ELA Module AttachmentsGrade 10, Quarter 4, 3-5 Weeks

Characterization and Motivations: Breaking Down Things Fall Apart

Module 1Map of Africa Activity

Students should have some familiarity with Africa from World History. However, they often see Africa as a country and not a continent. Generally, their knowledge of notable Africans is centered on a few political leaders and athletes. This activity is an opportunity for them to expand their view of Africa and the countries and people that shape it.

On a blank sheet of paper, draw and label a map of Africa from memory. Include as many countries and cities as you can. Ask them to list all the languages they know that are spoken in African, religions, and list as many notable Africans as they can.

In class, create a master list of languages, religions, and notable Africans. For homework, as them to revise their map so that it includes all the countries in Africa and their capitols.

CNN African Voices Chinua Achebe

The interview with Chinua Achebe focuses on three areas: family, books and storytelling. Watch CNN’s African Voices. Based on the video, explain in your own words the meaning of each of the quotations. Then add what you learned about Chinua Achebe in each of the categories.

Family: His parents on becoming a writer, “There wasn’t any protest, but there wasn’t any rejoicing either.”

Books: “The power that stories have; the power that writing has.”

Story Telling: “Remembering the first one is remembering the day you are born…”

Which is more important the individual or the community?

European philosopher Descartes stated, “I think therefore I am.” Achebe quotes an Igbo proverb that states, “A human is human because of other humans.” What ideas about the individual and community are expressed in these two quotes?

What is your overall impression of Chinua Achebe? What is your expectation of the novel, Things Fall Apart?

Exit Ticket 3,2,1 Activity

Write three things you learned about Chinua Achebe.Write two things you learned about Africa.Write one thing connected to Achebe or African you would like to know more about.

Notable Africans Presentation

Directions: Work in groups to find relevant and accurate information about your assigned notable African (I suggest you divide up the work). Create a digital visual aid that supports the information in your presentation. If possible, include a picture of your person. Possible visuals: PowerPoint, web site, blog, pretend social media page, group created video on YouTube. Finally, prepare a five to seven minute presentation to teach the class about your notable African. Everyone in the group must participate (speak) in the presentation.

Students must cite all resource material in MLA format. Your best internet resources are INFOTRAC and sites that are .org. edu. or gov. Always review information with a critical eye—look for bias and fact check information. REMEMBER: wiki anything is not a credible source.

Underline your assigned person:

Ken Saro-Wiwa (Ongoni 9)Nana Asma’u Wole Soyinka Ellen Johnson SirleafAngelique KidjoChimananda Ngozi Adichie Wangari MaathaiYoussou N’Dour Kwame NkrumahKofi AnnanNgũgĩ wa Thiong'o

Information that must be in your presentation:NameCountry of originEthnic groupPrimary languageIf relevant, religionClaim to fame (why are they a notable African)His/her long-term impact on his/her community and/or countryOther interesting facts learned about the person

Notable Africans RubricPresentation and Digital Visual

Public Speaking Presentation Organization Audience MemberEx

empl

ary:

6 p

ts. Speaker is prepared with well-

developed details and gives a carefully constructed sense of the his/her notable African

Speaker’s voice is fluid, natural and appropriate to the assignment. His/her personality shines.

Introduces the notable African in a creative and engaging way

Makes unique connections between his/her person and aspects of culture

Information and examples flow together in a logical yet personal pattern

Order of details enhances the presentation and meets time requirements 5 to 7 minutes

Category not included for exemplary

Prof

icie

nt: 5

pts

. Speaker develops well-chosen, ample details that help the audience relate to his/his notable African

Speaker’s voice sounds natural yet appropriate to the assignment, and reflects a personal connection to the project

Introduction clearly identifies the notable African.

Presentation is consistently focused on a clear main idea

Details are ordered effectively for the topic. Meets time requirements

Attentive/present for all presentations

Focus is on speaker Poses appropriate

questions of speaker Acknowledges the

work of his/her peers

Bas

ic: 4

pts

Speaker shares some details related to his/her notable African.

Speaker’s voice is evident, but inconsistent. There may be language inappropriate to an academic assignment.

Introduces the notable African; main idea may not be as obvious.

Presentation has a main idea Details are ordered according to type; may be

formulaic Meets time requirements

Attentive/present for most presentations

Generally, focus is on speaker

Poses limited appropriate questions of speaker

Some Acknowledgement of the work of his/her peers

Emer

ging

: 3 p

t

Speaker offers some details; may have irrelevant detail or be underdeveloped.

