Things Fall Apart

10D3_TEACHER GUIDE

Things Fall Apart

Sections and Lessons
Things Fall Apart. 10D3. Sec on 1. Lesson 1

Descrip on

In this lesson, students watch “The Danger of a Single Story” by Chimamanda Ngozi Adichie and
discuss the meaning of the tle. Students also prepare to write by previewing the culmina ng task
and begin choice reading for the unit.

Look-Fors

Can students explain Adichie’s phrase “the danger of a single story”?

Can students provide evidence such as details and examples from the video during a
discussion?

Notes:

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 Things Fall Apart
10D3_TEACHER GUIDE

10D3. Sec on 1. Lesson 1. Ac vity 1. Core

app. 20 minutes

Student Teacher

About the speaker: Before viewing the video, direct students to read the
Adichie, a Nigerian author, wrote statement about the speaker.
Americanah, a cri cally-acclaimed
novel, about Ifemelu who Have students view "The Danger of a Single Story".
immigrates to the United States
from West Africa to go to school in If students need support during the ac vity:
the United States. Adichie had a Provide direct support or examples.
similar experience.
Provide students with student-friendly defini ons
for key vocabulary in the video.
Obligated: required
Demonstrates: shows
Unintended consequence: something that
happens as a result of something else
without an cipa ng it
Conven onal: tradi onal, normal
Domes c: household
It had not occurred to me: not thought of
Consequently: as a result
Default: automa c
Patronizing: kindness that comes from
feeling superior
Incomprehensible: not able to be
understood
Synonymous: the same as
Fleecing: taking advantage of
Immersed: to be a part of
Abject: extreme
Colonial: related to Bri sh coloniza on of
Africa
Representa ve: to stand for
Infrastructure: buildings, roads

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10D3_TEACHER GUIDE

10D3. Sec on 1. Lesson 1. Ac vity 1. Core

app. 20 minutes
Resilience: toughness, able to overcome
difficul es

Notes:

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 Things Fall Apart
10D3_TEACHER GUIDE

10D3. Sec on 1. Lesson 1. Ac vity 2. Core

app. 5 minutes

Student Teacher

React to "The Danger of a Single Direct students to answer the ques ons to react to the text.
Story" by wri ng your response to
the ques on in your learning log. If students need support during the ac vity:
Provide direct support or examples.
Ques on:
Define “confirm” and “challenge.”
1. What is one idea or
quota on from the video Provide students with one of the following
that confirmed, challenged, quota ons and ask them to explain whether
or changed your thinking? that quota on confirms, challenges, or
Why? changes their thinking.
“I wrote exactly the kinds of stories I
was reading: All my characters were
white and blue eyed they played in
the snow they ate apples, and they
talked a lot about the weather, how
lovely it was that the sun had come
out. Now, this despite the fact that I
lived in Nigeria. I had never been
outside Nigeria. We didn't have
snow, we ate mangoes, and we
never talked about the weather,
because there was no need to.”
“Because all I had read were books
in which characters were foreign, I
had become convinced that books
by their very nature had to have
foreigners in them and had to be
about things with which I could not
personally iden fy.”
“I realized that people like me, girls
with skin the color of chocolate,
whose kinky hair could not form
ponytails, could also exist in
literature. I started to write about
things I recognized.”
“My roommate had a single story of
Africa: a single story of catastrophe.
In this single story, there was no

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10D3_TEACHER GUIDE

10D3. Sec on 1. Lesson 1. Ac vity 2. Core

app. 5 minutes
possibility of Africans being similar
to her in any way, no possibility of
feelings more complex than pity, no
possibility of a connec on as human
equals.”
As needed, allow students learning English
as a new language to write their response in
a combina on of English and their home
language.

Notes:

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10D3_TEACHER GUIDE

10D3. Sec on 1. Lesson 1. Ac vity 3. Op onal

app. 10 minutes

Student Teacher

Segment 1 Segment 1
Review the academic conversa on Direct students to complete the ac vity.
reference guide, the conversa on
stems, the class discussion norms,
and the discussion ques on: “Why
are single stories ‘dangerous’?”

Iden fy which conversa on stems

you might use during the discussion.
Segment 2
Segment 2
Direct students to complete the ac vity.
Talk with your partner about how
you might use one or more of the If students need support during the ac vity:
conversa on stems during the
discussion to accomplish a class Provide direct support or examples.
discussion norm. Prompt students to use the transi ons chart
in the connec ng ideas reference guide and
In your learning log, write sentences the evidence sentence starters in the
that you can use during the integra ng quota ons reference guide when
discussion that include one or more composing their sentences.
of the iden fied conversa on stems.
Model how to compose sentences that students can
use during the discussion.
Review the discussion prompt.
Select one or more stems from the
conversa on stems in the academic
conversa on reference guide or the
evidence sentence starters in the integra ng
quota ons reference guide.
Share an example statement a student
might say during a discussion.
Compose a sentence in response to the
statement using the stem as a star ng point.
Focus the sentence on a discussion skill
students should prac ce, such as making a
concession, challenging the posi on or
evidence provided by others, elabora ng on
and/or refining the thinking of others, or
invi ng others into the conversa on.

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10D3_TEACHER GUIDE

10D3. Sec on 1. Lesson 1. Ac vity 3. Op onal

app. 10 minutes
Ask students to expand the sentence to
provide more detailed informa on about or
evidence to support the idea(s) in the
sentence.
As needed, model how to use the
transi ons chart in the connec ng ideas
reference guide.
Ask students to describe the purpose of the
sentence.
Repeat the process to compose addi onal
sentences.
Direct students to use the sentences or
similar versions of them in the discussion.

Notes:

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10D3_TEACHER GUIDE

10D3. Sec on 1. Lesson 1. Ac vity 4. Core

app. 10 minutes

Student Teacher

Review the discussion norms. Remind students of the goal and process of the whole-class
discussion.
As a class, engage in a discussion of
the discussion ques on. Begin the ac vity by asking the discussion ques on.

Discussion ques on: Conclude the discussion by asking students to summarize

1. Why are single stories the discussion.
“dangerous”?
If students need support during the ac vity:
During the discussion, take notes on Ask guiding ques ons.
the discussion tool to summarize According to Adichie, what happens when
the claims, evidence, and reasoning you only hear one story?
of your peers. At the end of the What examples does she provide to support
discussion, summarize the her claim?
discussion on your discussion tool.
Provide direct support or examples.
Prompt students to use the conversa on
stems in the academic conversa on
reference guide.
Model how to con nue the discussion and probe
thinking by using teacher talk moves.

Notes:

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 Things Fall Apart
10D3_TEACHER GUIDE

10D3. Sec on 1. Lesson 1. Ac vity 5. Core

app. 10 minutes

Student Teacher

Review the discussion norms. Remind students of the goal and process of the whole-class
discussion.
As a class, engage in a discussion of
the discussion ques on. Begin the ac vity by asking the discussion ques on.

Discussion ques on: Conclude the discussion by asking students to summarize

1. Why are single stories the discussion.
“dangerous”?
If students need support during the ac vity:
During the discussion, take notes on Ask guiding ques ons.
the discussion tool to summarize According to Adichie, what happens when
the claims, evidence, and reasoning you only hear one story?
of your peers. At the end of the What examples does she provide to support
discussion, summarize the her claim?
discussion on your discussion tool.
Provide direct support or examples.
Prompt students to use the conversa on
stems in the academic conversa on
reference guide.
Model how to con nue the discussion and probe
thinking by using teacher talk moves.

Notes:

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 Things Fall Apart
10D3_TEACHER GUIDE

10D3. Sec on 1. Lesson 1. Ac vity 6. Core

app. 10 minutes

Student Teacher

Select a text for choice reading. Tell students that choice reading is independent reading of
self-selected texts.
Record the tle and author(s) of
your choice reading text in your Explain the expecta ons and process for choice reading,
learning log. including how students will capture their progress and
demonstrate their understanding in their learning log.
Establish a plan for choice
reading and record your plan in your Provide students with access to texts for choice reading.
learning log.
Notes:

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10D3_TEACHER GUIDE

10D3. Sec on 1. Lesson 1. Ac vity 7. Op onal

app. 15 minutes

Student Teacher

Read your choice reading text Direct students to do the ac vity.

independently.
Notes:

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10D3_TEACHER GUIDE

10D3. Sec on 1. Lesson 1. Ac vity 8. Op onal

app. 5 minutes

Student Teacher

In your learning log, write a Provide students with the choice reading ques ons below
response about your choice reading and/or your own ques ons.
text.
Choice reading ques ons:
In your response, pose text-specific 1. Write a summary of a scene, sec on, or chapter of
ques ons and/or respond to one of your choice reading text.
the ques ons provided by your
teacher. 2. Select a word or phrase from the text and explain
how it is used in your choice reading text.
3. How do the characters in your choice reading text
develop, interact, and develop a theme?
4. What are the central ideas or themes of your choice
reading text? How are they developed?
5. How does the style of your choice reading text
contribute to its power, persuasiveness, or beauty?
6. Analyze how a sentence, paragraph, or sec on of
your choice reading text develops the author’s ideas
or claims.
7. Evaluate the effec veness of the structure the
author uses in your choice reading text.
8. How does the author use rhetoric to advance the
point of view or purpose?
9. Compare your choice reading text with other texts
with similar themes, purposes, and/or rhetorical
features.
10. Analyze how your choice reading text draws on and
transforms source materials.

Then direct students to respond in their learning log to one

of the ques ons about their choice reading text.
Notes:

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10D3_TEACHER GUIDE

Things Fall Apart. 10D3. Sec on 1. Lesson 2

Descrip on

In this lesson, students are introduced to Things Fall Apart by Chinua Achebe. They read texts from
other authors to hear other stories and discuss connec ons between those texts, Things Fall
Apart, and “The Danger of a Single Story.” Students also read chapters 1 - 3 of Things Fall Apart.

Look-Fors

Can students compare various texts to explain the meaning of the phrase “the danger of a
single story”?
Do students engage ac vely when answering ques ons with a partner?

Notes:

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10D3_TEACHER GUIDE

10D3. Sec on 1. Lesson 2. Ac vity 1. Core

app. 5 minutes

Student Teacher

Before reading lines 1-8 from “The Before reading the text, direct students to answer the
White Man’s Burden”, page 82 from ques on in their learning log.
Heart of Darkness, answer the
ques on to approach the text. Read aloud lines 1-8 from “The White Man’s Burden” and
page 82 from Heart of Darkness.
Ques on:
1. Lines 1-8 from “The White
Man’s Burden” and page 82
from Heart of
Darkness were published in
1899. What is one thing you
know about the me period
when these texts were
published?

Listen to and follow along with the

read aloud of lines 1-8 from “The
White Man’s Burden” and page 82
from Heart of Darkness.
Notes:

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10D3_TEACHER GUIDE

10D3. Sec on 1. Lesson 2. Ac vity 2. Core

app. 10 minutes

Student Teacher

About the author: Before reading the text, direct pairs to read the statement
Chinua Achebe is considered the about the author and when the text was published.
father of African literature. His
novel, Things Fall Apart, was Direct pairs to complete the ac vity.
published in 1958. According to “An
African Voice," “Things Fall
Apart marked a turning point for
African authors, who in the fi ies
and six es began to take back the
narra ve of the so-called ‘dark
con nent’” (Bacon 1).

