World Lit: Things Fall Apart, Day 3

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

  • Day 3: Proverbs Review – Consider the proverbs activity we did for our closing session yesterday. Using the sentence stem below, write your own proverb about our class.Example from the book: The clan was like a lizard. If it lost its tail, it soon grew another.

    Your turn: The class was like ________________________. If it ____________________________, it _____________ ______________________________________.

    Explain it:

Work Session Part 1: Reading (20 minutes)

  • Find Chapters 5-6 of Things Fall Apart. 
  • Find your third Literary Circle Job.
  • 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

Cat’s In the Cradle – Listen to the song your teacher is playing, “Cat’s In the Cradle” by Harry Chapin. While you listen, write a short paragraph comparing and contrasting the relationships Okonkwo has with Ikemefuna (the adopted son), Nwoye (the biological son), and Unoke (his own father).

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