Sophomore Honors English

Things Fall Apart

6 7 8 9 10
Storyteller & Family & Social
POETRY POETRY WRAP UP Society Mobility
POETRY READING DAY
TFA Introduction p. 3-15 Introduce Essay
Cultural Perceptions Assignment
HW: p. 16-35 HW: p. 36-74
13 14 15 16 17
Relationships & Gender Perceptions Generational AKV Rotation 3 NO SCHOOL
Gender Roles Differences Reading Notes
AKV Rotation 1 AKV Rotation 2 Set 1 Due
Writing Plan Due (4 Readings)
HW: 74-94 HW: p. 95-109 HW: 110-125 HW: 129-183
20 21 22 23 24
NO SCHOOL Reading Notes READING DAY
Set 2 Due p. 198-209 Final Essay Due
(3 Readings)

Rough Draft Due

HW: 184-197

As a class, we will explore this novel through a number of avenues, including an entire week dedicated to
an activity rotation that will appeal to your 5 senses. Acting as something of an independent study, this
rotation will invite you to embed yourself into the readings and the culture that surrounds them. This unit
will also develop your literary analysis skills by way of a traditional rhetorical analysis essay. As this is a
significant focus in AP English classes, this is most definitely a skill that you will take with you into your
Junior year and beyond!

Assignments in this unit include:

Audio presentation of a cultural tradition in your life
Visual depiction of a notable scene from the novel
Physical reconstruction/representation of a significant location, character or motif from the novel
Final Compilation in VoiceThread (or similar)
Writing Plan
Reading Notes (pt. 1, 2 & 3)
Final Essay

Reading Notes

For EACH NIGHT of reading, you will comment on or ask a question about a selection from the reading
passage. Try to answer your own questions and/or explain WHY the selection stands out to you. Your
reading notes should:
Cite a MINIMUM of 2 selections from the reading that give you some insight about a character
or group of characters
Respond with a question/comment that is about 2-3 sentences PER CITATION (see below)
Be handwritten at the exact time that you read; treat it like a conversation with the book/author
Your reading notes will be collected at the end of part 1 and part 2 of the novel. This process will teach
you how to read effectively, and prepare for a literary analysis essay efficiently.

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 Your reading notes will follow the format, and contain all of the elements shown below:

Characterization Question, Comment or Note

Quoted Text that demonstrates the development
of a character. Character development may be
something a specific character does or says, or it
may be something surrounding a class of
characters (i.e. children or elders) that leads you
to understand something about the culture
presented.
(PAGE #)
Ask a question, make a comment, or take a note
that will help you to clarify a point in your
essay. Treat this like a conversation with Chinua
Achebe himself. Direct your comments toward
the culture, tradition, and specific approach that
Achebe is taking to teach us as his readers.

Choices the Author Makes
Specify a particular phrasing choice or word
choice that Achebe makes that enhances your
understanding of the culture.
(PAGE #)
Use the glossary in the back of the book to guide
your exploration of Achebes diction choices.
Direct your exploration of words and phrases
toward an understanding of the culture being
presented.

Discussion Guidelines

On several occasions, we will be discussing the readings as a large group. On the days of these large-group discussions, I
will be providing you with only a very broad discussion topic. This discussion topic will align with the focus points listed
on the reading calendar. During the discussions, you and your classmates will be expected to:
Lead a conversation by asking questions, making remarks and/or drawing inferences about the previous nights
reading.
Track the discussion and respond to comments & questions on a half sheet of paper (to be turned in)
It will be your responsibility to clarify confusion, as well as to properly prepare yourself for the unit essay in these
conversations. Active participation is required in these discussions.

Writing Plan Due Wednesday, February 15

Your writing plan will act as a topic proposal, and general organizer for your essay. You will select one of the writing
topics on the next page by Wednesday, February 15. You are welcome to submit this proposal earlier, and I will work
with you on establishing a direction for your writing. Dont concern yourself too heavily with deep specifics. Select a
topic that interests you, and that you feel you can stand behind for the duration of the essay. Your writing plan will consist
of the following elements:
50-100 words that explain the reasoning behind your topic selection (this may be in 1st person)
1. Identify the topic you are choosing
2. Provide 2-3 reasons why this topic stood out to you
In list format, 2-3 examples from your reading notes that apply to your topic (these can be in the form of direct or
indirect citations) and could potentially act as support. Use at least one sentence to explain how this applies to
your topic (this should already be in your reading notes in some shape or form).
1. Start with the example you believe to be weakest
2. End with the example you believe to be strongest

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Things Fall Apart
Lesson 1: Father/Son Fate Determination

Essential Question: Given a novel whose theme reflects the question, discussion opportunities and several external
written resources, the students will explore the question of whether the status of the father determines the fate of
the son.