Speaker’s voice comes through at times, but is weak. Speaker is overly formal, too casual or inappropriate for an academic environment.

Introduces the notable African but may not be entirely clear

A main idea is present, but may stray off topic Order of details needs revision to be more

effective. 30 seconds or less over or under time

requirements

Attentive/present for most presentations

Generally, focus is on speaker—distracted by conversation/electrics

Poses limited or no appropriate questions of speaker

Some Acknowledgement of the work of his/her peers

Atte

mpt

ed1

-2 p

ts.

Speaker is unclear how the details relate to his/her notable African.

Speaker, where are you?

Topic is missing or unclear. Main point of is unclear; ideas unfocused or

random. Details are ordered randomly or haphazardly. Move than 30 seconds over or under time

requirements

Excessive absence for presentations

Focuses more on personal interests instead of speaker

No questions Some

Acknowledgement of the work of his/her peers

A six exceeds the requirements of the assignment.

Presentation _____________/30

23-25 Visual elements are polished and professional; show outstanding creativity/ resourcefulness/effort.

All written elements polished and appropriate A variety of visual elements other than words MLA formatted work cited page included Clear and precise connection between presentation and visual

20-22 Visual elements are well-planned, personalized and visually appealing. All written elements are on the project, but may have a few

errors Visual elements other than words MLA formatted work cited page included—a few errors Connection between presentation and visual

18-21 Visual elements are planned, but could be more personalized/ better executed.

Missing parts of the written elements of the project and may have a few errors

Some Visual elements poorly put together—relationship to the topic may not be completely clear

MLA formatted work cited page included—more than a few errors

Connection between presentation and visual is not completely clear

17 or below

Visual elements are complete but show little evidence of planning and effort.

The written elements are on the project are incomplete and may have errors

Visual components are missing—relationship to the topic is not clear

MLA formatted work cited page included—more than a few errors—no work cited page

Connection between presentation and visual is not clear

Visual _______________/25

Module 2

Things Fall Apart Response Journal

Students will use the journal to answer the guided questions over the chapters. In addition to the chapter questions students will:

1. Double Entry JournalStudents choose a passage from the text (at least one from each chapter). They write the passage on the left and their response on the right. The responses may show a personal connection to the passage, feelings or opinions.

2. Illustration Students choose a passage from the text (at least one from each chapter) and illustrate it.

3. TimelineStudents create a chronological timeline for each chapter of the major events in the plot (map the plot)

4. Student-generated questions Students write two to three questions for each chapter. Questions cannot be yes or no. Question should require evidence from the text to answer. Questions can be used for small large group discussions.

5. Literary elementsStudents identify and explain literary elements in found in each chapter

6. Proverbs (Starting in Module 4)

Each teacher can deicide which additional elements are required in the response journal. I suggest at minimum using the double entry.

Questions for Things Fall Apart Chapters 1-3

1. What is your general impression of Okonkwo (family man, community member, and/or friend)?  Be specific: son, father, husband, and friend?

2. Who is the narrator?   The narrator claims that Okonkwo is ruled by his fear of his own weakness and failure.  In what way do these fears play out in Okonkwo’s  life and his treatment of others?

3.  Read the last paragraph of chapter 1.  How is the last sentence an example of foreshadowing?  4. Why does Achebe use the words "doomed", "sacrificed "and "ill-fated"? Is Achebe's language too

heavy-handed? 

Students should use evidence from the text to support their answers.

Cha

ract

er OkonkwoT

he n

arra

tor

says

S/he

says

or

does

Wha

t oth

ers s

ay a

bout

him

/her

Questions for Things Fall Apart Chapters 4-7

1. How does Ikemefuna fit into Oknowkow’s family? 2. Describe the relationship between Nwoye and Ikemefuna.3. How do you think the following people feel about the death of Ikemefuna? Use evidence from the text

to support your answer.

a. Okonkwob. Nwoyec. other members of the clan in Umuofia

4. Do you agree or disagree with this statement: Okonkwo would lose the respect of his community if he did not participate in the death of Ikemefuna. Agree Disagree

Use evidence from the text to support your answer.

