World Literature, Quarter 2, Unit 1 of 3
Themes in Things Fall Apart
Overview
Overall days:
25 (1 day = 50-55 minutes)
Purpose
Over the course of this quarter, Chinua Achebe’s Things Fall Apart will be the core novel used to support
all learning. The purpose of this unit is to introduce Things Fall Apart and set the context for analysis of
character, theme, culture/historical perspectives, and conflict.
Content to be learned
Processes to be learned and used

Analyze thematic and character development.


Respond to literature through discussion in a
prepared, collegial manner.
Examine and cite thematic development in
text.

Demonstrate command of standard spoken
and written English conventions and
vocabulary.
Examine and cite thoughts, words, and actions
that reveal a character’s motivation and
changes in behavior over time.

Show understanding of authors’ cultural
perspectives.
Connect personal experience and prior
knowledge with understanding of text.

Select and summarize key ideas that are
appropriate to the audience, and connect
reading to relevant ideas and themes.

Make inferences about relationships among
characters and settings.

Analyze cause/effect, internal or external
conflicts, and the relationship among elements
(theme, motif, archetype) within a text.

Examine author’s style and use of literary
techniques to convey message and meaning.

Interpret and connect cultural and historic
themes to contemporary issues.

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Make and support analytical judgments in
writing.

Analyze the development of themes and
characters across text using literary
techniques.

Analyze and interpret author’s craft within or
across texts.

Connect themes across cultures and history.
Essential questions students should be able to answer by end of unit

How does an author’s cultural perspective
influence the selection and development of
characters and setting in a story?

How do modern writers connect traditional
beliefs and modern lifestyles?

Why does a person struggle between
traditional and modern values when exposed
to values other than those of his or her own
community?