Goals:
1. Using evidence from the reading, students will draft a preliminary written opinion on the issue of whether a
fathers status determines his sons status.
2. Acting as a member of a team, students will work together to utilize textual evidence, prior knowledge, and
opponent arguments to orally develop a stance on the issue.
3. With minimal guidance, students will verbally contextualize their findings into the general theme of the novel, as
well as in a real-world application for contemporary society.
4. Taking all of the discussion points into consideration, the students will draft a thoughtful thesis paragraph that
synthesizes these ideas into a well-supported opinion on the issue.

Methodology:
It is assumed that students will come to class with the following:
Reading of Chapter 1, including
1. Guided Preview
2. Silent Reading notes
3. Brief Reflection/Summary

Lead-In Journal (05:00): Define, using your own words, SOCIAL MOBILITY
Class Discussion (05:00): Some students will discuss their definitions, others will agree/disagree
Presentation of Unit Question (03:00)
On Reflection/Notes, students will expand by answering to the best of their ability the unit question
Class Debate (15:00): Students will move to a side of the room that represents their side of the issue.
Assign roles:
a. 2 Speakers Deliver the argument of their team
b. 2-3 Messengers Scribe the message in a succinct, relevant manner
c. 2-3 Fact Checkers Verify information relevancy and accuracy
d. 2-5 Clerks Research argument points and discover evidence to support
(Jobs and/or sides may be swapped at any time BETWEEN ARGUMENTS)
(All students should be tracking the discussion and preparing for their own written response)
Writing (05:00, TBC at home): In a well-composed 7-13+ sentence PARAGRAPH, synthesize the reading and the
discussion points to create a supported opinion on whether the status of the father determines the fate of the son.
This draft is meant to be continued, expanded, modified and revised throughout the course of the unit.

Further Extensions and Modifications:

- Students may be given a graphic organizer to assist with comprehension of the reading.
- Individual guidance through said graphic organizer would confirm comprehension of key points and topics
necessary to participate in the discussion that follows.
- Audio recordings can be made available for review and assistance with writing assignments of this nature.
Realizing the speed with which discussions can often move, students may be given more time on a reflective
writing assignment in order to review these audio recordings of the discussions. On an assignment of this type,
ALL STUDENTS would be given the opportunity to review and revise following the initial evaluation of their
writing assignment.

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 Things Fall Apart Writing Assignment

Prompt: Choose one of the options below.

1. Evaluate the role of women in the Igbo society as Achebe portrays it. Navigate the complexities and/or
contradictions that arise in various situations throughout the story. What impressions do these give us
about the role of women in this culture? Does this change with the arrival of European influences?

2. Consider the Igbo journey to manhood as it is portrayed in Things Fall Apart. What does the ideal man look
like in this society? There may be multiple answers to this question, consider any/all perspectives that
impact your answer. Also, consider the changes this may or may not undergo with the arrival of European
influences.

3. Examine the role of various age groups in the Igbo society (i.e. Children, Elders, Adults) as it is portrayed by
Chinua Achebe. Where would a person of your age fit? Why? What does the relationship between age
groups show us about this culture?

The final copy of the essay must be 750-1000 words in length (about 3-4 pages). Use the guidelines below when
writing your essay.

1. Introduction: (30 points)

Begin your first sentence by introducing authors, titles, and topic

Transitional idea, brief context, and necessary background information relevant to thesis/argument
Thesis Statement: Your thesis statement should restate the topic of the paper and preview main points that will
be used for development. The thesis should guide your argument.

2. Body Paragraphs: (40 points)

You will need 3-4 body paragraphs. Each body paragraph will need to provide two quotes/passages from the
text roughly using the IDEA format as support for the argument being made. (You may introduce both quotes
in the same sentence, or you may go through the IDEA process twice. Choose the best option for your
paragraph). Each source does not need to be referenced in each paragraph, but each source must be
referenced at least once throughout the essay.

