its urban development
11. What poetic device is used in "Tall brave men"?
a) Onomatopoeia
b) Hyperbole
c) Alliteration
d) Irony
12. The phrase "flow towards the sea" indicates
what kind of movement?
a) Static
b) Dynamic
c) Circular
d) Stagnant
13. What does "buxom" imply about the Benue
River?
a) It is weak
b) It is large and full
c) It is polluted
d) It is narrow
14. What is the tone of the poem?
a) Melancholic
b) Celebratory
c) Sarcastic
d) Indifferent
15. Which theme is NOT present in the poem?
a) Nature
b) Technology
c) Unity
d) Cultural identity
16. How does the poet portray the relationship
between the rivers?
a) Competitive
b) Harmonious
c) Hostile
d) Superficial
17. What do the rivers flowing into each other
symbolize?
a) Conflict
b) Blending of cultures
c) Economic challenges
d) Environmental issues
18. Which line best illustrates the beauty of Lokoja's
landscape?
a) "Once upon a time"
b) "Land of the antelope"
c) "Tall brave men"
d) "Now they flow towards the sea"
Spring Term
Pleroma International High School
Lesson Note
19. What type of poem is "Lokoja"?
a) Sonnet
b) Free verse
c) Ode
d) Limerick
2. Analyze the use of personification in the poem
and its effect on the reader's understanding of
the rivers.
20. What does the poet mean by describing the
Niger as "lordly"?
a) It is arrogant
b) It is noble and
powerful
c) It is large but lazy
d) It is weak and small
3. Examine the theme of unity in "Lokoja" and how
it is represented through the metaphor of the
rivers merging.
Essay Questions
1. Discuss the significance of nature in "Lokoja"
and how it reflects the identity of the town and
its people.
PIHS
4. How does Niyi Osunda use imagery to create a
vivid picture of Lokoja's landscape? Provide
examples from the poem.
5. Explore the cultural significance of Lokoja as
portrayed in the poem. How do the descriptions
of the people and environment contribute to
this?
Spring Term
Pleroma International High School
Lesson Note
SUBJECT: LIT. IN ENGLISH.
TOPIC: Poem: Death
Class: Year 9
S.S.B.A.T. [Students Should Be
Keywords:
Able To]
- read the poem aloud
-analyse the poem
- analyse the poetic devices
- discuss the themes.
DEATH by OIWONA ANDREW
Very hot are the cold hands of death
Who dare shake those cold hands?
Death like fate respects no faith
Death shudders shoulders, even to the bones
Death like a stubborn child
Who dare remove from the dusts, stones?
Respects no parents who chide
The 'daunting stones that shelter a grave
Death, sent by the deity as a reaper
Who dare, for the death that kills, crave?
Knows men's time like a time keeper
Death takes dear ones and then their dearth
Unknown to a man, it rings a bell
Death takes the wicked and then they are weak
Of a known time of passing
Who are dare board the plane if death, even gratis?
Then a man drops dead
The plane that must crash, in spite of practice
And his cups and corpse, people dread

All of us shall die one by one
A man is cut off from the sinful world
The rich and the poor
And can no longer hear or say a word
The blacks and the whites
At death
Like condemned criminals that await
As an umbilical cord is cut off from the belly
Firing squad
At birth
Death, even this painful day of death
PIHS
Spring Term
Pleroma International High School
Lesson Note
When a man enters the tomb
At my funeral
Is more joyful than the day of birth
When a man leaves the womb
MEANING OF THE POEM
Howling as if he is going to die
Death, even this painful day of death
The dead is wrapped in white shroud
A sign of joy and purity
But his mourners wear black and bark
Like sympathizers who cry more than
The bereaved
A believer that is sure of heaven often asks
What is the death that people dread?
A sure way to heaven and rest with God
Enjoying freedom from sin and toil
When the body enters the soil
Do not come to me, oh death!
Till the hairs in my head become white
Like a bleached cloth
Do not come to me, oh death!
The poem treats the concept of death as an
inevitable fate of humanity. This entails that death is
a general experience which every human being must
have. According to the poet, it is not a respecter of
any man. It does not give time or take permission
before it strikes:
"Knows men's time like a time
keeper/unknown to a man" (Lines 5-6).
