LDC Argumentation Module Template – version 2 | © Literacy Design Collaborative, 2011 1

Gender Roles Point of View: Things Fall Apart Narrative Module

Module Title Gender Roles in Part One of Things Fall Apart

Module

description

(overview):

Gender roles can be defined as the behaviors and attitudes expected of male and female members of a society by that society.

Different cultures impose different expectations upon the men and women who live in that culture. Frequently, these prescribed

roles influence an individual’s beliefs, actions, and interactions with others. One’s gender sometimes influences the way he/she reacts

to a certain situation or circumstance. In the novel Things Fall Apart, Chinua Achebe tells the story of Oknonkwo, a renowned Ibo

warrior. The defined gender roles in the Ibo society cause significant pain for males and females. So, how do gender roles influence

one’s point of view? During this module, you will read Things Fall Apart, poems, news stories, magazine articles, blogs, and speeches

and watch a video to explore the influence of gender roles.

Template task

(include number,

type, level):

Task 27 Template (Narrative/Description L1, L2): [Insert essential question] After reading _____ (literature or informational texts)

about _____ (content), write a ________(narrative or substitute) from the perspective of _______ (content). L2 Use stylistic

devices (e.g. imagery, tone, humor, suspense) to develop a narrative effect in your work.

Teaching task:

Does gender influence a person’s point of view? After reading the first twelve chapters of Things Fall Apart and related texts (see

below), Write a narrative account from the perspective of one of the wives or daughters in the novel or from the perspective of one

of the male characters who struggles with the traditional roles. L2 Use stylistic devices (e.g. imagery, tone, suspense) to develop a

narrative effect in your work.

Grade(s)/Level: 10th grade

Discipline: (e.g.,

ELA, science,

history, other?)

English Language Arts

Course: English II

Author(s): Melissa Brown and Pam Shive

Contact

Information:

Melissa.brown@dpi.nc.gov; pam.shive@dpi.nc.gov

This PDF was created by DPI coaches, but this document is not sanctioned by the NCDPI. Also, if you would like a Word version of

this document, please contact your DPI coach.

2

Section 1: What Task?

TEACHING TASK

Background

to share with

students:

Gender roles can be defined as the behaviors and attitudes expected of male and female members of a society by that society. Different

cultures impose different expectations upon the men and women who live in that culture. Frequently, these prescribed roles influence an

individual’s beliefs, actions, and interactions with others. One’s gender sometimes influences the way he/she reacts to a certain situation or

circumstance. In the novel Things Fall Apart, Chinua Achebe tells the story of Oknonkwo, a renowned Ibo warrior. The defined gender

roles in the Ibo society cause significant pain for males and females. So, how do gender roles influence one’s point of view? During this

module, you will read Things Fall Apart, poems, news stories, magazine articles, blogs, and speeches to explore the influence of gender roles.

Teaching

task:

Does gender influence a person’s point of view? After reading literature and informational texts (see below), write a narrative account

which includes a beginning, middle, and end. Be sure to include well-chosen details which reflect the cultural gender role of the narrator.

Reading

texts: Please note: all outside reading selections should be approved by the appropriate district personnel.

CCSS Text Complexity: 9-10th Grade Flesch-Kincaid Goals:

Introduction Video http://www.learner.org/courses/worldlit/things-fall-apart/watch/ “Second Coming” by Yates

A Chat with Chinua Achebe (article) http://www.langaa-rpcig.net/+50-Years-After-Things-Fall-Apart-A+.html

Journal article – “Education of Gifted Students: A Civil Rights Issue?” http://www.questia.com/googleScholar.qst?docId=5001644121

“The Changing Role and Status of Women in China” http://1990institute.org/files/public/1990/ipaper/WomenChina-ip8.pdf

ABC news video & article “For Young Boys, Is Pink the New Blue?” http://abcnews.go.com/US/gender-roles-young-boys-pink-blue/story?id=14080844

“Changes in People’s Thoughts about Gender Stereotypes” http://genderstereotype.nomaki.jp/

