Topic/Sub-topics

Topic: Background
of the Novel

Subtopic:
1.

About Curdella
Forbes

Concept /
Skills/
Attitudes
Concept
Curdella Forbes was born in
Jamaica, in Claremont,
Hanover where there was a
strong oral storytelling
tradition. She says, "From
very early on I had stories
coming out of my ears, long
before I was old enough to
discover them in books."
She is a teacher of Literatures

Materials:

in English and has been a

member of the academic staff

Curdella Forbes
Biography

at the University of West

First Chapter of the

Novel

to 1995 as Resident Tutor,

Objectives

Activities

Assessment Activities

References

Students will be able

to:

Use the story telling scarf to tell

the story of chapter 1.

English B for
CSEC page 71

1.

Groups will read the biography of

Curdella Forbes and share
comments and views.

Write a reflection
commenting on whether the
novel could be said to be
autobiographical.

Share views on
the authors
background.
2. Comment on how
Forbes bio
influenced the
novel based on
the first chapter
3. Make predictions
about the novel
based on the first
chapter and
Forbes bio.

http://www.bulbs
oup.com/ltsongs-ofsilence.html

List ways in which Forbes

background possibly influenced
the first chapter.
Groups will make predictions of
the chapters to come.

Indies since 1990: from 1990

School of Continuing Studies
in Western Jamaica, and since
1995 as a lecturer at UWI,
Mona, Jamaica.
As well as Songs of Silence,
she has written a collection of
stories for young
teenagers entitled Flying with
Icarus and Other Stories
(Walker Books,
forthcoming) and has
contributed to an anthology,
Survivor (Walker Books,
2002). She is currently

Songs of Silence
page 76

____/3

working on a novel.

Topic/Sub-topics
Topic: The
background of the
novel

Subtopic:
1. Jamaica in the
1960s

Materials:
Copies of Short
Stories
Newsprints
Markers

Concept /
Skills/
Attitudes
Concept

Objectives

Activities

Assessment Activities

References

Students will be able to:

Presentation of comparisons to
the class.

Violence has been endemic all

through this period in Jamaicas
history. A decade of this
violence is astutely analyzed by
Lacy (1977). The book goes
beyond official statistics,
analyzing 1,935 violent
incidents resulting in 1,960
casualties (746 killed and 1,214
wounded) that were compiled
for the leading Jamaican
newspaper, the Daily Gleaner.
The data show an increase in
violence during the 1960s that
challenged the capabilities of the
security police charged with
maintaining order. The sources
of most of the violence were in
the lumpenproletariat, a class
that comprises about 150,000
Kingstonians living mostly in
the western districts, and
constitutes youth gangs, political
gangs, and (the quasi-religious
order that worships the once
Ethiopian emperor) the
Rastafarians. In the violent
confrontations in the streets, the
officials from the two competing
parties (the PNP and JLP)
initially armed these groups.
Others developed into local
terrorist groups, fighting against
the entire political system

1.

Listen to Shanty Town by

Desmond Dekker.
Record desciptions of the
community based on the song

Compare Welcome to Jamrock

(2010) to Shanty Town (1964)

English B for
CSEC page
71

Share findings about Jamaica

in the 1960s.

For assignment: Ask an elderly

person to describe their
community in the 1960s.

2.

3.

Share with the

class what they
found out about
Jamaica in the
1960s
Compare the
scenes explained
in their research to
the scene in the 1st
chapter of the
novel
List reasons why
the village seemed
to have escaped
the growing
political strife and
violence in
Jamaica.

Class will be divived into 2

groups. 1 group will compare
the community in chapter 1
of Songs of Silence to
Jamaica in the 1960s, the
other Jamaica in the 1960s to
the Jamaica portrayed in
Shanty Town and Jamaica in
Shanty town to the Jamaica in
Songs of Dilence.
List reasons why the village
seemed to have escaped the
political violence in Jamaica
in the 1960s.

http://www.y
outube.com/w
atch?
v=Jy5MD8Zj
vOoWorld of
Prose
Songs of
Silence Page
176 - 177

____/3

Topic/Sub-topics
Topic: Background of the
Novel

Subtopic:
1. Setting

Materials:
Copies of Short Stories
Newsprints
Markers

Concept /
Skills/
Attitudes
Concept
Curdella Forbes Songs
of Silence has rural
Jamaica for its setting.
Forbes takes us into the
village shop, the river,
the primary school, the
church etc.
The education provided
in the schools at this time
had little to do with the
Caribbean. Teachers
were being recruited to
work abroad. There was
a surge in Jamaican
conscious music and this
was a time of change
where Jamaicans started
to embrace Afrocentricity.