In addition, "death" does not recognize both "the
rich and the poor" as well as "the blacks and the
whites". Based on this, the poem underscores the
Universality of death with its attendant ravaging and
painful effects on the victims of death.
Also, the poet in his next line of thought sees death
as better than birth. His assertion is consequent
upon the fact that man "is more joyful at death than
the day of birth lines 28. Ironically, through death
we are ushered into external rest from all pains,
agonies sorrows and vanities of life. Despite the
eternal bliss associated with death, the poet makes a
clarion call to death to allow him grow old.
"Till the hair in my head sox becomes
white like a bleached cloth" (Lines 47-48).
The morality of the poem is summarized on the
notion that death" though dreadful is still the sure
way to eternal joy at last.
Till I develop the third leg
Poetic Devices in Death by Oiwona Andrew
The leg that is not natural
1. Personification:
Death is personified throughout the poem,
ascribed with human characteristics such as
being "stubborn," "shaking hands," and
"shuddering shoulders." This enhances the
vividness of the concept of death.
Do not come to me, oh death!
Till I sell all my goods; my couture
An empty my cloths' sack
Then my grievers may not wear sackcloth
PIHS
Spring Term
Pleroma International High School
Lesson Note
Example: "Death like a stubborn child /
Respects no parents who chide."
Imagery:
The poem uses rich imagery to evoke emotions
and create mental pictures, particularly of
death’s inevitability and its contrast to life.
o Example: "Very hot are the cold hands of
death."
Irony:
The poet employs irony in describing death as
"more joyful than the day of birth," a perspective
that challenges conventional attitudes toward
life and death.
o Example: "Death, even this painful day of
death / Is more joyful than the day of birth."
Metaphor:
Death is metaphorically described as a "reaper"
and "time keeper," emphasizing its inevitability
and its role in life.
o Example: "Death, sent by the deity as a
reaper."
Symbolism:
The "white shroud" symbolizes purity and peace
after death, while mourners wearing black
represent grief and loss.
o Example: "The dead is wrapped in white
shroud / A sign of joy and purity."
Rhetorical Questions:
Questions are used to provoke thought and
emphasize the fear and uncertainty surrounding
death.
o Example: "Who dare shake those cold
hands?"
Alliteration:
Repetition of consonant sounds adds rhythm
and musicality to the poem.
o Example: "Death shudders shoulders."
Contrast:
The poet contrasts life and death, highlighting
the joys of eternal rest versus the struggles of
mortal existence.
o Example: "When a man leaves the womb /
Howling as if he is going to die."
Repetition:
The phrase "Do not come to me, oh death!" is
repeated to emphasize the speaker’s plea for
longevity.
o
2.
3.
4.
5.
6.
7.
8.
9.
1. Inevitability of Death:
The poem underscores the universal truth that
death is unavoidable for all, regardless of status,
race, or faith.
o Example: "Death like fate respects no
faith."
2. Universality of Death:
Death affects everyone equally, whether rich or
poor, black or white.
o Example: "The rich and the poor / The
blacks and the whites."
3. Fear and Dread of Death:
The poet captures humanity's natural fear of
death, describing its cold and daunting nature.
o Example: "Very hot are the cold hands of
death."
4. Contrast Between Life and Death:
The poet contrasts the struggles of life with the
eternal peace associated with death, presenting
a paradoxical view of joy in death.
o Example: "Is more joyful than the day of
birth."
5. Faith and Eternal Rest:
The poem highlights death as a gateway to
eternal joy and rest, especially for the faithful.
o Example: "A sure way to heaven and rest
with God."
6. Desire for Longevity:
Despite acknowledging the inevitability of death,
the poet expresses a desire to live a long, fulfilled
life.
o Example: "Do not come to me, oh death! /
Till the hairs in my head become white."
7. Pain of Loss:
The poem reflects on the grief and sorrow
experienced by those left behind when a loved
one dies.
o Example: "Death takes dear ones and then
their dearth."
8. Acceptance of Mortality:
Ultimately, the poem conveys that death, though
feared, is a necessary part of life and the path to
eternal joy.
o Example: "Death... is still the sure way to
eternal joy at last."
Themes in Death by Oiwona Andrew
PIHS
Spring Term
Pleroma International High School
Lesson Note
SUBJECT: LIT. IN ENGLISH.