Read excerpts from “Chinua Achebe,

The Art of Fic on No. 139” and
excerpts from “An African Voice”
with your partner.

Take turns with your partner reading

aloud a quota on at a me un l the
en re text is read.
Notes:

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10D3_TEACHER GUIDE

10D3. Sec on 1. Lesson 2. Ac vity 3. Core

app. 10 minutes

Student Teacher

React to lines 1-8 from “The White Direct students to answer the ques ons to react to the
Man’s Burden”, page 82 from Heart texts.
of Darkness, excerpts from “Chinua
Achebe, The Art of Fic on No. 139”, Prompt students to share their response.
and excerpts from “An African
Voice” by wri ng your response to If students need support during the ac vity:
the prompt in your learning log. Provide direct support or examples.
Prompt: Prompt students to use the conversa on
stems in the academic conversa on
1. Select a word, phrase, reference guide.
sentence, or idea from
Kipling's poem, Conrad's
novel, or Achebe’s
interviews which s cks out
to you. Explain in wri ng
why you selected the word,
phrase, sentence, or idea.

Then share your response with a

partner.
Notes:

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10D3_TEACHER GUIDE

10D3. Sec on 1. Lesson 2. Ac vity 4. Core

app. 10 minutes

Student Teacher

With your partner, compare and Direct students to work with their partner to answer the
connect ideas across lines 1-8 from ques on to compare and connect ideas across texts.
“The White Man’s Burden”, page 82
from Heart of Darkness, excerpts If students need support during the ac vity:
from “Chinua Achebe, The Art of Ask guiding ques ons.
Fic on No. 139”, excerpts from “An
African Voice”, and the transcript of What story does Kipling tell?
"The Danger of a Single Story" by What story does Conrad tell?
answering the text-specific What is different about those stories and
ques on. Support your response the stories that Adichie and Achebe indicate
with evidence from the text. they tell? Why?
Ques on: According to Adichie, what happens when
you only hear one story?
1. According to Achebe and
Adichie, what are the What would you think about Africans if the
dangers of “single stories”? only story you heard was Conrad’s novel?
Provide direct support or examples.
As needed, define “compare and connect
ideas” as “The process of recognizing
connec ons among texts to make logical
comparisons and build knowledge. Readers
compare and connect ideas across texts to
extend their understanding of texts.”
Prompt students to use the conversa on
stems in the academic conversa on
reference guide.
Encourage students with the same home
language to respond in a combina on of
their home language and English. Direct
students to iden fy and explain their
thoughts in their home language and share
any examples or evidence from texts in
English.

Notes:

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10D3_TEACHER GUIDE

10D3. Sec on 1. Lesson 2. Ac vity 5. Op onal

app. 15 minutes

Student Teacher

Segment 1 Segment 1
View "African Civiliza ons Map Pre- Project "African Civiliza ons Map Pre-Colonial".
Colonial" and share what you no ce
about the map. Prompt students to share what they no ce about the map.
Then point out the loca on of modern-day Nigeria and Igbo.
Explain that Things Fall Apart is set in this area of pre-
colonial West Africa around 1900.
Segment 2
Listen to the informa on about pre- Segment 2
colonial Africa from "Pre-Colonial Read aloud and/or summarize the content of "Pre-Colonial
Africa", from Slavery and Africa" from Slavery and Remembrance and "Igbo Land".
Remembrance, and "Igbo Land".

Segment 3
View the images of Igbo life in pre- Segment 3
colonial West Africa and watch the Locate images through an online search for “pre-colonial
video to learn more about pre- Igbo images.” Show the images.
colonial Africa.
Show the video to provide a brief history of pre-Colonial
Segment 4 Africa.
Answer the ques ons in your
learning log. Segment 4
Ask students to write their responses to the ques ons.
Ques ons:
Prompt a few students to share their responses with the
1. What is one thing from the class.
overview that surprised you
or challenged what you If students need support during the ac vity:
already know about pre-
colonial Africa? Provide direct support or examples.
2. What is one thing you want As students share their responses, use
to know more about pre- teacher talk moves.
colonial Africa? Prompt students to use the conversa on
stems in the academic conversa on
Share your responses with the class. reference guide.

Notes:

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10D3_TEACHER GUIDE

10D3. Sec on 1. Lesson 2. Ac vity 6. Op onal

app. 15 minutes

Student Teacher

Segment 1 Segment 1
Before reading chapters 1 - 3 from Before reading chapters 1 - 3 from Things Fall Apart, provide
Things Fall Apart, review the fluency students with fluency prac ce words and phrases from the
prac ce words and phrases text.
provided by your teacher.

Read aloud the fluency prac ce 1. harma an 23. consola on

words and phrases accurately three 2. improvident 24. Okonkwo: oh-kohn-
mes with your partner. kwoh
3. impending
Then skim chapters 1 - 3 from 4. revered 25. Umuofia: oo-moh-fee-
Things Fall Apart and highlight or ah
mark the words and phrases which 5. ill-fated
26. Mbaino: mbay-noh
are included on the fluency prac ce 6. discerned
tool. 27. Unoka: oo-noh-kah
7. suppressed
28. Okoye: oh-koh-yeh
8. imperious
29. Igbo: ee-boh
9. emissary
30. Ogbuefi Ezeugo: oh-
10. interim bweh-fee eh-zeh-oo-
11. perpetual goh
12. capricious 31. Ogbuefi Udo: oh-
bweh-fee oo-doh
13. malevolent
32. Nwoye: woh-yeh
14. resented
33. Ikemefuna: ee-keh-
15. incipient
meh-foo-nah
16. compound
34. Agbala: ah-bah-lah
17. prosperously
35. Ifejioku: ee-feh-jee-
18. reluctant oh-koo
19. abomina on 36. Nwakibie: wah-kee-
20. afflicted bee-eh
21. contemp ble 37. Ogbuefi Idigo: oh-
bweh-fee ee-dee-goh
22. meagre
38. Obiako: oh-bee-ah-
Segment 2 koh
39. Akukalia: ah-koo-kah-
lee-ah

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 Things Fall Apart
10D3_TEACHER GUIDE

Listen to and follow along with the

10D3.
read Sec of
aloud onsec
1. Lesson
ons of 2. Ac vity1 6. Op onal
chapters
- 3 from Things Fall Apart. app. 15 minutes
40. Igwelo: ee-gweh-loh
Ac vely engage in the read aloud
when directed. 41. Ekwefi: eh-kweh-fee
42. Ezinma: eh-zeen-mah
Segment 3
Begin reading chapters 1 - 3 from 43. Obierika: oh-bee-eh-
Things Fall Apart with your partner. ree-kah
44. Chielo: chee-eh-loh
Take turns with your partner,
reading aloud a paragraph at a me.
Read aloud the list as students follow along.
Focus on reading the text smoothly
and with expression. Then direct pairs to do the ac vity.

If students need support as they prac ce with their partner:

Provide direct support or examples.
A er reading aloud each fluency prac ce
word, provide a familiar synonym or
student-friendly defini on.

Segment 2
Read aloud sec ons of chapters 1 - 3 from Things Fall
Apart as students follow along. Focus on the sec ons which
contain the fluency prac ce words and phrases.

While reading, direct students to chorally read aloud each

sentence containing a word from the fluency prac ce list.

Segment 3
Direct students to do the ac vity with their partner.

Students should begin reading chapters 1 - 3 un l it is me

to move onto the next ac vity.

They will finish reading the chapters for homework.

Notes:

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 Things Fall Apart
10D3_TEACHER GUIDE

10D3. Sec on 1. Lesson 2. Ac vity 7. Op onal

app. 5 minutes

Student Teacher

Segment 1 Segment 1
Listen to and follow along with the Read aloud the first paragraph where italicized text is
read aloud of a paragraph from included in chapter one of Things Fall Apart as students
Things Fall Apart. follow along. The paragraph starts with “As he broke the
kola, Unoka prayed to their ancestors for life and health…”
Using the glossary, define the and ends with “one saw that there was sorrow and grief
italicized words in the paragraph. there” (Achebe 6).

When reading the italicized words, point out that these are
Igbo words and are defined in the glossary.

Direct students to access the glossary to define the italicized

words in the paragraph.

Explain that students can use this reference when they see
Segment 2
an italicized word in the text.
In your learning log, write the
characteris cs of an episodic Segment 2
narra ve. Define “episodic narra ve” as a story that is told through a
series of episodes rather than chronologically with events
Include informa on about how
unfolding in a clear me sequence.
reading an episodic narra ve is
different from reading a narra ve As needed, further explain “episodic narra ve.” For
with a chronological structure. example: “In an ‘episodic narra ve,’ each episode may focus
on a different set of characters, but all characters exist in the
same me and place. The episodes may jump forward or
backward in me without filling in the gaps of me with
informa on. For example, the first episode may focus on an
event that happens on a single day and the next episode
might focus on a related event a year in the future. Most
episodes have a clear beginning and end.”

Explain that part one and part two of Things Fall Apart are
structured in episodes, so students should focus on the
knowledge they are gaining about the se ng and the
characters from the chapters rather than trying to
understand a chronological story with a sequence of events
(first, next, then, etc.).
Notes:

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10D3_TEACHER GUIDE

10D3. Sec on 1. Lesson 2. Ac vity 8. Core

Homework

Student Teacher

Read chapters 1 - 3 from Things Fall Direct students to complete the ac vity.
Apart independently.
If students need support during the ac vity:
Provide direct support or examples.
As needed, provide students with a
pronuncia on guide of character and village
names in chapters 1 - 3.

1. Okonkwo: oh-kohn- 10. Ikemefuna: ee-keh-

kwoh meh-foo-nah
2. Umuofia: oo-moh- 11. Agbala: ah-bah-lah
fee-ah 12. Ifejioku: ee-feh-jee-
3. Mbaino: mbay-noh oh-koo
4. Unoka: oo-noh-kah 13. Nwakibie: wah-kee-
bee-eh
5. Okoye: oh-koh-yeh
14. Ogbuefi Idigo: oh-
6. Igbo: ee-boh bweh-fee ee-dee-goh
7. Ogbuefi Ezeugo: oh- 15. Obiako: oh-bee-ah-
bweh-fee eh-zeh- koh
oo-goh
16. Akukalia: ah-koo-
8. Ogbuefi Udo: oh- kah-lee-ah
bweh-fee oo-doh
17. Igwelo: ee-gweh-loh
9. Nwoye: woh-yeh

Notes:

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10D3_TEACHER GUIDE

Things Fall Apart. 10D3. Sec on 1. Lesson 3

Descrip on

In this lesson, students react to chapters 1 - 3 of Things Fall Apart and begin a se ng understanding
tool to deepen their understanding of the se ng, including the culture, customs, and beliefs of the
Igbo people as represented in the novel.

Look-Fors

Can students describe the culture, customs, and beliefs of Umuofia as presented in the first
three chapters of Things Fall Apart?
Do students adequately prepare for class by reading chapters 1 - 3 of Things Fall Apart?

Notes:

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10D3_TEACHER GUIDE

10D3. Sec on 1. Lesson 3. Ac vity 1. Core

app. 5 minutes

Student Teacher

React to chapters 1 - 3 from Things Direct students to answer the ques ons to react to the text.
Fall Apart by developing your
response to the ques ons. Prompt students to share their response.

