Unit Name: Things Fall Apart Subject/T pic Area!

s": #nglish

Grade Level: 10th Time Frame: $ %ee&s

'lass (escripti n/(evel pmental Needs ) Students: This is a class of bright and engaged students who want to learn. While some of them are low skilled they are all extremely capable of being successful. There are several leaders in the class and even a handful who have signed up for AP English next year, however, many of these students are very shy and reserved. This semester we ve worked on speaking in class more and participating both in small groups and in a whole class setting. Accountability for participation is built in by using e!uity sticks and a class "conch.# That being said, English is still difficult for several students because of the language and material or a combination of both. They struggle to move past a literal level of interpretation and often lack confidence in their own thoughts and ideas. As Things Fall Apart is the culminating unit for the year $ hope to inspire students to rise to the occasion of fully engaging with the text on both an individual level and as a member of the classroom community. The challenge for this unit will be immersing the students in another culture that is very different from their own. While some students will be interested and even intrigued by the $bo people, others may feel that they simply can t relate to the novel and therefore find the material inaccessible. With that in mind, this unit is designed to foster an intimate experience with the characters and culture of the novel. %tudents will be encouraged to consider the events and essential !uestions of the book from the perspective of the characters. They will be continually asked to draw parallels between the novel and their own lives, which will hopefully help to highlight the significance of the text.

STAG# *N#: (#S+,#( ,#SULTS #STA-L+S.#( G*ALS !State and/ r Nati nal ' ntent Standard !s"": G ,eading Standards ) r Literature &ey $deas and 'etails (. )ite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. *. 'etermine a theme or central idea of a text and analy+e in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details, provide an ob-ective summary of the text. .. Analy+e how complex characters /e.g., those with multiple or conflicting motivations0 develop over the course of a text, interact with other characters, and advance the plot or develop the theme. )raft and %tructure (. 'etermine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings, analy+e the cumulative impact of specific word choices on meaning and tone /e.g., how the language evokes a sense of time and place, how it sets a formal or informal tone0. .. Analy+e a particular point of view or cultural experience reflected in a work of literature from outside the 1nited %tates, drawing on a wide reading of world literature. /riting Standards Text Types and Purposes (. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. *. Write narratives to develop real or imagined experiences or events using effective techni!ue, well2chosen details, and well2structured event se!uences.
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Spea&ing and Listening Standards )omprehension and )ollaboration (. $nitiate and participate effectively in a range of collaborative discussions /one2on2one, in groups, and teacher2 led0 with diverse partners on grades 34(5 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. Language Standards &nowledge of 6anguage (. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. 7ocabulary Ac!uisition and 1se *. 'emonstrate understanding of figurative language, word relationships, and nuances in word meanings

UN(#,STAN(+NGS: U %tudents will understand8 the pressures of society and the struggles of being an individual what it means to be civili+ed the relationship between choices and conse!uences

#SS#NT+AL 0U#ST+*NS: 0 Thematic 0uesti ns (. %hould culture and tradition be sacrificed to make room for change and "progress#9 *. 'oes a dominant culture have the right to pressure others to accept their beliefs and cultural norms9 .uman 0uesti ns .. Are people responsible for the path of their own lives9 :. What does it mean to be civili+ed9 'ritical 0uesti ns ;. <ow does tragedy work9 =. What makes tragedy tragic9

1N*/L#(G#: 1 %tudents will know8 the ma-or themes of the novel8 tradition versus progress, civili+ation, man versus self and society, masculinity, self determination both native and critical vocabulary literary terms including tragedy, foil and anagnorsis >character s critical discovery?

S1+LLS: S %tudents will be able to8 identify internal and external conflicts within the novel map the development of a character speculate on symbols in the novel write a first person narrative track the development of tragedy

STAG# T/*: ASS#SS2#NT #3+(#N'# 4#,F*,2AN'# TAS1S /%T1'E@T% W$66 'EAB@%TCATE %TA@'AC' DE08 T Aake a 7illage >chapter ;? Paper Dag Activity >chapter :2=? @woye s Aemoir >chapter (.? $n )lass Essay >after part *? Write <ere, Write @ow >conflict, part .? *T.#, #3+(#N'# /FBCAAT$7E08 *# Guick writes )lass discussions <omework /focusHcomprehension !uestions0 )ulture -ournals )haracter chart presentations >chapter :? Two reading !ui++es for part ( depending on whether or not students are reading

