Integration Matrix
Unit/Theme: Things Fall Apart [African novel]
Unit Questions: 1]How is culture differentiated in this book? 2] How are the major characters developed in this book?
history? 4] How does oral tradition fit into literature?
Bloom’s Taxonomy
Knowledge
tell, list, define, label,
recite, memorize, repeat,
find, name, record, fill in,
recall, relate
Comprehension
Application
Analysis
Evaluation
locate, explain, summarize,
identify, describe, report,
discuss, review, paraphrase,
restate, retell, show, outline,
rewrite
demonstrate, construct,
record, use, diagram, revise,
reformat, illustrate,
interpret, dramatize,
practice, organize,
translate, manipulate,
convert, adapt, research,
calculate, operate, model,
order, display, implement,
sequence, integrate,
incorporate
compare, contrast, classify,
critique, categorize, solve,
deduce, examine,
differentiate, appraise,
distinguish, experiment,
question, investigate,
categorize, infer
judge, predict, verify, assess,
justify, rate, prioritize,
determine, select, decide,
value, choose, forecast,
estimate
Gardner’s Multiple
Intelligences
Verbal/Linguistic
poetry, debate, storytelling,
essay, checklist, journal
As you read the novel,
record 5 cultural differences
you find interesting. Orally,
relate the differences to the
class.
drawing, model, poster,
photograph, storyboard,
illustration, board game
Logical/
Mathematical
diagram, outline, timeline,
chart, critique, graph
Synthesis
compose, hypothesize,
design, formulate, create,
invent, develop, refine,
produce, transform
Write a paper including a
brief summary, an analysis
of cultural differences
followed by a personal
reaction to the book. Use
citations in your piece.
Draw a diagram of a Ibo
man’s obi [hut/compound]
Visual/Spatial
3] How does this novel relate to
Draw the Oracle of the Hills
and the Cave, based on your
reading.
Draw a new cover for the
book. Defend your choice of
color and content to the class.
Sketch a self-selected scene
from one of the chapters.
Make a flow chart of events
involving Okonkwo’s
decisions.
Compare or contrast
Okonkwo’s religion to
Christianity.
Design a Jeopardy game with
five levels of question
difficulty in these areas;
things that fall apart,
Okonkwo’s like, religion,
colonialization, and
Miscellaneous.
Continued 
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D., copyright © 2002. Free Spirit Publishing Inc., Minneapolis, MN;
800/735-7323; www.freespirit.com. This page may be photocopied or printed for individual or classroom work only. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may have been
modified from its original format and content.
1
Bloom’s Taxonomy
Knowledge
Comprehension
Application
classification, collection,
solution to problem,
display, observation,
forecast, investigation,
simulation, exhibit,
identification
song, rap, lyrics,
composition,
jingle/slogan, melody
Bodily/Kinesthetic
role play, skit, pantomime,
dance, invention, lab,
improvisation, prototype
Intrapersonal
journal, log, goal statement,
belief statement,
self-assessment, editorial
Interpersonal
discussion, roundtable,
service learning,
conversation, group
activity, position statement,
interview
Evaluation
Synthesis
Construct/exhibit
Okonkwo’s “chi” from his
obi. Be ready to defend
your work.
Naturalist
Musical
Analysis
Find and play music
common to Nigerians
today. Explain how this
music fits to the text.
Compose a song
announcing a gathering for
the people of the Ibo tribe.
Perform it to the class.
Script and roll play one of
the major incidents from
the story. Act it out in front
of the class.
Is there a lesson you would
learn about the cultural
differences that you could
apply to your life? Record
these in your journal.
Interview a person who has
lived in Africa. Compare
the similarities between the
two stories.
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D., copyright © 2002. Free Spirit Publishing Inc., Minneapolis, MN;
800/735-7323; www.freespirit.com. This page may be photocopied or printed for individual or classroom work only. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may have been
modified from its original format and content.
2
Integration Matrix
Unit/Theme: The Odyssey
Unit Questions: 1] How is oral tradition transferred to written word over time? 2] How are the major characters developed in this book?
story impact today’s society?
Bloom’s Taxonomy
Knowledge
Comprehension
Application
Analysis
Evaluation
tell, list, define, label,
recite, memorize, repeat,
find, name, record, fill in,
recall, relate
locate, explain, summarize,
identify, describe, report,
discuss, review, paraphrase,
restate, retell, show, outline,
rewrite
demonstrate, construct,
record, use, diagram, revise,
reformat, illustrate,
interpret, dramatize,
practice, organize,
translate, manipulate,
convert, adapt, research,
calculate, operate, model,
order, display, implement,
sequence, integrate,
incorporate
compare, contrast, classify,
critique, categorize, solve,
deduce, examine,
differentiate, appraise,
distinguish, experiment,
question, investigate,
categorize, infer
judge, predict, verify, assess,
justify, rate, prioritize,
determine, select, decide,
value, choose, forecast,
estimate
As you read the novel,
record 5 Homeric similes
from the piece. Orally, relate
the differences to the class.
Story tell one of the
Wanderings as Odysseus
would have done at the
banquet of the Phaecians.
Gardner’s Multiple
Intelligences
Verbal/Linguistic
poetry, debate, storytelling,
essay, checklist, journal
Draw a map of Odysseus’
journey from Troy to Ithaca
during his wanderings.
Visual/Spatial
drawing, model, poster,
photograph, storyboard,
illustration, board game
diagram, outline, timeline,
chart, critique, graph
Make a flow chart of events
involving Odysseus’ journey
home. Correlate the flow
chart to the Book headings.
Synthesis
compose, hypothesize,
design, formulate, create,
invent, develop, refine,
produce, transform
Write a paper evaluating
Odysseus’ leadership role
during the Wanderings.
Focus on both positive and
negative traits. Use citations
in your piece.
Draw the Cyclops’ scene
from the description in Book
X.
Draw an new cover for the
book. Defend your choice of
color and content to the class.
Design a board game that can
only be won by fate and not
intelligence.
Sketch a self-selected scene
from one of the books.
Logical/
Mathematical
3] How does this
Compare Odysseus’ journey
home to Telemachus’ journey
to adulthood.
Design a Jeopardy game with
four levels of question
difficulty in these areas:
mythology, epithets, Homeric
similes and wanderings.
Design a modern day
“Odyssey” game using
American cities with Greek
names and creating your own
adventures.
Continued 
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D., copyright © 2002. Free Spirit Publishing Inc., Minneapolis, MN;
800/735-7323; www.freespirit.com. This page may be photocopied or printed for individual or classroom work only. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may have been
modified from its original format and content.
3
Bloom’s Taxonomy
Knowledge
Comprehension
Application
classification, collection,
solution to problem,
display, observation,
forecast, investigation,
simulation, exhibit,
identification
song, rap, lyrics,
composition,
jingle/slogan, melody
Bodily/Kinesthetic
role play, skit, pantomime,
dance, invention, lab,
improvisation, prototype
Intrapersonal
journal, log, goal statement,
belief statement,
self-assessment, editorial
Interpersonal
discussion, roundtable,
service learning,
conversation, group
activity, position statement,
interview
Evaluation
Synthesis
Construct/exhibit Cyclopes’
organized cave. Be ready
to defend your work.
Naturalist
Musical
Analysis
To the tune of “Gilligan’s
Island,” compose a song
depicting the wanderings of
Odysseus and perform it to
the class.
Compose an original song
of Odysseus using a lyre.
Perform it to the class.
Script and roll play one of
the wanderings from the
story. Act it out in front of
the class.
Is there a lesson you could
learn from Odysseus’
leadership and ego that you
could apply to your life?
Record these in your
journal.
Interview a person who has
lived in a different country.
What were the person’s
new adventures? Explain
how the interview and
Odysseus’ story are similar.
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D., copyright © 2002. Free Spirit Publishing Inc., Minneapolis, MN;
800/735-7323; www.freespirit.com. This page may be photocopied or printed for individual or classroom work only. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may have been
modified from its original format and content.
4
Totally Ten
Things Fall Apart by Chinua Achibe
Directions: Choose projects to total a score of 10. If you select to do activities from score two, four or six lists, you must choose projects
from at least two categories.
Score Two: [Knowledge, Comprehension and Application]