Poem “To the Ladies” by Lady Mary Chudleigh http://www.poetryfoundation.org/poem/173199

Poem “Nameless Pain” by Elizabeth Drew Barstow Stoddard http://www.poetryfoundation.org/poem/182717

Poem “Taking the Hands” by Robert Bly http://www.poetryfoundation.org/poetrymagazine/browse/100/5#20588883

Extension

(optional:

could be a

speech, PPT,

creative

project):

Make a Mask - http://www.clarkhumanities.org/assignments2009/tfa_creative_fun.htm

Create a video – Student examples: http://www.youtube.com/watch?v=67GlO0Oh3cU. Student videos

http://wn.com/Things_Fall_Apart_video_project

WebQuest - https://sites.google.com/a/sbsdk12.org/things-fall-apart-webquest/

3

COMMON CORE STATE STANDARDS READING STANDARDS FOR NARRATION

“Built-in” Reading Standards “When Appropriate” Reading Standards (applicable in black)

2- Determine central ideas or themes of a text and analyze their development; summarize

the key supporting details and ideas.

1- Read closely to determine what the text says explicitly and to make logical inferences

from it; cite specific textual evidence when writing or speaking to support conclusions

drawn from the test.

5- Analyze the structure of texts, including how specific sentences, paragraphs, and larger

portions of the text (e.g., section, chapter, scene, or stanza) relate to each other and the

whole.

3- Analyze how and why individuals, events, and ideas develop and interact over the course

of a text.

6- Assess how point of view or purpose shapes the content and style of a text. 4- Interpret words and phrases as they are used in a text, including determining technical,

connotative, and figurative meanings, and analyze how specific word choices shape meaning

or tone.

7- Integrate and evaluate content presented in diverse formats and media, including visually

and quantitatively, as well as in words.

8- Delineate and evaluate the argument and specific claims in a text, including the validity of

the reasoning as well as the relevance and sufficiency of the evidence.

10- Read and comprehend complex literary and informational texts independently and

proficiently.

9- Analyze how two or more texts address similar themes or topics in order to build

knowledge or to compare the approaches the authors take.

WRITING STANDARDS FOR NARRATION

“Built-in” Writing Standards “When Appropriate” Writing Standards (applicable in black)

3- Write narratives to develop real or imagined experiences or events using effective

technique, well-chosen details, and well-structured event sequences.

1- Write arguments to support claims in an analysis of substantive topics or texts, using

valid reasoning and relevant and sufficient evidence.

4- Produce clear and coherent writing in which the development, organization, and style

are appropriate to task, purpose, and audience.

2- Write informative/explanatory texts to examine and convey complex ideas and

information clearly and accurately through the effective selection, organization, and analysis

of content.

5- Develop and strengthen writing as needed by planning, revising, editing,

rewriting, or trying a new approach.

6- Use technology, including the Internet, to produce and publish writing and

to interact and collaborate with others.

10- Write routinely over extended time frames (time for research, reflection, and

revision) and shorter time frames (a single sitting or a day or two) for a range of tasks,

purposes, and audience.

7- Conduct short as well as more sustained research projects based on focused questions,

demonstrating understanding of the subject under investigation.

8- Gather relevant information from multiple print and digital sources, assess the

credibility and accuracy of each source, and integrate the information while avoiding

plagiarism.

9- Draw evidence from literary or informational texts to support analysis, reflection, and

4

research.

CONTENT STANDARDS FROM STATE OR DISTRICT Standards

source:

NUMBER CONTENT STANDARDS

5

Section 2: What Skills?

SKILL DEFINITION

SKILLS CLUSTER 1: PREPARING FOR THE TASK

1. Task Engagement Ability to connect the task and new content to existing knowledge, skills, experiences, interests, and concerns.

2. Task analysis Ability to understand and explain the task’s prompt and rubric.

SKILLS CLUSTER 2: READING PROCESS

1. Active Reading Ability to identify the central point and main supporting elements of a

text.

2. Essential Vocabulary Ability to apply strategies for developing an understanding of

text(s) by locating words and phrases that identify key concepts and facts, or information.