TOPIC: Poem: Diversity
Class: Year 9
S.S.B.A.T. [Students Should Be
Keywords:
Able To]
- read the poem aloud
-analyse the poem
- analyse the poetic devices
- discuss the themes.
DIVERSITY by CHIGBO UGWUOKE
Oh! How amazing!
How joyous this world would be
Though we acknowledge our differences,
Together we must stand as one, lest we fall as
many.
Poem Analysis
If only we embrace our diversity
And the beauty it brings.
The infinite intelligence,
The painter of the universe
Did not paint everything white
The poem Diversity by Chigbo Ugwuoke
emphasizes the beauty of human differences and
calls for unity despite racial and cultural
variations. It celebrates diversity as a natural and
essential part of life, using vivid imagery and
contrasts to highlight the richness that different
people, seasons, and experiences bring to the
world.
Or more or less black
He made winter and rainy season to cool us down

Yet there is summer and sunshine to warm us up…
Why can't we just plainly see, the beauty in
diversity? Though nothing may ever change;
Blacks will still be black and whites will still be
white.
Poetic Devices
The poet uses various literary devices to enhance
meaning and create an emotional impact. Below
are some key devices found in the poem:
1. Exclamation – The poem opens with an
exclamation:
o
“Oh! How amazing!”
We are still united one as human beings
PIHS
Spring Term
Pleroma International High School
Lesson Note
o
This expresses excitement and enthusiasm,
drawing the reader's attention to the message of
diversity.
2. Imagery – The poet uses descriptive
language to create mental pictures:
o
o
“The painter of the universe / Did not paint
everything white / Or more or less black.”
This evokes the image of a divine artist who
purposefully creates variety in the world.
3. Personification – The universe and seasons
are given human-like qualities:
o
“The painter of the universe” refers to a higher
power as an artist, making the creation of
diversity seem intentional.
4. Contrast – The poet presents opposing
elements to emphasize differences and
balance in nature:
o
o
“He made winter and rainy season to cool us
down / Yet there is summer and sunshine to
warm us up.”
This highlights how different seasons serve
unique but complementary purposes.
5. Rhetorical Question – The poet asks a
thought-provoking question:
o
o
“Why can't we just plainly see, the beauty in
diversity?”
This encourages the reader to reflect on why
humanity struggles to accept differences.
6. Repetition – The poet repeats ideas for
emphasis:
o
o
“Blacks will still be black and whites will still be
white.”
This reinforces the idea that racial differences are
natural and unchangeable, but unity is still
possible.
7. Symbolism – Different colors, seasons, and
human identities symbolize diversity and
harmony in life:
o
o
Black and white symbolize racial diversity.
Seasons represent the different experiences and
roles in life.
Thematic Analysis
The poem explores several themes relevant to
human society and relationships.
1. Diversity and Unity



The poem emphasizes that diversity is a natural
part of life, seen in races, seasons, and
experiences.
Despite our differences, the poet calls for unity:
“Together we must stand as one, lest we fall as
many.”
This highlights the importance of accepting and
celebrating differences instead of letting them
divide us.
2. The Beauty of Nature and Creation


The poet describes the universe as a painting
filled with variety.
The use of seasons (winter, summer, rainy
season, sunshine) shows that differences exist for
a reason and are essential for balance.
3. Racial Tolerance and Equality


The poet acknowledges racial differences: “Blacks
will still be black and whites will still be white.”
However, he urges us to see beyond race and
recognize our shared humanity.
4. The Consequences of Division


The last line, “Together we must stand as one,
lest we fall as many,” warns that division leads to
downfall.
This reflects the idea that without unity, societies
will struggle.
8. Alliteration – The repetition of consonant
sounds for rhythm and emphasis:
Conclusion
o
The poem Diversity by Chigbo Ugwuoke is a
powerful call for unity in a world filled with
differences. Using poetic devices such as
imagery, contrast, and rhetorical questions, the
“…sunshine to warm us up.”
PIHS
Spring Term
Pleroma International High School
Lesson Note
poet highlights the naturalness of diversity and
the need for people to embrace one another
regardless of race or background. The poem
ultimately teaches that diversity should be a
source of strength rather than division.