Ques ons:
1. What stood out for you in
the first three chapters?
2. What was confusing?

Then share your response with the

class.
Notes:

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10D3_TEACHER GUIDE

10D3. Sec on 1. Lesson 3. Ac vity 2. Op onal

app. 10 minutes

Student Teacher

Listen to and follow along with the Read aloud the first part of chapter two (pages 9 - 12) from
read aloud of chapter two from Things Fall Apart or play an audio recording as students
Things Fall Apart. follow along. Start reading at the beginning of the chapter
and read un l “And so for three years Ikemefuna lived in
Okonkwo’s household.”
Notes:

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 Things Fall Apart
10D3_TEACHER GUIDE

10D3. Sec on 1. Lesson 3. Ac vity 3. Op onal

app. 10 minutes

Student Teacher

Develop your response to the Direct students to answer the ques ons to analyze the
ques ons about the first part of rela onships among the details and ideas of the text.
chapter two (pages 9 - 12) from
Things Fall Apart. Prompt students to share their response.

Ques ons: If students need support during the ac vity:

1. What was the conflict with Provide direct support or examples.
Mbaino? As needed, explain to students that they are
2. What was the resolu on? analyzing the rela onships in the text, which
Why? is the process of recognizing and
interpre ng how the key details and ideas of
3. What does this reveal about
a text interact to establish the elements,
Umuofia?
such as characters and tone, and the
structure or organiza on of a text.
Then share your response with the
class. Support your response with As appropriate, bring in students’
evidence from the text. background knowledge. Ask students to do
a quick write or quickly discuss students'
experiences with social conflicts and war:
How do they resolve conflict in their
culture?
As students share their responses, use
teacher talk moves.
Prompt students to use the conversa on
stems in the academic conversa on
reference guide.

Notes:

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10D3_TEACHER GUIDE

10D3. Sec on 1. Lesson 3. Ac vity 4. Core

app. 20 minutes

Student Teacher

With your partner, review chapters Have students work with their partner to analyze the
1 - 3 from Things Fall Apart. Use the rela onships among the details and ideas of the text.
se ng understanding tool to
analyze the rela onships among the Direct them to add to the se ng understanding tool.
details and ideas of the text.
If students need support during the ac vity:
Record your thinking and suppor ng Ask guiding ques ons.
relevant evidence about Umuofia on
the se ng understanding tool. What details and/or images stand out to
you as you read?
Be sure to include the appropriate What ideas are described in detail?
cita on for recorded evidence.
Which details seem important to
understanding Umuofia? Why?
Provide direct support or examples.
Encourage pairs to collaborate in their home
language as they add to the se ng
understanding tool in English.
Prompt students to refer to the background
informa on a er the tool to help them
deepen their understanding of Umuofia.
Prompt students to use the avoiding
plagiarism reference guide.
Model how to use the se ng understanding tool.

Notes:

27
 Things Fall Apart
10D3_TEACHER GUIDE

Things Fall Apart. 10D3. Sec on 1. Lesson 4

Descrip on

In this lesson, students reread the first part of chapter three from Things Fall Apart to deepen their
understanding of Unoka and his impact on Okonkwo. Students begin a character understanding tool
to record details and informa on about the characters in Things Fall Apart and analyze the
rela onships among those details to deepen their understanding of the characters.

Look-Fors

Can students describe Unoka’s rela onship with Okonkwo?

Can students gather and organize evidence to demonstrate their understanding of Unoka
and Okonkwo?

Notes:

28
 Things Fall Apart
10D3_TEACHER GUIDE

10D3. Sec on 1. Lesson 4. Ac vity 1. Core

app. 10 minutes

Student Teacher

Read the first part of chapter three Direct pairs to complete the ac vity.
(pages 16 - 18) from Things Fall
Apart with your partner. Start at the
beginning of the chapter and read
un l “But he threw himself into it
like one possessed. And indeed he
was possessed by the fear of his
father’s contemp ble life and
shameful death.”
Notes:

29
 Things Fall Apart
10D3_TEACHER GUIDE

10D3. Sec on 1. Lesson 4. Ac vity 2. Core

app. 5 minutes

Student Teacher

With your partner, answer the Direct students to work with their partner to answer the
ques ons to react to the first part of ques ons to react to the text.
chapter three (pages 16 - 18) from
Things Fall Apart. Prompt students to write their response.

Ques ons: If students need support during the ac vity:

1. Who is Unoka? Provide direct support or examples.
2. Describe Unoka’s Prompt students to use the conversa on
rela onship with Okonkwo. stems in the academic conversa on
reference guide.
Write your response in your learning
log. Support your response with
evidence from the text.
Notes:

30
 Things Fall Apart
10D3_TEACHER GUIDE

10D3. Sec on 1. Lesson 4. Ac vity 3. Core

app. 10 minutes

Student Teacher

Segment 1 Segment 1
In your learning log, copy the Read aloud the mentor sentence.
following mentor sentence from
Things Fall Apart. Then answer the Then direct students to do the ac vity.
ques ons.
A er several minutes, ask one or two students to share how
Mentor sentence: “With a father they paraphrased or interpreted the mentor sentence.
like Unoka, Okonkwo did not have
the start in life which many young Ask students what they no ce about the mentor sentence.
men had” (Achebe 18).
As students share, mark the gramma cal elements students
Ques ons: no ce in the mentor sentence and ask how what they no ce
helps them understand the mentor sentence.
1. What does the mentor
sentence mean? If students need support as they a end to the details of the
2. What do you no ce? mentor sentence:
3. How does what you no ce Ask guiding ques ons.
help you understand the Who is doing what in the mentor sentence?
mentor sentence?
What are the parts of the mentor sentence?
4. What makes the mentor
sentence easy or more What phrases or clauses do you no ce?
difficult to understand? What does the phrase “with a father like
Why? Unoka” mean? How does “with a father like
Unoka” connect to the rest of the mentor
sentence? What is the purpose of “with a
father like Unoka” in the mentor sentence?
How does the phrase help you understand
the mentor sentence?
Can we rearrange the mentor sentence?
What do we have to change or add? How
does rearranging the sentence change its
meaning or style?
Segment 2 Provide direct support or examples.
Complete one of the sentence Prompt students to use the connec ng
stems in your learning log. ideas reference guide and the conven ons
reference guide.
Sentence stems:
Segment 2

31
 Things Fall Apart
10D3_TEACHER GUIDE

Direct students to complete one of the sentence stems.

10D3. Sec on 1. Lesson 4. Ac vity 3. Core
app. 10 minutes
To understand the sentence,
I had to _____.
No cing _____ helped
me understand the
sentence because ____
_.
Knowing _____ is useful
for determining the
meaning of the sentence.

Notes:

32
 Things Fall Apart
10D3_TEACHER GUIDE

10D3. Sec on 1. Lesson 4. Ac vity 4. Op onal

app. 10 minutes

Student Teacher

33
 Things Fall Apart
10D3_TEACHER GUIDE

10D3. Sec on 1. Lesson 4. Ac vity 4. Op onal

app. 10 minutes

Segment 1 Segment 1
In your learning log, copy the word. Direct students to define the word and answer the
Then answer the ques ons. ques ons.

Vocabulary word: “contemp ble” A er several minutes, prompt a few students to share their
defini ons and answers.
“And indeed he was possessed by
the fear of his father's contemp ble If students need support defining the word:
life and shameful death” (Achebe Ask guiding ques ons.
18).
What do you no ce about the word?
Ques ons: What are the parts of the word?
1. Define the word in your What other words have a similar or opposite
own words. meaning as “contemp ble”?
2. What do you no ce about Is “contemp ble” posi ve or nega ve? How
the words and phrases in do you know?
this sentence?
What is another way to say “contemp ble”?
3. How does what you no ce
help you understand the How do the words around the word in the
meaning of the word? sentence help you understand the word?
Provide direct support or examples.
Prompt students to use the following
sentence frames to share their defini ons
and describe how the words and phrases
Segment 2 contributes to their understanding of the
Complete one of the sentence sentence.
stems in your learning log.
I no ced…, which meant….
Sentence stems: I knew…, so I….
To understand this word, I
had to _____. Segment 2
Ask students to refine their defini on as needed.
No cing _____ helped
me understand the word Then prompt students to complete one of the sentence
because _____. stems in their learning log.
Knowing _____ comes
in handy when determining
the meaning of this word.

Notes:

34
 Things Fall Apart
10D3_TEACHER GUIDE

10D3. Sec on 1. Lesson 4. Ac vity 5. Core

app. 15 minutes

Student Teacher

With your partner, review chapters Have students work with their partner to analyze the
1 - 3 from Things Fall Apart. Use the rela onships among the details and ideas of the text.
character understanding tool to
analyze the rela onships among the Direct them to add to the character understanding tool.
details and ideas of the text.
If students need support during the ac vity:
Record your thinking and suppor ng Ask guiding ques ons.
relevant evidence about Okonkwo
on the character understanding Who is Okonkwo?
tool. Be sure to include the How does Okonkwo par cipate in the
appropriate cita on for recorded culture of Umuofia? What is his role?
evidence. Who is Unoka? How does Unoka par cipate
in the culture of Umuofia? What is his role?
How does Okonkwo’s rela onship with
Unoka influence Okonkwo?
How does Okonkwo’s understanding of
himself and the culture in Umuofia
influence his thoughts and ac ons?
Provide direct support or examples.
Provide students with quota ons from the
text to add to their character understanding
tool. Direct students to determine what the
quota ons reveal about Okonkwo. Possible
quota ons:
“Age was respected among his
people, but achievement was
revered” (Achebe 8).
“And so when Okonkwo of Umuofia
arrived at Mbaino as the proud and
imperious emissary of war, he was
treated with great honor and
respect, and two days later he
returned home with a lad of fi een
and a young virgin” (Achebe 12).
“Even as a li le boy he [Okonkwo]
had resented his father's failure and
weakness, and even now he s ll

35
 Things Fall Apart
10D3_TEACHER GUIDE

10D3. Sec on 1. Lesson 4. Ac vity 5. Core

app. 15 minutes
remembered how he suffered when
a playmate had told him that his
father was agbala” (Achebe 13).
“Perhaps down in his heart
Okonkwo was not a cruel man. But
his whole life was dominated by
fear, the fear of failure and of
weakness. It was deeper and more
in mate than the fear of evil and
capricious gods and of magic, the
fear of the forest, and of the forces
of nature, malevolent, red in tooth
and claw. Okonkwo's fear was
greater than these. It was not
external but lay deep within himself.
It was the fear of himself, lest he
should be found to resemble his
father” (Achebe 13).
“And so Okonkwo was ruled by one
passion--to hate everything that his
father Unoka had loved. One of
those things was gentleness and
another was idleness” (Achebe 13).
“And indeed he was possessed by
the fear of his father's contemp ble
life and shameful death” (Achebe
18).
“His father, Unoka, who was then an
ailing man, had said to him during
that terrible harvest month: "Do not
despair. I know you will not despair.
You have a manly and a proud
heart. A proud heart can survive a
general failure because such a
failure does not prick its pride. It is
more difficult and more bi er when
a man fails alone” (Achebe 24-25).
Prompt students to use the avoiding
plagiarism reference guide.