3. Note-Taking Ability to read purposefully and select relevant information; to summarize

and/or paraphrase.

SKILLS CLUSTER 3: TRANSITION TO WRITING

1. Bridging Conversation Ability to begin linking reading results to writing task.

SKILLS CLUSTER 4: WRITING PROCESS

1. Controlling Idea Ability to establish a controlling idea and consolidate information

relevant to task.

2. Planning Ability to develop a line of thought and text structure appropriate to an

information/explanation task.

3. Development Ability to construct an initial draft with an emerging line of thought and

structure.

4. Revision Ability to refine text, including line of thought, language usage, and tone as

appropriate to audience and purpose.

5. Editing Ability to proofread and format a piece to make it more effective.

6. Completion Ability to submit final piece that meets expectations.

6

Section 3: What Instruction?

Pacing Skill and Definition Mini-Task: Product and

Prompt

Scoring (meets expectations) Instructional Strategies

SKILLS CLUSTER 1: PREPARING FOR THE TASK

Day 1 1. Task Engagement

Ability to connect the

task and new content to

existing knowledge,

skills, experiences,

interests, and concerns.

1. Students will complete an

anticipation guide (see below).

1. Complete the guide.

1 Students complete the guide individually. After students

finish, the teacher can choose a few questions to highlight and

have a class discussion. Have students stand if they agree or

disagree on certain questions. Discuss.

2. Students will watch a video

which introduces the world of

the Igbo, whose civilization is

threatened by the colonial

advances of the British into their

lands in Nigeria.

2. Complete the viewing guide. 2. Students complete the viewing guide individually. At the

conclusion of the video and after they have completed the

guide, have a whole-class discussion.

Day 2 2. Task Analysis

Ability to understand

and explain the task’s

prompt and rubric.

1. Quick write and class

discussion about prompt.

1. Not scored.

1. Students, seated in pairs, construct a statement about what

they think they will have to learn in order to write the narrative

account. Each pair then shares with another pair in the class to

begin a class discussion. Finally, ask for pairs to volunteer to

share their thoughts and their plans on how to tackle this

prompt.

2. Explore and analyze a

narrative account inspired by

another writing.

(See materials, references &

support below)

2. Meets expectations if students

can identify narrative structure

and literary techniques in the

sample.

2. Students annotate the sample writing.

3. Explore the narrative rubric. 3. Meets expectations if each

group can apply an assigned rubric

component to sample narrative

account.

3. Place students in seven groups – one group for each feature

of the rubric. Each group will analyze an editorial using one of

the seven components. Students will grade the paper and then

present to the rest of the class to explain what they did and

what they discovered about that piece of the rubric.

7

Day 2-6 1. Active Reading

Ability to identify the

central point and main

supporting elements of

a text.

Students use guided reading

questions and graphic organizers

to aid in their understanding of

the novel. (See materials,

references & support below).

Students will also participate in

other reading strategies as the

teacher see fits. (See

Instructional Strategies Column.)

Meets expectations if students can

verbalize reasoning for completed

questions and graphic organizers.

Meets expectations if students

participate in the class reading

strategies.

Model for students how to annotate with the first selection, or

first part of selection. Students can share annotations with one

another. In addition, here are some processing activities to use

while reading the selections in this unit.

Suggested Reading Activities:

Title Predictions

Before reading, or after reading just a few sentences, have

students predict the main argument of the article (not just what

the article will be about). Use a sentence cue like “I’ll bet the

author believes…because…” Allow students to share with pairs

and then share with class.

Stump the Teacher

As the class reads as a whole group, students create questions

to stump the teacher. Decide how many questions each student

should create and at what points in the text are appropriate

stopping points.

5-Word Summaries

After reading a section of text, asks pairs to summarize the in

five words. By limiting the number of words, students are

forced to focus on just the essentials.

Context Clues

Students highlight difficult words as the class (or pairs or teams)

read. Students raise hands as they come across a word they do

not understand. Classmates help by pointing out context clues

and other cues that give the word some meaning. The class

decides on an alternative synonym for the word in the text.