Objectives

Activities

Assessment Activities

References

Students will be able to:

Students will be called on to

share what they found out about
Belize in the 1960s from the
elderly people they interviewed.

Groups will be required to

present their comparison to the
class.

English B for
CSEC page
71

Students will draw an aspect of

the setting of Effie in their
journals.

Songs of
Silence pages
1 - 14

1.
2.

3.

Share their
research findings
with the class
Identify and
explain the setting
of the 1st chapter of
the novel
Compare the
setting of Effie
to the descriptions
they obtained.

The class will point out

similarities and differences
between the settings of the
different stories.
In groups students will identify
and explain the setting of Effie
The students will compare the
Belizean settings (1960s and
presently) to the Setting in
Effie

Topic/Sub-topics
Topic: Themes

Subtopic:
1. The authors
presentation of the
theme Spirituality
and religion

Materials:
1. Audio recordings
of students readings
of relevant excerpts.
2. Posters with
concept maps of
themes, with
examples of
characters, quotes,
images, symbols.
3. Reflection Sheets,
readers diaries or
journals recording
students personal
responses.
4. Multi media
player recordings of
dramatic
presentation of
relevant scenes,
freezes, authors
chair monologues by
students.

Concept /
Skills/
Attitudes
Concept

Objectives

Activities

Assessment Activities

References

Students will be able to:

Violence has been endemic all

through this period in Jamaicas
history. A decade of this
violence is astutely analyzed by
Lacy (1977). The book goes
beyond official statistics,
analyzing 1,935 violent
incidents resulting in 1,960
casualties (746 killed and 1,214
wounded) that were compiled
for the leading Jamaican
newspaper, the Daily Gleaner.
The data show an increase in
violence during the 1960s that
challenged the capabilities of the
security police charged with
maintaining order. The sources
of most of the violence were in
the lumpenproletariat, a class
that comprises about 150,000
Kingstonians living mostly in
the western districts, and
constitutes youth gangs, political
gangs, and (the quasi-religious
order that worships the once
Ethiopian emperor) the
Rastafarians. In the violent
confrontations in the streets, the
officials from the two competing
parties (the PNP and JLP)
initially armed these groups.
Others developed into local
terrorist groups, fighting against
the entire political system

1. Offer their
definitions of the
concept spirituality as
it presented in this
novel.
2. Work in groups to
obtain various
definitions of
spirituality
3. Show how the author
makes a distinction
between being spiritual
and being religious.
4. Speculate, with
evidence from the text,
on the benefits and
disadvantages of being
spiritual.
5. Discuss what the
chapters suggest is
more important to
man - the attempt to
be spiritual or to be
religious.
1.

1. The teacher elicits a

discussion about the
relationship and differences
between spirituality and
religion.
2. Students form groups
based on each chapter and are
to creatively present (drama,
art, graphic organizers,
reflections) the various
references to spirituality and
religion.
3. The students are asked to
discuss and distinguish the
differences between being
religious and spiritual.
4. Students form new groups
and debate authors treatment
of whether being religious or
spiritual is more important to
man.
5. Draw and paint the images
of the spiritual that you
experience in reading the text.

Formatively: Assess students

ability to locate appropriate
references to religion and
spiritual awareness in the
chapters. Assess their
willingness to infer and
speculate on the references.
Their ability to identify the
theme of spirituality and
religion from the novel as a
whole.
Describe three instances in
which Forbes encourages the
readers to think about religion
and/or spirituality.
Explain the message you get
from these instances.

English B for
CSEC page
71

Summatively: Via their written

essays on theme using
collaboratively created rubric
prioritizing elements of writers
craft.