5. The killing of Ikemefuna violates western cultural norms and values. Consider our common cultural practices associated with crime and punishment, what western practice would the clan in Umuofia view as a violation of cultural norms or values? Give a detailed explanation of your answer.

1. What does it mean to sacrifice?

2. Why are sacrifices necessary?

The Sacrifice of Isaac1 And it came to pass after these things, that God did prove Abraham, and said unto him: 'Abraham'; and he said: 'Here am I.' 2 And He said: 'Take now thy son, thine only son, whom thou lovest, even Isaac, and get thee into the land of Moriah; and offer him there for a burnt-offering upon one of the mountains which I will tell thee of.' 3 And Abraham rose early in the morning, and saddled his ass, and took two of his young men with him, and Isaac his son; and he cleaved the wood for the burnt-offering, and rose up, and went unto the place of which God had told him. 4 On the third day Abraham lifted up his eyes, and saw the place afar off.5 And Abraham said unto his young men: 'Abide ye here with the ass, and I and the lad will go yonder; and we will worship, and come back to you.'

6 And Abraham took the wood of the burnt-offering, and laid it upon Isaac his son; and he took in his hand the fire and the knife; and they went both of them together. 7 And Isaac spoke unto Abraham his father, and said: 'My father.' And he said: 'Here am I, my son.' And he said: 'Behold the fire and the wood; but where is the lamb for a burnt-offering?' 8 And Abraham said: 'God will provide Himself the lamb for a burnt-offering, my son.' So they went both of them together. 9 And they came to the place which God had told him of; and Abraham built the altar there, and laid the wood in order, and bound Isaac his son, and laid him on the altar, upon the wood. 10 And Abraham stretched forth his hand, and took the knife to slay his son. 11 And the angel of the LORD called unto him out of heaven, and said: 'Abraham, Abraham.' And he said: 'Here am I.'

12 And he said: 'Lay not thy hand upon the lad, neither do thou anything unto him; for now I know that thou art a God-fearing man, seeing thou hast not withheld thy son, thine only son, from Me.' 13 And Abraham lifted up his eyes, and looked, and behold behind him a ram caught in the thicket by his horns. And Abraham went and took the ram, and offered him up for a burnt-offering in the stead of his son. 14 And Abraham called the name of that place Adonai-jireh; as it is said to this day: 'In the mount where the LORD is seen.' 15 And the angel of the LORD called unto Abraham a second time out of heaven, 16 and said: 'By Myself have I sworn, saith the LORD, because thou hast done this thing, and hast not withheld thy son, thine only son, 17 that in blessing I will bless thee, and in multiplying I will multiply thy seed as the stars of the heaven, and as the sand which is upon the seashore; and thy seed shall possess the gate of his enemies; 18 and in thy seed shall all the nations of the earth be blessed; because thou hast hearkened to My voice.' 19 So Abraham returned unto his young men, and they rose up and went together to Beer-sheba; and Abraham dwelt at Beer-sheba.

FROM: http://www.mechon-mamre.org/e/et/et0122.htm I chose this passage not because I have a preference for this version of the story, but because it is accessible to read.

Questions for the Sacrifice of Isaac:

1. What does God tell Abraham to do? Why does God want him to do it? 2. What does Isaac ask his father about the sacrifice? Do you think Isaac understands his role in the sacrifice?3. What does the Angel say to Abraham about the sacrifice? And what does the Angel promise Abraham? 4. How are the sacrifice asked of Abraham and Okonkwo similar and how are they different?5. How is Isaac’s attitude/behavior different from Ikemefuna’s attitude/behavior? 6. How does Achebe transform the text of the sacrifice of Isaac to fit Things Fall Apart?

Prompt for Narrative letter:

Imagine you are Isaac or Nwoye (chose one). Write a letter to your father. Explain your thoughts and feelings on sacrifice. You can use information from both Things Fall Apart and The Sacrifice of Isaac to create your letter. For Nwoye, make sure to consider the Igbo community, culture, and its traditions.

Module 3

What do you think “the second coming” is referring to?

Vocabulary: Use context clues from the poem to define the following words. Then use a dictionary to check your definitions.

gyre:

anarchy

vex:

W.B. Yeats wrote this poem after watching the destructive behavior of humanity after WWI.