Traveling Questions

Students are seated in purposeful teams of four as the class

reads a selection. At appropriate stopping points in the text,

stop the reading and ask groups to decide on a word, a passage,

a symbol, or other element of the text in which the group is

confused. At the teacher’s prompt, one person from each team

travels to the next team to get help with the question. After a

few moments, the traveling teammate returns to discuss the

answer. If questions remain, discuss as a class.

8

Day 2-6 2. Essential Vocabulary

Ability to apply

strategies for developing

an understanding of

text(s) by locating

words and phrases that

identify key concepts

and facts, or

information.

Students will complete the

vocabulary organizer (see

below).

Meets expectations if the

organizer is complete, and if the

students participate in the

vocabulary activities.

Use the graphic organizer for both Tier 2 and Tier 3 vocabulary.

Ten of the 20 words can be dictated by the teacher as essential

for the whole class; the other Ten of 20 words can be student

chosen.

The ten class/common words need to be taught and processed

in stages for students to learn and acquire the terms. Please

choose two or more of the strategies below to help students.

Suggested Vocabulary Activities:

Frayer Maps & Pass-A-Problem

Have students in pairs complete a Frayer Map of one word.

Give each pair a sticky note to cover the word in the center.

Then, pairs pass the words to other pairs to quiz them.

Corners

With an LCD display, display the vocabulary word and four

possible definitions (one correct, three incorrect). Students

travel to the corner they think is the best definition. Reveal the

best definition and allow for class discussion.

Connotation Continuum

On white board in front of the class, draw a double-arrowed

line – positive on one end, negative on the other. Pass out the

vocabulary terms on strips to pairs or groups of students. Each

pair/group comes to the whiteboard and places the word

somewhere on the continuum. Make sure each pair/group

justifies their placement.

Meaningful Sentences

Assign each team (3 or 4 members) a word from the common

class list. Each team creates a sentence to help define and set

the context for that word. Teams write a sentence with the

vocabulary word boxed and two context clues underlined.

Example:

As his friends became wealthy, the young man’s

grew so much that he was willing to commit crimes just to

acquire more money.

avarice

9

Day 2-6 3. Note-Taking

Ability to read

purposefully and select

relevant information; to

summarize

and/or paraphrase.

Students will complete a guided

reading form and/or graphic

organizers for each selection

(see MATERIALS, REFERENCES

AND SUPPORTS below).

Meets expectations if the reading

form and/or the organizer is

complete with evidence from the

text.

The guided reading form and/or graphic organizer can be

completed in various ways during the unit. During the first

reading, the teacher can model how the form and/or organizer

works and complete it as a class. The readings should be

completed in various settings. For example, students can read

the text individually, in pairs, in groups, or listening to a whole-

class presentation. Vary the setting to allow the reading to

remain effective.

Day 7 1. Bridging

Conversation

Ability to transition

from reading or

researching to the

writing task.

Students complete the graphic

organizer to draw conclusions

about the Ibo notion of gender.

Expectations are met if the graphic

organizer is completed with

relevant details and inferences

from the text.

Students work in small groups to complete the graphic

organizer. After completing the work, the students post the

graphic organizer in a designated location in the classroom.

Students then participate in a gallery walk to view their

classmates’ completed organizers. The teachers relate the

completed graphic organizer to the writing task and reminds

students of the sample narrative account they read on Day 2.

Day 7 Controlling Idea

Ability to establish a

controlling idea and

consolidate

information relevant to

task.

Students will choose a character

from whose point of view they

wish to compose the narrative.

They will complete the character

wheel on the chosen character

in order to gain insight for their

narrative account.

Expectations are met if the

character wheel contains relevant

information.

Teacher will model the process by completing the character

wheel on the character of Okonkwo.

Day 7-9 Planning

Ability to develop a

line of thought and

text structure

appropriate to an

informational/

explanation task.

Students will complete the

narrative graphic organizer.