____/3

http://www.y
outube.com/w
atch?
v=Jy5MD8Zj
vOoWorld of
Prose
Songs of
Silence Page
176 - 177

Topic/Sub-topics
Topic: Themes

Subtopic:
1. Racism, Alienation,
Women in Society,
Silence

Materials:
Copies of Short Stories
Newsprints
Markers

Concept /
Skills/
Attitudes
Concept
'A STORY WITH NO
NAME'
This is the story of a lady
with no name. It is
reputed that she was
abandoned by her
wealthy family. She is an
anomaly in the district
because she is high
coloured, did not speak,
was very expressive in
church before her
silence, and was
reclusive. She put her
reclusive nature on pause
once a month, when she
went to town in order to
visit the post office to
collect packages. The
story gets interesting
when she got pregnant
and no-one knew the
father. The child became
her life, and she shared
him with no one, but kept
him to herself. He turned
out to be even more
silent than his mother. It
was, however, rumoured
that Maas Barber,
Marlene's father, was the
child's father. In between
the telling of this story, is
Marlene's explanation of

Objectives

Activities

Assessment Activities

References

Students will be able to:

Retell A Story with no name

using the story telling scarf

Groups will be required to

present their comparison to the
class.

Class will be divided into 5

groups. Each group will be
required to find an assigned
theme within the chapter.

English B for
CSEC page
71

Students will draw an aspect of

the setting of Effie in their
journals.

Songs of
Silence pages
15 - 29

1.
2.

3.

Share their
research findings
with the class
Identify and
explain the setting
of the 1st chapter of
the novel
Compare the
setting of Effie
to the descriptions
they obtained.

Make list of things that help to

bring out the theme
Present and explain themes with
the class.
Share views on the different
themes brought out in the novel.

her own silence.

Topic/Sub-topics
Topic: Themes

Concept /
Skills/
Attitudes
Concept

Objectives

Activities

Assessment Activities

References

Students will be able to:

Class will get into a circle. Each

student need to ensure that he /
she is sitting in front of a book.

Group presentations

English B for
CSEC page
80

Nathan
Subtopic:
1. Love and Family
Relationship, Silence

Materials:
Copies of Short Stories
Newsprints
Markers

This is the story of

Nathan, Marlene's
brother. They were two
years apart and were
different from their other
siblings because they
were companions silence.
Details are told of
Nathan's extreme
'tightness', or thriftiness,
versus his sister's need to
give everything away. He
eventually married a
woman whom he adored,
despite the fact that she
was very loud, and had
three children. Marlene
describes Nathan as a
very stubborn man. She
reports a particular
incident with an MP
where he won a
substantial settlement
due to his stubbornness.
Marlene maintains that
they still have a good
relationship. Great details
are given about Marlene's
silence, along with her
struggle to accept her
brothers when/ while

1.
2.

3.

Complete dramatic
readings of the
chapter Nathan
Discuss and
analyze the chapter
using previous
knowledge
Describe one of
the family
relationships
mentioned in the
novel thus far.

Students will take turns doing

dramatic reading of the novel.
The class will stop at intervals to
discuss significant happenings.
The class will be divided into
groups of 3. Each group will be
given a portion of the chapter to
analyze for the class
Individually describe family
relationships encountered in the
first 3 chapters. How were they
similar or different.

Individuals contributions to the

class discussion.
Reflection on Love and family
relationship in Nathan

Songs of
Silence pages
29 - 40

they were going through

puberty.

Topic/Sub-topics
Topic: Themes

Subtopic:
1. childhood lessons,
education and society,
silence

Materials:
Copies of Short Stories
Newsprints
Markers

Concept /
Skills/
Attitudes
Concept
'THE IDIOT'
This recollection speaks
about school and
education. It begins with
the story of Ionie's pride
taking a beating when
she had to ask some-one,
whom she had previously
snobbed, for help. The
story continues with
Marlene explaining why
she liked school. She
speaks of her two
scholastic rivals, Ezekiel
and Wellesley, as well as
the class dunce, Bas. She
explains the phenomena
of partially going to
school due to farming
responsibilities. We then
learn that, in high school,
she was the only person
that would grudgingly
speak to Ezekiel, who
eventually dropped out of
school. He ended up
being very successful and
Marlene felt bad because
she did not treat him

Objectives

Activities

Assessment Activities

References

Students will be able to:

Class will get into a circle. Each

student need to ensure that he /
she is sitting in front of a book.

Group presentations

English B for
CSEC page
80

1.

2.

3.

4.

Complete dramatic
readings of the
chapter The
Idiot
Discuss and
analyze the chapter
using previous
knowledge
Comment on the
effect education
had on Merlenes
actions.
Make predictions
on why the girls
were sent to school
and not the boys.