Make a flow chart of the events involving Okonkwo’s decision.
Sketch a self-selected scene from one of the chapters.
Write chapter summaries using correct comma usage: compound, introductory phrases and clauses, transition words.
Draw the Cave of the Oracle and the Hills.
Score Four: [Application, Analysis]





Contrast Okonkwo’s religion to Christianity.
Write a song, sing it, announcing a gathering of the Ibo tribe.
Draw or display Okonkwo’s “chi” in his hut.
Design a Jeopardy game with different levels of questions in the following categories: things that fall apart, Okonkwo’s
life, religion, colonization, and miscellaneous.
Script and roll play one of the incidents from the story.
Score Six: [Analysis, Evaluation, Synthesis]


Draw a new cover for the book and defend your choice of colors and content.
Write a paper including a brief summary, cultural differences and personal reaction to the book. Use APA bibliography.
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D., copyright © 2002. Free Spirit Publishing Inc., Minneapolis, MN;
800/735-7323; www.freespirit.com. This page may be photocopied or printed for individual or classroom work only. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may have been
modified from its original format and content.
5
Rationale for Totally Ten

Describe the rationale for this differentiated activity.
o
I wanted to design a more complex and challenging project for my students. Additionally, I was intrigued with the concept after you introduced it in
class. I also wanted to give them time, so I introduced this project half way through the novel. This project allows students to choose from various
topics. I was hoping to get better results due to this.