The Second Coming by William Butler Yeats Turning and turning in the widening gyre 1    The falcon cannot hear the falconer;     Things fall apart; the centre cannot hold;     Mere anarchy is loosed upon the world,     The blood-dimmed tide is loosed, and everywhere 5    The ceremony of innocence is drowned;     The best lack all conviction, while the worst     Are full of passionate intensity.     Surely some revelation is at hand;     Surely the Second Coming is at hand. 10    The Second Coming! Hardly are those words out     When a vast image out of Spiritus Mundi     Troubles my sight: a waste of desert sand;     A shape with lion body and the head of a man,     A gaze blank and pitiless as the sun, 15    Is moving its slow thighs, while all about it     Wind shadows of the indignant desert birds.     The darkness drops again but now I know     That twenty centuries of stony sleep     Were vexed to nightmare by a rocking cradle, 20    And what rough beast, its hour come round at last,     Slouches towards Bethlehem to be born?

Questions on “The Second Coming”

1. How do you respond to the final image in lines 13-22?

2. Why do you think the speaker says that “the best lack conviction” while the worst “are full of passionate intensity”?

3. What do you think is the “rough beast” in Yeats’ poem? What do you predict will happen when it is born?

4. What kind of mood does Yeats create in this poem?

5. Why did Achebe choose to title his novel with a phrase from this poem?

6. Yeats claims that “Mere anarchy is loosed upon the world”. Is the story of the sacrifice of Isaac an example or anarchy or order? Explain your answer.

Now, consider the sacrifice of Ikemefuna and its connection to Yeats’ poem. Is the story of the sacrifice of Ikemefuna an example of anarchy or order? Explain your answer using evidence from the text.

Module 4

What is a proverb?

Explain in your own words the following proverbs (What do they mean? When would you use them?:

1. Actions speak louder than words.

2. Beauty is in the eye of the beholder.

3. The grass is always greener on the other side of the fence.

4. No pain, no gain.

Make a list of proverbs you know. What do they mean and whey do you use them?

Why are proverbs important in Igbo society?

What do the following proverbs mean in TFA? Why does the speaker use the proverb?

“When the moon is shining the cripple becomes hungry for a walk”(10).

“A toad does not run in the daytime for nothing”(20).

“When a man says yes, his chi says yes also” (27).

*Students can add proverbs and their meanings/uses to their response journals.

Module 4

Chapters 8-101. What did Okonkwo do whenever he thought of his father’s weakness and failure?2. What did Okonkwo tell himself about his part in Ikemefuna’s death?3. What did Obierika tell Okonkwo about his part in Ikemefuna’s death?4. Describe the meeting to determine Obierika’s daughter’s bride price. What does this meeting tell you about family and the value of family in Igbo culture?5. It is the first time white men are mentioned in the novel. The Igbo men began discussing rumors about white men. Who did the men think the white men were? Who do you know the white men are? How is this example irony?6. Describe the relationship between Ekwefi and Ezinma.7. Describe Ekwefi’s difficulties in getting pregnant.8. What did the medicine man tell Okonkwo after the death of Ekwefi’s second child?9. Describe the burial of Ekwefi’s third child, and the reason for it.10. Explain the significance of Ezinma’s iyi-uwa.11. How did Okonkwo cure Ezinma’s iba illness?12. What was the purpose of the ceremony described in Chapter 10?

In chapter 8 to 10, we get some insight into Oknokwo and his family. What do you learn about Oknokwo’s relationship to his wife and children? How does that change your impression of him.

Chapters 11-131. What did Chielo want with Ezinma?2. What did Ekwefi do?3. What did Okonkwo do when Chielo took Ezinma?4. What was the purpose of the uri ceremony?5. What was the significance in the amount of wine the family brought?6. What happened at the end of the ceremony?7. Describe Ezeudu’s funeral.8. How did the author describe this man’s life? 9. What happened during the frenzy?10. What was the result of Okonkwo’s action? 11. What was the reason for the clan’s actions against Okonkwo?12. What did Obierika think about after this calamity, and what was his conclusion?

Consider the sacrifice of Isaac. How does the events of chapters 8 to 13 support or dispute the predictions you made about Oknokwo? How do these events connect to the allusion of the sacrifice from Bible in “Things Fall Apart?”

Gallery Walk with a Docent

Now that we have identified masculine and feminine, chunk the questions over chapters 8 to 13 into five and put the students in five groups. Each group is responsible for answering the questions for the class. They must use evidence to support their response and finally they have to make a prediction about what will happen to Okonkwo in his Mother's village and what will happen in Umuofia.

