LDC Module
African Cultural Studies
Information Sheet for Informational/Explanatory Module
Module title:
African Cultural Studies
Module description
(overview):
In this unit students will study the beauty and craftsmanship of the selected works of literature with a focus on the anchor text Things Fall Apart by
Chinua Achebe. They will study the effects of the African colonial experience and the subsequent challenges of the postcolonial era. They will
consider religious, generalization, and cultural conflicts, effects of modernization, political struggle, and other themes common to literary works. At
the same time students will learn that not all literary works make explicit political or cultural statements and that all works must be approached on
their own terms. In order to enrich their understanding, students investigate the historical background of selected works, as well as author
biographies. They also have the opportunity to read additional works of interest.
Task 21: Task 21: [Insert question] After reading ________ (literature or informational texts), write a/an ________ (report, essay or substitutes)
that addresses the question and analyzes ________ (content), providing examples to clarify your analysis. What conclusions or implications can
you draw? L2 In your discussion, address the credibility and origin of sources in view of your research topic. L3 Identify any gaps or unanswered
questions. Optional: Include ___ (e.g. bibliography). (Informational or
Explanatory/Analysis)
Template task
(include number,
type, level):
Teaching task:
How do outside invading influences such as missionaries or colonization affect a native culture and traditional beliefs? After reading
Things Fall Apart and informative texts, write an essay that addresses this question and analyzes this theme. Provide examples to
clarify your analysis. What conclusions or implications can you draw? L2 In your discussion, address the credibility and origin of the
sources in view of your research topic. L3 Identify the gaps or unanswered questions. Include a bibliography.
1
Grade(s)/Level:
10th
Discipline: (e.g.,
ELA, science,
history, other?)
Course:
English
Author(s):
Angela Brown
Contact
information:
browna@greenbrierschools.org
PreAP English
2
Section 1: What Task?
TEACHING TASK
Teaching task:
How do outside invading influences such as missionaries or colonization affect a native culture and traditional beliefs of that culture? After
reading Things Fall Apart and informative texts, write an essay that addresses this question and analyzes this theme. Provide examples to
clarify your analysis. What conclusions or implications can you draw? L2 In your discussion, address the credibility and origin of the sources
in view of your research topic. L3 Identify the gaps or unanswered questions. Include a bibliography.
Reading texts:
Things Fall Apart
Background to
share with
students:
Extension
(optional):
Geography of Africa with a focus on Nigeria; autobiographical information on Chinua Achebe; historical information on Africa’s colonization and invasion
by European countries; historical economic information about West Africa with a focus on Nigeria
Nigeria/ Chinua Achebe project
CONTENT STANDARDS FROM STATE OR DISTRICT
Standards
source:
NUMBER
RL 9-10.6.
RL 9-10.1
RL 9-10.2.
RL 9-10.3
RL 9-10.4
RL 9-10.5.
RL 9-10.9
RL 9-10.10.
CONTENT STANDARDS
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.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
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.
. 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.
. Determine the meaning of words and phrases as they are used in the text, including figurative
and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone
(e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing,
flashbacks) create such effects as mystery, tension, or surprise.
Analyze how an author draws on and transforms source material in a specific work (e.g., how
Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by
Shakespeare).
By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with
scaffolding as needed at the high end of the range.
By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high
3
end of the grades 9–10 text complexity band independently and proficiently
RI 9-10.1.
RI 9-10.2.
RI 9-10.3.
RI 9-10.4
RI 9-10.6.
RI 9-10.10
W 9-10.2
W 9-10.1d.
W 9-10.2.
W 9-10.2a.
W 9-10.2c.
W 9-10.2d.
W 9-10.2e
W 9-10.2f.
W 9-10.5.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Determine a central idea of a text and 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.
Analyze how the author unfolds an analysis or series of ideas or events, including the order in
which the points are made, how they are introduced and developed, and the connections that are drawn
between them
RI 9-10.4. Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning
and tone (e.g., how the language of a court opinion differs from that of a
Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high
end of the range.
By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band independently and proficiently.
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection,
organization, and analysis of content.
(1) Compare/contrast, exemplification (2) process analysis (3) argue/persuade
Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing.
(1) Sentence variety tone voice (2) selected vocab (3) selected info
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the
effective selection, organization, and analysis of content.
(1) Compare/contrast, exemplification (2) process analysis (3) argue/persuade
Introduce a topic; organize complex ideas, concepts, and information to make important
connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding
comprehension.
W 9-10.2b. Develop the topic with well-chosen, relevant,
Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex
ideas and concepts.
Use precise language and domain-specific vocabulary to manage the complexity of the topic.
. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are
writing.
Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating
implications or the significance of the topic).
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is
most significant for a specific purpose and audience.
(selected info) 1) central idea, organization (2) elaboration (3) unity (1) sentence variety tone voice (2) selected vocab (3)
selected info (1) standard word & completeness (2) fused sentence (3) coordinating /subordinating
4
W 9-10.7
W 9-10.8.
W 9-10.9.
W 9-10.9a
W 9-10.9b.
W 9-10.10.
SL 9-10.1a
SL 9-10.1.c.
SL 9-10.1d.
SL 9-10.4.
SL 9-10.5.
L 9-10.1b.
L 9-10.3a.
L 9-10.5
L 9-10.4a.
L 9-10.5a.
L 9-10.6.
Conduct short as well as more sustained research projects to answer a question (including a self- generated question) or solve a problem;
narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject
under investigation.
Gather relevant information from multiple authoritative print and digital sources, using advanced
searches effectively; assess the usefulness of each source in answering the research question; integrate
information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
Draw evidence from literary or informational texts to support analysis, reflection, and research.
. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and
transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author
draws on a play by Shakespeare]”).
Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the
argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant
and sufficient; identify false statements and fallacious reasoning”).
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or
two) for a range of tasks, purposes, and audiences.
Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence
from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
Propel conversations by posing and responding to questions that relate the current discussion
to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
Respond thoughtfully to diverse perspectives, summarize points of agreement and
disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence
and reasoning presented.
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and
the organization, development, substance, and style are appropriate to purpose, audience, and task.
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance
understanding of findings, reasoning, and evidence and to add interest.
Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional,
absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing
or presentations.
Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook,
Turabian’s Manual for Writers) appropriate for the discipline and writing type.
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning
of a word or phrase.
Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
Acquire and use accurately general academic and domain-specific words and phrases, sufficient
for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary
knowledge when considering a word or phrase important to comprehension or expression.
5
COMMON CORE STATE STANDARDS
READING STANDARDS FOR INFORMATIONAL OR EXPLANATORY
“Built In” Reading Standards
“When Appropriate” Reading Standards
1 – Read closely to determine what the text says explicitly and to make 3 – Analyze how and why individuals, events, and ideas develop and
logical inferences from it; cite specific textual evidence when writing or interact over the course of a text.
speaking to support conclusions drawn from the test.
2 – Determine central ideas or themes of a text and analyze their
5 – Analyze the structure of texts, including how specific sentences,
development; summarize the key supporting details and ideas.