Why did you decide to use this differentiated strategy in response to these learning differences?

Attached is the differentiated strategy that I used…
Discuss how the strategy worked with your students.
o My students liked the fact that hey could choose from different point totals. It actually worked the way is was supposed to work because my
o

It allowed choice at various levels of difficulty.
students chose from groupings they considered “easy” for them. Projects also came in at a higher quality that normal. It surprised me that many of
the students chose sketching activities. Since this was the first time many of the students saw this concept, they did not really believe me that they
could choose. I would spend a little more time

Discuss your students’ reaction to the activity.


My students thought it was “cool” to have a choice in these projects. They asked if they could have it again. Most chose “2’s” and “4’s” to do.
I did notice that those students doing 3 projects had one that was not of the same quality as the other two were.
Did the activity accomplish your goals for its use?

It gave my students an option. They tended to like it although they do need help with their decisions.
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D., copyright © 2002. Free Spirit Publishing Inc., Minneapolis, MN;
800/735-7323; www.freespirit.com. This page may be photocopied or printed for individual or classroom work only. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may have been
modified from its original format and content.
6
Tiered Assignment
Things Fall Apart by Chinua Achibe
Task 1
 Describe the lifestyle of the Ibo tribe. Present as a chart, paragraph or illustration.
Task 2
 Compare and contrast the lifestyle of the Ibo tribe with western culture, paying careful attention to
social, religious and political areas. Develop a power point to the class or as an essay to the teacher.
Rationale for Tiered

Describe the rationale for this differentiated activity.


Why did you decide to use this differentiated strategy in response to these learning differences?



Many of my students chose the first option. I let it go because of the choice factor. Most of the students needed to reinforce the cultural lifestyles
presented in the book. They illustrated their version of Okonkwo’s compound. Seeing all the versions also reinforced the idea of different
interpretations to different readers. Not everyone hears the same words. This was very insightful for me. Several students did Task 2 and presented by
PowerPoint, which again illustrated real photographic visual differences. Comparing this to the drawn “invented” versions created some interesting
discussions.
Discuss your students’ reaction to the activity.


When students get a chance to choose, they tend to do a better job. I wanted to test that strategy with this class of at risk learners.
Attached is the differentiated strategy that I used…
Discuss how the strategy worked with your students.


I wanted to provide a better instructional match with my students. I have done this type of activity before with essay tests. It seemed a good idea,
getting them to write well at their own levels. I decided to also offer different presentation styles.
They “saw” the differences from one version to the other. It was not a boring repetitive lesson, but it was rather interesting to see what the next student
saw. Of the two assignments, the students liked this one the best.
Did the activity accomplish your goals for its use?

It accomplished more than just the goals I wanted. For example, I never realized the level and quality of discussion that would come from these
presentations. In fact, I was a bit worried about their behavior to one another and even considered not doing this project. It turned out to be their
favorite. It also focused them on the cultural differences between the two worlds.
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D., copyright © 2002. Free Spirit Publishing Inc., Minneapolis, MN;
800/735-7323; www.freespirit.com. This page may be photocopied or printed for individual or classroom work only. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may have been
modified from its original format and content.
7
Multiple Intelligences
Tic-Tac-Toe
Things Fall Apart by Chinua Achibe
Directions: Play Tic-tac-toe with the following activities. All students must go through the bolded square.
Logical/mathematical
Visual/special
Logical/mathematical
Make a flow chart of events involving
Okonkwo’s decisions.
Music
Draw the Cave of the Oracle and Hills
Compare and or contrast Okonkwo’s
religion to Christianity.
Bodily/kinesthetic
Write a song and sing it, announcing a
gathering of the Ibo tribe.
Write a paper including a brief summary,
cultural differences, and a personal
reaction to the book.
Naturalist
Display or sketch Okonkwo’s “chi” and
defend your adaption before the class.
Visual/Spatial
Draw one of the 9 spirits. Defend your
drawing.
Visual/Linguistic All
Script and roll play one of the incidents
from the story.
Visual/Spatial
Develop a Jeopardy game with questions in
5 categories including Things fall apart,
Okonkwo’s life, religion, colonialization,
and miscellaneous.
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D., copyright © 2002. Free Spirit Publishing Inc., Minneapolis, MN;
800/735-7323; www.freespirit.com. This page may be photocopied or printed for individual or classroom work only. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may have been
modified from its original format and content.
8