Students have the option of creating a visual aid, but it does not have to be required. 

Instead of having each group get up and present, use a gallery walk with a docent at each table. The docents are experts on their presentations. One person from each group volunteers to be the docent.  The other members of the group walk around to listen to the docent answer the questions with text-dependent evidence, and state the prediction on what could happen to Okonkwo.

Once the group has returned to their original table, they share their notes with the docent.  

Module 5

Chapter 14 to 19

1. Do you think Okonkwo wasted his life in exile? Why or why not?

2. In Mbanta, Okonkwo does not understand the Igbo proverb, “Mother is Supreme.” In what why does Okonkwo ignore or refuse to acknowledge the ‘feminine’ virtues in himself and others?

How does his failure to embrace his ‘feminine’ side create problems for him in his life?

3. What characteristics of Christianity do some of the Igbo people find appealing enough to convince them to covert? How does the arrival of Christianity threaten the survival of the clan

4. Okonkwo and other members of his community often blame their chi for their misfortunes. Why do people blame problems and misfortunes on outside factors to avoid personal responsibility?

5. What are some aspects of contemporary American society that people blame in order to avoid personal responsibility? Why?

6. Why do the men of village decide that the clan had no reason for ‘molesting’ the Christians? Was it a smart decision?

Protocols Whole Group Discussion

1. "I don't know" is not an answer. Go with "Let me figure it out" instead. 

2. No "pass"--when called on, you must give an answer.

3. Credibility comes from your ability to support your position with text-dependent evidence

4. Listen while someone is speaking. Raise your hand if you want to comment

5. Remember there are X number of students in this class of--give others a chance to speak.

6. It is not necessary to agree, it is necessary to respectfully disagree.

Module 6

Rhetoric in a persuasive speech: 1. Use a simple organizational pattern—be direct when possible.2. Know your audience—what are the needs of your audience? Why would they benefit from

adopting your position or taking an action?3. Use language and examples that prove/support your position. 4. Know your venue---where will you give the speech? Why is it the best location for your speech?

How can the location help you reach your audience?5. Know your own emotions—how do your emotions relate to the topic? Your audience?

Pass out slips to the class with the different speech prompts. Have the students sit with the other students who have the same prompts.

Each student writes his/her own speech from the perspective of the character.

Students give their speech to the other members of their group. The other members score the student on their speech.

The student in each group with the highest combined score gives his/her speech to the class.

Consider the concept of conversion. You are Mr. Kiaga. You and your new congregation have survived one month in the Evil Forest. You visit the village on Market day. Write a sermon you would give to the village to convince them to join your congregation in the evil forest. (Be prepared to give your sermon on Tuesday.)

Consider the concept of conversion. You are Okonkwo. Mr. Kiaga and his followers have come to the village on Market day after living in the Evil Forest for one month. Write a speech you would give to Mr. Kiaga and his congregation to convince them to abandon their new religion.

Consider the concept of conversion. You are Chielo, the priestess of Agbala, the Oracle of the Hill and Caves. Mr. Kiaga and his followers have come to the village on Market day after living in the Evil Forest for one month. Write a speech you would give to Mr. Kiaga and his congregation to convince them to abandon their new religion.

Consider the concept of conversion. You are Nwoye. Mr. Kiaga and his followers have come to the village on Market day after living in the Evil Forest for one month. Write a speech you would give to your village to convince them to accept the people who are chosen the new religion.

Peer Rubric4 3 2 1

Demonstrates understanding of the character giving the speech

The speaker spoke in a loud, clear voice and was expressive. S/he embodied the character’s physical and linguistic traits.

The speaker was loud and clear, but not very expressive. S/he acted like the character.

The speaker was hard to hear at times and not expressive. S/he attempted to show the character.

I could not hear or understand the speaker. No characterization

Connection to Audience

Effectively and ethically appeals to audience emotions (anger, fear, compassion, etc.) to achieve the persuasive goal. Vivid and emotive language effectively used to create imagery to engage audience emotionally.

Appeals to audience emotions (anger, fear, compassion, etc.) to achieve the persuasive goal. Creates some effective imagery through language.

Limited appeal to audience emotions to achieve the persuasive goal. Minimal use of imagery in language.

Fails to appeal to audience emotions. No attempt to use vivid or descriptive language to capture audience emotions.