36
 Things Fall Apart
10D3_TEACHER GUIDE

10D3. Sec on 1. Lesson 4. Ac vity 5. Core

app. 15 minutes
Encourage pairs to collaborate in their home
language as they add to the character
understanding tool in English.
Model how to use the character understanding tool.

Notes:

37
 Things Fall Apart
10D3_TEACHER GUIDE

Things Fall Apart. 10D3. Sec on 1. Lesson 5

Descrip on

In this lesson, students prepare to write and write a response about the impact of Unoka on
Okonkwo. This is a sec on diagnos c. Use informa on from the sec on diagnos c to make decisions
about what op onal ac vi es to include or not to include in the lessons.

Look-Fors

Use the sec on diagnos c checklist and exemplar to review student work and/or responses.

Notes:

38
 Things Fall Apart
10D3_TEACHER GUIDE

10D3. Sec on 1. Lesson 5. Ac vity 1. Op onal

app. 10 minutes

Student Teacher

Segment 1 Segment 1
In your learning log, copy the Read aloud the mentor sentence.
mentor sentence from Things Fall
Apart by Chinua Achebe. Then Direct students to do the ac vity.
answer the ques ons.
A er several minutes, ask one or two students to share how
Mentor sentence: they interpreted the mentor sentence.
"And so Okonkwo was ruled by one
passion--to hate everything that his Then ask students what they no ce about the mentor
father Unoka had loved" (Achebe sentence.
13).
As students share their responses, mark the gramma cal
Ques ons: and mechanical elements that students no ce on the
mentor sentence and ask how these elements help them
1. What does the mentor
understand the mentor sentence.
sentence mean?
2. What do you no ce? If students need support analyzing the mentor sentence:
3. How does what you no ce Ask guiding ques ons.
help you understand the Who is doing what in the mentor sentence?
mentor sentence?
What are the parts of the mentor sentence?
4. What makes the mentor
sentence easy or more Are there any conjunc ons in the mentor
difficult to understand? sentence? What do those mean? How does
Why? understanding the meaning/purpose of
“and so” help you understand the mentor
sentence?
What phrases or clauses do you no ce?
What does the clause “Okonkwo was ruled
by one passion” mean? What does the
phrase “to hate everything that his father
Unoka had loved” mean? How does the
phrase connect to the rest of the mentor
sentence? What is its purpose? How does
no cing the phrase help you understand the
mentor sentence?
How is “that” used in the sentence? Is the
sentence s ll correct without “that”?
Segment 2

39
 Things Fall Apart
10D3_TEACHER GUIDE

Compare the structure of the

10D3. Sec Then
sentences. on [Link]
Lesson the
5. Ac vity 1. Op onal
ques ons in your learning log. app. 10 minutes
Can we divide the mentor sentence into two
Mentor sentence: or more sentences? What do we have to
“And so Okonkwo was ruled by one remove or change?
passion--to hate everything that his
father Unoka had loved” Provide direct support or examples.
Prompt students to use the connec ng
New sentence: ideas reference guide and the conven ons
To hate everything that his father reference guide.
Unoka had loved was the one
passion that ruled Okonkwo.
Segment 2
New sentence: Direct students to examine and reinforce their
And so one passion ruled Okonkwo- understanding of the structure of the mentor sentence by
-to hate everything that his father comparing the sentences and answering the ques ons.
Unoka had loved.
If students need support comparing sentences:
Ques ons: Ask guiding ques ons.
1. What is different? What phrases or clauses do you no ce in
2. What are the effects of the new sentences? What is the purpose of
these differences? “To hate everything that his father Unoka
had loved” in the second sentence? How
does no cing the phrase help you
Segment 3 understand the new sentence? How does
Write a sentence using a structure changing the order of the sentence change
similar to the mentor sentence the meaning or style and effect?
when you complete the sec on
diagnos c. What is the difference between “And so
Okonkwo was ruled by one passion” and
Use a sentence frame as needed. “And so one passion ruled Okonkwo”? How
does the shi from passive to ac ve voice
change the style and effect of the sentence?
Provide direct support or examples.
Prompt students to work in pairs to do the
ac vity.
Prompt students to use the connec ng
ideas reference guide and the conven ons
reference guide.

Segment 3

40
 Things Fall Apart
10D3_TEACHER GUIDE

10D3. Sec on 1. Lesson 5. Ac vity 1. Op onal

app. 10 minutes
Ask students to iden fy the structural elements of the
mentor sentence (e.g., conjunc ons and punctua on).

Replace the non-structural elements with fill-in-the-blank

lines and maintain the conjunc ons and punctua on.

Create a sentence frame or a set of sentence frames that

students can use. For example, if the frame is for a
compound sentence joined with a coordina ng conjunc on,
create a single sentence frame for each of the coordina ng
conjunc ons (e.g., “and,” “so,” “but,” “yet,” etc.).

Direct students to copy the sentence frame or frames into

their learning log.
Notes:

41
 Things Fall Apart
10D3_TEACHER GUIDE

10D3. Sec on 1. Lesson 5. Ac vity 2. Core

app. 10 minutes

Student Teacher

Segment 1 Segment 1
Form a claim in response to the Remind students that a claim is an evidence-based opinion
ques on. or conclusion about a text or topic. At this point in the
process, students make an informal statement in
Ques on: prepara on for expressing their understanding in wri ng.
1. How does Unoka’s
rela onship with Okonkwo Direct students to do the ac vity.
influence Okonkwo’s
If students need support during the ac vity:
thoughts and ac ons?
Ask guiding ques ons.
Use the forming claims tool to write How do we come to know Unoka?
your claim. How does Unoka interact with Okonkwo?
Provide direct support or examples.
Prompt students to use the claims reference
guide.
Prompt students to use the connec ng
ideas reference guide.
Provide students with a sentence frame for
the claim. For example:
Okonkwo’s rela onship with Unoka
_____ Okonkwo to _____.
Given that Unoka _____,
Okonkwo _____.
Model how to use the forming claims tool.
Project the forming claims tool.
Write the ques on.
Segment 2 Work with students to skim the text and
Read your claim and ask yourself the find a detail that relates to the ques on.
ques ons.
Record the detail in the appropriate place
Ques ons: on the forming claims tool.
1. Is the claim clearly stated? Discuss how the detail is connected to the
ques on.
2. Does the claim
communicate your opinion Repeat the process as me allows.

42
 Things Fall Apart
10D3_TEACHER GUIDE

or conclusion about the

10D3. Sec on 1. Lesson 5. Ac vity 2. Core
text?
app. 10 minutes
3. Is the claim based on
evidence you gathered from Explain to students that once they have
the text? several details and explana ons, they
4. Is the claim specific to the should synthesize the details and their
ques on, original, and able connec ons to form a claim.
to be supported by
evidence? Segment 2
Direct students to evaluate their claim.
If you answered “No” to any of the If students need support during the ac vity:
ques ons, revise your claim.
Provide direct support or examples.
Prompt students to use the claims reference
guide.

Notes:

43
 Things Fall Apart
10D3_TEACHER GUIDE

10D3. Sec on 1. Lesson 5. Ac vity 3. Core

app. 10 minutes

Student Teacher

Complete the evidence tool to Tell students to gather as much evidence as they can, as
gather and organize evidence in they will use the evidence in their work.
prepara on for your work.
Then direct students to complete the ac vity.
Organize evidence from the
character understanding tool and If students need support during the ac vity:
gather addi onal evidence from Ask guiding ques ons.
chapters 1 - 3 of Things Fall Apart to
support your claim from the Is there sufficient evidence in the text to
previous ac vity. support the claim?
Does the claim demonstrate deep
understanding of the topic or text?
Model how to use the evidence tool:
Project the evidence tool.
Write in a sample claim and corresponding
text(s).
Iden fy what kind of claim it is, how many
parts it has, and what kind of evidence is
needed to support it.
Work with students to skim the text and
find a detail that supports the claim.
Record and cite the detail in the appropriate
places on the evidence tool.
Discuss how the detail supports the claim
and write it down on the tool.
Repeat the process as necessary.
Explain to students that they may change
the evidence they note on the tool as they
move through the text and find more
appropriate or stronger evidence for their
claim.
Explain to students that they may also
modify their claim or choose another if they
find that the textual evidence consistently
does not fully support parts of the claim, or

44
 Things Fall Apart
10D3_TEACHER GUIDE

10D3. Sec on 1. Lesson 5. Ac vity 3. Core

app. 10 minutes
there is insufficient evidence for the claim
altogether.
Explain to students that once they have
several, strong pieces of evidence, they can
think about how to organize them
effec vely (e.g., chronologically,
importance, strength, reason, etc.) in
prepara on for a product.

Notes:

45
 Things Fall Apart
10D3_TEACHER GUIDE

10D3. Sec on 1. Lesson 5. Ac vity 4. Sec on Diagnos c

app. 25 minutes

Student Teacher

Read the ques on. Explain the expecta ons of the wri ng based on the sec on
diagnos c checklist.
Ques on:
1. How does Unoka’s Direct students to complete the ac vity.
rela onship with Okonkwo
influence Okonkwo’s
thoughts and ac ons?

In your learning log, create a dra

that answers the ques on.

Use your forming claims tool and

evidence tool as you create your
dra .

Be sure to state your claim clearly

and provide suppor ng evidence as
you develop your dra .

Once you create a dra , review the

prompt and the sec on diagnos c
checklist. Does your dra address
the prompt? Does your dra meet
the expecta ons?
Notes:

46
 Things Fall Apart
10D3_TEACHER GUIDE

10D3. Sec on 1. Lesson 5. Ac vity 5. Op onal

app. 10 minutes

Student Teacher

Read the last page of the se ng Direct students to complete the ac vity.
understanding tool. The text gives
background informa on on If students need support during the ac vity:
agricultural prac ces and tradi ons Ask guiding ques ons.
surrounding the growing of yams, a
West African crop. Then answer the Why do the Igbo refer to yams as the “king
ques ons in your learning log. of crops”?
What are some examples of Igbo
Ques ons: agricultural prac ces?
1. How do the ideas and What are some examples of Igbo customs
informa on in the text and and tradi ons?
images relate to what you
How are Igbo customs and/or tradi ons
already know?
influenced by their agricultural prac ces?
2. What did you learn about
Provide direct support or examples.
Igbo agricultural prac ces
by reading the text and Prompt students to work in pairs to do the
viewing the images? ac vity.
Read aloud the text as students follow
along.
Define “exac ng” as “demanding or
challenging” and “agrarian” as “based on
farming or agriculture.”

Notes:

47
 Things Fall Apart
10D3_TEACHER GUIDE

10D3. Sec on 1. Lesson 5. Ac vity 6. Core

Homework

Student Teacher

Read chapters 4 - 6 from Things Fall Direct students to complete the ac vity.
Apart independently.
If students need support during the ac vity:
Provide direct support or examples.
As needed, provide students with a
pronuncia on guide of character and village
names in chapters 4 - 6.

