Things Fall Apart
Advanced Placement English Syllabus
Please note: this syllabus is subject to change. Dates will be adjusted, as neede d.
This syllabus does not include brief quiz dates, DOL assignments, and exit slip topics.
Between 12/15 and 3/16, there will be three major grades: one oral prese ntation and two papers, as well as three departme nt assessments.
Assignment
Panel discussions: essential questions
1. Does your family influence who you are?
2. What is your cultural identity?
3. What is our class definition of “culture”?
(ongoing)
4. How/when does culture create conflict?
5. What are the interrelationships of the many
cultures in American society?
6. How can cultural experiences shape, impact,
or influence our perceptions of the world?
7. Can progress be made without conflict?
8. Whose responsibility is it to ensure that the
past is not lost?
9. How do external factors affect one’s sense of
identity?
“Palatable Proverbs and Fascinating Folk Tales”
Find an example of an American folk tale, then fill in
the chart.
Receive your copy of the novel.
Receive your bookmark. Use it to self-collect
vocabulary words from the novel. (You are
responsible for understanding the words in the novel.
There may be a quiz at any time covering vocabulary
words listed on this syllabus and also over difficult
words within the text which you should have defined
on your own.)
Packet Page
Number
Begin Date
12/15/2010
149
Wind up PechaKucha Presentations.
Wind up small group discussions (preChristmas)
Receive “Checklist for Evaluating Internet Sources".
Receive the “Facts and Ideas Summary” form. As your
small group procures information on your assigned
topic, dig for the most important facts, list them on
the form, then use this form as you present your
information to the class. When your group locates a
reliable site to use for background information, as
some students boil down information to write into the
form, other group members should complete together
a “Checklist for Evaluating Internet Sources” form.
There should be one C4EIS form for each site whose
information you use.
Because of shortness of time, most small group
members will begin researching background
information for today's assignment, while one
remaining member of each group will receive forms
and explanations for the assignment; these same
Vocabulary to
Know
152
151
Christmas
break (due
1/3/2011)
symbol
archetype
folk tale (p. 148)
oral tradition (p.
148)
reliability (152)
validity (152)
Plagiarism (152)
students are responsible to relay the information to
their fellow small group members.
-----------------------------------------------------------------------Reliable Internet Sources, “Relevant Research”
Small groups: background investigations
1. Nigeria: History
2. Nigeria: Geography and Agriculture
3. British Colonialism and Nigeria
4. Missionary Involvement in Africa
5. African Tribal Life
Small groups meet in class/present
Groups share background information.
Students are responsible for recording information
into their booklets
"Culture Wheel"
Review together the "Glossary of Selected Ibo Words
and Phrases"
In class, students will help place each of the terms into
the Culture Wheel on page 154.
Demonstrate annotated reading
Read Chapter 1 of novel; annotate in margins details
which describe Okonkwo and his father.
Homework: Use your etymology skills to research and
record the prefixes, roots, and suffixes of the world
list. Also include a brief definition of the word as we
use it today.
Turn in etymology homework at start of class.
“In the Beginning” Complete in class.
Pair share: in class, compose a thesis statement for a
paragraph that connects Okonkwo’s character traits
to his father’s influence.
Homework: reread chapter 1, if needed.
Write a paragraph of at least 400 words using the
thesis written in class.
Turn in the paragraph.
Brief quiz over vocabulary words and the seven
literary terms
EXTRA CREDIT
E.C. awarded only if paragraph has been successfully
written and turned in on deadline: Find a picture from
Internet or a magazine which represents your vision of
Okonkwo. Image should not be larger than notebook
size. E.C. must be received by 3:15PM on 1/11. Sorry!
Email E.C. will not be accepted.
Read aloud novel chapters 2,3, & 4. Annotate feelings
and fears in margins.
“Charting Fears and Feelings” Fill in the double-entry
journal as you read.
Homework:
1. finish reading assigned chapters, if necessary.
2. Using your previously-learned etymology skills,
look up the 5 vocabulary words. Write prefixes, roots,
& suffixes plus the meanings of each. Then, briefly
write the modern definition of each word.