paragraphs, and larger portions of the text (e.g. a section, chapter, scene,
or stanza) relate to each other and the whole.
4 – Interpret words and phrases as they are used in a text, including
7to–each
Integrate
content presented in diverse formats and
otherand
andevaluate
the whole.
determining technical, connotative, and figurative meanings, and analyze media, including visually and quantitatively, as well as in words.
how specific word choices shape meaning or tone.
6 – Assess how point of view or purpose shapes the content and
8 – Delineate and evaluate the argument and specific claims in a text,
style of a text.
including the validity of the reasoning as well as the relevance and
sufficiency of the evidence.
10 – Read and comprehend complex literary and informational texts
9 – Analyze how two or more texts address similar themes or topics in
independently and proficiently.
order to build knowledge or to compare the approaches the authors
take.
dently and proficiently.
WRITING STANDARDS FOR INFORMATIONAL OR EXPLANATORY
“Built-in” Writing Standards
“When Appropriate” Writing Standards
2 – Write informative/explanatory texts to examine and convey
1 – Write arguments to support claims in an analysis of substantive
complex ideas and information clearly and accurately through the
topics or texts, using valid reasoning and relevant and sufficient
effective selection, organization, and analysis of content.
evidence.
4 – Produce clear and coherent writing in which the development,
3 – Write narratives to develop real or imagined experiences or
organization and style are appropriate to task, purpose, and audience.
events using effective technique, well-chosen details, and wellstructured event sequences.
5 – Develop and strengthen writing as needed by planning, revising,
6 – Use technology, including the Internet, to produce and publish
writing and to interact and collaborate with others.
editing, rewriting, or trying a new approach.
9 – Draw evidence from literary or informational texts to support
analysis, reflection, and research.
7 – Conduct short as well as more sustained research projects based on
focused questions, demonstrating understanding of the subject under
investigation.
6
10 – Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames (a single sitting or a
day or two) for a range of tasks, purposes, and audience.
8 – Gather relevant information from multiple print and digital sources,
assess the credibility and accuracy of each source, and integrate the
information while avoiding plagiarism.
7
SCORING RUBRIC FOR INFORMATIONAL OR EXPLANATORY TEMPLATE TASKS
Scoring
Elements
Focus
Not Yet
1
Approaches Expectations
1.5
2
Meets Expectations
2.5
3
Advanced
3.5
4
Attempts to address prompt, but
lacks focus or is off-task.
Addresses prompt appropriately,
but with a weak or uneven focus.
Addresses prompt appropriately and
maintains a clear, steady focus.
Addresses all aspects of prompt
appropriately and maintains a strongly
developed focus.
Controlling
Idea
Attempts to establish a controlling
idea, but lacks a clear purpose.
Establishes a controlling idea with a
general purpose.
Establishes a controlling idea
with a clear purpose maintained
throughout the response.
Establishes a strong controlling idea
with a clear purpose maintained
throughout the response.
Reading/
Research
Attempts to present information in
response to the prompt, but lacks
connections or relevance to the
purpose of the prompt. (L2) Does
not address the credibility of
sources as prompted.
Presents information from reading
materials relevant to the purpose
of the prompt with minor lapses
in accuracy or completeness. (L2)
Begins to address the credibility of
sources when prompted.
Presents information from reading
materials relevant to the prompt
with accuracy and sufficient detail.
(L2) Addresses the credibility of
sources when prompted.
Development
Attempts to provide details in
response to the prompt, including
retelling, but lacks sufficient
development or relevancy. (L2)
Implication is missing, irrelevant,
or illogical. (L3) Gap/unanswered
question is missing or irrelevant.
Presents appropriate details to
support the focus and controlling
idea. (L2) Briefly notes a relevant
implication or (L3) a relevant gap/
unanswered question.
Presents appropriate and sufficient
details to support the focus and
controlling idea. (L2) Explains
relevant and plausible implications,
and (L3) a relevant gap/unanswered
question.
Accurately presents information
relevant to all parts of the prompt with
effective selection of sources and details
from reading materials. (L2) Addresses
the credibility of sources and identifies
salient sources when prompted.
Presents thorough and detailed
information to strongly support
the focus and controlling idea. (L2)
Thoroughly discusses relevant and
salient implications or consequences,
and (L3) one or more significant gaps/
unanswered questions.
Organization
Attempts to organize ideas, but
lacks control of structure.
Uses an appropriate organizational
structure to address the specific
requirements of the prompt, with
some lapses in coherence or
awkward use of the organizational
structure
Maintains an appropriate
organizational structure to address
the specific requirements of the
prompt.
Maintains an organizational structure
that intentionally and effectively
enhances the presentation of
information as required by the specific
prompt.
Conventions
Attempts to demonstrate standard
English conventions, but lacks
cohesion and control of grammar,
usage, and mechanics. Sources are
used without citation.
Demonstrates an uneven command
of standard English conventions and
cohesion. Uses language
and tone with some inaccurate,
inappropriate, or uneven features.
Inconsistently cites sources.
Demonstrates a command of
standard English conventions
and cohesion, with few errors.
Response includes language and
tone appropriate to the audience,
purpose, and specific requirements
of the prompt. Cites sources using
an appropriate format with only
minor errors.
Demonstrates and maintains a welldeveloped command of standard English
conventions and cohesion, with few
errors. Response includes language
and tone consistently appropriate
to the audience, purpose, and
specific requirements of the prompt.
Consistently cites sources using an
appropriate format.
Content
Understanding
Attempts to include disciplinary
content in explanations, but
understanding of content is weak;
content is irrelevant, inappropriate,
or inaccurate.
Briefly notes disciplinary content
relevant to the prompt; shows
basic or uneven understanding of
content; minor errors in
explanation.
Accurately presents disciplinary
content relevant to the prompt
with sufficient explanations that
demonstrate understanding.
Integrates relevant and accurate
disciplinary content with thorough
explanations that demonstrate in-depth
understanding.
Section 2: What Skills?
SKILL
DEFINITION
SKILLS CLUSTER 1: PREPARING FOR THE TASK
1. Task engagement
Ability to connect the task and new content to existing knowledge, skills, experiences, interests, and concerns.
2. Task analysis
Ability to understand and explain the task’s prompt and rubric.
SKILLS CLUSTER 2: READING PROCESS
1. Active reading
Ability to identify the central point and main supporting elements of a text.
L2 Ability to identify and analyze the credibility and origin of sources.
L3 Ability to identify gaps or unanswered questions.
3. Essential vocabulary
Ability to identify and master terms essential to understanding a text.
4. Academic integrity
Ability to use and credit sources appropriately.
5. Note-taking
Ability to select important facts and passages for use in one’s own writing.
SKILLS CLUSTER 3: TRANSITION TO WRITING
1. Bridging
Ability to begin linking reading results to writing task.
SKILLS CLUSTER 4: WRITING PROCESS
1. Thesis/ Topic
Ability to establish a thesis (topic) statement and consolidate information relevant to task for writing informational explanatory texts
2. Planning
Ability to develop a line of thought and text structure appropriate to an informational/explanatory task.
3. Development
Ability to construct an initial draft with an emerging line of thought and structure.
L2 Ability to analyze the credibility and origin of sources.
L3 Ability to identify gaps or unanswered questions.
4. Revision
Ability to refine text, including line of thought, language usage, and tone as appropriate to audience and purpose.
5. Editing
Ability to proofread and format a piece to make it more effective.
6. Completion
Ability to submit final piece that meets expectations.
Section 3: What Instruction?
PACING
SKILL AND DEFINITION
PRODUCT AND PROMPT
SCORING (PRODUCT “MEETS
EXPECTATIONS” IF IT…)
INSTRUCTIONAL STRATEGIES
SKILLS CLUSTER 1: PREPARING FOR THE TASK
Day 1-2
Day 3
1. Task engagement
Students will
Ability to connect the
task and new content to
existing knowledge, skills,
experiences, interests,
and concerns.
Respond to an anticipation guide in
their bell-ringer notebook
2. Task analysis
Read the task prompt, and in your
own words, paraphrase or summarize
the task prompt in writer’s notebook.
Ability to understand and
explain the task’s prompt
and rubric.
SKILLS CLUSTER 2: READING PROCESS
View video clip of Nigeria to gain
knowledge of Things Fall Apart setting
View Chinua Achebe documentary to
grasp his purpose for writing the
novel. Students will write an exit slip(
five question and answer quiz based
on the documents)
Read and analyze the scoring guide
(rubric) in small groups. In your own
words, describe the important
features of an effective response to
this prompt. Students write in their
writer’s notebook
Students will receive 10
participation points for
completing the anticipation guide
Teacher will:
Model response for anticipation guide