1. Okonkwo: oh-kohn-
kwoh
2. Umuofia: oo-moh- 11. Ekwefi: eh-kweh-fee
fee-ah
12. Ezinma: eh-zeen-
3. Ikemefuna: ee-kay- mah
may-foo-nah
13. Ezigbo: eh-zee-boh
4. Nwoye: nwoh-yay
14. Obiageli: oh-bee-ah-
5. Ojiugo: oh-jee-oo- geh-lee
goh
15. Nkechi: nkeh-chee
6. Ezeani: ee-zee-ah-
nee 16. Obierika: oh-bee-
eh-ree-kah
7. Ogbuefi Ezeudu: oh-
bweh-fee eh-zoo- 17. Chielo: chee-eh-loh
doo 18. Okafo: oh-kah-foh
8. Obodoani: oh-boh- 19. Ikezue: ee-keh-zoo-
doh-ah-nee eh
9. Nwayieke: wah-ee-
eh-keh
10. Nnadi: nah-dee

Notes:

48
 Things Fall Apart
10D3_TEACHER GUIDE

Things Fall Apart. 10D3. Sec on 1. Lesson 6

Descrip on

In this lesson, students develop their skills in composing by analyzing the structure of a key sentence
from chapter four of Things Fall Apart and emula ng it in their wri ng. Students then work in small
groups to deepen their understanding of chapters 4 - 6 by adding to their se ng understanding tool
and character understanding tool.

Look-Fors

Can students describe the thoughts, ac ons, mo va ons, and interac ons among Okonkwo,
Nwoye, Ikemefuna, Ekwefi, and Ezinma through chapter 6 of Things Fall Apart?
Can students compose a sentence based on the syntax of a sentence from Things Fall Apart?

Notes:

49
 Things Fall Apart
10D3_TEACHER GUIDE

10D3. Sec on 1. Lesson 6. Ac vity 1. Op onal

app. 10 minutes

Student Teacher

Segment 1 Segment 1
Review the integra ng quota ons Explain to students that direct quota ons should be used to
reference guide. support the claims they make. These quota ons should be
integrated or woven into the sentence so that sentence
Note the various ways to integrate a fluency is maintained.
quota on into your wri ng. In
par cular consider: Direct students to review the integra ng quota ons
What to quote directly, reference guide and the evidence sentence starters.
including where to stop and
start the quota on.
What to paraphrase.
How to ensure the
quota on doesn’t interrupt
the flow of ideas.
Segment 2
Segment 2 Direct students to do the ac vity.
Read the quota on.
A er a few minutes, ask a few students to share their
Quota on: sentence with the class.
“When Unoka died he had If students need support:
taken no tle at all and he
was heavily in debt. Any Ask guiding ques ons.
wonder then that his son How does integra ng the quota on improve
Okonkwo was ashamed of sentence fluency?
him? Fortunately, among
these people a man was How can you use a por on of this quota on
judged according to his to support an idea? Where should you start
worth and not according to and stop the quota on?
the worth of his father. Why might you paraphrase the ideas of this
Okonkwo was clearly cut quota on rather than quo ng it directly?
out for great things” Provide direct support or examples.
(Achebe 8).
Prompt students to use the connec ng
ideas reference guide.
Using the evidence sentence
starters, write a sentence in your Prompt students to use the integra ng
learning log that integrates all or a quota ons reference guide.
por on of the quota on while Model how to integrate a quota on by wri ng a
maintaining the flow of ideas. sentence that integrates a quota on from a unit

50
 Things Fall Apart
10D3_TEACHER GUIDE

Segment
10D3. Sec3 on 1. Lesson 6. Ac vity 1. Op onal
Read the quota on. app. 10 minutes

Quota on: text.

"Okonkwo's fear was
greater than these. It was
not external but lay deep
Segment 3
within himself. It was the
Direct students to do the ac vity.
fear of himself, lest he
should be found to A er a few minutes, ask a few students to share their
resemble his father. Even as sentence with the class.
a li le boy he had resented
his father's failure and If students need support:
weakness, and even now he
s ll remembered how he Ask guiding ques ons.
had suffered when a How does integra ng the quota on improve
playmate had told him that sentence fluency?
his father was agbala. That How can you use a por on of this quota on
was how Okonkwo first to support an idea? Where should you start
came to know that and stop the quota on?
agbala was not only
another name for a woman, Why might you paraphrase the ideas of this
it could also mean a man quota on rather than quo ng it directly?
who had taken no tle" Provide direct support or examples.
(Achebe 13).
Prompt students to use the connec ng
ideas reference guide.
Using the evidence sentence
starters, write a sentence in your Prompt students to use the integra ng
learning log that integrates all or a quota ons reference guide.
por on of the quota on while Model how to integrate a quota on by wri ng a
maintaining the flow of ideas. sentence that integrates a quota on from a unit
text.
Segment 4
Read the quota on.

Quota on:
"Perhaps down in his heart
Okonkwo was not a cruel
man. But his whole life was
dominated by fear, the fear
of failure and of weakness"
(Achebe 13).
Segment 4
Direct students to do the ac vity.

51
 Things Fall Apart
10D3_TEACHER GUIDE

Using the evidence sentence

10D3. Sec
starters, [Link]
write Lesson [Link] vity 1. Op onal
your
learning log that integrates all or a app. 10 minutes
por on the quota on while A er a few minutes, ask a few students to share their
maintaining the flow of ideas. sentence with the class.
Prac ce a different way of Emphasize the different ways the quota ons can be
integra ng one or more of the integrated, poin ng out when it is best to paraphrase and
quota ons a er hearing from your when it is best to quote directly.
peers.
Direct students to revise or adjust the sentences in their
learning log.

If students need support:

Ask guiding ques ons.
What are the different ways to integrate a
quota on into a sentence?
Provide direct support or examples.
Prompt students to use the connec ng
ideas reference guide.
Prompt students to use the integra ng
quota ons reference guide.
Model integra ng a direct quota on and integra ng
a paraphrased quota on into a sentence using a
quota on from a unit text. A er modeling both
ways to integrate a quota on, ask students to
explain which integra on is more effec ve.

Notes:

52
 Things Fall Apart
10D3_TEACHER GUIDE

10D3. Sec on 1. Lesson 6. Ac vity 2. Op onal

app. 15 minutes

Student Teacher

Read your work, and then ask Explain to students that their work should sufficiently
yourself the ques ons. develop and support a response in a fair and even manner
with suppor ng claims and evidence, explana on, and
Ques ons: elabora on.
1. Do I sufficiently develop and
support the response in a Direct students to complete the ac vity.
fair and even manner with
If students need support during the ac vity:
suppor ng claims and
evidence, explana on, and Ask guiding ques ons.
elabora on? What is the response in your thesis
2. Do I correctly cite my statement?
evidence? What are your suppor ng claims for this
3. Is my evidence integrated response?
effec vely? Which quota ons provide evidence for your
suppor ng claim?
Make any necessary revisions to the Provide direct support or examples.
development and support of your
work, focusing on effec vely Prompt students to use the avoiding
integra ng at least two quota ons plagiarism reference guide and the
into your wri ng. integra ng quota ons reference guide.
Provide students with several examples of
possible evidence to use. Ask students orally
or in wri ng to iden fy the claim that the
evidence supports and explain how it
supports that claim. Discuss which evidence
is most relevant for each claim and why.
Model how to paraphrase and directly quote
evidence using the integra ng quota ons reference
guide and the connec ng ideas reference guide.
Model how to review and revise support and
development using a strong and weak student
model.
Project the strong model and conduct a
think aloud to explain how the model is well
supported and developed.
Project the weak model and conduct a think
aloud to explain how the model isn’t well

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10D3_TEACHER GUIDE

10D3. Sec on 1. Lesson 6. Ac vity 2. Op onal

app. 15 minutes
supported nor developed.
Then ask: How can we revise the model so
that the suppor ng claims are be er
supported and developed? What can we
add, remove, or change?
Work together as a class to make one or
more revisions to the weak model based on
the answers to the ques ons.
Review the revised model and ask students
to explain how the revisions improve the
support and development.

Notes:

54
 Things Fall Apart
10D3_TEACHER GUIDE

10D3. Sec on 1. Lesson 6. Ac vity 3. Core

app. 20 minutes

Student Teacher

Segment 1 Segment 1
In your learning log, copy the Read aloud the mentor sentence.
mentor sentence from Things Fall
Apart. Then answer the ques ons. Direct students to do the ac vity.

Mentor sentence: “To show A er several minutes, ask one to two students to share how
affec on was a sign of weakness; they paraphrased or interpreted the mentor sentence.
the only thing worth demonstra ng
was strength. He therefore treated Then ask students what they no ce about the mentor
Ikemefuna as he treated everybody sentence.
else--with a heavy hand” (Achebe
28). As students share their responses, mark the gramma cal
and mechanical elements that students no ce on the
Ques ons: mentor sentence and ask how these elements help them
understand the mentor sentence.
1. What does the mentor
sentence mean? If students need support analyzing the mentor sentence:
2. What do you no ce? Ask guiding ques ons.
3. How does what you no ce Who is doing what in the mentor sentence?
help you understand the
mentor sentence? What are the parts of the mentor sentence?
4. What makes the mentor What does “heavy hand” mean? How does
sentence easy or more no cing this word/phrase help you
difficult to understand? understand the mentor sentence?
Why? What word or punctua on in the mentor
sentence connects two independent
clauses?
What phrases or clauses do you no ce?
What does the phrase/clause “With a heavy
hand” mean? How does “With a heavy
hand” connect to the rest of the mentor
sentence? What is the purpose of “With a
heavy hand” in the mentor sentence? How
does no cing the phrase/clause help you
understand the mentor sentence?
Can we rearrange the mentor sentence?
What do we have to remove or change?

55
 Things Fall Apart
10D3_TEACHER GUIDE

Segment 2
10D3. Secthe
Compare onstructure
1. [Link]
Ac vity 3. Core
sentences. Then answer the app. 20 minutes
ques ons in your learning log. How does rearranging the sentence change
its meaning?
Mentor sentence: “To show
affec on was a sign of weakness; What are the clauses in the mentor
the only thing worth demonstra ng sentence? What words connect those
was strength. He therefore treated clauses?
Ikemefuna as he treated everybody Provide direct support or examples.
else--with a heavy hand” (page 28).
As needed, prompt students to use the
New sentence: To show affec on connec ng ideas reference guide and the
was a sign of weakness--the only conven ons reference guide.
thing worth demonstra ng was Prompt students to work in pairs to do the
strength. So, he treated Ikemefuna ac vity.
with a heavy hand, as he treated
everybody else. Segment 2
Direct students to examine and reinforce their
New sentence: The only thing worth understanding of the structure of the mentor sentence by
demonstra ng was strength comparing the two sentences and answering the ques ons.
because showing affec on was a
sign of weakness. Therefore, with a
heavy hand, he treated Ikemefuna
as he treated everybody else.

Ques ons:
1. What is different?
2. What are the effects of
these differences?

Segment 3
Respond to the prompt.

Prompt:
1. Describe Nwoye,
Ikemefuna, Ekwefi, or
Ezinma.

Include a sentence using a structure

similar to the mentor sentence. Use
a sentence frame as needed.

56
 Things Fall Apart
10D3_TEACHER GUIDE

10D3. Sec on 1. Lesson 6. Ac vity 3. Core

app. 20 minutes
Segment 3
Ask students to iden fy the structural elements of the
mentor sentence (e.g., conjunc ons and punctua on).

Replace the non-structural elements with fill-in-the-blank

lines and maintain the conjunc ons and punctua on.

Create a sentence frame or a set of sentence frames that

students can use. For example, if the frame is for a
compound sentence joined with a coordina ng conjunc on,
create a single sentence frame for each of the coordina ng
conjunc ons (e.g., “and,” “so,” “but,” “yet,” etc.).