Use of location of the speech (Market Day)

Uses the location to enhance speech; embraces the role of the market in the community

Uses the location to develop the speech.

Acknowledges the market as an important place in the community.

No mention of the location

Content The speech focused on one or two major issues and described those issues thoroughly.

The speech focused on one or two major issues, but did not fully explain them.

The speech focused on more than two issues and did not fully explain them.

The speech was unclear and did not explain any of the issues thoroughly.

Questions for Chapters 20 to 251. So, what was your immediate reaction to the end of the novel?

2. Why do you think Okonkwo kills himself? In the traditions of his community, what should happen to his body?

3. In your opinion, does Okonkwo have justification for killing the head messenger? Explain.

4. Why do you think the men of Umuofia choose not to fight even after Okonkwo kills the messenger? Who do you think is honoring the traditions of the community: Okonkwo or the other men of Umuofia? Explain and support with evidence from the text.

5. What is the colonial British view—as presented in Things Fall Apart—of Africans and their way of life?

Module 7

Danger of a Single Story

Pre-Viewing Questions: What do you wish that people really knew about your identity? What are some of the misconceptions that people have? Why do you think it is important for people to get a correct impression of your identity?

Viewing Questions: What is a single story?Why does Adichie consider it dangerous?What examples does she give to support her position? Why is important for an audience to get a different perspectives?

Follow up Questions:Review your answers to the first three questions. Do you think a single representation of you is undignified? Why does it matter?

Connection to TFA:Is TFA a single story? If so, how is it acceptable to limit the perspective? If not, how does Achebe create different perspectives of the same story?

How does the District Commissioner’s attitude represent the dangers of a single story (consider the title of his book, The Pacification of the Primitive Tribes of the Lower Niger).

Comparative Culture Activity:

Suggested Discussion: Put the last lines of Things Fall Apart on the board. "He had already chosen a title for his book, after much thought: The Pacification of the Primitive Tribes of the Lower Niger."Ask the students what does the title of the book mean. Possibly start by discussing the definition of the word "pacification." There are a variety of meanings for pacification. From context, students can define it as "to make them calm or compliant". Also discuss "primitive".

How do students define culture? How does their definition apply to the Igbo defined in TFA? Can they analyze culture from perspective that is different from their own?

Students define and list elements of culture discussed in previous lessons on cultural identity. We put the list of elements of culture on the board (this list may include):language

food

beliefs and values

religion

technology

innovation

artistic expression

entertainment 

relationships 

law and order

nature

tradition

I tell each group to pick two or three elements of culture they want to investigate. As they call out their choices I write their names next to the element.

Now I give them the assignment:

In your groups: Find at least one example of your two or three elements of culture in the Igbo culture as described in TFA. How do the presents of these examples demonstrate cultural significance? How is it different from western culture? How does this evidence prove or disprove the title of the Commissioner's book.

It is helpful for the students to create a visual aid or chart to help with the presentation.

They will present their findings to the class.

Module 8

MLA FormatEssay Format and Style: Academic writing often calls for an introduction, a body, and a conclusion.

Introduction: Usually one paragraph, it introduces the subject of the essay and includes a clear claim.Often, the claim is located at the end of the introduction.

Body:The body paragraphs of the essay explain the thesis ideas in detail, often using examples such as quotations or references to source texts. Topic sentences at the beginnings of the body paragraphs help to organize the essay and also serve as explanations of the thesis ideas. Use quotation marks and parenthetical in-text citations to cite information you obtain from sources.

Conclusion: this paragraph reiterates the thesis idea and brings the essay to a meaningful close.

MLA Format Quick Reference:1 inch margin on all sides12 point font (including header and page number)Double-space the entire paper (including identification information, works cited, and quotations)Heading (in MS Word: Click on Insert, Header, chose blank, go to page number and pick the third choice. type in your last name, press the space bar once, and close header toolbar)Identification information – name, teacher, class, day (double-spaced!)Date format (date month year – e.g. 7 July 2011)Title (center aligned—Do not use any punctuation, such as quotation marks or underlining, for your own title. Do not bold your title or put in extra lines between the title and the text.)Indent paragraphs ½ inchUse quotation marks “ ” for direct quotes (when you copy words from a text exactly)Works Cited page – title center aligned, alphabetized by authors’ last names, hanging indent

Academic Writing Reminders:

Audience & Purpose:College writing is generally directed towards a college-level reading audience. (You are not writing only for your instructor.)Your purpose for writing often depends upon the assignment. Sometimes you might 0be writing to inform the reader, other times to persuade the reader, etc. Be sure you know your purpose for writing before you begin a writing project.

