Things Fall Apart
Advanced Placement 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.
Turn in your booklet at the end of class.
Receive your copy of the novel.
Receive your bookmark. Use it to self-collect
vocabulary words from the novel.
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
D E P ART M E N T
AS S E SS M E NT
“Culture Wheel”
Demonstrate annotated reading
Read Chapter 1 of novel; annotate in margins details
which describe Okonkwo and his father.
Finish up panel discussions from pre-Christmas break
“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.
Packet
Page
Number
Vocabulary to Know
Begin Date
12/15/2010
149
symbol
archetype
folk tale (p. 148)
oral tradition (p. 148)
Christmas
break (due
1/3/2011)
1/3/2011
152
151
1/4 – 1/5
1/5
154
1/6
155
1/6
1/7
155
Paragraph
due at
beginning of
class on 1/10
Turn in the paragraph.
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.
1/10 - 1/12
EXTRA CREDIT
OPPORTUNITY
1/10
156
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.
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, college-level
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
dominate
domain
dominion
domestic
domicile
due 1/11
1/11
157
1/12 – 1/21
1/19
159
160
1/20
EXTRA CREDIT
OPPORTUNITY
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
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
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 question-writing 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.
1/21
1/24
1/24 – 1/27
1/28
162
1/31
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)
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.
2/1
163
2/2
consequences
sequence
sequel
consecutive
2/3
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.
2/4
164
Homework: Read Chapter 10
“EMBEDDED ASSESSMENT 1: Researching and
16-6
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
“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.
161
Teacher
explains
assignment
to 5 selected
students on
2/7
2/7
All students will be
assigned novelrelated
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
participate this
time, you will
definitely have
your chance in the
future!
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
--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).
2/8
2/9
2/10
2/11
2/14
167-8
2/15
169
2/16
171
2/17
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
"A cts 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
172
2/18
TESTING ROOM
DAY (110 minutes)
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
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.
173
2/22
resent
sentimental
consent
dissent
2/23
174-5
tragic hero
hamartia
2/24
2/24– 3/1
EXTRA CREDIT
OPPORTUNITY
"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.
176
2/28
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.)
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"
3/1
177
181
desecrated
3/2
All students will be
assigned novelrelated
presentations. On
3/2, the teacher
will meet with
selected small
groups to explain
the assignments.
3/2
All students will be
assigned novelrelated
presentations. On
3/2, the teacher
will meet with
selected small
groups to explain
the assignments.
3/3
3/4
3/4 or 3/7
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.
3/8
185 192
The final project will be a literary analysis..
D E P ART M E N T
AS S E SS M E NT
3/16