Multiple-Choice Questions (MCQs)
1. What is the central theme of the poem
Diversity?
a) The beauty of nature
b) The importance of unity despite differences
c) The dangers of climate change
d) The power of technology
2. The poet refers to “The painter of the
universe” to symbolize:
a) A famous artist
b) The role of humans in shaping society
c) A higher power responsible for creation
d) A scientist studying diversity
3. The line “He made winter and rainy season to
cool us down” is an example of:
a) Simile
b) Hyperbole
c) Personification
d) Metaphor
4. What is the poet’s tone in the poem?
a) Angry and bitter
b) Joyful and hopeful
c) Sarcastic and mocking
d) Fearful and anxious
5. The poet uses the contrast between black and
white to represent:
a) Light and darkness
b) Racial diversity
c) Good and evil
d) Life and death
6. Which poetic device is used in the line
“Together we must stand as one, lest we fall
as many”?
a) Metaphor
b) Personification
c) Contrast
d) Irony
7. The phrase “Oh! How amazing!” serves what
purpose in the poem?
a) To introduce the main argument
b) To create a sense of sadness
c) To emphasize the struggles of diversity
d) To highlight nature’s beauty
8. What does the poet suggest is necessary for a
better world?
PIHS
a) More education
b) Technological advancements
c) Embracing diversity and unity
d) Eliminating cultural
9. Which of the following is an example of imagery
in the poem?
a) “The painter of the universe did not paint
everything white.”
b) “Blacks will still be black and whites will still
be white.”
c) “Though nothing may ever change.”
d) “We must stand as one.”
10. The rhetorical question in the poem serves to:
a) Confuse the reader
b) Emphasize the importance of diversity
c) Challenge the existence of racial differences
d) Question the role of education in society
11. What is the effect of repetition in the poem?
a) It creates confusion
b) It reinforces key ideas and themes
c) It makes the poem longer
d) It distracts from the message
12. The seasons in the poem symbolize:
a) The different moods of nature
b) The inevitability of climate change
c) The variations in human experiences and
cultures
d) The need for global warming awareness
13. What does the poet suggest about change in
human nature?
a) Change is impossible
b) Change is necessary for unity
c) People will always be different, but unity is
still possible
d) Racial differences must be erased for progress
14. The line “Blacks will still be black and whites
will still be white” emphasizes:
a) The superiority of one race over another
b) The unchangeable nature of racial differences
c) The need for segregation
d) The importance of one culture over others
15. How does the poet encourage unity?
a) By emphasizing that diversity is natural and
should be embraced
b) By showing that one group is more important
than another
Spring Term
Pleroma International High School
Lesson Note
c) By suggesting that all people should be the
same
d) By discouraging interactions between different
groups
16. Which of the following is a major theme of the
poem?
a) War and conflict
b) The struggle for political power
c) The need for acceptance and unity
d) The advancement of technology
17. The poem suggests that diversity is:
a) A weakness in human society
b) A natural and beneficial part of life
c) Something that should be eliminated
d) The cause of all human problems
18. What does the poet mean by “lest we fall as
many”?
a) People will fail if they remain divided
b) Many people will succeed if they work alone
c) Falling is a natural part of life
d) Only a few people can achieve unity
19. What type of poem is Diversity?
a) A narrative poem
b) A lyric poem
c) An epic poem
d) A haiku
20. What lesson does the poem teach about
humanity?
a) People should strive to be the same
b) Diversity should be embraced, not feared
PIHS
c) One culture is superior to another
d) Differences always lead to conflict
Essay Questions
1. Analyze the poet’s use of contrast in
Diversity. How does it help convey the
theme of unity despite differences?
2. Discuss the role of personification in the
poem and how it enhances the poet’s
message about diversity.
3. Examine the importance of the
rhetorical question “Why can't we just
plainly see, the beauty in diversity?”
How does it challenge the reader’s
perspective?
4. Explore how the poem Diversity
promotes the idea of racial harmony
and acceptance. Use examples from the
text.
5. Compare and contrast the way the
poem presents the natural world with
human society. How does the poet use
nature to teach a lesson about
diversity?
Spring Term
Pleroma International High School
Lesson Note
SUBJECT: LIT. IN ENGLISH.
TOPIC: Poem: Wind
Class: Year 9
S.S.B.A.T. [Students Should Be
Keywords:
Able To]
- read the poem aloud
-analyse the poem
- analyse the poetic devices
- discuss the themes.