See Appendix A
Exit slip: students must create a
five question and answer quiz
based on the documentaries
Give example questions and answers for exit slip
Students will paraphrase and
reword task prompt in bell ringer
notebook
Share examples of type of text students will produce
( either from past students of from professional
writers)
Have students read examples of essays and use the
rubric
Day 4-6
1. Text selection
Ability to identify
appropriate texts.
Students close reading of “Africa’s
Voice, Nigeria’s Conscience” by Victor
Ehikhamenor
Students turn in evidence of their
close reading with annotation
and source evaluations.
Students use date clocks for
developing partners for close
reading and annotating of article
L2 Ability to identify
and analyze the
credibility and origin of
sources.
Student annotation and
evaluations will be graded in
grade book.
Students choose from 4-5 texts from
teacher prepared list or from internet
(Arkansas Traveler database). They
may choose more. For each text
students list the needed bibliographic
information. Students provide
annotation. CLOSE read the articles.
Students will conduct an Extension
research project to produce a power
point focusing on Nigeria or Chinua
Achebe

See appendix C
Students answer discussion
questions from close reading of
“Africa’s Voice, Nigeria’s
Conscience” by Victor
Ehikhamenor

See appendix B
Students review power point
assignment sheet

Teacher distributes close reading article and
assignment of “Africa’s Voice, Nigeria’s Conscience”
by Victor Ehikhamenor

See appendix B
Model close reading: 1) cold read 2) highlight 3)
annotate 4) answer essential questions
Model how to use, save and share work on google
doc organization method
Review power point requirement. Use date clocks
to put students in groups of four for the project
For extension research power point project,
teacher instructs with Purdue Owl website to teach
MLA citation requirement and procedures for
extension project.
See appendix C
Teacher shows class projects from past students as
model examples.

See appendix C
Day 7-18
2. Active reading
Ability to identify the
central point and main
supporting elements of a
text.
L3 Ability to identify gaps
and unanswered
questions.
(day 7) Students will actively read
and complete dialectical notes for
chapter 1-3 of Things Fall Apart.

