Things Aren’t Falling Apart Yet
“Things Fall Apart” Unit – Day 2
Learning Objectives:
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Students will be able to discuss what has happened so far in the text (what LITERALLY
happened).
Students will be able to name important characters and places and their apparent roles.
Students will be able to discuss theme (as a literary term).
Students will be able to name one of the more important themes of the text (according to
me, the teacher) and will be able to discuss it.
Students will be able to discuss (or begin to discuss) the idea of individual goals vs.
cultural expectations.
Curriculum Alignment:
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CCSS R2. Determine a theme or central idea of a text and analyze in detail 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.
CCSS R3. 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.
CCSS R6. 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.
Materials:
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Copies of “Things Fall Apart”
Procedures:
Daily Writing Prompt/Housekeeping (10-20 min.)
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Students expect to enter class and find a prompt displayed on the Activboard. This is a
near-daily occurrence. Often, the journal prompt will be related to the unit or lesson
covered. If the prompt is related to the unit or lesson, it will be included in the lesson
plan. Students begin their journal entry once everyone is in the class and settled down.
They are encouraged to ask questions if they’re unsure of the question or prompt
provided.
“Write about your life goals and your desires. What do you aspire to be or to gain? Do
you want to be rich? Powerful? Famous? All of the above?” [This may, hopefully, prime
the class for a discussion about Okonkwo and his personal goals, as well as how the
expectations of his village and culture get in the way of those goals.]
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Take care of any housekeeping items like vocabulary, returning papers, etc.
Lesson:
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Including what was read during class yesterday, the students should be to page 15 in the
text. They will have been introduced to Okonkwo, Unoka, Okoye, Nwoye, and
Ikemafuna, and the villages of Umuofia and Mbaino.
Begin by discussing characters. Who have we been introduced to so far? What do we
know about these people? What are they like? Ask specific questions too, such as “How
was Nwoye described? And why was Okonkwo worried about him?”
What have we learned about the culture and lifestyles of people in Umuofia? [It may help
to write on the board. Also, while this is a discussion, make students use their books. I
want to see them pick out the examples from the text. Ex: They can’t just say, “They
believe in magic.” I want them to turn to the page and give me the lines illustrating that,
“[Umuofia] was powerful in war and in magic.” They should also tell me why that might
be important. Why should we consider their belief in magic? How might their culture be
different than ours or others we have studied because of this?
What has happened so far? Discuss the story about Unoka and Okoye; this character
defines Unoka and thereby Okonkwo’s struggle to better himself and gain power and
wealth. Discuss the struggle between Umuofia and Mbaino over the death of a woman
from the village. (This might be a good time to discuss how women seem to be property
in Ibo culture.) This struggle resulted in Okonkwo taking Ikemafuna into his home.
How does Okonkwo treat his family? [Pull out the text for all of these questions,
especially this one. Make the students look at and reread these passages.] Do his goals
and desires get in the way of healthy relationships with his family and neighbors?
Discuss Okonkwo’s personal goals and desires. What do we know about him as a
character? What does he want to become or to achieve? Why?
Do Okonkwo’s personal goals and desires run contrary to the traditions and beliefs of the
Ibo? List his goals/desires and list certain expectations of his culture.
o For this question, have the students take out some paper and jot down their ideas
and any evidence from the text as support.
o If it helps, they could fill out a Venn diagram. One side of the circle could be
devoted to Okonkwo’s goals and desires; the other to the goals, desires, or
traditions of the Ibo people. Problems that have arisen or that might arise from the
interaction of the two sides of the circle could be written in the center. If you
chose to do this, model it on the board.
o Once they’ve had sufficient time to write, start discussing aloud. Spend plenty of
time on this question and be prepared to continue discussing at the beginning of
the next class period. This question is important; their essay is based upon this
idea.
Reading:
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Pick up where students left off the night before. Read the first few pages aloud and then
choose volunteers. Stop to discuss important features of the text.