How can an author use theme, motif, and
archetype to demonstrate the tension between
tradition and change?
Providence Public Schools, in collaboration with the
Charles A. Dana Center at the University of Texas at Austin
D-25
World Literature, Quarter 2, Unit 1
Version 2
Themes in Things Fall Apart (25 days)
Written Curriculum
Common Core State Standards for English Language Arts
Reading
Reading Standards for Literature
Key Ideas and Details
RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text.
RL.9-10.2 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.
RL.9-10.3 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.
To address plots/subplots, cause/effect, symbolism, imagery, personification:
Craft and Structure
RL.9-10.4 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).
RL.9-10.5 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.
RL.9-10.6 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.
Integration of Knowledge and Ideas
RL.9-10.9 Analyze how an author draws on and transforms source material in a specific work.
Writing
Text Types and Purposes
W.9-10.1
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Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.
a.
Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims,
and create an organization that establishes clear relationships among claim(s),
counterclaims, reasons, and evidence.
b.
Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing
out the strengths and limitations of both in a manner that anticipates the audience’s
knowledge level and concerns.
Providence Public Schools, in collaboration with the
Charles A. Dana Center at the University of Texas at Austin
Themes in Things Fall Apart (25 days)
World Literature, Quarter 2, Unit 1
Version 2
c.
Use words, phrases, and clauses to link the major sections of the text, create cohesion,
and clarify the relationships between claim(s) and reasons, between reasons and
evidence, and between claim(s) and counterclaims.
d.
Establish and maintain a formal style and objective tone while attending to the norms
and conventions of the discipline in which they are writing.
e.
Provide a concluding statement or section that follows from and supports the argument
presented.
Research to Build and Present Knowledge
W.9-10.9
Draw evidence from literary or informational texts to support analysis, reflection, and
research.
Speaking and Listening
Comprehension and Collaboration
SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues,
building on others’ ideas and expressing their own clearly and persuasively.
a.
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.
b.
Work with peers to set rules for collegial discussions and decision-making (e.g.,
informal consensus, taking votes on key issues, presentation of alternate views), clear
goals and deadlines, and individual roles as needed.
c.
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.
d.
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.
Language
Vocabulary Acquisition and Use
L.9-10.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based
on grades 9–10 reading and content, choosing flexibly from a range of strategies.
a.
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.
b.
Identify and correctly use patterns of word changes that indicate different meanings or
parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).
c.
Consult general and specialized reference materials (e.g., dictionaries, glossaries,
thesauruses), both print and digital, to find the pronunciation of a word or determine or
clarify its precise meaning, its part of speech, or its etymology.
Providence Public Schools, in collaboration with the
Charles A. Dana Center at the University of Texas at Austin
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World Literature, Quarter 2, Unit 1
Version 2
d.
L.9-10.6
Themes in Things Fall Apart (25 days)
Verify the preliminary determination of the meaning of a word or phrase (e.g., by
checking the inferred meaning in context or in a dictionary).
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.
Notes, Clarifications, and Prerequisites
In the previous unit, students studied the character of Oedipus with attention to his tragic flaws and
whether or not he is a tragic hero. In this unit we continue to examine character in terms of tragic
flaws/tragic heroes, focusing on the character Okonkwo in Things Fall Apart.
The following unit will consist of an assessment comparing Oedipus to Okonkwo, the themes of the two
works, and the works’ cultural perspectives.
The specific focus of this unit is on character (archetype), theme (motif), culture and history, and conflict.
Examining the complexity of archetypal characters, including a character’s multiple and conflicting
motivations, is new to this grade span, and should be emphasized. Analysis of theme will include tracing
how it emerges in a story and how it is shaped and refined by specific details. New to this grade level is
the examination of author’s choice of language and structure and how these choices reveal aspects of the
author’s purpose and cultural/historical perspective. The rigor of these expectations will require explicit
teaching, modeling, and scaffolding to support all students’ mastery of the content.
The following writing standard is to be covered at least once per year and preferably once per quarter as
technology access allows.
W.9-10.6
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Use technology, including the Internet, to produce, publish, and update individual or shared
writing products, taking advantage of technology’s capacity to link to other information and
to display information flexibly and dynamically.
Providence Public Schools, in collaboration with the
Charles A. Dana Center at the University of Texas at Austin
Themes in Things Fall Apart (25 days)
World Literature, Quarter 2, Unit 1
Version 2
Taught Curriculum
Learning Objectives
Resources
Students will be able to:
Literature: World Literature, Glencoe McGrawHill, 2009
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
Describe and analyze the author’s cultural and
historical perspectives in contemporary African
literature in class discussion and writing.
Cite examples from the text of themes that
develop over the course of the text in class
discussion.
List the relationships of characters and identify
the basis for those relationships, noting any
changes over time.
Prepare for and participate in collegial
classroom discussion.
Demonstrate a command of standard spoken
and written English, paying attention to
vocabulary specific to the text and general
academic language.

Describe inferential or explicit examples from
the text that trace any changes in a character’s
traits, actions, or motivations throughout the
readings in the unit using graphic organizers.

Discuss author’s use of literary techniques
(e.g., motivation, anthropomorphism, conflict,
archetype), citing evidence from text.

Overview of Unit One, Part 2 (pp. 74-77)

“The Rain Came” (pp. 107-117)

“The Return” (pp. 135-140)