Students dialectical notes scored
in grade book

See appendix I
See appendix I
(day 8) Class discussion and lesson
for chapters 1-3. Students will read,
and complete discussion questions
from chapters 4-5.
Student work scored in
gradebook
(day 9) Students analyze
foreshadowing and conflict
Students foreshadowing/conflict
assignment scored in grade book
(day 10) Class discussion and
lesson for chapters 4-5. Actively
read and complete dialectical notes
for chapters 6-8.
(day 11) Multiple choice quiz for
chapters 1-8. Read through chapter
10

See appendix J
Students multiple choice reading
quizzes scored in grade book.
(day 12) Class discussion and
lesson for chapters 8-10. Read and
complete dialectical notes for
chapters 11-13.
(day 13) Students complete
light/dark symbolism motif
assignment. Read chapters 14-15.
(day 14) Multiple choice quiz for
chapters 9-15. Read through
chapter 19.
(day 15) Class discussion and notes
for chapters for chapters 16-19. Read
and complete dialectical notes for
chapters 19-21.
(day 16) Class discussion and notes
for chapter 19-21. Students finish
reading novel. And complete
discussion questions.
(day 17) Socratic seminar to discuss
major themes of the novel
(day 18) William Butler Yeats
“Second Coming” presentation and
assignment
Students Light and dark
motif/symbolism assignment
scored in notebook

Teacher presents dialectical notes instructional
power point and models how to write dialectical
notes.

See appendix I
Teacher presents notes on conflict and
foreshadowing and has class discussion over with
examples form the novel

See appendix J
Teachers illicit higher level thinking about novel by
presenting evaluation and analytical discussion
questions
Teacher defines light and dark motifs and provides
examples of passages from novel

See appendix E
See appendix E
Teacher presents procedures for Socratic seminar
Students conduct Socratic
seminar to address the major
themes presented in the novel
using dialectical notes as support

See appendix K
Students’ “The Second Coming”
assignment – graded in grade
book

See appendix F
Teacher presents discussion questions for themes in
Socratic seminar

See appendix K
Read article in which Achebe says he choice the title
of Things Fall Apart from one of his favorite poems by
William Butler Yeats “The Second Coming” Teach
focus lesson on poem using interview article and
poem.

See appendix F
Continual
process
throughout
module
Day 18
3. Essential vocabulary
Teacher provides word or phrases
essential to the text.
Ability to identify and
master terms essential to
understanding a text
4. Academic integrity
Ability to use and credit
sources appropriately.
Students define words and phrases;
define words in their own words;
illustrate word; use word in a
sentence
Define plagiarism and list ways to
avoid it
Students save work in their bellringer notebook for cumulative
grade.
Teach four-square fold method for learning
vocabulary
Students learn appropriate
strategies to avoid plagiarism.
Share examples of paraphrasing
summarizing and quoting.
Using Purdue Owl website model appropriate citing
and formatting (MLA)
Worksheet will be turned in and
graded in gradebook
Day 19
5. Note-taking
Ability to select important
facts and passages for use
in one’s own writing.
From the anchor text and support
non-fiction texts, create a list of most
important elements for answering the
prompt. Select main ideas, literary
support elements, and critical
information from the texts
Teacher models how to define words and phrases;
define words in their own words; illustrate word;
use word in a sentence
Teacher will discuss academic penalties for
plagiarism and showing respect for other writer’s
work.
Identify relevant elements from
videos and texts including
evidence that supports.
Model note taking, paraphrasing and summarizing.
Using notes and novel, write an
introductory paragraph that includes a
thesis (topic) statement and essential
elements for strong introductory
paragraph. The intro paragraph must
include the sequence key points.
Students review task analysis.
Teach focus lesson on thesis statement writing and
introduction paragraph writing.
Using notes and novel, write an
introductory paragraph that includes a
thesis (topic) statement and essential
elements for strong introductory
paragraph. The intro must include the
claim and sequence key points to the
task.
Students participate in small
group discussion.
Teach focus lesson on thesis (topic) statement
writing and introduction paragraph writing.
Teacher demonstrates how in-text citations are
used correctly.
SKILLS CLUSTER 3: TRANSITION TO WRITING
Day 20
1. Bridging
Ability to begin linking
reading results to writing
task.
SKILLS CLUSTER 4: WRITING PROCESS
Day 20-25
1. Thesis/Topic statement
Ability to establish a claim
and consolidate information
relevant to task.
Students write an introduction
that establishes a central idea and
claim in the thesis
Introduction with thesis is scored
in grade book.
Provide examples of well-written thesis (topic)
statements and introductory paragraphs.