WIND by RAHILA J. DIJI
Thou most powerful one
Invisible yet powerful
More powerful than all visible
Men can your direction tell
The trees recognize your might
Men, animals welcome you coldness
Hating your powers
Tides clap and dance at your command

When you roar
Every being responds
The fearful and sweet one Adore thee
Thou revealer of all seasons
Bringer of all things and nothing
PIHS
Poem Analysis
Rahila J. Diji’s poem Wind is an ode to the natural
force of the wind, exploring its power, influence,
and paradoxical nature. The poem personifies the
wind as an invisible but dominant force that affects
all aspects of life and nature. It acknowledges both
its feared and admired qualities, presenting it as a
controller of tides, seasons, and temperature.
Poetic Devices in Wind
1. Personification – The wind is given human
attributes, making it seem like a powerful entity:
o “Thou most powerful one” – Wind is addressed
as if it were a conscious being.
o “Tides clap and dance at your command” – The
wind is portrayed as a leader directing nature’s
movements.
2. Imagery – The poem uses vivid descriptions to
help readers visualize the effects of the wind:
o “Tides clap and dance” – This imagery makes
the sea’s reaction to the wind more dynamic and
engaging.
o “The fearful and sweet one adore thee” –
Creates contrasting images of reverence and fear.
Spring Term
Pleroma International High School
Lesson Note
3. Alliteration – The repetition of consonant
sounds adds rhythm and musicality:
o “Men, animals welcome your coldness” – The
repetition of ‘w’ sounds enhances the flow of the
line.
4. Contrast (Paradox) – The poem presents
opposing characteristics of the wind:
o “Bringer of all things and nothing” – Highlights
the dual nature of the wind, as it can both create
and destroy.
5. Repetition – The poem repeats certain words
and phrases for emphasis:
o “Powerful” is repeated to stress the wind’s
unmatched strength.
Thematic Analysis
1. Power of Nature – The poem emphasizes the
wind’s strength, showcasing its ability to shape
the environment and influence living beings.
o
“More powerful than all visible” –
Highlights how something unseen can still be the
strongest force.
2. Duality of Nature – The wind is both feared
and admired, showing that nature can be both
gentle and destructive.
o
“The fearful and sweet one adore thee” –
Suggests that the wind has different effects on
different people and creatures.
3. The Influence of the Wind – The wind is
portrayed as a force that dictates natural
movements and seasons.
o
“Thou revealer of all seasons” – Suggests
that the wind plays a role in changes in weather and
time.
4. The Mystery of the Wind – Although
invisible, the wind’s presence is undeniable and
all-encompassing.
o
“Invisible yet powerful” – Highlights the
paradox of something unseen exerting immense
influence.
Conclusion
PIHS
Rahila J. Diji’s Wind uses personification, imagery,
and contrast to portray the wind as an omnipresent
and powerful force in nature. The poem explores
themes of power, duality, and the unseen influence
of natural forces. Through its rich poetic devices,
Wind invites readers to reflect on the wind’s impact
on the world and how it shapes the environment in
ways both seen and unseen.
Multiple Choice Questions (MCQs)
1. What is the main theme of the poem Wind?
a) Love and relationships
b) The power and influence of the wind
c) Human struggles
d) The beauty of nature
2. How is the wind personified in the poem? a) As
a gentle breeze
b) As an all-powerful entity
c) As a small whisper
d) As a weak force
3. Which poetic device is used in “Tides clap and
dance at your command”?
a) Metaphor
b) Simile
c) Personification
d) Hyperbole
4. What does the phrase “Invisible yet powerful”
suggest about the wind?
a) It is weak and unnoticed
b) It can be seen everywhere
c) It is unseen but very influential
d) It has no effect on nature
Essay Questions
1. Discuss how personification is used to highlight
the power of the wind in Rahila J. Diji’s Wind.
2. Analyze the theme of duality in the poem, giving
examples of how the wind is portrayed as both
gentle and destructive.
3. How does the poet use imagery to bring the wind
to life? Provide examples from the poem.
4. Compare the portrayal of the wind in Wind to
another poem about nature that you have studied.
5. Write an essay on the significance of natural
forces in literature, using Wind as an example.
Spring Term
Pleroma International High School
Lesson Note
SUBJECT: LIT. IN ENGLISH.