Students will take turns doing

dramatic reading of the novel.
The class will stop at intervals to
discuss significant happenings.
The class will be divided into
groups of 3. Each group will be
given a portion of the chapter to
analyze for the class
Individually comment on the
effect education had on
Merlenes actions.

Individuals contributions to the

class discussion.
Exit slips: make predictions on
why the girls were sent to
school and the boys we not.

Songs of
Silence pages
41 - 55

well.

Topic/Sub-topics
Topic: Characterization

Subtopic:
1. Characters in Miss
Minnie

Materials:
Copies of Short Stories
Newsprints
Markers

Concept /
Skills/
Attitudes
Concept

Objectives

Activities

Assessment Activities

References

Students will be able to:

Group presentations and

participation

Marlene - The narrator,

she was in a romantic
relationship with
Raymond.
Miss Minna - Raymond's
step mother who made
him her life, she sells in
the market, went to live
with Raymond in
Kingston in order to take
care of him.
Lester - Raymond's
father. He is very quiet
and died while Raymond
was still young, he was a
shoe maker.
Maas Baada - He read
the newspaper to the men
in the shoe shop and was
affectionate towards
Raymond, where his
father was not.
Raymond's mother Rumoured that she was a
go-go dancer, she left
when Raymond was a
young child, instigated a
meeting with him when
he was a successful adult,

1.

Act out certain character

silently
Class will predict who the
characters are based on their
actions.

Individuals contributions to the

class discussion.

English B for
CSEC page
80

2.
3.

4.

Identify and
describe all the
characters in the
chapter
State what type of
character each is
Identify the
protagonist and the
antagonist of the
chapter
Complete
character sketch of
other characters in
other chapters of
the novel.

I groups make a list of

characters in the chapter
Do character sketches of all the
characters. Groups will need to
split this up so as to ensure they
cover all the characters.
Share and compare information
with the class.

In groups do character sketches

for other chapters of the novel.

Songs of
Silence pages
56 - 88

attempted to become a
part of his life.
Sam & Nichol Raymond's half brothers,
from his mother's side.

Topic/Sub-topics
Topic: Narrative
Techniques

Subtopic:
1. Narrative Voice

Materials:
Copies of Short Stories
Newsprints
Markers

Concept /
Skills/
Attitudes
Concept

Objectives

Activities

Assessment Activities

References

Students will be able to:

Write a reflection:

Marlene, the girl

narrator, is the central
consciousness and voice
of the events and stories.
He narration is a weave
of various strands. The
main strand belonging to
the grown up girl
narrator; but she has
many selves: the very
young and innocent
primary school girl, the
pre adolescent and
adolescent of high
school; the young woman
standing apart from her
village and reflecting.
There are also other
voices withch Marlene
allows to take over for
short intervals in the
story telling.

1.

Students will tell the story of

Morris Hole using the story
telling scarf.

English B for
CSEC page
82

2.

3.

Identify the
narrative voice(s)
within the chapter
Outline changes
with the narrative
voice within the
chapter.
Justify the changes
of the narrative
voice.

In groups outline the narrative

voice(s) within certain sections
of the novel
Share findings with the class.
Compare the different voices.
Give reasons for the change in
voice

Which voice shows Marlene at

her most vulnerable? Give
evidence to support your
Theory

Songs of
Silence pages
56 - 88

Topic/Sub-topics
Topic: Narrative
Techniques

Subtopic:
1. Language

Materials:
Copies of Short Stories
Newsprints
Markers

Concept /
Skills/
Attitudes
Concept

Objectives

Activities

Assessment Activities

References

Students will be able to:

Write a reflection:

Seperating narrative
voice from style and
language is difficult. If
the narrator is going to be
authentic, it is important
that he or she uses a style
or language appropriate
to the society being
depicted. Simply put
style refers to how the
speakers or writers say
whatever they want to
say: their choice of
words, type(s) of
sentences, kinds of
figurative language.
Marlene is designed to
represent the true
Jamaican, growing up in
a village and growing
into an awareness of
another way of life and
expression, while being
comfortable with both it
and her origins. She
therefore slides freely
between standard and
degrees of non standard
English as the occasion
or situation demands.

1.

Listen to audio of Jamaican

Patois.

English B for
CSEC page
86 - 88

2.

3.