See appendix H
2. Planning
Ability to develop a line of
thought and text structure
appropriate to an
informational/explanatory
task.
3. Development
Ability to construct an initial
draft with an emerging line
of thought and structure.
L2 Ability to analyze the
credibility and origin of
sources.
Use an outline as a guide for the
analytical essay based on reading and
notes
Students use assignment sheet,
outline guide and model thesis
statements to write their essay
Teach informative essay style using assignment sheet,
thesis statement guide and outline guide to help
students write essay. Model how to write thesis
statement and include quotes from articles and novel
as support for essay.
Students complete first draft with
all components and citations.
Conduct student conferences to insure students are
on task. Monitor as students write
Sequence the main support evidence
Write a first draft that includes and
opening paragraph with thesis
statement; support paragraphs with
evidence including direct quotes
using in-text parenthetical citations;
and a concluding paragraph. Paper
following MLA format guidelines.
Twenty points for first draft
(must be handwritten)
L3 Ability to identify gaps
or unanswered questions.
4. Revision
Ability to refine text,
including line of thought,
language usage, and tone
as appropriate to audience
and purpose.
5. Editing
Ability to proofread and
format a piece to make it
more effective.
6. Completion
Ability to submit final piece
that meets expectations.
Refine the first draft. Check for textual
evidence
Students Refine the first draft.
Check for textual evidence
Students will get in groups to edit and
peer edit first draft
Students complete peer
evaluation sheet for group
members.
Model how to edit a paper and complete peer
evaluation sheets
10 points per evaluation. This will
be turned in with final draft
Turn in final draft, first draft and
outline
MATERIALS, REFERENCES, AND SUPPORTS
FOR TEACHERS
Use rubric to score papers
FOR STUDENTS
Symbols
Conflict
Foreshadowing
Motif
Colonialism
Culture
Nigeria
Section 4: What Results?
STUDENT WORK SAMPLES
[Include at least two samples of student work at each scoring level.]
CLASSROOM ASSESSMENT TASK (OPTIONAL: MAY BE USED AS PRE-TEST OR POST-TEST)
Classroom assessment Students will create a power point on Nigeria and or Chinua Achebe
task
Students will write an informative essay addressing the task prompt
Background to share
with students
(optional):
Reading texts:
Things Fall Apart; “African’s Voice, Nigeria’s Conscience” New York Times article by Victor Ehikhamenor
Teacher Work Section
Here are added thoughts about teaching this module.
Appendix A
Anticipation Guide for
Things Fall Apart
Directions: Carefully read the passages below and mark the column under “me” with
an “A” for “Agree” or “D” for “Disagree.” Underneath the statement write a sentence as
to why you wrote “A” or “D.” We will discuss your answers aloud as a class, so be
prepared to share your thoughts and reasoning. After we read the novel, we will revisit
this guide and discuss the beliefs of the protagonist.
ME PROTAGONIST BELIEF
____ ____ 1. It is OK for one person to have more than one spouse.
____ ____ 2. Christianity is the true religion.
____ ____ 3. Being masculine depends on physical strength.
____ ____ 4. A woman can be intuitive about the health of her child.
____ ____ 5. Men should be intimately involved in childrearing.
____ ____ 6. Accidental manslaughter should be punished severely.
____ ____ 7. Ancestors have great influence in our present-day lives.
____ ____ 8. Hard work is the road to self-respect.
____ ____ 9. A parent should have much control over the future of her/his
child.
____ ____ 10. Justice is served in the court system.
Michelle Kim, 2001
STRATEGY FOR ANTICIPATION GUIDES
PURPOSE OF THE STRATEGY
The purpose of this strategy is to help the student to make predictions about the novel while at
the same time identifying personal thoughts and opinions about a subject. This anticipation
guide will also create interest in several of the important topics of this novel, especially through
class discussion. In correlation with this anticipation guide, the teacher may use ideas and class
discussion for topics in writing or assigned work.
DIRECTIONS
Step 1—Pre-read. Read the novel yourself.
Step 2—Thought questions. Read through the anticipation guide, writing down thought
questions for each of the statements. These questions can be used in class discussion and will be
useful if the students have difficulty discussing their opinions on the statements.
Step 3—Display the guide. Before the students read the text, hand out the guide on
individual worksheets. If you choose to do this guide as a whole class, then you will want to put
the guide on an overhead or write it on the board. If you choose to break into small groups, then
divide the class before distributing the worksheet. Give clear directions as to where the students
are to mark their answers (the left column under “me”). There is room on the guide for
individual opinion sentences, so encourage the students to write down why they have answered
“D” or “A.” Clearly state that there are no wrong answers and that the class will respect each
opinion. The students should feel free to agree or disagree.
Step 4—Discuss. Guide a class discussion based on the statements in the guide. Ask the
students to share their answers and also their thoughts and opinions as to why they wrote those
answers. If the class has difficulty, then you can use the questions you formed earlier to
stimulate discussion.
Step 5—Read. Read the novel as a class. This guide requires the class to read the whole novel.
Step 6—Revisit the guide. Compare and contrast Okonkwo’s opinions with the students of
the class. Also discuss the important idea that Okonkwo’s beliefs might not necessarily be the
beliefs of the author. Discuss how Achebe presents some of Okonkwo’s behaviors as positive and
some as negative, some even as neutral.
ASSESSMENT
The anticipation guide will help students to focus ideas and opinions on certain themes in the
text. This guide can be the gateway to future assignments such as persuasive papers, groups
presentations, and further discussion. This type of guide can show the students that they are the
determiners of their own learning.
Appendix B
Close reading Questions for New York Times article, “Africa’s Voice, Nigeria’s Conscience,”
Names: ________________________________ class period ___________ date _________
Discussion questions for close reading of the New York Times article, “Africa’s Voice, Nigeria’s Conscience,” by Victor Ehikhamenor
Always keep our module’s (unit’s) task in mind when reading, studying, researching and learning.
TASK: How do outside invading influences such as missionaries or colonization affect a native culture and traditional beliefs? After reading Things Fall Apart and
informative texts, write an essay that addresses this question and analyzes this theme. Provide examples to clarify your analysis. What conclusions or implications
can you draw? L2 In your discussion, address the credibility and origin of the sources in view of your research topic. L3 Identify the gaps or unanswered questions.
Include a bibliography.
Instructions: After close reading the article with your clock partner, answer the following discussion questions. Your answers should be written in complete
sentences.
1. Do you think the information in this article is credible? Why or why not?
2. What is the origin of the source in view of your research topic? Refer to the task and your min research power point assignment sheet.
3. What information did you gain that can be used on your research project and or your essay. If you take the information word for word from the article,
put quotations around it and add this article to your working annotated bibliography (works cited).
4. Evaluate and explain what the article reveals about Chinua Achebe’s contributions to his native country and his culture.
Appendix C
African Studies Module Mini-Research Project (Power Point) Assignment Sheet
Instructions: Create a power point to present to the class. You will be in groups of three or four. Your groups will be selected from your class period.
The power points will be created using Google docs.
There will be six screens:
Screen I: a biography of Chinua Achebe’s life and major accomplishments
Screen II: descriptive information about Nigeria. Include a map of Nigeria
Screen III: describe the African Igbo culture
Screen IV: describe colonization and missionary involvement in Africa at the turn of the century (late 1800’s and early 1900’s)
Screen V: examine the novel’s popularity and importance
Screen VI: annotated bibliography (works cited page)