Examples:

http://www.creativewriting-

prompts.com/support-

files/personalnarrativegraphic

organizer1.pdf

or

http://www.scribd.com/doc/37

583175/Personal-Narrative-

Pre-Writing-Graphic-

Organizer

Expectations are met if student

includes relevant details from the

text.

Teacher circulates and provides individual feedback.

10

Day 7-9 Development

Ability to construct an

initial draft with an

emerging line of

thought and structure.

Students will write an initial draft

complete with opening,

development, and closing

Expectations are met if students

create a narrative with a clear

opening, development, and closing.

Teacher shares the sample of the narrative from Okonkwo’s

perspective. (See below)

Day 7-9 Revision

Ability to refine text,

including line of

thought, language

usage, and tone as

appropriate to

audience and purpose.

Students will refine narrative by

adding well-chosen details which

reflect the cultural gender role

of the narrator.

Meets expectations if

Provides complete draft

with all parts.

Improves earlier edition.

Teacher conferences with individual students to provide useful

feedback that balances support for strengths and clarity about

weaknesses.

Assign students to provide each other with feedback on those

issues.

Day 9-10 Editing

Ability to proofread

and format a piece to

make it more effective.

Students will revise draft to have

strong command of Standard

English usage and mechanics of

writing

Adjust formatting as needed to

provide clear, appealing text.

Meets expectation if

Draft is free from

distracting surface errors.

Uses format that

supports purpose.

Provide mini-lessons on selected skills based on student as

evidenced by initial assessment of their drafts and teacher

observations.

Have students create a list of their most common writing

errors.

Teach a short list of proofreading marks.

Assign students to proofread each other’s texts a second time.

Day 11 Completion

Ability to submit final

piece that meets

expectations.

Students turn in complete set of

drafts, plus the final version of

the piece.

Fits the “Meets Expectations”

category in the rubric for the

teaching task.

Teacher scores and provides feedback.

11

TEACHING TASK RUBRIC (NARRATION)

Scoring Elements

Not Yet Approaches Expectations Meets Expectations Advanced

1 1.5 2 2.5 3 3.5 4

Focus Attempts to address prompt, but

lacks focus or is off-task. Addresses prompt appropriately,

but with a weak or uneven focus. Addresses prompt appropriately and

maintains a clear, steady focus.

Addresses all aspects of prompt appropriately and maintains a strongly

developed focus.

Controlling

Idea

Attempts to establish a theme or storyline, but lacks a clear or

sustained purpose.

Establishes a theme or storyline, but purpose is weak, with some lapses

in coherence.

Establishes a theme or storyline, with a well-developed purpose carried

through the narrative.

Establishes a compelling theme or storyline,

with a well-developed purpose carried

through the narrative through skillful use of

narrative techniques.

Reading/

Research

Directly restates information from reading materials,

interviews, and/ or visual

materials; uses materials

inaccurately, OR information

from source materials is

irrelevant for the purpose at

hand.

Uses reading materials, interviews, and/or visual materials with minor

lapses in cohesion, accuracy or

relevance.

Accurately integrates reading material, interviews, and/or visual

material to authenticate the

narrative.

Accurately and seamlessly integrates reading

material, interviews, and/or visual material to

authenticate the narrative.

Development

Descriptions of experiences, individuals, and/or events are

overly simplified or lack details.

L2 Attempts to use stylistic

devices (e.g., imagery, tone,

humor, suspense) but devices are

used awkwardly or do not serve

the purpose of the narrative.

Develops experiences, individuals, and/or events with some detail but

sense of time, place, or character

remains at the surface level. L2 Uses

appropriate stylistic devices (e.g.,

imagery, tone, humor, suspense)

unevenly.

Develops experiences, individuals, and/or events with sufficient detail to

add depth and complexity to the

sense of time, place, or character. L2

Uses appropriate stylistic devices

(e.g., imagery, tone, humor,

suspense) to support the purpose of

the narrative.

Elaborates on experiences, individuals, and/or events with comprehensive detail to

add depth and complexity to the sense of

time, place, or character. L2 Skillfully

integrates appropriate stylistic devices (e.g.

imagery, tone, humor, suspense) to support

the purpose of the narrative.