Distinguish
between the word
choice Marlene
uses in this
chapter.
Point out how
certain occurrences
would have
changed if Malene
had used different
language
Explain how the
language affects
the readers
understanding and
appreciation of the
novel

Attempt to read the chapter with

the Jamaican accent where it
implies.
In groups select different areas
of the chapter where Marlene
uses standard English and others
where she does not. How would
these occurrences have changed
if Marlene had used different
language.

How does Marlenes mix of

standard and non standard
language affects the readers?

Songs of
Silence pages
103 - 141

Topic/Sub-topics
Topic: Narrative
Techniques

Subtopic:
1. The effects of Forbes
use of Language in
Songs of Silence

Materials:
Teacher and student
audio recordings of read
alouds of extracts from
the text.
Comic strips from
newspapers or comic
books

Concept /
Skills/
Attitudes
Concept

Objectives

Activities

Assessment Activities

References

Students will be able to:

Separating narrative
voice from style and
language is difficult. If
the narrator is going to be
authentic, it is important
that he or she uses a style
or language appropriate
to the society being
depicted. Simply put
style refers to how the
speakers or writers say
whatever they want to
say: their choice of
words, type(s) of
sentences, kinds of
figurative language.
Marlene is designed to
represent the true
Jamaican, growing up in
a village and growing
into an awareness of
another way of life and
expression, while being
comfortable with both it
and her origins. She
therefore slides freely
between standard and
degrees of non standard
English as the occasion
or situation demands.

1. Identify the wide

variety of emotions that
readers experience
during the reading of
the text.
2. Assess the
contribution that the
authors use of
language plays, in
addition to other
elements of story
structure, to evoke the
readers emotion.
3. Identify the range of
different voices (for
example, young, old,
frightened, confident,
schooled, unschooled,
contemplative, agitated)
that the writer employs
in telling the stories in
the text.
4. Evaluate the impact
of the contrast of these
voices on the reader.

Analyze the popular routines of

comic strips, advertisements and
television programmers that
make the audience (a) laugh (b)
anxious (c) sad (d) happy at the
end.
Have students identify and
analyses the episode that evoked
their strongest emotions in the
text. Let them explain why they
think they were moved in this
way.
Have students extend their
vocabulary of feeling words by
distinguishing the range of
responses from readers.
Select passages in which the
speaking voice changes and
have students perform dramatic
readings of these sections

Performance Assessment:
Select an excerpt from the text
in which the author employs (a)
Standard English and (b) at
least two varieties of Jamaican
Creole. Present the text in a
way which emphasizes the
differences among the
languages

English B for
CSEC page
86 - 88
Songs of
Silence pages
103 - 141

Topic/Sub-topics
Topic: Narrative
Techniques

Subtopic:
1. Style

Materials:
Teacher and student
audio recordings of read
alouds of extracts from
the text.
Comic strips from
newspapers or comic
books

Topic/Sub-topics

Concept /
Skills/
Attitudes
Concept
A strategy used in the
unfolding narrative is to
give the audience a role
to play in telling the
stories interpretation.
This is based on the
principle that it is
important, particularly if
we want to gather more
from what we hear and
read, to think of the
meanings of words: most
words have more than
one meaning meanings
which are often made
clear when we consider
the context. To really
read well (recognize,
understand, interpret,
apply) we need to study
words. When we
consider the novels title:
Songs of Silence, our
attention is taken
perhaps, first wit the idea
of silence then about
there being songs
Songs of Silence. Is that
a contradiction? The
novel is inhabiting an
elusive space between
what is said and what is
felt.

Concept /

Objectives

Activities

Assessment Activities

References

Students will be able to:

Comment on saying little girls

are seen not heard

Reflection:
What is the dramatic
significance of the title Songs
of Silence

English B for
CSEC page
67

1.
2.

3.

Share occurrence
of when they were
silenced
Find occurences
of silence and
songs in the
chapter.
Explain how
silence helped
or hampered the
characters at
different points in
the novel

Objectives

Share a time there was a need to

silent.

188

Silent grouping using post its.

Songs of
Silence pages
141 - 164

Find occurrences of silence in

the novel. Share what is
communicated in the silence.
Define songs and silence. Say
how they are symbolic in the
novel.

Activities

Assessment Activities

References

Topic: Narrative
Structure

Subtopic:
1.
2.
3.

