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 * **Unit Title: //Things Fall Apart// **
 * By Chinua Achebe ** ||
 * **Stage 1: Desired Results ** ||
 * **Goal/Standards: **


 * CC 12.RL 3 and 5 RI 6, RL and RI 9 **
 * CC 12 RL 3 **
 * CC 12 RL 1 **
 * CC RL 6 **
 * CC 12 W 2, 4 **
 * CC 12 SL 1 **


 * Big Ideas: Cultural Perspective (bias) **
 *  Cultural Constructs **
 *  Universality of human nature **
 *  Importance of adaptation **
 *  Dangers of ambition **
 *  Written and oral communication ** ||
 * **<span style="font-family: 'Times','serif';">Understandings **

<span style="font-family: 'Times','serif';">Writers can and do write with cultural bias that shapes text.

<span style="font-family: 'Times','serif';">Failure to adapt to change can damage individuals and society

<span style="font-family: 'Times','serif';">Ambition can be positive or negative

<span style="font-family: 'Times','serif';">Cultures have different ways of dealing with archetypal questions of existence.

<span style="font-family: 'Times','serif';">Coherent writing is a means of communicating important ideas.

<span style="font-family: 'Times','serif';">Speaking and listening effectively is a means of gaining information and insights. || **<span style="font-family: 'Times','serif';">Essential Question(s) **

<span style="font-family: 'Times','serif';">How does an African writer’s perspective differ from a Western writer’s perspective?

<span style="font-family: 'Times','serif';">What can we learn about appreciating and respecting a culture whose practices seem strange to Western thinking?

<span style="font-family: 'Times','serif';">How can characters in literature teach us about human nature?

<span style="font-family: 'Times','serif';">Can ambition be bad?

<span style="font-family: 'Times','serif';">When and why is it important to adapt?

<span style="font-family: 'Times','serif';">What is effective communication? ||
 * **<span style="font-family: 'Times','serif'; font-size: 13px;">Knowledge ** ||  **<span style="font-family: 'Times','serif'; font-size: 13px;">Skill **  ||
 * <span style="font-family: 'Times','serif'; font-size: 13px;">Students will know…

<span style="color: red; font-family: 'Times','serif'; font-size: 13px;">. || <span style="font-family: 'Times','serif'; font-size: 13px;">Students will be able to…
 * <span style="font-family: 'Times','serif'; font-size: 13px;">Unfamiliar vocabulary of the Ibo people
 * <span style="font-family: 'Times','serif'; font-size: 13px;">The motivation and perspective of Chinua Achebe in writing his first African novel
 * <span style="font-family: 'Times','serif'; font-size: 13px;">Know that the Ibo people had a highly complex structure..


 * <span style="font-family: 'Times','serif'; font-size: 13px;">Students will point to specific text to identify cultural practices of the Ibo people: Role of women, religion, family, law, Customs
 * <span style="font-family: 'Times','serif'; font-size: 13px;">Explain the effects of colonization and Christianity on the Ibo society and Okonkwo.
 * <span style="font-family: 'Times','serif'; font-size: 13px;">Explain the reasons for Okonkwo’s fall.
 * <span style="font-family: 'Times','serif'; font-size: 13px;">Relate the title to the themes of the novel
 * <span style="font-family: 'Times','serif'; font-size: 13px;">Analyze character motivation and actions
 * <span style="font-family: 'Times','serif'; font-size: 13px;">Makejudgments about the bias of Conrad’s novel ||
 * **<span style="font-family: 'Times','serif'; font-size: 17px;">Stage 2: Assessment Evidence- Pre, During, Post ** ||
 * **Before Reading**: Journal Entries, paired and group discussion


 * During Reading:** Maintain a journal with entries related to a specific topic chosen at the beginning of the reading. Journal entries due at the end of assigned section (novel will be divided into 4 reading sections). Students with same topic will discuss entries and then present their analysis, synthesis and evaluation to the large group. (This could also be organized as a checkerboard activity). Individual journal entry after each discussion reflecting on new insights and understandings.

Minimum of three passages for each section of reading. 15 Evidence of some reflection 30 Participates actively in small group (has journal and book) 15
 * Indirect Evidence**: Teacher will spot check journals (2 sections for each student) during small group meetings:

During small group presentation, class will score the presenters on the following rubric:|| 4 || 3 || 2 || 1 ||
 * Frequent references to text || Some reference to text || 1 reference to text || No reference to text or no text in class ||
 * Initiates topics and elaborates on the comments of other students || Responds intelligently to other students || Responds occasionally to other group members || Minimal or no response to other students ||


 * Summative Assessment**: Written (100 points)

After reading the novel, students will choose one of the following questions to answer in an in-class essay. The students will be allowed to use their journals and class notes in constructing their essay.

1. Shakespeare’s protagonists often possess a tragic flaw that causes their downfall? In what way does Okonkwo fall into this pattern? What is his flaw? Must he die?

2. Achebe has stated that he wrote //Things Fall Apart// to give his people a voice (the voice that Conrad denied them). Has Achebe been successful in giving the Ibo people a voice? If so, what have they told you about themselves in terms of their humanity and. their civilization

Essays will be scored on the holistic six-point rubric: Focus, content, organization, style, and conventions. Focus, content and organization will be weighted 75%


 * Project for the End (40)**

At the end of the book, each group will prepare a brief project to demonstrate the essential elements of their topic. For example, a brief conversation between two villagers in which they talk about the new missionary and his new religion or a book of illustrated proverbs of the Ibo people,

some obvious preparation || Delineates the selected topic. Nothing to make the presentation memorable || Presentation contains significant misconceptions. ||
 * 4 || 3 || 2 || 1 ||
 * Clearly delineates the selected topic with originality and creativity || Accurately delineates the selected topic with
 * Clearly delineates the selected topic with originality and creativity || Accurately delineates the selected topic with


 * **<span style="font-family: 'Times','serif'; font-size: 17px;">Stage 3: Learning Activities ** ||
 * <span style="font-family: 'Times','serif'; font-size: 13px;">Before Reading :
 * <span style="font-family: 'Times','serif'; font-size: 13px;">Before Reading :

Students will re-visit two passages from __Heart of Darkness__ in which Conrad describes the African natives. They will begin their journal entries by writing a reaction to the passages from the point of view of either an African native or a European (the teacher can simply divide the class in half or have them pick perspectives)

Students will read excerpts of Chinua Achebe’s reaction to the same two passages, Describe in their journals Achebe’s response and compare theirs with his. Students will share in triads and briefly discuss with entire class. (This will be important to respond to the final assessment prompt.)

Students will watch a segment of a video in which Chinua Achebe talks about his book and his childhood.

Teacher will also use the white board to show students a map of the area as it existed in Conrad’s time and as it exists today.

Teacher will provide handouts highlighting important characters and Ibo expressions.

DuringReading: Students will choose a topic at the beginning of the novel: characterization of Okonkwo, superstitions, proverbs, customs, role of women, Christianity and colonization. The students will keep a journal noting passages that address these topics and explain what these passages reveal about the culture and its members. After each section of assigned reading, students in each group will first meet briefly to share their responses. Each group will then share their conclusions and reactions with the larger group. Students will use journals to synthesize and evaluate after each large discussion.

AfterReading: Each group will prepare some visual demonstration for the class (see assessment) Individuals will write an in-class essay. ||