TOPIC: Poem: Mechanical Drum
Class: Year 9
S.S.B.A.T. [Students Should Be
Keywords:
Able To]
- read the poem aloud
-analyse the poem
- analyse the poetic devices
- discuss the themes.
Waking battalions of sleeps by night
MECHANICAL DRUM by Jacob Ajaye
The baboon that talks in millions
Like the parrot.
The foreign rascals
The mechanical parrot
Develop a means of blocking our hears
Is an indispensable evil
Making us believe in under
The disguise of supplying
“Let there be light”
When their means of artificial light
Creating enmity among neighbours
Generating friendly enemies.
Where one is capacitated than
The other to purchase it
Is gone and return is not certain
“I fine pass my neighbour”
The dreadful mechanical talking drum
Drumming for war among colleagues
Nicknamed I pass my neighbor.
Instead of drumming for peace

Rent the air
It’s better you calendorum
Where fire is absent
Both day and night
Day - at abode of livelihood
Night - at face me, face you abode.
The improvised talking drum
That voiced in million languages
PIHS
SUMMARY OF THE POEM
The poem “Mechanical Drum”, talks about a
dynamo or similar machine for converting
mechanical energy into electricity, popularity
called for a generator. People use generator.
Spring Term
Pleroma International High School
Lesson Note
People use generators in their houses as an
alternative to the epileptic power supply in
Nigeria as well as other developing countries.
The consequences is the noise and air pollution.
The noise from generators is so disturbing that it
could give their owners and neighbours sleepless
nights also the smoke [fume] from it, pollutes the
air. The type of generator described in the poem is
usually the smallest one [“I better pass my
neighbour’’], used among low income earners,
living in “face me, I face you’’ type of
accommodation.
POETIC DEVICES AND FIGURES OF SPEECH
1. Mood /Tone: The mood of the poet is that of the
poet is that of pain and long suffering. The tone is
serious and tense, though with an element of
humor and sarcasm.
2. Simile: “the baboon that talks in millions /like the
parrot’’.
3. Metaphor: “The mechanical parrot/ Is an
indispensable evil”
4. Personification: The improvised talking drum/
That voiced in million languages “, here, ‘ the
talking drum (the generator)’ is given human
quality of ‘voicing’
“Creating enmity among neighbours”, here, the
generator is given human quality of ‘creating enmity
among neighbours’
5. Antithesis: The following shows a sharp contrast
“Both day and night. The word ‘day’ contrasts with
‘night
6. Oxymoron: “Is an indispensable evil”, here,
’indispensable’ contrasts with’ evil’ and the two
words are placed side by side. “Generating
friendly enmity”, here, ‘friendly’ contrasts with
‘enmity’ and the two words are placed side by
side.
7. Hyperbole: “That voiced in million languages/
Waking battalions of sleeps by night. “This is an
overstatement for the purpose of emphasis.
8. Imagery/ Symbolism: “The foreign rascals”
symbolize the manufacturers of generators. “The
dreadful mechanical talking drum” symbolizes a
generator”. “….at face me, face you abode”
symbolizes slums and single –room apartments
where poor people live.
PIHS
9. Onomatopoeia: This is a word which imitates
the natural sound of a thing- “voiced”;
“drumming”, “talks”.
10. Repetition: “talking drum, drumming, neighbour
and light” are being repeated for the purpose of
emphasis.
11. Allusion: The poet alludes to the Bible in Genesis
1:3, during the creation, where God said, “Let
there be light”.
12. Enjambment: It is used throughout the poem as
some lines of the poem flow into the next.
13. Free Verse: There is no regular rhyme scheme,
throughout the poem
THEME
Environmental Pollution: The noise and smoke
from generators often cause noise and air pollution
respectively. This poses a challenge on the
inhabitants of the environment.
Underdevelopment: People rush to buy
generators as alternatives because the government
does not provide basic amenities like electricity,
good roads, etc.
Competition/ rivalry and poverty: As seen from the
poem, there is competition among low-income
earners. When someone is able to buy the small
generator, and his neighbour is looked down as a
poorer person. Hence, the colloquial use of “I pass my
neighbour”. Also, as seen from the poem, people who
use this small, but noisy generators are poor men who
cannot afford more sophisticated ones that are noiseproof.
Spring Term