Organization Attempts to use a narrative

structure; composition is

disconnected or rambling.

Applies a narrative structure

(chronological or descriptive), with

some lapses in coherence or

awkward use of the organizational

structure.

Applies a narrative structure

(chronological or descriptive)

appropriate to the purpose, task, and

audience; storyline clearly conveys

the theme or purpose

Applies a complex narrative structure

(chronological or descriptive) appropriate to

the purpose, task and audience. that

enhances communication of theme or

purpose and keeps the reader engaged

Conventions Lacks control of grammar, usage, and mechanics; little or ineffective

use of transitions.

Demonstrates an uneven command

of standard English; inconsistently

uses transitions between sentences

and paragraphs to connect ideas.

Demonstrates a command of

standard English conventions with few errors; consistently uses

transitions between sentences and

paragraphs to connect ideas.

Provides bibliography or works

consulted when prompted.

Demonstrates a well-developed command of

standard English conventions; effectively uses

transitions between sentences and

paragraphs to connect ideas. Provides

bibliography or works consulted when

prompted.

Content

Understanding

Attempts to include disciplinary content, but understanding of

content is weak; content is

irrelevant, inappropriate, or

inaccurate.

Briefly notes disciplinary content relevant to the prompt; shows basic

or uneven understanding of

content; minor errors in

explanations.

Accurately presents disciplinary content relevant to the prompt with

sufficient explanations that

demonstrate understanding.

Integrates relevant and accurate disciplinary content with thorough explanations that

demonstrate in-depth understanding.

12

Feedback Sheet Student _______________________________________ Date _______________________________________

Element Score Notes

Focus

Controlling

Idea

Reading/

Research

Development

Organization

Conventions

Content

Understanding

Total

Average

Overall Performance Level

13

MATERIALS, REFERENCES AND SUPPORTS (ADD BELOW)

FOR TEACHERS FOR STUDENTS

Discussion questions, etc.

http://www.webenglishteacher.com/achebe.html

Sample Narrative Essays

http://www.thewritesource.com/studentmodels/wi-defarge.htm

http://www.thewritesource.com/studentmodels/wi-baby.htm

http://www.thewritesource.com/studentmodels/wi-

casablanca.htm

Vocabulary Log

Introduction Video Listening Guide

Anticipation Guide

Theme Graphic Organizer

Conclusions Graphic Organizers

Character Analysis Wheel

Close reading graphic organizer

Revision Checklist

Editing Checklist

14

Introduction Video for Things Fall Apart Video, a listening guide

Name_______________________________________

Block___________ Date __________

Please complete the listening guide as you watch the video. The guide follows the video chronologically.

1. Things Fall Apart centers around __________________________culture.

2. Salie says, "The publication of Things Fall Apart was kind of a watershed moment in African Literature and Achebe has been called the

father of modern African writing because he sort of opened the door for Africans to reclaim their past and their traditions and tell their

own story in their own way." At the end of the video, please answer the following question: Why is this reclaiming of African pasts

important?

3. Details about Igbo:

4. Details about the main character Okonkwo:

5. Details about Unoka, the failure father of Okonkwo:

6. Salie says, "Achebe wanted to learn about his own past through his own people. He wanted to reflect the stories of his people, without a

white messenger." What does this mean?

7. Tensions with traditional life develop in the book. ". . . disease spreads in the village and an oracle decrees that someone is at fault and

must be sacrificed. The choice falls upon a character named _____________________, who is an adopted son within Okonkwo's own

family.

8. Why is Okonkwo exiled into his mother's homeland?

9. Important parts of the context of the book: THE INTRUSION

15

1. European Powers

Damrosch says, "Nigeria, like other West African countries, was a product of the colonial scramble for _____________."

2. Christian Missions

10. "Another important part of the context is that for rather longer, in West Africa, ________________ missions from Europe had been

coming in, in much of Igbo Land, they were predominantly Catholic missions. To build schools and churches, sometimes hospitals. To be

a center for both conversion and also worship."