You may use www.easybib.com to help create your annotated bibliography.
One entry for your bibliography (works cited page) can come from the documentary we watched in class. See works cited page on the back of
this assignment sheet http://www.learner.org/courses/worldlit/things-fall-apart/watch/
Follow this link for non- fiction articles about Chinua Achebe
http://topics.nytimes.com/top/reference/timestopics/people/a/chinua_achebe/index.html
Follow these links to find out information about the Igbo culture in Africa: 1. http://religion-culture-andstories.wikispaces.com/5.+Ibo+Religion+in+Things+Fall+Apart 2. http://www.stfrancis.edu/content/en/student/achebe/chinua/igbo.htm
Follow these links to find information about Nigeria and African culture: 1. http://www.mapsofworld.com/nigeria/culture/ 2.
http://www.nigeriaembassyusa.org/index.php?page=culture-tourism
Follow these links to find out about African colonization at the turn of the century: 1. http://www.heritagehistory.com/www/heritage.php?Dir=eras&FileName=britain_13.php 2. http://www.crl.edu/focus/article/6696
Works Cited
Things Fall Apart / Invitation to World Literature. / Things Fall Apart / Invitation to World Literature. N.p., n.d. Web. 05 Sept. 2013.
<http://www.learner.org/courses/worldlit/things-fall-apart/watch/>.
Appendix D
Things Fall Apart Informative Essay Assignment Sheet
 Instructions: using the writing prompt below, write an informative or expository essay. The essay must include and introduction
with a thesis statement; at least three body paragraphs that support your thesis; and a conclusion that restates the thesis and has a
call to action. See the guides attached to this assignment sheet for more assistance.
 You must use your book, your dialectical notes and the research articles I have distributed and/or you have found for your power
point to support your thesis.
 When you quote from the book, site the author’s name or if there is no author site the article title after the quote. For example:
“the quote” (Achebe 21). If you quote from an article put the author’s name or name of article after the quote: “the quote”
(Colonialism and the African Experience 104).
 Print out your annotated bibliography from your power point. Turn this in with your essay. It should be the last page. It is part of
your grade.
 Prompt: How do outside invading influences such as missionaries or colonialism affect a native culture and traditional beliefs? After
reading Things Fall Apart and informative texts, write an essay that addresses this question and analyzes this theme. Provide
examples to clarify your analysis. What conclusions or implications can you draw? L2 In your discussion, address the credibility and
origin of the sources in view of your research topic. L3 Identify the gaps or unanswered questions. Include a bibliography.
Model thesis statement: I wrote this, so please do not plagiarize my words, but you may use it as an example to help you write your own thesis.
“Preservation of one's own culture does not require contempt or disrespect for other cultures,” Cesar Chavez, Mexican American civil rights leader,
wisely said. This modern ideal of respecting culture triumphed by activists like Chavez, Martin Luther King, Mahatma Gandhi and other brave activists
has not historically been encouraged. At the turn of the nineteenth century, there was an imperialistic colonization drive taking place in Africa.
Colonization of Africa headed by European missionaries, governments and economic opportunists took place on an immense scale occurring with little
or no respect for the vast eclectic, traditional, native cultures of Africa. This event is masterfully chronicled and vividly depicted in Chinua Achebe’s
famous novel Things Fall Apart; Achebe’s attitude-altering novel, that realistically depicts the good and bad side of African culture while paradoxically
relating the good and bad side of colonization, teaches the reader that devastating outcomes will result when occupying forces invade a country with
little or no respect for the country’s culture.
Appendix E
Light Dark Motif Assignment Sheet
Achebe uses darkness as a motif throughout the book. Umuofia at can be an ominous, foreboding, fearful place. For example the
darkness and the loud boom of the crier's metal instrument foreshadows something ominous and fearful. Note the dark images and
ominous elements the author uses to set the tone of the story and prepare the reader for what is to come.
Paradoxically, Achebe also depicts Umuofia as a more harmonious, domestic, tranquil place usually in the light of day or on moonlit
nights.
In groups
1. Creatively write the author and title of the book on the top of your paper.
2. Find at write down at least 15 diction words that Achebe uses to create the mood, tone and imagery of the night or day in Umuofia. Write the
page numbers for these diction words. Write a paragraph that explains why he uses these words and how they create the imagery, tone and
mood.
3. Find one quote describing the night or day in Umuofia. Explain how this quote creates imagery, tone and mood.
4. Draw a picture illustrating the night or day in Umuofia.
5. Draw a picture of Africa, placing a star on Nigeria
Appendix F
“The Second Coming” Assignment
As an example of the ways in which Achebe has taken up European literary works and reframed the issues they raise, have the class
examine William Butler Yeats' poem, "The Second Coming," available through the EDSITEment-reviewed resource Academy of American
Poets. The title of Achebe's novel is a literary allusion to Yeats' poem.
Read aloud with the class William Butler Yeats' poem "The Second Coming," the origin of the title of Achebe's novel, published in 1921
and available in annotated version online at Paul Brians' Chinua Achebe: Things Fall Apart Study Guide, through the EDSITEmentreviewed resource Learner.Org:
William Butler Yeats: "The Second Coming" (1921)
Turning and turning in the widening gyre (1)
The falcon cannot hear the falconer;
Things fall apart; the center cannot hold;
Mere anarchy is loosed upon the world,
The blood-dimmed tide is loosed, and everywhere
The ceremony of innocence is drowned;
The best lack all conviction, while the worst
Are full of passionate intensity.
Surely some revelation is at hand;
Surely the Second Coming (2) is at hand;
The Second Coming! Hardly are those words out When a vast image out of Spiritus Mundi (3)
Troubles my sight: somewhere in sands of the desert
A shape with lion body and the head of a man,
A gaze blank and pitiless as the sun,
Is moving its slow thighs, while all about it
Reel shadows of the indignant desert birds.
The darkness drops again; but now I know
That twenty centuries (4)
of stony sleep
Were vexed to nightmare by a rocking cradle,
And what rough beast, its hour come round at last
Slouches towards Bethlehem to be born?
Notes:
(1) Spiral, making the figure of a cone.
(2) Second Coming refers to the promised return of Christ on Doomsday, the end of the world; but in Revelation 13 Doomsday is also
marked by the appearance of a monstrous beast.
(3) Spirit of the World.
(4) 2,000 years; the creature has been held back since the birth of Christ. Yeats imagines that the great heritage of Western European
civilization is collapsing, and that the world will be swept by a tide of savagery from the "uncivilized" portions of the globe. As you read this
novel, try to understand how Achebe's work is in part an answer to this poem. (from Chinua Achebe: Things Fall Apart Study Guide, by
Paul Brians, Department of English, Washington State University, Pullman 99164-5020.)
Ask students the following questions:

What is the meaning of the phrase "Things Fall Apart" within Yeats' poem?

