Literary Work: Underworld City

Grade 10 · Literature

Semester 1 | Period 2 | Week 8

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Subject: Literature

Semester: 1

Period: 2

Week: 8

Week: 8
Grade: 10
Period: 2
Date: Week 8
Duration: 45 minutes
Topic/Title of Literary Work: Underworld City

Subtopic/Focus:

  1. Chapter 13: Internal Conflicts
  2. Chapter 14: Gathering Allies

Materials/Resources:

  • Underworld City Part A by Adejoke Ajeyomi
  • Dictionary

Links to order/pre-order the books:

  1. P – Probe (5–10 min)

Purpose: Activate prior knowledge and spark curiosity.

  • Begin with a probing question or brief reading of a tense scene from Chapters 13–14.
  • Encourage students to predict Morales’ challenges and possible allies.

Example prompts:

  • “How do you think Morales deals with inner doubts after so much loss?”
  • “What kind of allies would be crucial in fighting a cartel?”

Teacher’s Role: Facilitate discussion; record key predictions and ideas.

 

  1. E – Explore (15–20 min)

Purpose: Engage actively with the text.

  • Students read or listen to excerpts from Chapters 13–14.
  • Focus on: theme, character development, internal conflict, alliances, suspense, and plot advancement.

Methods:

  • Think-pair-share: discuss Morales’ internal struggle and moral dilemmas.
  • Role-play: Morales’ confrontation with corrupt officials or first encounter with El Cuervo.
  • Annotate text: highlight imagery, suspense-building techniques, and symbolic references (e.g., shadows, alliances, betrayal).

Student Activity: Annotate text, discuss in pairs/groups, identify literary devices, and explore character motivations.

 

  1. A – Analyze & Question (15–20 min)

Purpose: Develop critical thinking and deeper understanding.

  • Pose higher-order questions:
    • How do Morales’ internal conflicts shape his decisions?
    • How does the alliance with El Cuervo change the dynamics of the story?
    • What is the author saying about trust, loyalty, and justice through these events?

Mini Analytical Tasks:

  • Identify and analyze Morales’ internal and external conflicts.
  • Examine how the introduction of new allies drives the plot forward.
  • Compare Morales’ leadership style before and after the alliances.

Teacher’s Role: Scaffold thinking, guide interpretations, introduce literary concepts such as internal conflict, suspense, and foreshadowing.

 

  1. R – Reflect & Relate (10–15 min)

Purpose: Connect literature to personal, social, or global contexts.

  • Students reflect in writing or discussion:
    • “Have you ever faced a situation where trust was difficult? How did you handle it?”
    • “How can teamwork and alliances help overcome challenges in real life?”

Creative Response Options:

  • Write a short diary entry from Morales’ perspective, exploring his doubts and hopes.
  • Sketch a symbolic representation of the city’s recovery or Morales’ internal struggle.

 

  1. L – Link & Extend (5–10 min)

Purpose: Consolidate learning and extend thinking.

  • Summarize key points: Morales’ internal conflicts, alliances, and strategic decisions.
  • Assign extension tasks:
    • Comparative essay: Morales’ leadership vs. El Cuervo’s methods.
    • Create a “network map” of allies and adversaries in Ciudad Sombra.
    • Prepare a short oral presentation on the theme of overcoming internal conflict in leadership.

 

Assessment & Feedback

  • Formative: Observation during discussions, annotations, reflections, role-plays.
  • Summative: Short essays, creative projects, comprehension questions.
  • Peer & self-assessment encouraged.