151
153, 154
gender
engender
generate
genealogy
prediction
contradict
dictionary
155
155
EXTRA CREDIT
OPPORTUNITY
156
dominate
domain
dominion
domestic
domicile
Turn in vocabulary homework at start of class.
Vocabulary quiz over yesterday’s 5 words.
“A Man of Prestige” fill in double-entry journal as a
class using Smartboard. Include novel page numbers
to support your ideas.
Turn in TFA Community booklets at end of class.
The semester final will include the following:
 grammar and sentence construction
questions taken directly from chompchomp
 a short article to read with several multiplechoice questions following
 a brief written composition (grading will
focus on use of mature transitions, collegelevel writing skill, essay's ability to
demonstrate "flow" among sentences, and
correct use of details to support the thesis
 Greek and Latin etymology will not be
covered in the final because we have already
taken a comprehensive test over the first
semester words
Homework for January 19: Read Chapters 5 & 6 (14
pages)
EXTRA CREDIT
E.C. awarded only if TFA Community booklet is
successfully complete and turned in on time.
Create a map or model of Okonkwo’s compound
(living quarters/property). Refer to bottom of page
157 for details.
E.C. cannot be turned in before 1/12 and must be
received by the start of class on 1/21
Quiz over chapters 5 & 6
“Okonkwo’s Family” complete the exercise in small
groups of 3
“Okonkwo’s Family” class works together using
Smartboard to complete the FAMILY TREE.
Is Okonkwo a sympathetic or unsympathetic
character? Receive the Venn diagram and outline
form for a comparison/contrast essay.
Homework: begin to fill in the Venn diagram. Note
appropriate quotes and page numbers.
Based on the work you have done with the Venn
diagram, take a position in the question. Create a
rough draft thesis statement (due 1/27 at the start of
class). Begin filling in the outline. Don’t put this off!
Turn in your thesis statement at start of class.
Briefly in class: discuss details which show Okonkwo’s
sympathetic/unsympathetic nature.
Fill in the compare/contrast essay outline.
Prepare to write your essay.
Homework: complete the Venn Diagram and outline.
Graded thesis statements returned to you.
Work on paper.
Rough draft of completed essay, together with
completed Venn diagram and outline form, is due at
157
159
160
EXTRA CREDIT
OPPORTUNITY
the end of class on 1/27. Wile we will spend some
time during class writing the paper, your responsibility
is to complete the paper at home.
Review: What are “Level 2” and “Level 3” questions?
In class, read Chapter 7.
“Understanding a Pivotal Chapter.” Take notes that
support your answers to the booklet’s questions as we 162
read together.
Following our reading, you will be assigned one of the
7 questions. Write two Level 2 & two Level 3
questions for your assigned part. Finish this questionwriting for homework.
Turn in your Levels 2 & 3 questions for a grade. Your
work will be returned shortly.
SOCRATIC SEMINAR IN CLASS
Discuss questions 1 & 4.
Homework: Revise your rough draft. Polished copy is
due 2/4.. Don’t put this off!
SOCRATIC SEMINAR IN CLASS
Discuss questions 5 & 8
Homework: read Chapter 8 (11 pages) & Chapter 9 (11
pages).
“Characteristics of Academic Voice
Characteristics of Informal Voice” Class discussion,
timed, using Smartboard (10 minutes).
TIMED WRITING: 30 minutes (topic to be announced)
163
Homework:
Using your previously-learned etymology skills, look
up the 4 vocabulary words. Write prefixes, roots, &
suffixes plus the meanings of each. Then, briefly write
the modern definition of each word.
Turn in the vocabulary homework.
Brief quiz over the vocabulary.
Work on polished copies in class. Peer edit.
Turn in polished copy at the start of class.
“Character Reponses” In class, create a graphic
organizer in which you list details about Ikemefuna.
Work individually. At end of class, students will pair
share.
Homework: Read Chapter 10
“EMBEDDED ASSESSMENT 1: Researching and
Reflecting on Community”
You will examine one aspect of tribal culture as
presented in Things Fall Apart, research its
significance to the Ibo community, and make a
presentation to the class. In class today, we will go
over the procedures for this assignment. Please note
these requirements, which are changed from the
Communities booklet:
1. Write your presentation on note cards. The
topic of your presentation is any of those
listed on page 166. Complete sentences are
not required, but complete thoughts are a
consequences
sequence
sequel
consecutive
164
16-6
All students will
be assigned
novel-related
presentations.
