Name: Janna Nobleza Course/Grade: I.B.

Senior English Lesson Title: Genre Studies: Chinua Achebes Things Fall Apart Course Concepts: 1. Analyze and integrate global competencies into core curriculum & standards by synthesizing skills, techniques, and methodologies in global education in order to apply to professional practice / 2. Examine the concept of culture and the process of othering / 3. Investigate global perspectives Gaudellis Frameworks: Disciplinary & Cosmopolitan

Stage 1 Desired Results

ESTABLISHED GOALS G1. Reading Literature Transfer Students will be able to independently use their learning to RL.11-12.1 Cite strong textual evidence to support T1. Respect and value diversity among various cultures. analysis of what the text says explicitly as well as T2. To be cognizant of core human values. (Gaudelli) inferences drawn from the text, including where T3. To develop critical thinking skills by communicate their ideas of characters and themes in Great the text leaves matters uncertain. Books discussions. RL.11-12.2 Determine two or more themes or central ideas of a text and analyze their T4. Demonstrate the ability to write a literary analysis commentary essay. development over the course of the text, including T5. Analyze literature based on narrative and stylistic techniques. how they interact and build on one another to Meaning produce a complex account; provide an objective UNDERSTANDINGS ESSENTIAL QUESTIONS summary of the text. RL.11-12.6 Analyze a case in which grasping a point Students will understand that E1. What are the similarities and differences of view requires distinguishing what is directly U1. Storytelling is a universal method to share a between Ibo folktales and folktales you are stated in a text from what is really meant. cultures values and beliefs. familiar with? RL.11-12.9 Demonstrate knowledge of eighteenth-, U2. There are numerous benefits to learning E2. What do those similarities reveal about nineteenth- and early-twentieth-century about other cultures. culture? foundational works of American literature. U3. Diverse cultures have similar core values. E3. What do those differences reveal about the U4. Global perspectives allow us to look at Ibo culture studied? G2. Reading Informational Texts RIF.11-12.1 Cite strong textual evidence to support ourselves and others to gain acceptance, E4. What is the importance/significance in analysis of what the text says explicitly as well as understanding, and meaningful personal knowing the traditions and values of other inferences drawn, including determining where the experiences. cultures? text leaves matters uncertain. E5. How can an idea/concern turn to local and/or global action? G3. Writing
W.11-12.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.11-12.9 Draw evidence from literary/informational texts to support analysis, reflection, and research.

G4. Speaking & Listening

Acquisition Students will know Students will be skilled at K1. The concept of Cosmopolitanism and its S1. Analyzing literature for specific historical connection to our unit. and literary content. K2. How the similarities and differences reveal S2. Researching a variety of reliable sources to particular traditions and values within each extract key information/facts pertaining to a culture. subject. K3. The significant role of folktales and S3. Utilizing multiple forms of technology to storytelling plays in each culture. enhance presentation.

SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 1112 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. SL.11-12.2 Integrate multiple sources of information presented in diverse formats and media in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective. SL.11-12.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.

K4. The importance of learning about the traditions and values of cultures other than our own. K5. The relevance of this unit in the IB curriculum and the students lives.

S4. Developing a well-organized, interesting presentation with clear focus and logical development. S5. Asking good essential questions relating to other parts of the world, and comparing and synthesizing these ideas.

G5. Language
L.11-12.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Stage 2 - Evidence
Evaluative Criteria 1. Provides insightful comparisons, display higher level thinking; provide textual evidence. Assessment Evidence PERFORMANCE TASK(S): 1. Ibo Folktales Compare and Contrast Discussion: After having read Things Fall Apart, students will work in small groups to discuss folktales told by Ekwefi and Agbala. Groups will cite specific lines in the novel to show evidence of these folktales. Groups will then discuss the similarities and differences between Umuofias folktales and their own. Groups will present their findings in writing to turn in at the end of the class period. 2. Ibo Question Sheet: While reading independently, students will have a place in their notes to list questions that need to be answered in order to better understand the culture. The more questions, the better, as you are expected to have a clear understanding of the novel and the cultures influence on the characters decisions. When finished with the novel, students will compile their questions together and each student will be assigned one question to research and then discuss in class the next day. 3. Why write Things Fall Apart? Large Group Discussion: After a lesson on Chinua Achebes life, I would tell students that one of the reasons the author wrote this novel was to respond to Joseph Conrads novel Heart of Darkness. Students would then read selected excerpts from Heart of Darkness for homework. In class the next day, students would discuss the readings in a large group

2. Demonstrates thorough analysis of literature, provides accurate and appropriate questioning, and shows appropriate use of technology when learning about culture. 3. Provides historical context for the novel and a way for students to creatively engage in discussing culture; provides students with a way to verbalize how

cultural misunderstandings happen.

discussion driven by their thoughts. The Discussion Guide will include the questions: a) How does Conrad characterize the Nigerian people in his novel? Find evidence to support your claim. b) Why would Achebe write Things Fall Apart after having read Heart of Darkness? Be specific with your answers. c) What evidence from Things Fall Apart can you find that shows Achebe is responding to Conrads novel? Explain how this tradition, parable, folktale, relationship, etc. shows genuine Ibo culture.