Bellringer Options (TE, pp. 107, 133)
Glencoe Literature: Novel Companion

“Things Fall Apart” (pp. 7-50)
Things Fall Apart, by Chinua Achebe
The Glencoe Literature Library: Study Guide for
Things Fall Apart
The novel companion and study guide are available
on TeacherWorks CD and Glencoe website at
www.glencoe.com.
Instructional Considerations
Key Vocabulary
alienation
imagery
symbolism
archetype
monologue
tension
conflict
motif
theme
cultural context
personification
traditional values
description
symbol
Providence Public Schools, in collaboration with the
Charles A. Dana Center at the University of Texas at Austin
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World Literature, Quarter 2, Unit 1
Version 2
Themes in Things Fall Apart (25 days)
Vocabulary from Things Fall Apart to be used in units 1 through 3
abomination (p. 85)
dispatch (p. 8)
malevolence (p. 47)
adherent (p. 96)
disquieting (p. 21)
persevere (p. 90)
approbation (p. 54)
elude (p. 46)
poignant (p. 22)
audacity (p. 45)
enormity (p. 92)
revel (p. 24)
blaspheme (p. 96)
enthrall (p. 89)
sprightly (p. 48)
brandish (p. 73)
esoteric (p. 52)
taboo (p. 95)
capricious (p. 9)
feign (p. 33)
tremulous (p. 73)
delectable (p. 58)
harbinger (p. 34)
valediction (p. 20)
derisive (p. 88)
imminent (p. 115)
vibrant (p.7)
desecrate (p. 114)
incipient (p. 9)
voluble (p. 58)
Planning and Instructional Delivery Considerations
Over the course of this quarter, Chinua Achebe’s Things Fall Apart will be the core novel used to support
all learning. The purpose of this unit is to introduce Things Fall Apart and set the context for analysis of
character, theme, culture/historical perspectives, and conflict.
The focus of this unit is on introducing theme (motif) and character (motivation and archetype).
BEGINNING of the unit (5 days)
For Overview of Unit One, Part 2:

Students are learning about the historical and cultural context of modern African literature.

There are Reading Strategy questions and suggested answers for discussion on each page in the
Teacher Edition (pp. 70-75).

Direct students to the Reading Check questions at the end of pages 74-76.

See the Wrap Up and Activities sections for possible homework enrichment.
For “The Rain Came” (pp. 107-117)

Begin with a journal prompt (see “Bellringer Options” in the Teacher Edition on p. 107). The purpose
of this exercise is to explore the literary elements of setting and situational irony, as well as proverbs
(as these will be a motif in Things Fall Apart), and further explore Big Ideas and reading strategies.
For “The Return” (p. 135-140)

Begin with a journal prompt (see “Bellringer Options” in the Teacher Edition on p. 133).

This story should be read with the idea of helping students build understanding for the second unit
summative assessment (theme, the motif of the bundle).

Discussion starters can be found in the Teacher Edition under “Differentiated Instruction” and
“Listening Practice” marginal notes.

Teachers should focus on Literary Element: Personification (pp. 138-139) and Symbolism (p. 140).
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Providence Public Schools, in collaboration with the
Charles A. Dana Center at the University of Texas at Austin
Themes in Things Fall Apart (25 days)
World Literature, Quarter 2, Unit 1
Version 2

Another journal prompt is found on page 24 of the Things Fall Apart Study Guide: “What would life
be like if laws, courtesy, and social conventions ceased to exist—if things simply fell apart?”

Background on the poem and Response questions are found on a hand out, p. 24.
MIDDLE of the unit (15 days)

Students read Things Fall Apart: Parts One and Two. The focus is on examining and making
inferences about themes/motifs, characters/archetypes, and selecting key ideas in the novel to write
about.

In the “Things Fall Apart” section of the Novel Companion, there are prereading, active reading, and
after-reading instructions and activities for the teaching of the novel. In addition, there are some
different instructions and activities in the Things Fall Apart study guide.

The following journal prompts can be used as discussion starters:
Prereading: “What makes a person successful? Is there more than one way of being a success?”
During reading, Chapters 1–3: What aspect of Ibo society struck you as most different from your
society? What seemed most familiar?
During reading, Chapters 4–7: Why is Ikemefuna killed? Why does Okonkwo participate in the
slaughter in spite of an elder’s advice not to become involved in the sacrifice? How does Nwoye react
to the sacrifice?
During reading, Chapters 8–10: What are some good aspects of village life? Are there aspects of Ibo
culture that you think are unjust?
During reading, Chapters 11–13: How is the concept of change and the response to change presented
in the novel? What is the significance of the song sung at the end of Chapter 12?
During reading, Chapters 14–19: Why would Oberika say that he is greatly afraid of the white man?
Why do people resist change? What would make a child turn away from his or her family values?
What kind of converts does the Christian church attract at first and why?
END of the unit (5 days)

Students read Things Fall Apart: Part Three. The focus is on examining and making inferences about
themes/motifs, characters/archetypes, and selecting key ideas in the novel to write about.