What does the Second Coming refer to in general?

What does the Second Coming refer to in Yeats' poem?

As you read Things Fall Apart by Chinua Achebe, note how the novel both takes up and changes Yeats' version of the Second
Coming. Who or what in the novel represents a "rough beast" that "slouches towards Bethlehem to be born?"
One important theme in Things Fall Apart is the irreconcilable difference between Christianity's focus on individual salvation and the tribal
vision of the group's salvation being dependent on the actions of individuals that Achebe portrays within his novel. You might point out this
cultural and religious difference as you discuss the "The Second Coming," and its allusion to the Bible and Christian thought, in relation to
way that Achebe applies the poem's line "things fall apart" within the novel. In the class' subsequent analysis of the text, you can ask
students to pursue the grave implications of these incompatible views for Igbo society as Umuofia's citizens confront the British
missionaries and their accompanying colonial government.
Appendix G
Links for articles and videos:
http://www.learner.org/courses/worldlit/things-fall-apart/
http://www.learner.org/courses/worldlit/things-fall-apart/explore/
http://www.learner.org/courses/worldlit/things-fall-apart/watch/
Afrikanews. "Nigerian Writer Chinua Achebe on CNN's 'African Voices'" YouTube. YouTube, 27 Apr. 2009. Web. 20 Apr. 2012.
<http://www.youtube.com/watch?v=aoi9ANh0l6c>.
THINGS FALL APART
Explore
Connections
In the Images of World Literature slideshow, you saw images inspired by Things Fall Apart. Here at Connections, you can find varied interpretations, analyses, and performances
of Okonkwo's story.
Movies/Popular Interpretations/TV/Performance

Things Fall Apart was made into a movie by a Nigerian production company in 2008, with an all-Nigerian cast. Pete Edochie starred as Okonkwo. Read an
interview with the actor.
http://www.naijarules.com/vb/stars-celebrities-nigerian-movies/30790-things-fall-apart-i-pete-edochie.html
Buy the film.
http://www.africanmoviesdirect.com/product_info.php?products_id=43036

The Village of Umuofia website takes you on an interactive journey to and through an Igbo village.
http://www.literaryworlds.wmich.edu/umuofia/umuofia.html

Biyi Bandele adapted Things Fall Apart for the stage in 2008.
http://www.nollywoodwatch.com/things-fall-apart-plays-in-abuja/#more-111

David Orere directed a TV miniseries of the book in 1987 on Nigerian television.
http://www.imdb.com/title/tt0870887/

A dramatic radio program called Okonkwo was broadcast in April 1961 by the Nigerian Broadcasting Corporation. It featured the future Nobel Prize-winning
writer Wole Soyinka in a minor role.
Music

The Roots, an American hip hop band, put out an album called Things Fall Apart in 1999. The music on the album addresses social issues facing black
Americans.
http://www.amazon.com/Things-Fall-Apart-Roots/dp/B00000I5JL
Books

Chinua Achebe, The Education of a British-Protected Child: Essays, 2009.
http://www.amazon.com/Education-British-Protected-Child-Essays/dp/0307272559/ref=sr_1_1?ie=UTF8&s=books&qid=1265555843&sr=1-1

Chinua Achebe, Home and Exile, 2001.
http://www.amazon.com/Home-Exile-Chinua-Achebe/dp/0385721331/ref=sr_1_1?ie=UTF8&s=books&qid=1265555860&sr=1-1

Chinua Achebe, "An Image of Africa," 1977. In his essay, Achebe critiques Joseph Conrad's Heart of Darkness.
http://kirbyk.net/hod/image.of.africa.html

Simon Gikandi, Reading Chinua Achebe, 1991.
http://www.amazon.com/Reading-Chinua-Achebe-Language-Literature/dp/0435080571/ref=sr_1_fkmr0_1?ie=UTF8&qid=1265555888&sr=1-1-fkmr0

Ezenwa Obaeto, Chinua Achebe: A Biography.
http://www.amazon.com/Chinua-Achebe-Biography-Ezenwa-Ohaeto/dp/0852555458/ref=sr_1_fkmr0_1?ie=UTF8&qid=1265555920&sr=1-1-fkmr0

Ode Ogede, Achebe's "Things Fall Apart": A Reader's Guide, 2007.
http://www.amazon.com/Achebes-Things-Fall-Apart-Readers/dp/0826490840/ref=sr_1_1?ie=UTF8&s=books&qid=1265555947&sr=1-1