Direct students to copy the sentence frame into their

learning log.

Then ask students to complete the ac vity.

If students need support composing their own sentence:

Provide direct support or examples.
Provide students with the first phrase or
clause of a sentence.
Prompt students to work in pairs to do the
ac vity.
Prompt students to use the connec ng
ideas reference guide and the conven ons
reference guide.

Notes:

57
 Things Fall Apart
10D3_TEACHER GUIDE

10D3. Sec on 1. Lesson 6. Ac vity 4. Core

app. 25 minutes

Student Teacher

With your group, review chapters 4 - Have students work with their group to analyze the
6 from Things Fall Apart. Use your rela onships among the details and ideas of the text.
se ng understanding tool and the
character understanding tool to Direct them to add to their se ng understanding tool and
analyze the rela onships among the character understanding tool.
details and ideas of the text.
A er 15 minutes, prompt groups to share their thoughts and
Record your thinking and relevant evidence.
suppor ng evidence about Umuofia
on the se ng understanding tool If students need support during the ac vity:
and Okonkwo and the character you Ask guiding ques ons.
described in the previous ac vity on
your character understanding tool. What is the se ng of chapters 4 - 6?
Include the descrip on you wrote in How does the se ng affect the characters?
the previous ac vity. Be sure to Who is Okonkwo, Nwoye, Ikemefuna,
include the appropriate cita on for Ekwefi, and/or Ezinma?
recorded evidence.
What is the character’s story?
As a group, share your thoughts and How do we come to know the character?
evidence with the class. Add to your
se ng understanding tool and How does the character par cipate in
character understanding tool based Umuofia? What is the character’s role?
on what other groups share. How does the rela onship between the
character and Okonkwo influence
Okonkwo’s thoughts and ac ons?
How does Okonkwo’s understanding of
himself and the culture in Umuofia
influence his thoughts and ac ons.
Provide direct support or examples.
Prompt students to use the avoiding
plagiarism reference guide.
Prompt students to use the conversa on
stems in the academic conversa on
reference guide.
As students share, use teacher talk moves.

Notes:

58
 Things Fall Apart
10D3_TEACHER GUIDE

Things Fall Apart. 10D3. Sec on 1. Lesson 7

Descrip on

In this lesson, students read and react to chapter seven of Things Fall Apart and deepen their
understanding of Okonkwo and Nwoye by analyzing how they respond to Ikemefuna’s death and
adding to their character understanding tool. Students also deepen their understanding of the
se ng by adding to their se ng understanding tool.

Look-Fors

Can students explain what Ikemefuna’s death and Okonkwo’s involvement in Ikemefuna’s
death reveals about Umuofia and Okonkwo?
Can students gather and organize evidence to demonstrate their understanding of Okonkwo,
Nwoye, and Umuofia?

Notes:

59
 Things Fall Apart
10D3_TEACHER GUIDE

10D3. Sec on 1. Lesson 7. Ac vity 1. Core

app. 25 minutes

Student Teacher

Listen to and follow along with the Read aloud chapter seven from Things Fall Apart or play an
read aloud of chapter seven from audio recording as students follow along.
Things Fall Apart.
Notes:

60
 Things Fall Apart
10D3_TEACHER GUIDE

10D3. Sec on 1. Lesson 7. Ac vity 2. Op onal

app. 10 minutes

Student Teacher

Listen to and follow along with the Reread aloud the end of chapter seven (pages 60 - 62) from
read aloud of the end of chapter Things Fall Apart or play an audio recording as students
seven (pages 60 - 62) from Things follow along.
Fall Apart.
Notes:

61
 Things Fall Apart
10D3_TEACHER GUIDE

10D3. Sec on 1. Lesson 7. Ac vity 3. Op onal

app. 10 minutes

Student Teacher

Segment 1 Segment 1
In your learning log, copy the Read aloud the mentor sentence.
following mentor sentence from
Things Fall Apart. Then answer the Then direct students to do the ac vity.
ques ons.
A er several minutes, ask 1-2 students to share how they
Mentor sentence: “Dazed with fear, paraphrased or interpreted the mentor sentence.
Okonkwo drew his machete and cut
Ikemefuna down. He was afraid of Ask students what they no ce about the mentor sentence.
being thought weak” (Achebe 61).
As students share, mark the gramma cal elements students
Ques ons: no ce on the mentor sentence and ask how what they
no ce helps them understand the mentor sentence.
1. What does the mentor
sentence mean? If students need support as they a end to the details of the
2. What do you no ce? mentor sentence:
3. How does what you no ce Ask guiding ques ons.
help you understand the Who is doing what in the mentor sentence?
mentor sentence?
What are the parts of the mentor sentence?
4. What makes the mentor
sentence easy or more What phrases or clauses do you no ce?
difficult to understand? What does the phrase “dazed with fear”
Why? mean? How does “dazed with fear” connect
to the rest of the mentor sentence? What is
the purpose of “dazed with fear” in the
mentor sentence? How does the phrase
help you understand the mentor sentence?
Can we rearrange the mentor sentence?
What do we have to remove or change?
Segment 2 How does rearranging the sentence change
At the end of the ac vity, complete its meaning or style?
one of the sentence stems in your
learning log.
Segment 2
Sentence stems: Direct students to complete one of the sentence stems.
To understand the
quota on, I had to ____
_.

62
 Things Fall Apart
10D3_TEACHER GUIDE

10D3. Sec on 1. Lesson 7. Ac vity 3. Op onal

app. 10 minutes
No cing _____ helped
me understand the
quota on because ____
_.
Knowing _____ is useful
for determining the
meaning of the quota on.

Notes:

63
 Things Fall Apart
10D3_TEACHER GUIDE

10D3. Sec on 1. Lesson 7. Ac vity 4. Op onal

app. 10 minutes

Student Teacher

Segment 1 Segment 1
In your learning log, copy the words Direct students to define the words and phrase and answer
and the phrase. Then answer the the ques ons.
ques ons.
A er several minutes, prompt a few students to share their
Vocabulary words: “vague” and defini ons and answers.
“descended”
If students need support defining the words and the phrase:
"A vague chill had descended on Ask guiding ques ons.
[Nwoye] and his head had seemed
to swell, like a solitary walker at What do you no ce about the words and
night who passes an evil spirit on the phrase?
the way" (Achebe 62). What other words have a similar or opposite
meaning as “vague” or “descended”?
Vocabulary phrase: “something
seemed to give way inside him, like What other words do you know that use the
the snapping of a ghtened bow” word “descend”? How are their meanings
related to the meaning of “descended”?
"As soon as his father walked in, What happens when a ghtened bow
that night, Nwoye knew that snaps? If something “gives way,” is that
Ikemefuna had been killed, and posi ve or nega ve? What other words or
something seemed to give way images do you associate with a the image of
inside him, like the snapping of a a ghtened bow snapping?
ghtened bow" (Achebe 61). How do the words around the words and
the phrase in the sentences help you
Ques ons:
understand the words and the phrase?
1. Define the words and
Provide direct support or examples.
phrase in your own words.
Prompt students to use the following
2. What do you no ce about
sentence frames to share their defini ons
the words and phrases in
and describe how the words and phrases
these sentences?
contributes to their understanding of the
3. How does what you no ce sentence.
help you understand the
I no ced…, which meant….
sentences?
I knew…, so I….
Segment 2 Model using the sentence frame to explain how you
Complete one of the sentence interpreted the words.
stems in your learning log.

64
 Things Fall Apart
10D3_TEACHER GUIDE

10D3. Sec on 1. Lesson 7. Ac vity 4. Op onal

app. 10 minutes
Sentence stems: Segment 2
To understand these words Ask students to refine their defini on as needed.
and the phrase, I had to __
___. Then prompt students to complete one of the sentence
stems in their learning log.
No cing _____ helped
me understand the words
and the phrase because __
___.
Knowing _____ comes
in handy when determining
the meaning of these
words.

Notes:

65
 Things Fall Apart
10D3_TEACHER GUIDE

10D3. Sec on 1. Lesson 7. Ac vity 5. Op onal

app. 10 minutes

Student Teacher

Segment 1 Segment 1
In your learning log, copy the Read aloud the mentor sentence.
following mentor sentence from
Things Fall Apart. Then answer the Then direct students to do the ac vity.
ques ons.
A er several minutes, ask one or two students to share how
Mentor sentence: “It descended on they interpreted the mentor sentence.
him again, this feeling, when his
father walked in, that night a er Ask students what they no ce about the mentor sentence.
killing Ikemefuna” (Achebe 62).
As students share, mark the gramma cal elements students
Ques ons: no ce on the mentor sentence and ask how what they
no ce helps them understand the mentor sentence.
1. What does the mentor
sentence mean? If students need support as they a end to the details of the
2. What do you no ce? mentor sentence:
3. How does what you no ce Ask guiding ques ons.
help you understand the Who is doing what in the mentor sentence?
mentor sentence?
What are the parts of the mentor sentence?
4. What makes the mentor
sentence easy or more What phrases or clauses do you no ce?
difficult to understand? What does the clause “It descended on him
Why? again” mean? What is “it”?
What does the phrase “this feeling” mean?
Can we divide the mentor sentence into two
or more sentences? What do we have to
remove or change? How does this change
the style?
Can we rearrange the mentor sentence?
What do we have to remove or change?
How does rearranging the sentence change
Segment 2 its meaning?
At the end of the ac vity, complete
one of the sentence stems in your Provide direct support or examples.
learning log. Prompt students to use the conven ons
reference guide.
Sentence stems:
Segment 2

66
 Things Fall Apart
10D3_TEACHER GUIDE

Direct students to complete one of the sentence stems.

10D3. Sec on 1. Lesson 7. Ac vity 5. Op onal
app. 10 minutes
To understand the sentence,
I had to _____.
No cing _____ helped
me understand the
sentence because ____
_.
Knowing _____ is useful
for determining the
meaning of the sentence.

Notes:

67
 Things Fall Apart
10D3_TEACHER GUIDE

10D3. Sec on 1. Lesson 7. Ac vity 6. Core

app. 10 minutes

Student Teacher

With the class, answer the text- Direct students as a class to answer the ques ons to analyze
specific ques ons about chapter the rela onships among the details and ideas of the text.
seven from Things Fall Apart.
Prompt students to write their response.
Ques ons:
If students need support during the ac vity:
1. What does the situa on
with Ikemefuna reveal Ask guiding ques ons.
about Okonkwo? What is Okonkwo's role in Umuofia?
2. What do the different How does Okonkwo view Ikemefuna? How
reac ons from Okonkwo does Okonkwo view Nwoye? How do you
and Nwoye to Ikemefuna’s know?
situa on reveal about the
Igbo culture? What are Ezeudu's direc ons to Okonkwo
regarding Ikemefuna?
Write your response in your learning What is Okonkwo's response to Ezeudu's
log. Support your response with direc ons?
evidence from the text. How does Okonkwo ini ally react when an
elder a empts to kill Ikemefuna?
Why does Okonkwo kill Ikemefuna a er he
was directed not to take part in Ikemefuna's
death?
Provide direct support or examples.
As needed, explain to students that they are
analyzing the rela onships in the text, which
is the process of recognizing and
interpre ng how the key details and ideas of
a text interact to establish the elements,
such as characters and tone, and the
structure or organiza on of a text.
As students answer the ques ons, use
teacher talk moves.
Prompt students to use the conversa on
stems in the academic conversa on
reference guide.