STAG# T.,##: L#A,N+NG 4LAN /1@$T %EG1E@)E0 L#A,N+NG A'T+3T+#S /W<ECETB0: L (. $ will begin the unit by introducing students to "'ead Aan s Path,# a short story by Achebe. We will read and discuss the story as a class. %tudents will answer reading !uestions in small groups. We will make predictions and build connections between "'ead Aan s Path# and Things Fall Apart. /5 . *. We will continue our introduction to Things Fall Apart by reading and analy+ing "The %econd )oming# by W.D. Eeats. We will discuss the title of the book, which is derived from the poem. %tudents will break down images and discuss tone. Again, we will make predictions and build connections to Things Fall Apart. /5 . .. $ will round out the introduction to the novel by showing a PowerPoint presentation providing background information on Achebe and Things Fall Apart. We will read and discuss the first . paragraphs in the novel. %tudents will be introduced to the homework packets they will complete as they read. These packets include a focus !uestion, vocabulary and reading comprehension !uestions for each chapter. /5 # :. We will discuss the essential !uestions and themes for the novel. $ will also give notes on types of conflict in stories and we will begin our conversation on conflict in Things Fall Apart. /5 #5 * ;. $ will begin class by directing students to respond to a !uick write that asks them to identify and re2examine ma-or elements of the $bo culture thus far. Then $ will share a PowerPoint presentation on $bo culture. %tudents will also reflect on their own culture and its impact on their lives. ,5 #6 =. %tudents will work in small groups to form a deeper understanding of a character in the novel. They will draw their character and include significant facts and meaningful !uotes and give a presentation to the class. .5 T I. %tudents will read a short story entitled "%hadows on the Wall# by )harles Aungoshi. They will take turns with a partner reading the story aloud. Then they will discuss and answer !uestions and create connections to Things Fall Apart. /
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J. %tudents will demonstrate their understanding of characters and their relationships in Things Fall Apart by working in small groups. Each group will be given a bag containing (5 items. They will be assigned two pairs of characters from the novel. They must use the ob-ects in any combination to explain, symboli+e and represent the relationships between one of the sets of characters. .5 , 3. $f it s clear that students aren t reading, they will be given a !ui+ for chapters (2J. %tudents will work in groups to draw the village in the novel including ma-or distinguishing features /Bkonkwo s compound, the river, caves and Evil Forest0 using evidence from the text. They will also infer the si+e and population of the village. 'uring the next class period students will do a gallery walk to see other groups villages. There will be a representative that stays with each village explaining the group s choices to the class. .5 #65 T (5. We will discuss $kemefuna s death as a class. Then students will write a memoir from @woye s perspective as an old man outlining the effect of $kemefuna s death on his life and those around him. %tudents will share their memoirs with partners and a few students will volunteer to share their memoirs with the class. ,5 #65 T ((. We will revisit essential !uestions and wrap up part one of the book. %tudents will turn in their homework packets for part one. /5 #5 ,5 #65 * (*. %tudents will be given a !ui+ on chapters 32(. if they re not reading. We will discuss tragedy /central to two of the essential !uestions for the unit0 and character foils in Things Fall Apart. #5 * (.. %tudents will read and discuss the poem "The 7ultures# by 'avid 'iop and make connections to Things Fall Apart. .5 ,5 #6 (:. We will revisit essential !uestions and discuss part two of the book. %tudents will turn in their homework packets for part two. /5 #65 , (;. We will review )6EAC essay structure in preparation for writing an in class essay. %tudents will write an in class essay based on the essential !uestions at the end of the week. /5 #5 * (=. We will revisit essential !uestions and discuss part three of the book. %tudents will turn in their homework packets for part two. /5 #65 , (I. We will discuss irony and the ending of the book. ,5 #6 (J. For their summative assessment, students will work in pairs to create two poems of at least (; substantial lines each. Each poem will be from a different character s perspective and illustrate the relationship or emotional conflict between the two characters. %tudents will write a ;2J sentence explanation for each poem and present and explain the poems to the class. .5 ,5 #65 T5 *

2*N(A7 !80 min9" "'ead Aan s Path# connections to TFA

TU#S(A7 !$8 min9" 'AP cont.

/#(N#S(A7 !$8 min9" "The %econd )oming# connections to TFA

T.U,S(A7

F,+(A7 !88 min9" AchebeHTFA intro K read first . paragraphs <W8 read ch.(2*, homework packet

<W8 finish study !uestions 2*N(A7 !80 min9" Essential !uestions Types of conflict, conflict in TFA <W8 read ch..2:, homework packet 2*N(A7 !80 min9" "%hadows on the Wall,# connections to TFA )lassH<W8 read ch.I2J, homework packet 2*N(A7 !80 min9" $kemefuna s death @woye s memoir TU#S(A7 !$8 min9" Paper bag activity /#(N#S(A7 !$8 min9" >Ceading !ui+ chapter (2J? Aake a village <W8 read ch.32(5, homework packet /#(N#S(A7 !$8 min9" EG revisited 'iscuss part ( )ollect hw packets <W8 read ch.(:2(;, homework packet T.U,S(A7 T.U,S(A7 TU#S(A7 !$8 min9" 'A L+F# S'+#N'# T#ST+NG /#(N#S(A7 !$8 min9" 'A L+F# S'+#N'# T#ST+NG T.U,S(A7

F,+(A7 !88 min9" $bo culture )ulture -ournal )haracter chart presentations <W8 read ch.;2=, homework packet F,+(A7 !88 min9" )omplete village, village gallery walk <W8 read ch.((, homework packet F,+(A7 !88 min9" >Ceading !ui+ chapter 32(.? )haracter foils Tragedy <W8 read ch.(=2 (I, homework packet

<W8

TU#S(A7 !$8 min9" Aemoir share out with partners, class

<W8 Finish memoir

<W8 read ch.(*2 (., homework packet

2*N(A7 !80 min9" "The 7ultures# K connections to TFA <W8 read ch.(J2 (3, homework packet 2*N(A7 !80 min9" EG revisited 'iscuss part . )ollect hw packets

TU#S(A7 !$8 min9" EG revisited 'iscuss part * )ollect hw packets

/#(N#S(A7 !$8 min9" Ceview )6EAC essay structure

T.U,S(A7

F,+(A7 !88 min9" $n class essay <W8

<W8 Prep for essay <W8 read ch.*.2*;, read ch.*52**, homework homework packet packet TU#S(A7 !$8 min9" $rony 'iscuss ending /#(N#S(A7 !$8 min9" Write <ere, Write @ow T.U,S(A7

F,+(A7 !88 min9" Write <ere, Write @ow cont.

,#FL#'T+*NS This unit will be very challenging but $ believe also very successful. When $ first read Things Fall Apart in high school, $ didn t en-oy it 4 at all. <owever, upon rereading it from the perspective of a teacher, $ m much more enthusiastic about exploring and discussing the novel with my students. $ think that the variety of assessments and learning activities will allow students to truly consider the essential !uestions of the unit while en-oying themselves and having "fun# while learning. $ find that students hesitate to participate and fully engage with a text when they feel uncomfortable with it. A few basic steps in the beginning of the unit will help ease that discomfort. %tudents will be given a character reference list as well as an $bo glossary containing vocabulary included in the book. We will pronounce all of the characters names together aloud as a class and will also review several of the concepts that are central to $bo culture. Additionally, having essential !uestions to anchor class conversations and providing overall ob-ectives for analysis and reading will give students a clear sense of purpose throughout the unit. The essential !uestions are written on the board for the entire unit and discussed at length throughout the novel. $ m also trying to incorporate the idea of "extension activities# in this unit. Cather than focusing solely on Things Fall Apart during every class $ m using supplemental texts to create
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connections to the novel. These include both poems and short stories. 6ooking at the text from another perspective helps to illuminate truths of the story and adds variety to the classroom. Also, several of the assessments are nontraditional. These activities include writing from the perspective of a character and making a representation of a village. $ think this will greatly appeal to students, however, $ m not sure how well they will be executed. $ anticipate a certain degree of messiness to these activities while $ fine2tune them. $ do think they will hook student interest and encourage them to think critically. What s more intriguing then a brown paper bag9 What s in the bag9 What do these ob-ects mean9 The beauty is that the students get to decide for themselves. $ fully believe in a classroom that is student centered. $ want to know what they think and push them to !uestion what they read. They aren t confident in their ideas or comfortable with having so much autonomy as they re very used to memori+ing an answer for a test. Ay goal is to emphasi+e the value of true in!uiry, knowledge and learning.