4. Provides authentic pronunciation of Ibo words. 5. Demonstrates well-researched knowledge; shows thoughtful, detailed, informative connections and comparisons; demonstrates well-organized writing.

4. Listen to Things Fall Apart: Throughout students reading of the novel, some reading days the class will instead read along while listening to the recording of the novel. 5. Themes and Ideas Brainstorming: To prepare for Langauge A HL Exam Paper 2, students will use multiple sources to explore issues of culture that affect the ending of the novel: Christian Missionaries in 1890s Nigeria, the importance of manliness in the Ibo culture, and native religious traditions in the Ibo tribes. After researching one issue, students will spend two days reading an Exam Paper 2 and outlining how they would answer the question by using the knowledge of culture they just researched and the novel Things Fall Apart. On the third day, students will write the essay. OTHER EVIDENCE: 6. Observation of groups during Discussions 7. Observations of groups during collaboration work time 8. Observation of students during research time 9. Read-Represent-Respond-Reflect Note-Taking of all chapters of reading

Shows good use of time, understanding of concepts to the larger picture, understanding of global perspectives, demonstrates connecting their roles as global citizens, and shows evidence of close reading.

Stage 3 Learning Plan

Summary of Key Learning Events and Instruction Reading and Taking notes on Things Fall Apart: Students will read through the novel while taking notes on each chapter. Students will record information they want to remember in the Read section, write down literary devices in the Represent section, write a few sentences about their impressions of the chapter in the Respond section, and finally analyze the effect of the chapter in the Reflect section. (G1, G2, T1, U1, U2, U3, K4, S5) Close Reading of Parables and Folktales: Students will learn the definitions of a parable and folk tale. The teacher will give students the definition and an example from Chapter 11. In small groups, students will work together to find three more examples of either a parable and folk tale and discuss the message of the parable/folk tale and its purpose in the novel. (G1, G3, G4, T1, T2, U1, U3, E1, E2, E3, E4, K2, K3) Pronouncing Names: Students will learn how to properly pronounce character names by listening to the audio clip online and then practicing

with the teacher modeling proper pronunciation. (G4, T1, K1, K4) PowerPoint on Chinua Achebe and Things Fall Apart: Students will listen and take notes on the Teachers PowerPoint on Chinua Achebes life and the reason he wrote the novel. Students will finish the lesson with a discussion predicting what the novel might be about. (T1, U2, U3, E4, K4, K5) Large Group Discussion on Culture: Students will gather in a large Great Books discussion. By using a Discussion Guide, students will talk with each other about the novel, and the similarities and differences between Ibo culture and American culture. (G1, G4, T1, T2, T3, U1, U2, U4, E2, E3, E4, K1, K2, K4, S5) Reading excerpts from Joseph Conrads Heart of Darkness: Students learn about Chinua Achebes reason for writing Things Fall Apart in the PowerPoint and now read sections of Joseph Conrads Heart of Darkness. While reading students annotate for the racist ideas in the novel. In small groups, students discuss their findings and then report out to the whole group. As we end class, students answer a large group discussion question on the importance of learning about cultures. (G2, G4, T1, U2, U4, E1, K4, S1) IB Question Sheet: Students learn about the importance of asking questions about literature and the importance of brainstorming. Students then create the Question Sheet while reading the novel (this will be integrated with their normal RRRR notes). When finished with the novel, students will compile their questions together and each student will be assigned one question to research and then discuss in class the next day. (T1, T2, E4, U2, K1, K4) Exploring Themes: Students will brainstorm themes and motifs they noticed while reading the novel. While discussing themes, ideas of valuing other cultures will be discussed as well. (G1, T2, U1, U3, U4, E4) Researching Ibo Culture: Students will explore one cultural issue: Christian Missionaries in 1890s Nigeria, the importance of manliness in the Ibo culture, or native religious traditions in the Ibo tribes. Students will compile their research so they will be able to share in class. (G3, T4, U5, S2, S3, S4, S5) Outlining and Writing Exam Paper 2: Students will spend two days reading a sample Exam Paper 2 and then outlining how they would answer the question by using the knowledge of culture they just researched about in the novel Things Fall Apart. On the third day, students will write their essay. (G3, G4, T4, T5, K4, K5, S4, S5)