Literary Analysis Topics for Things Fall Apart (Students can choose their topic.)

1. Colonial ideology assumed traditional societies are often thought to be free of internal conflicts about values, and to be fixed and essentially unchanged over time. What aspects of the society depicted in Things Fall Apart resist those assumptions?

2. Okonkwo’s self-worth is deeply tied into his need to establish and protect his masculine identity. Obierka is described as a “man who thought about things” (125). What are the primary attributes of Okonkwo’s views of masculinity, and how does his view compare to Obierka’s view of an Igbo man’s responsibilities?

3. An epic hero, like Odysseus (or Harry Potter), endures many trials and tests as s/he follows the hero’s journey to success. A tragic hero, like Romeo or Gatsby, also endures many trials and tests as s/he follows the hero’s journey to his/her death. Okonkwo is a hero. How does his life represent the hero’s journey?

4. One concept in the novel is the connection between an individual’s action and the communal fate of all. Okonkwo is told by the priest of the earth goddess, Ani, “The evil you have done can ruin the whole clan”(30). How do Okonkwo’s individual choices impact the whole clan?

5. Consider how Achebe develops the women in Things Fall Apart. How do the female characters impact the plot? Are they critical to the story or just flat characters that add background to the story? Does Achebe underplay the role of femininity and women in Things Fall Apart?

6. Proverbs and story telling play an important role in Igbo culture. How do proverbs and story telling define the characters in Things Fall Apart?

7. The village of Umuofia has a system of law and order. How does that system both punish and protect the people of the village? How does it compare with the system of law and order brought by the British?

8. Women “never saw the inside of the [egwugwu house]. No woman ever did. They scrubbed and painted the outside walls under the supervision of men. If they imagined what was inside, they kept their imagination to themselves. No waman ever asked questions about the most powerful and most secret cult in the clan” (89). Men and women have different social roles in Unuofia. Use this passage as a starting point to discuss the different roles of men in women in the community.

Follow this model of an outline for your literary analysis. The A, B, C, D, and E in the body paragraphs do not correspond to the number of sentences in a paragraph. The letters represent the appropriate information that must be contained in the paragraph. Also, you should have more than three body paragraphs. This outline is a model not the exact outline you will create for your essay.

I.       Interesting Title II.     Paragraph 1: Introduction (Use HATMAT)

A.    Hook—grab the attention of your audienceB.    AuthorC.    TitleD.   Main characters that will be discussed in your analysisE.    A short summary (two or three sentences at the most)F.    Thesis (answer to the prompt)

 III.    First Body Paragraph—2nd paragraph

A.    Topic sentence (How will this paragraph prove your thesis?)B.    Context for the quote

1.    Who says it?2.    What’s happening in the text when they say it?

C.    Quote from the text (cited appropriately in MLA Format)D.   Analysis of the quote: How does it prove your thesis?E.    Transition sentence (wrap up the paragraph to effectively transition to the next paragraph)

 IV. Second Body Paragraph—3rd paragraph

A.    Topic sentence (How will this paragraph prove your thesis?)B.    Context for the quote

1.    Who says it?2.    What’s happening in the text when they say it?

C.    Quote from the text (cited appropriately in MLA Format)D.   Analysis of the quote: How does it prove your thesis?E.    Transition sentence (wrap up the paragraph to effectively transition to the next paragraph)

 V.    Third Body Paragraph—4th paragraph

A.    Topic sentence (How will this paragraph prove your thesis?)B.    Context for the quote

1.    Who says it?2.    What’s happening in the text when they say it?

C.    Quote from the text (cited appropriately in MLA Format)D.   Analysis of the quote: How does it prove your thesis?E.    Transition sentence (wrap up the paragraph to effectively transition to the next paragraph)

 VI.             Conclusion (You do not necessarily have to follow this order, but include the following):

A.    Briefly summarize your argument.B.    How does your argument prove the thesis?C.    Show why the text is important in a greater literary contextUse the fill in the blank outline to organize your literary analysis. The outline is the structure

of your rough draft.