On 2/7, the
teacher will
meet with
selected small
groups to explain
the assignments.
Don’t worry! If
you are not
called to
“must.” PLEASE NOTE: do not create a
research paper. I want you to practice on
presentation skills using brief notes.
2. Include a reference to sources used at
bottom of index cards.
3. The last index card must be your MLA-format
Works Cited page.
4. Do not spend time creating a PowerPoint.
You are welcomed to use the ELMO if there
are images you want to share with the class.
Consider creating original charts or graphs
that will illustrate similarities between your
own culture and the Ibo culture.
5. Be sure to include Level 3 questions in your
presentation – questions you ask the
audience – questions you may (or may not)
answer yourself in your presentation.
Presentations are scheduled for 2/14.
Only ten students will be selected to present.
Students are to work with a partner to create the
presentations.
1. In order to avoid duplication or topics, after
your small group meeting, please discuss
with your partner which of the topics you
would like to present. Then, create a list of
three topics which interest you (see page
166). Topic #1 would be your first choice, #2
your second choice, and #3 your third. I will
review the choices and get back to you
(hopefully by the end of class, but definitely
by the beginning of class on 2/8) with
approved topics.
“An Ibo Tableau”
11 students will be selected for this presentation
(scheduled for 2/11). The group will be responsible for
selecting its own director who will be responsible for
resolving any conflicts, for keeping an eye on time, for
demanding rehearsals, and for ensuring the tableau is
polished to perfection.
Use your time on 2/8 and 2/10 to meet the
requirements listed in Step One, Two and Three.
Note: before the presentation, the director must
explain to the class what a “tableau” is.
Research/preparation for presentations
D E P ART M E N T
AS S E SS M E NT
Homework: Be sure you are caught-up with reading
assignments!
Research/preparation for presentations
P R E SE N T A TI O N : I BO T A B L E A U
Audience will grade each presenter using the “Tableau
Scoring Guide” developed by the teacher
P R E S E N T A T I O N : “EMBEDDED ASSESSMENT 1:
Researching and Reflecting on Community”
Audience will grade each presenter using the “Scoring
Guide”
Reflection Day
participate this
time, you will
definitely have
your chance in
the future!
161
167-8
--Presenters will write a reflection in which they
identify the elements of their production which were
most successful and elements which could have been
revised or improved to make the presentation better.
--Non-presenters will reflect on the two
presentations, identifying both the most successful
elements of the productions and the elements which
could have been improved or revised.
All reflections should be 5 – 10 sentences long.
Read Chapters 11 & 12
"Learning Focus: Analyzing a Literary Work"
The Hero's Journey (receive new information from
teacher)
"Multiple Roles and Responses" Write a response
directly in the booklet.
In class, read Chapter 13. Continue to annotate the
text.
In class, read chapters 14 & 15. Continue to annotate
the text. (In Chapters 15 – 19, be sure to mark
significant events and characters' reactions to them).
169
TESTING ROOM
DAY (110
minutes)
171
172
Homework:
"Acts of Violence"
Look closely at your notations in the novel, and reread
paragraphs again for details. Fill out the first section of
the booklet page, " Consider." Use the following
format to keep your notes straight:
Violent Act
Consequences
Page Number
"Acts of Violence"
1. Look to the second heading on the page, "Discuss."
Discuss what the assignment is asking for.
2. Then, pair share in a 10 minute timed-writing of a
thesis. After the time limit, pass the thesis on to the
next student team. Evaluate the new thesis you
receive. Students should share aloud thesis
statements that are exceptionally well written.
3. Students should write down into booklets any
thesis that is well-written.
4. Outlining practice: using one of the pair-share
thesis statements, create an outline which will detail
and substantiate it. Include textual references, and
notate page numbers.
5. For the sake of clarity, outlines should be written in
complete sentences.
Homework: Complete the outline.
SILENT INDEPENDENT WORK DAY
Start class by writing responses to the four questions
that appear at the bottom of booklet page 173.
Use a dictionary to look up etymological information
172
173
resent
on the four new words. Include the contemporary
definition of each word.
