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Things Fall Apart, Day 5

Standards:

  • ELAGSE9-10RL6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
  • ELAGSE9-10RL3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Learning Targets:

  • I can analyze the particular point of view of Things Fall Apart, a piece of literature from the Ibo culture of Africa.
  • I can analyze the development of the character Okonkwo and consider how his character helps develop the overall theme of Things Fall Apart.

Opening (do as soon as independent reading ends): 10 minutes

  • VOCAB WORDS! Define these ten words:
    1. Haggle
    2. Succulent
    3. Coiffure
    4. Pandemonium
    5. Callow
    6. Frond
    7. Pestle
    8. Stingy
    9. Foolhardy
    10. Harbinger

Work Session Part 1: Reading (20 minutes)

  • Find Chapters 14-15 of Things Fall Apart. 
  • Choose your first Literary Circle Job for this round.
  • Once everyone has their chosen job, read today’s chapters with your group.
  • When you are done reading, move on to part 2.

Work Session Part 2: Working (10 minutes)

  • Do your Literary Circle Job on your own. You can use classroom resources (such as a dictionary) to help you, but you do not need to talk with your classmates.
  • If you finish before the rest of your group, help your other group members with their jobs. When everyone is done, move on to part 3.

Work Session Part 3: Sharing (10 minutes)

  • Go around your group and share what you wrote down. Discuss what you think it means and why it is important.
  • Find the small box on the page for each of your group members’ roles. Take notes over what your group member is saying in the small box.
  • Make sure you understand what your group members are saying, because I might call on you to share!

Closing Session: 10 minutes

Draw It! Use the box on your sheet to illustrate a scene from the Things Fall Apart. Write a sentence explaining your illustration at the bottom.

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Picture Book Work Day!!

Standards

W.9-10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
W.9-10.3.b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
W.9-10.3.c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
W.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Activator

I’m going to read you another example picture book!

Learning Target

Students will continue work on their picture book by beginning to create their illustrations. and assemble their book.

Work Session

Yesterday you should have roughed out your storyboard for your picture book, and today it’s time to start putting it all together!!

First, you should decide what text is going on what page. Consider the following:

  • Don’t put too much text on the page so that it will overshadow your writing.
  • Consider, perhaps, putting text on one side of the page, and illustrating the other side.
  • If you want a single sentence to stand out, put it alone across one or two pages.
  • Or, if you have a beautiful illustration, you could dedicate a whole page to it and put very little writing on that page.

Next, you should figure out what pictures you want to put on each page. Consider the following:

  • Make your illustrations dynamic. You don’t want to have the same picture over and over again, right?
  • Make sure your illustrations show what the text says.
  • Use lots of color and imagination in your drawing ideas. Remember, this is for little kids!

I’ll give you guys paper to begin your bookmaking process and remind you how to fold it. Enjoy!

Closing Session

Picture book check in!

Assessment

Informal assessment (work day)

Differentiation

Students will be placed in groups of varied ability level, talent, and learning style. Students will read in small group to account for differences in reading

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USATestPrep and Picture Book Work Day!

Standard: ELAGSE9-10W3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

  1. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
  2. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
  3. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
  4. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
  5. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

Learning Target: I can demonstrate my knowledge on a USATestPrep assessment.

Opening Session: Grab a laptop! We are going to do a diagnostic USATestPrep assessment today.

  1. Log in to USATestPrep. If you’ve never used it before, you’ll need to create an account.
  2. Click “Join a Class” and find my name. Make sure you join the right semester/block class 🙂
  3. Take the assessment I’ve assigned to you!

Work Session: After you finish USATestPrep, you can continue to work on your picture book project with your group.

Closing Session: Picture Book Check In!

Assessment: Summative (cultural identity embedded assessment); formative (journal checks, discussion)

Differentiation: Process (scaffolding), product (varied essay length or prompt)

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Things Fall Apart, Day 4

Standards:

  • ELAGSE9-10RL6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
  • ELAGSE9-10RL3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Learning Targets:

  • I can analyze the particular point of view of Things Fall Apart, a piece of literature from the Ibo culture of Africa.
  • I can analyze the development of the character Okonkwo and consider how his character helps develop the overall theme of Things Fall Apart.

Opening (do as soon as independent reading ends): 10 minutes

  • VOCAB QUIZ!!!!

Work Session Part 1: Reading (20 minutes)

  • Find Chapters 7 and 13, skip 8-12, of Things Fall Apart. 
  • Find your last Literary Circle Job for this round.
  • Once everyone has their chosen job, read today’s chapters with your group.
  • When you are done reading, move on to part 2.

Work Session Part 2: Working (10 minutes)

  • Do your Literary Circle Job on your own. You can use classroom resources (such as a dictionary) to help you, but you do not need to talk with your classmates.
  • If you finish before the rest of your group, help your other group members with their jobs. When everyone is done, move on to part 3.

Work Session Part 3: Sharing (10 minutes)

  • Go around your group and share what you wrote down. Discuss what you think it means and why it is important.
  • Find the small box on the page for each of your group members’ roles. Take notes over what your group member is saying in the small box.
  • Make sure you understand what your group members are saying, because I might call on you to share!

Closing Session: 10 minutes

Summarize What We Skipped – Do a Google search for “Sparknotes Things Fall Apart ch 8-12”. Skim the summaries on Sparknotes for the chapters we skipped, 8-12. Write a paragraph briefly explaining what happened in the chapters we skipped over.

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Things Fall Apart Picture Book Day 1

Standards

  • W.9-10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
  • W.9-10.3.b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
  • W.9-10.3.c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
  • W.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
  • W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Activator

I’m going to read you guys a picture book that was created by my students! Because…. you guys are going to make one!

Learning Target

I can summarize the beginning Things Fall Apart by working with my group so that I can produce a finished children’s book.

Work Session

Today we’re starting your big group assignment, which is….

A picture book!!!

Here’s the skinny:

The Picture Book Project!
For this project, you will plan, write, illustrate, and produce your own children’s picture book. You will be working in pre-assigned groups of 4. Your picture book should meet the following requirements:

    • The story must be a retelling of Chinua Achebe’s novel Things Fall Apart, written for children.
      • You must use the same characters as Things Fall Apart
      • The story must follow the plot of Things Fall Apart.
    • Your story should be 300-500 words.
    • Your book should be at least 10 pages, but no more than 20 pages.
    • The text of your book should reflect proper grammar, conventions, and spelling. The text may be typed or hand-written.
    • The illustrations should be fully colored and show effort, creativity, and neatness. I understand that not everyone is Picasso, but everyone is capable of putting time and energy into his or her artwork.
    • You will be graded on the following components:
      • Group Participation (40 points)
      • Finished Product (60 points) – Due Wednesday, March 4th.

Closing Session

Check in – Picture Book Project

Assessment

Reading ticket, informal assessment of picture book work/brainstorming/drafting.

Differentiation

Students will be placed in groups of varied ability level, talent, and learning style. Students will read in small group to account for differences in reading levels.

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