Notes:

68
 Things Fall Apart
10D3_TEACHER GUIDE

10D3. Sec on 1. Lesson 7. Ac vity 7. Core

app. 10 minutes

Student Teacher

With your partner, review chapter Have students work with their partner to analyze the
seven from Things Fall Apart. Use rela onships among the details and ideas of the text.
your se ng understanding tool and
character understanding tool to Direct them to add to their se ng understanding tool and
analyze the rela onships among the character understanding tool.
details and ideas of the text.
If students need support during the ac vity:
Record your thinking and relevant Ask guiding ques ons.
suppor ng evidence on your tools.
Be sure to include the appropriate What does this chapter reveal about the
cita on for recorded evidence. culture of Umuofia?
What does this chapter reveal about
Okonkwo?
What does this chapter reveal about
Nwoye?
Provide direct support or examples.
Prompt students to use the avoiding
plagiarism reference guide.

Notes:

69
 Things Fall Apart
10D3_TEACHER GUIDE

Things Fall Apart. 10D3. Sec on 1. Lesson 8

Descrip on

In this lesson, students read the first part of chapter eight from Things Fall Apart and deepen their
understanding of Okonkwo by analyzing how he responds to Ikemefuna’s death and adding to their
character understanding tool. Students also deepen their understanding of the se ng by adding to
their se ng understanding tool.

Look-Fors

Can students explain how Okonkwo’s reac ons in Chapter Eight to Ikemefuna’s death reveal
Okonkwo’s conflic ng mo va ons?
Can students gather and organize evidence to demonstrate their understanding of
Okonkwo?

Notes:

70
 Things Fall Apart
10D3_TEACHER GUIDE

10D3. Sec on 1. Lesson 8. Ac vity 1. Op onal

app. 25 minutes

Student Teacher

Segment 1 Segment 1
Before reading chapter eight from Before reading the first part of chapter eight (pages 63 - 68)
Things Fall Apart, review the fluency from Things Fall Apart, provide students with fluency
prac ce words and phrases prac ce words and phrases from the text.
provided by your teacher.
8. Ekwefi: eh-kweh-fee
Read aloud the fluency prac ce 1. valor
9. Ezinma: eh-zeen-mah
words and phrases accurately three 2. thatches
mes with your partner. 10. Nwoye: woh-yeh
3. lay that ghost
11. Obierika: oh-bee-air-
Then skim the first part of chapter 4. expelled
ee-kah
eight (pages 63 - 68) from Things 5. dispute
Fall Apart and highlight or mark the 12. Ofoedu: oh-fweh-doo
fluency prac ce words and phrases. 6. Okonkwo: oh-kohn-
13. Ogbuefi Ndulue: oh-
kwoh
bweh-fee ndoo-loo
Segment 2 7. Ikemefuna: ee-keh-
Listen to and follow along with the 14. Ozoemena: oh-zo-eh-
meh-foo-nah
read aloud of the first part of meh-nah
chapter eight from Things Fall
Apart. Read aloud the list as students follow along.

Ac vely engage in the read aloud Then direct pairs to do the ac vity.
when directed.
Segment 2
Segment 3 Read aloud the first part of chapter 8 (pages 63 - 68) from
Read the first part of chapter eight Things Fall Apart as students follow along. Start reading at
from Things Fall Apart with your the beginning of the chapter and read un l “‘He led
partner. Umuofia to war in those days,’ said Obierika.”

Take turns with your partner, While reading, direct students to chorally read aloud each
reading aloud a paragraph at a me sentence containing a word and/or phrase from the fluency
un l the en re text is read. prac ce list.

Focus on reading the text smoothly Segment 3

and with expression. Direct students to complete the ac vity with their partner.

Notes:

71
 Things Fall Apart
10D3_TEACHER GUIDE

10D3. Sec on 1. Lesson 8. Ac vity 2. Core

app. 15 minutes

Student Teacher

Read the first part of chapter eight Direct pairs to complete the ac vity.
(pages 63 - 68) from Things Fall
Apart with your partner. Start If pairs need support during the ac vity:
reading at the beginning of the Ask guiding ques ons.
chapter and read un l “‘He led
Umuofia to war in those days,’ said How does Okonkwo react to Ikemefuna’s
Obierika.” death in private?
How does Okonkwo react to Ikemefuna’s
death in front of Obierika?
Provide direct support or examples.
As needed, provide students with a
pronuncia on guide of character names in
chapter eight.
Okonkwo: oh-kohn-kwoh
Ikemefuna: ee-keh-meh-foo-nah
Ekwefi: eh-kweh-fee
Ezinma: eh-zeen-mah
Nwoye: woh-yeh
Obierika: oh-bee-air-ee-kah
Ofoedu: oh-fweh-doo
Ogbuefi Ndulue: oh-bweh-fee ndoo-
loo
Ozoemena: oh-zoh-eh-meh-nah

Notes:

72
 Things Fall Apart
10D3_TEACHER GUIDE

10D3. Sec on 1. Lesson 8. Ac vity 3. Core

app. 5 minutes

Student Teacher

React to the first part of chapter Direct students to answer the ques on to react to the text.
eight from Things Fall Apart by
developing your response to the Prompt students to share their response.
ques on.
If students need support during the ac vity:
Ques on: Provide direct support or examples.
1. How does Okonkwo Prompt students to use the conversa on
respond to Ikemefuna’s stems in the academic conversa on
death? reference guide.

Then share your response with your

partner.
Notes:

73
 Things Fall Apart
10D3_TEACHER GUIDE

10D3. Sec on 1. Lesson 8. Ac vity 4. Core

app. 10 minutes

Student Teacher

Segment 1 Segment 1
In your learning log, copy the Read aloud the mentor sentence.
following mentor sentence from
Things Fall Apart. Then answer the Then direct students to do the ac vity.
ques ons.
A er several minutes, ask one or two students to share how
Mentor sentence: they interpreted the mentor sentence.
“Whenever the thought of his
father's weakness and failure Ask students what they no ce about the mentor sentence.
troubled him he expelled it by
thinking about his own strength and As students share, mark the gramma cal elements students
success” (Achebe 66). no ce on the mentor sentence and ask how what they
no ce helps them understand the mentor sentence.
Ques ons:
If students need support as they a end to the details of the
1. What does the mentor mentor sentence:
sentence mean?
Ask guiding ques ons.
2. What do you no ce?
Who is doing what in the mentor sentence?
3. How does what you no ce Who is “he”? What is “it”? What is he doing
help you understand the with it?
mentor sentence?
What are the parts of the mentor
4. What makes the mentor sentence?
sentence easy or more
difficult to understand? What phrases or clauses do you no ce?
Why? What does the phrase “Whenever the
thought of his father's weakness and failure
troubled him” mean? How does the phrase
connect to the rest of the mentor sentence?
What is the purpose of this phrase in the
sentence? What does it do? How does
the phrase help you understand the mentor
sentence?
How can we rearrange the mentor
sentence? What do we have to change?
How does rearranging the sentence change
its meaning or style?
Provide direct support or examples.

74
 Things Fall Apart
10D3_TEACHER GUIDE

10D3. Sec on 1. Lesson 8. Ac vity 4. Core

app. 10 minutes
Prompt student to use the connec ng ideas
reference guide and the conven ons
reference guide.
Model how to rearrange the mentor sentence.
Project the mentor sentence: “Whenever
the thought of his father's weakness and
failure troubled him he expelled it by
thinking about his own strength and
success” (page 66).
Ask students to iden fy the subject of the
Segment 2 sentence.
At the end of the ac vity, complete Underneath the mentor sentence, write
one of the sentence stems in your “He”.
learning log. Ask students who “he” refers to, if desired,
replace “He” with “Okonkwo”.
Sentence stems:
Ask students what the subject does in this
To understand the sentence, sentence.
I had to _____.
Next to “He” or “Okonkwo” write
No cing _____ helped “expelled”.
me understand the
Ask students what Okonkwo expelled.
sentence because ____
_. Prompt a student to explain how they know
“it” refers to “the thought of his father’s
Knowing _____ is useful weakness and failure”.
for determining the
meaning of the sentence. Write “the thought of his father’s weakness
and failure” a er “expelled”.
Ask students how Okonkwo expels the
thought.
Write “by thinking about his own strength
and success”.
Ask students when Okonkwo expels the
thought.
FInish the sentence by wri ng “whenever
the thought troubled him” or “whenever
the thought of his father’s weakness and
failure troubled him.” If you write the la er,
prompt students to direct in how to reduce

75
 Things Fall Apart
10D3_TEACHER GUIDE

10D3. Sec on 1. Lesson 8. Ac vity 4. Core

app. 10 minutes
wordiness in the sentence by elimina ng
redundancy.

Segment 2
Direct students to complete one of the sentence stems.
Notes:

76
 Things Fall Apart
10D3_TEACHER GUIDE

10D3. Sec on 1. Lesson 8. Ac vity 5. Op onal

app. 15 minutes

Student Teacher

With the class, answer the text- Direct students as a class to answer the ques on to analyze
specific ques on about the first part the rela onships among the details and ideas of the text.
of chapter eight from Things Fall
Apart. Prompt students to write their response.

Ques on: If students need support during the ac vity:

1. What do Okonkwo’s Ask guiding ques ons.
reac ons in chapter eight to How does Okonkwo respond to Ikemefuna’s
Ikemefuna’s death reveal death?
about him?
What is different about his private and
public reac ons?
Write your response in your learning
log. Support your response with What do Okonkwo’s different reac ons
evidence from the text. reveal about him? What words, phrases, or
sentences reveal Okonkwo’s character?
How are Okonkwo’s perspec ve and
Obierika’s perspec ve different? How do
their different perspec ves influence their
ac ons? How do their different perspec ves
reveal what each character believes about
their culture and their role in the culture?
Why does Okonkwo wish Ezinma were a
boy? What does this statement reveal about
his beliefs?
How does Okonkwo’s rela onship with
Unoka and his children influence Okonkwo’s
thoughts and ac ons?
Provide direct support or examples.
As students answer the ques ons, use
teacher talk moves.
Prompt students to use the conversa on
stems in the academic conversa on
reference guide.

Notes:

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 Things Fall Apart
10D3_TEACHER GUIDE

10D3. Sec on 1. Lesson 8. Ac vity 6. Core

app. 15 minutes

Student Teacher

With your partner, review chapters Have students work with their partner to analyze the
seven and eight from Things Fall rela onships among the details and ideas of the text.
Apart. Use your se ng
understanding tool and character Direct them to add to their se ng understanding tool and
understanding tool to analyze the character understanding tool.
rela onships among the details and
ideas of the text. If students need support during the ac vity:
Ask guiding ques ons.
Record your thinking and suppor ng
relevant evidence on your tools. Be How does Okonkwo represent the culture in
sure to include the appropriate Umuofia? What is his role?
cita on for recorded evidence. How does Okonkwo’s understanding of
himself and the culture in Umuofia
influence his thoughts and ac ons?
How does Okonkwo’s rela onship with his
father and his son influence his thoughts
and ac ons?
Provide direct support or examples.
Encourage pairs to collaborate in their home
language as they add to their se ng
understanding tool and character
understanding tool in English.
Prompt students to use the avoiding
plagiarism reference guide.