David Whittaker and Mpalive-Hangson Msiska, Chinua Achebe's "Things Fall Apart" (Routledge Guides to Literature), 2007.
http://www.amazon.com/Chinua-Achebes-Things-Routledge-Literature/dp/0415344565/ref=sr_1_1?ie=UTF8&s=books&qid=1265555967&sr=1-1
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Appendix H
(Model Thesis Statement for Argumentative Essay)
of one's own culture does not require contempt or disrespect for other cultures,” Cesar Chavez, Mexican
American civil rights leader, astutely believed. This modern ideal of respecting culture triumphed by activists like
Chavez, Martin Luther King, Mahatma Gandhi and other brave leaders was not historically widely believed or
encouraged. At the turn of the 19th century, there was an imperialistic colonization drive taking place in Africa.
Colonization of Africa headed by European missionaries, governments and economic opportunists took place on an
immense scale occurring with little or no respect for the eclectic, traditional, native cultures of Africa. This event is
masterfully chronicled and vividly depicted in Chinua Achebe’s famous novel Things Fall Apart; Achebe’s attitudealtering novel, that realistically depicts the good and bad side of African culture while paradoxically relating the good
and bad side of colonization, teaches the reader that devastating outcomes will result when an occupying country
invades country without respecting their culture.
“Preservation
Appendix I
Dialectical Journal
As you read ____________________you will identify different issues for discussion and practice close reading of a text. You will identify these
issues through the location of significant passages. I will expect you to use these journals during class discussions.
Please set up your journals like the example below. On the left side, you will record your relevant quoted passages from each section, properly
documented with page numbers. You should find one passage per section. On the right side, you will write 1) an explanation of the context of the quote
as well as 2) an analysis of its significance.
“Part One”
Concrete Detail
Entry #1
“Quotation from the text” (11).
Commentary (Analysis from your head)
1) explanation of the context of the quote (explain what
has been happening in this chapter that aids in
understanding this passage, and explain what has been
happening immediately before the passage)
2) analysis of the quote’s significance (choose from the
bulleted list below)
Entry #2
“More quotation from the text” (27).
1) explanation of the context of the quote (explain what
has been happening in this chapter that aids in
understanding this passage, and explain what has been
happening immediately before the passage)
2) analysis of the quote’s significance (choose from the
bulleted list below)
Types of analysis that you may include:
 Explain the imagery, foreshadowing, or symbolism in the quote.
 Identify other literary devices and explain their effect.
 Make predictions about future plot twists based on the quote.
 Examine and comment on the syntax of sentences.
 Identify and give evidence for the tone of the passage.
 Identify with evidence and explain the effect of the point of view.
 Examine the differing perspectives of the characters.
 Examine the effects of diction or language.
Reading Sections (Page numbers are merely suggestions. Just make sure you don’t take four quotes from the same page.
Scoring Guide
Due Date: ________________________
Points Possible: 75 pts.
Completeness: 20 pts.
All 16 entries—20 pts.
15 entries—19 pts.
14 entries—18 pts.
13 entries—17 pts.
12 entries—16 pts.
11 entries—15pts.
10 entries—14 pts.
9 entries—13 pts
8 entries—12 pts.
fewer than 8—0 pts.
Format: 10 pts.
2 points—Columns as described in the instructions
2 points—Neatly HANDWRITTEN or TYPED
2 points—Entries labeled by section title and entry number
2 points—MLA parenthetical documentation for page numbers
2 points—Quotation marks around quotations
10 points total
Close Examination of 3 entries: 45 pts
Each entry is 15 points. These will be chosen randomly by the teacher. If you do not have a particular entry that I grade, you will earn 0 points out of the
15 points, even if you have completed every other chapter's entry.
5 points—correct explanation of the context
5 points—understanding of the significance of the quotation
5 points—level of insight into the significance of the quote
15 points total
Appendix J
Write this assignment on your own paper
This novel has many examples of foreshadowing and conflict.
1.
2.
3.
4.
5.
6.
Define foreshadowing
Define conflict
Describe two examples of foreshadowing from the novel
Describe two examples of conflict
Based on your examples of foreshadowing predict the outcome of events to come in the future for Okonkwo and his family.
Write a paragraph detailing one example of conflict and explain how Achebe develops this conflict and how this conflict advances the plot.
Appendix K
Your Name __________________ name of classmate you are assessing _______
________ class _____ date_____
Socratic Seminar Analytic Rubric
Conduct
Speaking
&
Reasoning
Excellent
Good
Fair
Unsatisfactory
Demonstrates respect for
the learning process; has
patience with different
opinions and complexity;
shows initiative by asking
others for clarification:
brings others into the
conversation, moves the
conversation forward;
speaks to all of the
participants; avoids talking
too much.
Generally shows
composure but may
display impatience
with contradictory or
confusing ideas;
comments, but does
not necessarily
encourage others to
participate; may tend
to address only the
teacher or get into
debates.
Participates and expresses a
belief that his/her ideas are
important in understanding
the text; may make insightful
comments but is either too
forceful or too shy and does
not contribute to the progress
of the conversation; tends to
debate, not dialogue.
Displays little respect for the
learning process;
argumentative; takes advantage
of minor distractions; uses
inappropriate language; speaks
to individuals rather than ideas;
arrives unprepared without
notes, pencil/pen or perhaps
even without the text.
Understands question
before answering; cites
evidence from text;
expresses thoughts in
complete sentences; move
conversation forward;
makes connections
between ideas; resolves
apparent contradictory
ideas; considers others’
viewpoints, not only
his/her own; avoids bad
logic.
Responds to
questions voluntarily;
comments show an
appreciation for the
text but not an
appreciation for the
subtler points within
it; comments are
logical but not
connected to other
speakers; ideas
interesting enough
that others respond to
them.
Responds to questions but
may have to be called upon
by others; has read the text
but not put much effort into
preparing questions and
ideas for the seminar;
comments take details into
account but may not flow
logically in conversation.
Extremely reluctant to
participate even when called
upon; comments illogical and
meaningless; may mumble or
express incomplete ideas; little
or no account taken of previous
comments or important ideas in
the text.
Listening
Pays attention to details;
writes down questions;
responses take into
account all participants;
demonstrates that he/she
has kept up; points out
faulty logic respectfully;
overcomes distractions.
Reading
Thoroughly familiar with
the text; has notations and
questions in the margins;
key words, phrases, and
ideas are highlighted;
possible contradictions
identified; pronounces
words correctly.
Generally pays
attention and
responds thoughtfully
to ideas and questions
of other participants
and the leader;
absorption in own
ideas may distract the
participant from the
ideas of others.
Has read the text and
comes with some
ideas from it but these
may not be written
out in advance; good
understanding of the
vocabulary but may
mispronounce some
new or foreign words.
Appears to find some ideas
unimportant while
responding to others; may
have to have questions or
confusions repeated due to
inattention; takes few notes
during the seminar in
response to ideas and
comments.
Appears uninvolved in the
seminar; comments display
complete misinterpretation of
questions or comments of other
participants.
Appears to have read or
skimmed the text but has not
marked the text or made
meaningful notes or
questions; shows difficulty
with vocabulary;
mispronounces important
words; key concepts
misunderstood; little
evidence of serious reflection
prior to the seminar.
Student is unprepared for the
seminar; important words,
phrases, ideas in the text are
unfamiliar; no notes or
questions marked in the text; no
attempt made to get help with
difficult material.
Explain in your own words what this student understood and did well on; explain what area they need to improve and learn more about: