Unit 3 Lesson 1.docxneville.mcschools.net/UserFiles/Servers/Server_36999/... · Web viewProgression of Tasks & Adaptions for NHS English II GT and Pre-APRonald Donn, Week of January

Unit 4 Lesson 1 R.Donn 2016

TMAT: Teacher made Materials21: 21st Century Tools/SMART: Smartboard interactive task LDOE: Louisiana Department of Education Guidebook Task WC: Whole Class discussion or lecture TT: Talk Team or Paired Task Ind: Independent Task


Progression of Tasks & Adaptions for NHS English II GT and Pre-APRonald Donn, Week of January April 4 (start)

Lessons 1 Key Terms:

Internal conflictTragic flaw

Multiplicity & Omniscient Point of ViewWestern culture

Imperialism Colonialism

“White Man’s Burden”

Texts & Tools:“White Man’s Burden” by Rudyard Kipling

“The Second Coming” by W.B. Yeats “Primary Source Analysis Tool” (Cornell notes for map)

Colonial Maps of Africa

Lesson 1: The Context of Things Fall Apart: Kipling, Yeats, Colonial Maps

Learning Targets: Students will learn historical vocabulary and artifacts related to the historical context of Things Fall Apart by Chinua Achebe. Students will also practice close reading and note-taking skills to analyze poems (related texts) containing related themes.

Day 11. WC: Read “White Man’s Burden” aloud. Brief close reading.

http://legacy.fordham.edu/halsall/mod/kipling.aspa. Literal b. Type of Poem c. Figures of Speech d. Themes/Symbols

2. SMART: Circle words and phrases that convey a cultural point of view. Annotate text use Smartboard and “popcorn” volunteers.

3. WC: Review vocabulary related to poem



4. Ind: Complete TPCASTT chart as assessment of student comprehension.

Day 25. WC: Students view African maps, using Primary Source Analysis Tool to create Cornell

notes and a summary of the changes they see from the maps. Link: http://www.loc.gov/teachers/primary-source-analysis-tool/

6. WC: Say:

The second map depicts the changes that were occurring within Africa in the mid-to-late 19th century (1800s), and reflect the changing setting of Chinua Achebe’s novel, Things Fall Apart.

7. Ind: Read “The Second Coming” by W.B. Yeats. Brief close reading using steps a-d above.

8. WC: Ask—Why would Achebe use Yeats’ poem as an epigraph, even taking the title itself from the poem?

9. Ind: Complete TPCASTT chart as assessment of student comprehension.

Transition to novel.

Day 3 11. WC: Read CH. 1 of Things Fall Apart aloud, others read independently12. WC/Popcorn Discussion, Point of View: Review Achebe’s Point of View, related vocabulary.

a) How is it 3rd person omniscient?b) How does Achebe use multiplicity in his point of view shifts?c) What is the essential internal conflict in Part I of the novel? d) How could this conflict shift?e) In Part I, how is it foreshadowed that Okonkwo could be tragic hero (tragic

flaw)?

Day 4-5



1. WC/Popcorn Discussion, Characterization: How does the protagonist (Okonkwo) develop in chapters 1-7? May use this chart:

CHAPTER KEY EVENT CHARACTERIZATION

FOCUS ON AUTHOR’S STRATEGY:

a. IND: Class notes: Students share some of their annotations (based on AP study Guide—see Actively Learn study guide for TFA). What support is there that Okonkwo can be considered a “tragic hero”?

b. Study Guide Key Questions (These may change based on class and interests—See Actively Learn AP study guide):

i. Language: Ibo vocabulary Consider the impact of Achebe’s use of "African English."Describe who Achebe’s intended audience(s) might be. What is the effect on you, as a Western reader and outsider to Igbo culture? Consider how Achebe’s language choices contribute to the novel.

ii. Elements of the Novel: Setting and Symbolism What do we learn from the kola ceremony of hospitality? Paul Brians explains, "Kola is a mild stimulant, comparable to tea or coffee, which is served on most social occasions in this culture. It is also one ingredient after which Coca-Cola is named. Note how the ritual for sharing kola is described without being explained [although in our edition, the Glossary, p. liv, explains that kola nuts are "offered to guests on special occasions"]." Palm-wine is a naturally fermented product of the palm-wine tree, a sort of natural beer. How is awareness of rank observed in the drinking of the palm wine? Note how Achebe introduces—but does not fully explain--Igbo customs, rituals, and ceremonies in the novel. Think about why Achebe chooses to do this, considering that he wrote for an international non-African audience as well as his own peoples.

Assessment

a. Review essay structure: Argument/SEEb. Review Most-Missed Grammar List



c: Composition Task: Using ONE of the two interviews with Chinua Achebe, argue FOR or AGAINST this statement: Achebe presents a fair and balanced version of colonization in Africa at the turn of the century.

PROMPT: To be sure your argument is based on the TEXT, you should track how a character's behavior changes with the coming of the missionaries.

A) Exposition: Explore and explain the characters’ native state: language and symbolism related in beginning. Define key terms, focus on language and its effect on the reader, discuss why Achebe writes the way he does.

B) Analysis: Explore their state at the end: What allegory is Achebe creating? What role does Okonkwo play? What role do others play? May discuss symbolism related to characters or archetypal roles the characters play.

C) Argument: Argue that Achebe paints a balanced or unbalanced picture of colonization based on your observations of the changes in the character. May discuss: What role does tragi heroism play? Is the book a classical tragedy, wherein we sympathize with the protagonist? Who is the antagonist?



Introduction to “White Man’s Burden”

Poetry used to be far more part of news and political debate than it is now. The 19th century was marked by westward expansion in America and the imperial expansion of industrially advanced nations into nations such as Africa, India, South American, Asia, and so on. Examples:

Imperialism 1870-1930

Historical Context:Debate over U.S. imperialism at the turn of the twentieth century occurred not only in newspapers and political speeches, but in poetry as well. In 1899 the British novelist and poet Rudyard Kipling wrote the poem "The White Man's Burden," which urged the U.S. to take up the "burden" of empire, as had Britain and other European nations. Theodore Roosevelt, soon to become vice-president and then president, copied the poem and sent it to his hand, Senator Henry Cabot Lodge, commenting that it was "rather poor poetry, but good sense from the expansion point of view." Other authors, by contrast, wrote parodies and critiques of Kipling'spoem and the imperial ideology it espoused. John White's "The Black Man's Burden," Henry Lebouchère's "The Brown Man's Burden," and Howard S. Taylor's "The Poor Man's Burden" were three such parodies.




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Unit 3 Lesson 1.docxneville.mcschools.net/UserFiles/Servers/Server_36999/... · Web viewProgression of Tasks & Adaptions for NHS English II GT and Pre-APRonald Donn, Week of January