In the “Things Fall Apart” section of the Novel Companion, there are prereading, active reading, and
after-reading instruction and activities for the teaching of the novel. In addition, there are some
different instructions and activities in the Things Fall Apart study guide.

The following questions from the study guide can be used for journal prompts and discussion starters:
Can social conflicts always be resolved peacefully? When, if ever, is it appropriate to take up arms for
a cause? (p. 20)
Were you surprised by how the novel ended? Why or why not? (p. 22).
In your opinion, was it wrong for Okonkwo to kill the messenger? Can such actions ever be justified?
(p. 23)
How do you think Nwoye would respond to his father’s downfall? Explain your reasoning. (p. 23)
One of the central themes of Achebe’s novel is the disintegration of Ibo society, which is suggested in
the title. What people, events, and circumstances cause this “falling apart?” Could the Ibo have done
anything to prevent it? (p. 23)
Providence Public Schools, in collaboration with the
Charles A. Dana Center at the University of Texas at Austin
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World Literature, Quarter 2, Unit 1
Version 2

Themes in Things Fall Apart (25 days)
Provide at least one day for students to respond to the on-demand writing prompt. Students should be
allowed to use their notes, graphic organizers, and the novel to answer this question.
Assessed Curriculum
Formative Assessments

Have students complete daily journal entries based on the Bellringer questions in the textbook and the
Focus Activities in the Things Fall Apart study guide. Suggested student responses are provided
under each question in the Bellringer sections.

Have students participate in classroom discussions in which they must come prepared, posing and
responding to questions.

Have students complete the graphic organizers related character analysis from the Glencoe Literature
Novel Companion, pages 13, 25, and 37.

Have students complete a three-column graphic organizer like the one shown below analyzing the
cultural significance and connections to contemporary life of traditions, celebrations, and objects.
Tradition, Celebration, or Object
Significance to Ibo
Connection to Contemporary Life
Summative Assessment

Students should take the test on Things Fall Apart on page 29 of The Glencoe Literature Library:
Study Guide for Things Fall Apart.

Or, you may choose to give students the following on-demand writing prompt:
In a lecture entitled “The Role of the Writer in the New Nation,” Chinua Achebe expressed the
central idea behind the writing of Things Fall Apart:
This theme—put quite simply—is that African peoples did not hear of culture for the first time
from Europeans; that their societies were not mindless but frequently had a philosophy of great
depth and value and beauty, that they had poetry, and above all, they had dignity. It is this
dignity that many African peoples all but lost in the colonial period, and it is this dignity that
they must now regain.
How does Things Fall Apart portray the richness and beauty of African culture? How might it help
restore a sense of dignity for Africans?
Write a brief response to these questions using the prompt to develop your interpretive claim or
thesis. Be sure to cite relevant textual evidence and use valid reasoning to support this interpretive
claim/thesis.

Draw from the CCSS indicators on argument writing to develop scoring criteria and a scoring rubric.
You may want to select only one or two criteria from W.9-10.1 on which to focus for this on-demand
writing assessment.
D-32
Providence Public Schools, in collaboration with the
Charles A. Dana Center at the University of Texas at Austin
Themes in Things Fall Apart (25 days)
World Literature, Quarter 2, Unit 1
Version 2
Notes
Providence Public Schools, in collaboration with the
Charles A. Dana Center at the University of Texas at Austin
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World Literature, Quarter 2, Unit 1
Version 2
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Themes in Things Fall Apart (25 days)
Providence Public Schools, in collaboration with the
Charles A. Dana Center at the University of Texas at Austin