Topic Sentence: This should have the topic of whatever quotes you are providing in the paragraph.
Make sure it relates to your thesis statement.
Introduce: Provide a context for your quote. Do not rely on quotations to tell your story for you. It is
your responsibility to provide your reader with a context for the quotation. The context should set the
basic scene for when, possibly where, and under what circumstances the quotation was spoken or
written.
Document: This is where you insert the quotation. Tell your reader who is speaking the quote, and
dont forget to cite the author and page number for the source. Avoid getting into the "he/she said"
attribution rut! There are many other ways to attribute quotes besides this construction. [Ex: After a
long hard look at the proles, Winston concludes that (Orwell 34). ]
Explain: In your own words, what is this source trying to say?
Analyze: Once you've inserted your quotation, along with its context and attribution, don't stop!
Explain how the quote supports the Topic Sentence and relates to the thesis statement (this part
includes your explanation for the purpose of including this source). Follow the 1 to 2 rule: For every
sentence of quoted material, include two sentences of original material.
Wrap up the paragraph and transition to the next paragraph.

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3. Conclusion: (10 Points)

Rephrase your thesis statement. REPHRASEnot rewrite. State your thesis again, but differently.
Move into a brief general discussion on the perspective you have taken and its importance in our lives in
general.
Clincher: This is your last impression to the reader and should relate back to the attention-getter.

Writing Tips:
Do not use second person (YOU, YOUR).
Absolutely do not use first person (I, me, my). Do not use I think, In my opinion, and so on.
Proofread for spelling, commas, comma splices, run-ons, etc. -1 point for EVERY error,.
Make sure that all sentences flow into each other (transition). Think about the idea of the beginning of a
sentence having something from the previous statement, and the second part of a sentence having something
new to progress the idea. It cant always be done, but you should try as often as possible.
Make sure you use page numbers.
DO NOT. Let me repeat, DO NOT begin body paragraphs with such words and phrases as first, second,
third, to begin with, next. These are lame ways to transition. You may want to use, not overuse, Another
example of is
Along with the above, DO NOT start your conclusion paragraph with In conclusion or To summarize or any
other phrase that has been overused. Just write the conclusion. Readers will know you are concluding if you
have transitioned well.

Formatting Requirements:
Paper must be typed.
Times New Roman 12-Point font should be used.
Use 1 inch margins.
Header should be on the top of the first page only and single-spaced.
The paper should be double-spaced (except for your header).

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 Things Fall Apart MultiMedia Compare and Contrast Project
Sophomore English Honors

This is a predominantly in-class assignment that will help you to better understand the character development that
Achebe utilizes throughout the novel.
To successfully complete this project, you will need:
1. to be at school Tuesday-Thursday. Make-up time for individual components will not be given in class.
2. an audio-recording device (this may be your cell phone) that can connect and upload via a common USB port
3. a series of real photographs of yourself/life that represent your story
4. 2 favorite songs that can be uploaded to a school computer
5. internet access away from school and on the weekend
6. access to the following websites: www.voicethread.com www.edmodo.com
7. An Edmodo account AND a VoiceThread account (both free)

This project will be completed away from school over the long weekend. Over the weekend (Fri-Mon) you will:
Upload and submit your VoiceThread to the EdModo Site BY 3PM ON FRIDAY, FEBRUARY 17
Comment on 3 VoiceThreads, other than your own BY 11:59PM ON SUNDAY, FEBRUARY 19
Respond to at least 2 additional comments, other than your own BY 11:59 ON MONDAY, FEBRUARY 20

Stations are explained in detail on the reverse side.

To Use VoiceThread:
1. Go to www.voicethread.com
2. Click on Sign In or Register in the upper right hand corner
3. Click register on the left side
4. Fill out the form and click Register
5. Click Browse at the top, and select Whats a VoiceThread? for a tutorial
6. Otherwise, click Create at the top, and use the tools along the left side to create your thread
7. All of your components should be uploaded from My Computer
So be sure to save them at an accessible place!

Stations Include (Check these off once you have completed them):
Date Completed

MUSIC _____________

VISUAL _____________

STORYTELLING _____________

YOU WILL NOT RECEIVE LAB TIME AFTER THURSDAY, FEBRUARY 16!

Completing the At-Home Components:

1. Go to www.edmodo.com
2. Select I am a Student
3. Where it asks for a group code, enter: 6yvlj4
4. Complete the form
5. Enter the site
6. In the box labeled Post, paste the SHARE link to your completed VoiceThread

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 7. When others have submitted their VoiceThreads, use the COMMENT box to comment (just like Facebook if
you are familiar with it!)

Instructions for the completion of the in-class elements of the project can be found on the reverse side.
Begin by selecting a character to study:

Okonkwo Ezinma Ekwefe

(The main character) (Ekwefes only daughter) (Okonkwos second wife)

Nwoye Ikemefuna Unoka

(Okonkwos eldest son) (Okonkwos adopted son) (Okonkwos deceased father)

In the lab, you will complete ONE STATION PER DAY:

MUSIC STATION 25 Points

Upload or Download 2 songs that could act as your theme songs
Remember to keep them school appropriate!
Consider how this song selection represents you!
Explore the Igbo audio sites, http://www.umunna.org/instruments.htm, http://www.igboguide.org or
http://www.djembes.org/mtai.htm then select and download 2 songs/sounds that you believe represent your
character (be sure to use right click, Save Target As when selecting your song/sound!)
MUSIC STATION GUIDE:
Heading: Name, Date Completed, Class Period MUSIC STATION
In complete, coherent sentences, answer the following for each song or sound choice:
o Why did you select this song?
o Which lyrics or sounds do you feel apply most as your/your characters theme song?
o When did you first discover this song? / What do you find unique or interesting about this song?
o Why has it become so significant to you? / What do you imagine your character doing as you hear this song?

VISUAL STATION 25 Points

Upload or Download 3-5 images that summarize your background & story
Explore the Igbo image site, http://mccoy.lib.siu.edu/jmccall/jones/ then select and download 3-5 images that
represent your character
VISUAL STATION GUIDE:
Heading: Name, Date Completed, Class Period VISUAL STATION
In complete, coherent sentences, answer the following for each image:
o What is going on in this picture?
o Why do you feel it is a good representation of you/your character?
o What memories surround this image for you? / How does this image connect to a moment in the story?
o How does this image contribute to the telling of your/your characters epic story?

STORYTELLING STATION 25 Points

Heading: Name, Date Completed, Class Period STORYTELLING STATION
Submit a transcript (approximately to 1 full page of text, single spaced) of your 2-4 minute recording, including the
story of yourself AND your character.
Your recording may be done using any audio recording device, including your cell
phone, as long as it can be uploaded via a common USB port.
Your recording should address all of the following:
1. Taking your songs and images into consideration, write a short, epic narrative that summarizes who you have
become. Think of your story as it would be told around the campfire; feel free to exaggerate!
2. Create an audio recording that can be uploaded to the computer of yourself telling this story.
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 3. Select 2-3 passages from the novel that tell the story of the character that you have selected.
4. Create an audio recording that can be uploaded to the computer of yourself reading these passages.
Suggested Character Passages can be found in:
Okonkwo: Chapter 1 Ikemefuna: Chapter 3
Nwoye: Chapter 7 Ezinma: Chapter 5

Transcript:

Good morning, and welcome to the VoiceThread edition of our class this week! You will be utilizing the tools found on
this website to develop a multi-media response to your latest novel: Things Fall Apart.

As you have probably discovered by now, Chinua Achebe uses a variety of writing techniques to appeal to his audience,
and to ultimately develop the culture that he is representing. Just as you explored through the poetry unit, these various
elements are achieved masterfully on purpose these are not accidents.

To develop your understanding of his techniques on a new level, you will use VoiceThread to create a compare and
contrast evaluation of your world to that of Okonkwo and friends. Through pictures, videos and music, you will create a
walk-through of your own life, and set it against a day-in-the-life of an Igbo tribesman.

In the end, you will put this compare and contrast project together in a voice thread of your own one that you will
share with selected group members for feedback and response in a site called EdModo. This site will look very, very
familiar to you if you are a Facebook user.

After viewing your peers VoiceThreads, you will be able to complete a brief 3 paragraph evaluation of the ways in which
a culture is developed, and how these elements can so easily be lost in translation.

I encourage you to have a little fun with this project! It will allow you to utilize your beloved internet and other
technologies, while also delving a little deeper into your classmates lives. Enjoy!

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