11. When Okonkwo returns to his own village, what has changed?

12. Appiah says, "This is not a novel about the badness of Christianity. It's a novel about the complexity of that situation. About the good

things and the bad things. Clearly, in Igbo Land, when _________________ arrives, it improves the situation, of poor people. It

improves the situation of women. And these are all things that obviously Achebe values.

13. Damrosch says, "Within a few years after its publication in 1958, the novel became known in the United States in the '60's at the time of

the rising of the __________________________________ of a lot of renewed interest in African roots and heritage on the part of

African Americans, and a very general interest in African culture, in the United States.

*Please remember to go back and answer #2

16

Name:________________________ Period/Core:_________

Vocabulary Term Definition (in own terms) Visual

1.

2.

3.

4.

5.

6.

7.

17

8.

9.

10.

18

Vocabulary Term Definition (in own terms) Visual

11.

12.

13.

14.

15.

16.

17.

19

18.

19.

20.

20

Name:________________________ Period/Core:_________

Anticipation Guide

Agree Statement Disagree

All people are created equal.

A woman is intuitive about the health of her child.

Men should be involved in childrearing.

Experiences of people impact their values.

Women have just has many privileges as men.

When a man cries, it shows that he is weak.

People can change the culture of others.

Ignoring problems is an effective way to deal with them.

New and innovative ways are better than traditions.

21

People should seek what is best for others rather than for

self.

Relationships are messy.

Justice is more important than mercy.

Religious values dictate everything.

No one has the right to impose his or her beliefs on

another.

22

Theme Graphic Organizer Name:________________________ Period/Core:_________

Big Idea or Topic:

What characters SAY or DO to demonstrate

Theme

23

Conclusions about the Ibo notion of GENDER

Name:________________________ Period/Core:_________

Page/paragraph:

What I know for sure from the text:

What else I figured out from the text:

Connections I made :

24

Character Analysis Wheel

25

Name:________________________ Period/Core:_________

Gender Roles: Close Reading

Title/Author (MLA)

Support

How would the

author answer the

question: Does

gender influence a

person’s point of

view?

What evidence in

the text shows the

perspective of one

of the wives or

daughters OR one

of the male

characters who

struggles with the

traditional roles?

Writer’s Craft What attitude does

the author have

toward the subject

matter of gender

roles (tone)?

26

How does the

author combine

the features of

writing to create a

distinctive style?

How do the

author’s word

choices affect the

text?

What is the effect

of the literary

devices, including

figurative language?

27

Choose a Name: Choose 3 adjectives to describe your character’s personality:

Describe his or her appearance:

Create three actions that would exemplify/demonstrate the character traits you chose for your character:

Record three thoughts your character could have that coincide/match with the character traits you chose:

Created by Melissa Brown, June 2012

Develop a Character Name:_______________________________ Period/Core:_________

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Revision Checklist Name:________________________ Period/Core:_________

Revision Checklist

Idea and Argument Development

The writing stays on topic throughout the paper. All ideas fit within the topic.

All ideas in each paragraph relate to one another.

No stray ideas or arguments can be found within the paper.

The arguments presented are strong and clear.

Organization

The introduction grabs the reader, sets up the argument, and clarifies what to expect.

The supporting paragraphs each tackle one main argument and counter arguments.

The conclusion is satisfying and strengthens the paper.

Each paragraph has a clear topic sentence.

Voice, Fluency, Word Choice

Sentences flow from one to another.

Sentence length varies throughout the paper.

The voice of the paper sounds authoritative, without sounding argumentative.

All words fit within the paper.

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Name:________________________ Period/Core:_________

Editing Checklist

Grammar, Language, Usage, and Mechanics

All words are spelled correctly (including confusing words like affective and effective).

Homonyms are spelled correctly (they’re/their/there, your/you’re, to/too/two).

Commas are used correctly in each sentence (while reading, give a long pause to check).

Each sentence ends with appropriate punctuation (avoid overuse of exclamation marks).

Semi-Colons and Colons are used correctly.

Overly used adjectives and adverbs are avoided (very, it)

Each paragraph is indented.

Sentences do not start with “it”.