Turn in both assignments (including your booklet) by
the end of class.
Homework: Read Chapter 16 Continue to annotate
the text. (In Chapters 15 – 19, be sure to mark
significant events and characters' reactions to them).
Brief quiz over the 4 vocabulary words.
In class, read Chapters 17, 18, 19. (In Chapters 15 –
19, be sure to mark significant events and characters'
reactions to them).
"Is Okonkwo a Tragic Hero?" Read and discuss the
booklet pages. Note: In the chart on page 174, replace
the words, "Examples of Heroic Behavior from Books
and Film" with "Examples of Heroic Behavior from
Antigone".
Exit slip: write this directly in your booklet. "To what
degree does Okonkwo fit Aristotle's definition of a
tragic hero? What flaw leads to his downfall?"
PLEAS TURN IN YOUR BOOKLET BEFORE YOU LEAVE
CLASS TODAY.
EXTRA CREDIT OPPORTUNITY
Select one of the following. Your E.C. project must
show effort, depth of understanding, and artistic flair.
1. Create a pie-chart, graph, or other illustration to
demonstrate Okonkwo's levels of good and bad. Be
sure to go into detail.
2. Create a map which charts out moments in
Okonkwo's life from his first showing a tragic flaw to
his downfall.
3. Create a dual line graph in which you
compare/contrast the levels of suffering as
experienced both by Okonkwo and Antigone.
E.C. cannot be turned in before the 2/24, but must be
received by the beginning of class on the 3/1.
"Colliding Cultures" Pair share
First 12 minutes of class: Review with a partner your
textual annotations for Chapters 15-19.
Last part of class: complete the chart in the booklet.
Homework: Finish the book.
Quiz over final chapters of the book.
Class discussion of the final portion of the book.
"Missionaries and Misunderstandings"
Selected students must present a Jerry Springer Show
which covers the concepts represented on page 177
of the booklet.
1. The point of the show will be to illustrate the
misunderstanding between the Ibo and the
missionaries.
2. The group must create a script. don't leave this to
chance.
3. Scripts must be believable and not too far from the
characters of the novel.
4. Jerry must begin and end the show with
statements (as he does on T.V.)
sentimental
consent
dissent
174-5
tragic hero
hamartia
EXTRA CREDIT
OPPORTUNITY
176
177
All students will
be assigned
novel-related
presentations.
On 3/2, the
teacher will
meet with
selected small
groups to explain
the assignments.
5. The selected students may not perform as security
guards. The cast may select one person from the
audience to act as a security guard, with the
understanding that the security guard may receive
extra points only.
6. It is understood and agreed upon in advance that
sometimes in drama males must perform female
roles, and vice versa.
Characters needed:
Mr. Brown
Mr. Smith
Enoch
Okonkwo
Jerry Springer
(Presentation scheduled for 3/4).
"Excerpt from Chapter 22"
Selected students must present a dramatic production
of Chapter 22.
1. This group may be large.
2. The group must determine the script. Will a
narrator read while others depict the action?
3. There should be some attempt at costuming. The
group must determine essential costuming elements.
4. Call to attention new vocabulary words by using
some chart, symbol, or sign. Be sure to include the
word "desecrated".
5. Presentation should be ready to perform on ¾,
although date may be moved back to 3/7.
5. Following the performance, the audience will give
an oral critique of the performance. Were essential
ideas represented?
Planning for presentations
P R E S E N T A T I O N : "Missionaries and
Misunderstandings"
P R E S E N T A T I O N : "Excerpt from Chapter 22"
181
SILENT STUDY DAY
--Presenters will write a reflection in which they
identify the elements of their production which were
most successful and elements which could have been
revised or improved to make the presentation better.
--Non-presenters will reflect on the two
presentations, identifying both the most successful
elements of the productions and the elements which
could have been improved or revised.
All reflections should be 5 – 10 sentences long.
"An African Voice" Read silently booklet pages 185192.
The final project will be a literary analysis..
D E P ART M E N T
AS S E SS M E N T
185 - 192
desecrated
All students will
be assigned
novel-related
presentations.
On 3/2, the
teacher will
meet with
selected small
groups to explain
the assignments.