Module 9 Name of writer ________________________date_____________________period____

Name of editor/reviser_______________________________________________Revising a Literary Analysis

Revision Activity:1. Read your essay out loud to your partner. Next listen as your partner reads his/her essay.2. Exchange essays and read your partner’s essay silently.3. What is the thesis statement (claim) of his/her essay?

________________________________________________________________________

________________________________________________________________________

4. Does your partner’s essay clearly and adequately respond to the prompt? YES NOPlease explain your answer:

_______________________________________________________________________

________________________________________________________________________

5. Does your partner effectively support the thesis? YES NO

6. What textual evidence does s/he use to support the claim? Is there a clear connection to the claim?________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Are all the quotes in MLA format? If not, write the corrections on the essay.

7. Is there a clear connection between the evidence and the claim? YES NO

What suggestions can you make to improve his/her use of evidence? Write them on the essay next to the section that needs improvement.

8. Re-examine the paragraph structure of the essay. Are there run-ons and/or fragments sentence? Does s/he dump a quote into a paragraph? How can your partner improve their paragraph structure? Write suggestion directly on the essay. 9. Re-examine the word choice? Check for active verbs and repetitive vocabulary. Where can your partner make improvements? Check for academic voice. (Remember: no: I, me , my, you, your or us) Write suggestions directly on the essay.10. Identify any places where your partner gets off topic. How can s/he fix it? Give suggestions on the essay.11. Re-read the essay and make any additional editing marks—spelling, grammar etc. If you are not sure, mark it so your partner can check it.

Module 10Name______________________________________date_____________________________period___

_Things Fall Apart Blog Activity

Directions: Chose one of the prompts, use evidence from the text to help you write a blog. You will also read at least three other students blogs. Chose one of their blogs and write a critical response--make the counter claim. Blog must be about 500 words and the response should be around 250 words.

Assignment: Choose one of the following prompts:

1. The year is 2016, you live in the city of Port Harcourt, Nigeria, a port town in Igboland. You are the great-great-great –maybe even greater grandchild of _____(Choose one: Okonkwo, Cheilo, Mr. Kiaga, Obierika or The District Commissioner). Consider your family history; write a blog entry that explains your historical connection to the land and your perception of how the conflicts between the Igbo and the British shaped the future of Nigeria.

2. The year is 2016, the president of Nigeria just passed away. The country has a power vacuum, you are the great-great-great or even greater grandchild of Okonkwo. You are a strong leader within the Igbo community. The President’s death is as an opportunity to strengthen your (and the Igbo people’s) political position in Nigeria. Write a blog that explains your personal history and why you would be the best candidate to lead Nigeria.

3. The year is 2016, you are the great-great-great –maybe even greater grandchild of Cheilo. You believe the only way to preserve the Igbo language and culture is to return to the traditional beliefs and reject European religion and culture. Write a persuasive blog that outlines your plan for a return to tradition. Include your personal connection to tradition and Igbo culture.

4. The year is 1880ish, you are an invisible observer from the future. You arrive in southeastern Nigeria in time to witness the events beginning in chapter 21 to the end of the novel. You return to your time, write a blog that examines the conflict between the British and the Igbo paying close attention to issues of power and authority. Explain how you think the British and the Igbo could have better solved their conflicts.

5. The year is 2016, you are a cultural blogger who just finished reading Things Fall Apart by Chinua Achebe. Consider the conflict between the Igbo and the British. Where do you see similar conflicts in the world today? Write a blog entry that compares the conflict between the Igbo and the British with a contemporary conflict. Use evidence to support your position.

Name____________________________date_________________________________period_____

Objective: Students will use evidence from the text to determine if Okonkwo is a hero.

Protagonist: the main character of the story

Antagonist: the force that acts against the main character (may or may not be a person)

Hero: A hero possesses good qualities that enable him or her to triumph over an antagonist who is evil or bad in some way.

Tragic hero: (from Aristotle) a central character who is dignified or noble but possesses a defect (tragic flaw) that brings about or contributes to his or her downfall.

Cultural hero: a central character who represents the values of his or her culture.

Is Okonkwo a hero?

Heroic behaviorBeliefs: ideas OK values Behavior: what does he say? Deeds/Actions: what does he

do?

Not so heroic behaviorBeliefs: ideas OK values Behavior: what does he say? Deeds/Actions: what does he

do?

Is Okonkwo a hero? Use evidence from the text to support your answer.