Description
Narration
Dialogue

Materials:
Copies of Short Story
Concept attainment
matrix
Samples of examples and
nonexamples

Topic/Sub-topics
Topic: Narrative
Structure

Skills/
Attitudes
Concept
Narrative Strategies:
In any short story or
novel, you will find three
principal types of
writing: narration,
description and dialogue.
The narrative passages
move the story along,
they tell you what
happened. The
descriptive passages
invite you to form a
mental image of a person
or place. And in the
passages of dialogue the
characters are given lines
to speak much as in the
script of a play. Of
course these three modes
of writing will be inter
mingled, and in a piece
of dialogue you will
often find narration and
description woven in.

Students will be able to:

1.

2.

3.

Distinguish
between different
narrative
strategies
Identify
descriptions,
narrations and
dialogues within
writings.
Rewrite narration
into dialogues and
dialogues into
narrations

Present students with examples

and non examples of the
different narrative strategies.

Group work identifying the

different strategies in short
stories previously covered.

English B for
CSEC page
73

Students will identify the

concepts based on the examples
and non examples

Individual work changing the

strategies.

Glencore
Literature
Reading With
a Purpose
Page 704 713

In groups students will identify

the different strategies within
short stories previously covered.

In groups students will be given

narration to turn into dialogue
and act out for the class.

Songs of
Silence pages
164 - 166

Students will share findings with

the class.
Individually students will be
given a list of narrations to turn
dialogue and a list of dialogue to
turn to narrations.
Students will be asked to share
finished products with the class

Concept /
Skills/
Attitudes
Concept

Objectives

Activities

Assessment Activities

References

Students will be able to:

Narrative Strategies:
In any short story or
novel, you will find three

1. Identify the elements

of story structure in
Effita as the first
Chapter of the text.

Assign groups of students to

close read Effita and So Few
And Such Morning Songs and
present graphic organizers
showing how the elements of
story structure are revealed in

Formative: Self and peer

evaluation of the relevance of
the selected textual references
to the tasks assigned.
Collaborative creation of rubric
for each group task by teachers

English B for
CSEC page
84 87

Subtopic: The Structure

of the Text: Unified
Novel or Collection of
Short Stories
Materials:
Other texts, for example:
World of Prose for CXC
Lonely Londoners
Miguel Street
Other texts by Crudella
Forbes, for example:
Flying with Icarus
A Permanent Freedom
Storyboards
Charts on Elements of
Story Structure

principal types of
writing: narration,
description and dialogue.
The narrative passages
move the story along,
they tell you what
happened. The
descriptive passages
invite you to form a
mental image of a person
or place. And in the
passages of dialogue the
characters are given lines
to speak much as in the
script of a play. Of
course these three modes
of writing will be inter
mingled, and in a piece
of dialogue you will
often find narration and
description woven in.

2. Suggest the elements

of storytelling that they
expect the author to
build on in the
following chapters.
3. Show how at least
two elements of story
structure which was
introduced in Chapter
One have been repeated
or developed in
succeeding chapters.
4. Compare the story
structure of Effita and
So Few And Such
Morning Songs
5. Read Epilogue, A
Beginning aloud and
suggest all it implies

each.
Use ven diagrams to let students
identify the similarities and
differences of the elements of
story structure in the two
chapters.
Let students explain Epilogue,
A Beginning in relation to the
chapters/stories.
Invite students to select the
story/chapter that has the least
interconnections with the other
stories.
Debate whether the text is better
if read as a collection of stories
or a unified novel.
Authors chair monologues by
students assuming the role of
Forbes.

UNIT OF WORK

Subject: English B

and students.
Teachers are encouraged to
allow students to grade their
performances on the basis of
the criteria established in the
rubric.
Summative: Teachers should
encourage multiple forms of
final assessment, for example,
Posters, charts, oral
presentations, written
summaries of group
presentations, as well as
individually written essays
(which are better done after
multiple forms of presentation).

94 - 95
Glencore
Literature
Reading With
a Purpose
Page 704 713
Songs of
Silence

Level: Form 4
Duration: 4 7 weeks
Goals:
1. Become familiar with plot, characters, structure and narrative techniques.
2. Closely read the text, making notes and observations
3. Outline and answer questions on the novel.
Rationale: This unit aims at providing students with the necessary tools to effectively read and respond to prescribed readings and any other work of
Literature. After completing this unit students should be able to effectively answer questions on Songs of Silence or any other work of Literature.
Students will be able to read and identify devices and techniques and make observations as they go along. Students will be able to assemble their
various perspectives of the novel.