Tag Archive for cultures in conflict

World Lit: The Second Coming

Standard: ELAGSE9-10RL2 Determine a theme or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

Learning Target: I can conduct a comparative analysis between texts with similar themes.

Opening Session: The Second Coming by Yeats, read by Dominic West

Work Session: Welcome back! Let’s talk about POETRY!!!

Flip in your Springboard books to page 259. We’re going to read two poems today, “Prayer to the Masks” and “The Second Coming.” Both of these poems connect to Things Fall Apart, and we will explore these connections in the Second Read Questions.

After we go over this, I want to give you guys the downlow on the Embedded Assessment for this unit! You’ll be envisioning an African culture as it would have been today without the influence of colonization. To help inspire you, we will be watching Black Panther on Monday 🙂

Closing Session: VOCAB!

  1. ostracize
    expel from a community or group
  2. violate the sacred character of a place or language
  3. recovering readily from adversity, depression, or the like
  4. make furious
  5. hang freely
  6. a trinket thought to be a magical protection against evil
  7. be apathetic, gloomy, or dazed
  8. move or cause to move back and forth
  9. burn slowly and without a flame
  10. destroy or injure severely

Assessment: Informal (book check)

Differentiation: Process (Scaffolding

World Lit: Things Fall Apart, Day 8

Standard: ELAGSE9-10RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Learning Target: I can cite evidence to support my opinion of Things Fall Apart.

Opening Session: VOCAB QUIZ!!!

Work Session: We are finishing the book today!! I would like you to read chapter 23-the end of the book on your own. As you read, consider how it ends, and then, let’s take a look at this ending:

“As he walked back to the court he thought about that book. Every day brought him some new material. This story of a man who had killed a messenger and hanged himself would make interesting reading. One could almost write a whole chapter on him. Perhaps not a whole chapter but a reasonable paragraph, at any rate. There was so much to include, and one must be firm in cutting out details. He had already chosen the title of the book, after much thought: The Pacification of the Primitive Tribes of the Lower Niger.”

Okay, so there are a few questions I want you to consider:

  1. Why is it ironic that the Commissioner at the end of the book thinks that Okonkwo’s life would make “a reasonable paragraph” in his book?
  2. Why is it ironic that Achebe includes the phrase “one must be firm in cutting out details”?
  3. What do you think the title of the Commissioner’s proposed book reveals about Things Fall Apart?

After you consider these questions, put yourself in the mindset of the Commissioner and write the “reasonable paragraph” about Okonkwo’s life. Consider all the grand and epic details you know about his life, his culture, his mindset, and then consider how the Europeans came and destroyed so much of what Okonkwo and his people held dear. How would you distill all that into a “reasonable paragraph” from the conquering European’s perspective?

Closing Session: Share out!

Assessment: Informal (paragraph check)

Differentiation: Process (scaffolding)

World Lit: Things Fall Apart, Day 7

Standard: ELAGSE9-10RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Learning Target: I can cite evidence to make a conclusion about Things Fall Apart.

Opening Session: Things Fall Apart, Ala Shmoop (another one!)

Work Session: Guess what we’re doing today? That’s right! Plugging away at Things Fall Apart! Today we will be reading chapters 20-22. As you read today, I want you to keep the idea of gender roles in mind and how Onkonkwo specifically and also his clan as a whole view men, women, and their rules in society.

After you finish reading on your own, I want you make a claim about gender roles in Things Fall Apart. That is, come up with some statement that says something about how the gender roles are or are portrayed in this book. Then, find 3 quotes from the book that provide evidence of your claim. For example, you might claim, “Women are thought of as weaker than men, but in many ways they are stronger.” Then you would find 3 quotes that show women being strong.

Closing Session: VOCAB REVIEW!

Assessment: Informal (quote pull check)

Differentiation: Process (Scaffolding)

World Lit: Things Fall Apart, Day 6

Standard: ELAGSE9-10RL2 Determine a theme or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

Learning Target: I can analyze a theme in Things Fall Apart.

Opening Session: THUGNOTES!

Work Session: Today we will continue with Things Fall Apart (I know, you’re shocked!) reading chapters 17-19. Since we are in the last couple days of reading, I’m going to ask you to just read this section on your own, and then as you finish, I want  you to write a paragraph for me:

In Part II of the book, Okonkwo has been away from his clan for 7 years in exile. Do you feel that Okonkwo has changed or “learned his lesson” (if you believe he had a lesson to learn) while he was away? What do you think has happened in Umuofia while he was gone? How do you think Okonkwo will react when he returns, and how do you think his village will react to him?

Once you finish your paragraph, turn it in to the basket please!

Closing Session: Vocab review!

Assessment: Informal (paragraph check)

Differentiation: Process (scaffolding)

World Lit:Things Fall Apart, Day 5

 

Standard: ELAGSE9-10RL2 Determine a theme or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

Learning Target: I can analyze a theme in Things Fall Apart.

Opening Session: Things Fall Apart Summary

Work Session: Welcome back!

Today, as we have been for the past several days, we’re chugging right along in Things Fall Apart. We’re beginning part 2 of the book today, reading chapters 14 and 15. Our reading strategy today will be in partners – we’re going to do a little thing called the Pause Card. I will give each person 2 sticky notes (the cute lil mini ones!) While your partner is reading, your job is to call “Pause!” twice and jot down a question or comment you have on your sticky note and stick it in the book wherever you paused.

After chapter 14, we will switch roles. After everyone is finished, we will play the Stand Up game. Everyone has to stand up! Once you’ve contributed to the discussion by either sharing a pause or responding to a classmate’s pause, you can sit down. Game continues until everyone is sitting!!

Closing Session: TOTD: What are your opinions on the book so far? We’re drawing quickly to the end, so I am excited to hear what you think!

VOCAB!

1.      haggle: an instance of intense argument (as in bargaining)

2.      coiffure: the arrangement of the hair

3.      callow: young and inexperienced

4.      pestle: a hand tool for grinding and mixing substances in a mortar

5.      foolhardy: marked by defiant disregard for danger or consequences

6.      frond: compound leaf of a fern or palm or cycad

7.      succulent: full of juice

8.      pandemonium: a state of extreme confusion and disorder

9.      stingy: unwilling to spend

10.   harbinger: something indicating the approach of something or someone

Assessment: Informal (book check)

Differentiation: Process (scaffolding)