Notes:

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10D3_TEACHER GUIDE

Things Fall Apart. 10D3. Sec on 1. Lesson 9

Descrip on

In this lesson, students finish reading chapter eight of Things Fall Apart and prepare to write for the
culmina ng task by wri ng an evidence-based claim about either Nwoye or Ikemefuna. Students
then read chapters 9-12 of Things Fall Apart.

Look-Fors

Do students understand what details in the last part of chapter eight reveal about Umuofia?
Can students write an evidence-based claim that demonstrates their understanding of how
either Nwoye’s or Ikemefuna’s story is important to understanding Okonkwo’s story?

Notes:

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10D3_TEACHER GUIDE

10D3. Sec on 1. Lesson 9. Ac vity 1. Core

app. 15 minutes

Student Teacher

Read the rest of chapter eight Direct students to complete the ac vity.
(pages 69 - 74) from Things Fall
Apart independently. Start reading If students need support during the ac vity:
with “Okonkwo was beginning to Ask guiding ques ons.
feel like his old self again” and read
un l the end of the chapter. What do the men discuss at the end of
chapter 8?
What do the opinions about other villages
reveal about each character and each
character’s perspec ve?
Provide direct support or examples.
Pair students together to engage in a
partner reading of the text.
Encourage students learning English as a
new language to annotate the text in their
home language as appropriate.

Notes:

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 Things Fall Apart
10D3_TEACHER GUIDE

10D3. Sec on 1. Lesson 9. Ac vity 2. Core

app. 10 minutes

Student Teacher

React to the last part of chapter Direct students to respond to the prompt to react to the
eight from Things Fall Apart by text.
adding to your se ng
understanding tool. If students need support during the ac vity:
Ask guiding ques ons.
What elements of se ng are important in
this chapter?
How does the se ng affect the characters?
Provide direct support or examples.
Prompt students to work in pairs to do the
ac vity. Purposefully pair students with
similar levels of reading proficiency.
Model how to complete the se ng understanding
tool.

Notes:

81
 Things Fall Apart
10D3_TEACHER GUIDE

10D3. Sec on 1. Lesson 9. Ac vity 3. Core

app. 20 minutes

Student Teacher

Segment 1 Segment 1
Form a claim in response to the Remind students that a claim is an evidence-based opinion
ques on. or conclusion about a text or topic. At this point in the
process, students make an informal statement in
Ques on: prepara on for expressing their understanding in wri ng.
1. How is either Nwoye's or
Ikemefuna's story important Direct students to do the ac vity.
to understanding
If students need support during the ac vity:
Okonkwo's story in Things
Fall Apart? Ask guiding ques ons.
What is Nwoye's story? How does it relate
Use the forming claims tool to write to Okonkwo’s story?
your claim. What is Ikemefuna's story? How does it
relate to Okonkwo’s story?
Provide direct support or examples.
Prompt students to use the claims reference
guide.
Prompt students to use the connec ng
ideas reference guide.
Provide students with an ac vity-specific
sentence frame to form a claim. Possible
frames:
_____’s story is important to
Segment 2
Read your claim and ask yourself the understanding Okonkwo because _
ques ons. ____.
Okonkwo _____, which leads _
Ques ons: ____ to _____.
1. Is the claim clearly stated?
When Ikemefuna _____,
2. Does the claim Okonkwo _____.
communicate your opinion
or conclusion about the Since Nwoye_____, Okonkwo _
text? ____
3. Is the claim based on Model how to form a claim using one of the frames.
evidence you gathered from
the text? Segment 2

82
 Things Fall Apart
10D3_TEACHER GUIDE

Direct students to evaluate their claim.

10D3. Sec on 1. Lesson 9. Ac vity 3. Core
app. 20 minutes
If students need support during the ac vity:
4. Is the claim specific to the Provide direct support or examples.
ques on, original, and able Prompt students to use the claims reference
to be supported by guide.
evidence?

If you answered “No” to any of the

ques ons, revise your claim.
Notes:

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 Things Fall Apart
10D3_TEACHER GUIDE

10D3. Sec on 1. Lesson 9. Ac vity 4. Op onal

app. 5 minutes

Student Teacher

Listen to and follow along with the Read aloud the paragraph in chapter nine from Things Fall
read aloud of a paragraph from Apart beginning with “At last Ezinma was born, and although
Things Fall Apart. ailing she seemed determined to live” (Achebe 79) and
ending with “she could not ignore the fact that some really
Using the glossary, define the evil children some mes misled people into digging up a
italicized words in the paragraph. specious one” (Achebe 80).
Review the characteris cs of an When reading the italicized words, point out that these are
episodic narra ve in your learning Ibo words and are defined in the glossary.
log.
Direct students to access the glossary to define the italicized
words in the paragraph.

Remind students that they should use this reference when

they see an italicized word in the text.

Then prompt students to remind themselves of the

characteris cs of an “episodic narra ve.”

Define “priestess” as a female priest of a non-Chris an

religion and “oracle” as a priest or priestess through whom
people seek advice or prophecy from the gods; the oracle is
considered a “medium” or a living person who can
communicate with spirits; other living people use mediums
or oracles because they want advice from spirits or gods and
are unable to communicate with them directly.
Notes:

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 Things Fall Apart
10D3_TEACHER GUIDE

10D3. Sec on 1. Lesson 9. Ac vity 5. Op onal

app. 15 minutes

Student Teacher

Segment 1 Segment 1
Before reading chapters 9 - 12 from Before reading chapter 9 - 12 from Things Fall Apart, provide
Things Fall Apart, review the fluency students with fluency prac ce words and phrases from the
prac ce words and phrases text.
provided by your teacher.
1. audacity 28. as r
Read aloud the fluency prac ce
2. rebuke 29. duly
words and phrases accurately three
mes with your partner. 3. keener 30. Okonkwo: oh-kohn-
4. resigna on kwoh
Then skim chapters 9 - 12 from 31. Ekwefi: eh-kweh-fee
Things Fall Apart and highlight or 5. devoid
mark the words and phrases which 6. elude 32. Ezinma: eh-zeen-
are included on the fluency prac ce mah
7. listless
tool. 33. Nne: n-neh
8. specious
34. Onwumbiko: oh-
9. manifest wuhm-bee-koh
10. astride 35. Ozoemena: oh-zo-
11. pandemonium eh-meh-nah
12. quavering 36. Okagbue Uyanwa:
oh-kah-bweh oo-
13. esoteric
yahn-wah
14. ins nc ve
37. Mgbafo: mbah-foh
15. approba on
38. Uzowulu: oo-zoh-
16. trifle woo-loo
17. notorious 39. Umuofia: oo-moh-
18. cunning fee-ah
19. voluable 40. Umueru: oo-mweh-
roo
20. prophesying
41. Odukwe: oh-doo-
21. prophesy kweh
22. accord 42. Nwayieke: wah-yee-
Segment 2 23. consola ons eh-keh
Listen to and follow along with the
read aloud of sec ons of chapters 9 24. profound 43. Okeke: oh-keh-keh
- 12 from Things Fall Apart. 25. sullenness 44. Chielo: chee-eh-loh

85
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10D3_TEACHER GUIDE

Ac vely engage in the read aloud

[Link].
when Sec on 1. Lesson 9. Ac vity 5. Op onal
app. 15 minutes
Segment 3 26. discern 45. Agbala: ah-bah-lah
Begin reading chapters 9-12 from
Things Fall Apart with your partner. 27. has ly 46. Nwoye: woh-yeh
47. Obierika: oh-bee-eh-
Take turns with your partner, ree-kah
reading aloud a paragraph at a me.
48. Ojiugo: oh-jee-oo-
Focus on reading the text smoothly goh
and with expression. 49. Umuike: oo-moo-ee-
keh
50. Nwankwo: wahn-
kwoh
51. Mgbogo: mboh-goh
52. Ezelagbo: eh-zeh-
lah-boh
53. Ogbuefi Ezenwa: oh-
bweh-fee eh-zehn-
wah

Read aloud the list as students follow along.

Then direct pairs to do the ac vity.

If students need support as they prac ce with their partner:

Provide direct support or examples.
A er reading aloud each fluency prac ce
word, provide a familiar synonym or
student-friendly defini on.

Segment 2
Read aloud sec ons of chapters 9 - 12 from Things Fall
Apart as students follow along. Focus on the sec ons which
contain the fluency prac ce words and phrases.

While reading, direct students to chorally read aloud each

sentence containing a word from the fluency prac ce list.

Segment 3
Direct students to do the ac vity with their partner.

86
 Things Fall Apart
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10D3. Sec on 1. Lesson 9. Ac vity 5. Op onal

app. 15 minutes
Students should begin reading chapters 9 - 12 un l it is me
to move onto the next ac vity.

They will finish reading the chapters for homework.

Notes:

87
 Things Fall Apart
10D3_TEACHER GUIDE

10D3. Sec on 1. Lesson 9. Ac vity 6. Core

Homework

Student Teacher

Read chapters 9 - 12 from Things Direct students to complete the ac vity.

Fall Apart independently.
If students need support during the ac vity:
Provide direct support or examples.
Provide students with an audio recording of
the chapters.
As needed, provide students with a
pronuncia on guide of character and village
names in chapters 9 - 12.

1. Okonkwo: oh-kohn-
13. Nwayieke: wah-yee-
kwoh
eh-keh
2. Ekwefi: eh-kweh-fee
14. Okeke: oh-keh-keh
3. Ezinma: eh-zeen-mah
15. Chielo: chee-eh-loh
4. Nne: n-neh
16. Agbala: ah-bah-lah
5. Onwumbiko: oh-
17. Nwoye: woh-yeh
wuhm-bee-koh
18. Obierika: oh-bee-
6. Ozoemena: oh-zo-eh-
eh-ree-kah
meh-nah
19. Ojiugo: oh-jee-oo-
7. Okagbue Uyanwa: oh-
goh
kah-bweh oo-yahn-
wah 20. Umuike: oo-moo-
ee-keh
8. Mgbafo: mbah-foh
21. Nwankwo: wahn-
9. Uzowulu: oo-zoh-
kwoh
woo-loo
22. Mgbogo: mboh-goh
10. Umuofia: oo-moh-
fee-ah 23. Ezelagbo: eh-zeh-
lah-boh
11. Umueru: oo-mweh-
roo 24. Ogbuefi Ezenwa: oh-
bweh-fee eh-zehn-
12. Odukwe: oh-doo-
wah
kweh

88
 Things Fall Apart
10D3_TEACHER GUIDE

Notes:

89
 Things Fall Apart
10D3_TEACHER GUIDE

Things Fall Apart. 10D3. Sec on 1. Lesson 10

Descrip on

In this lesson, students deepen their understanding of the se ng and characters in Things Fall
Apart by adding details from chapters 9 - 12 to their se ng understanding tool and character
understanding tool. Students prepare to write for the culmina ng task by wri ng an evidence-based
claim about either Ekwefi or Ezinma.

Look-Fors

Do students understand how Okonkwo’s rela onship with Ezinma influences him?
Can students write an evidence-based claim that demonstrates their understanding of how
either Ekwefi’s or Ezinma’s story is important to understanding Okonkwo’s story?

Notes:

90
 Things Fall Apart
10D3_TEACHER GUIDE

10D3. Sec on 1. Lesson 10. Ac vity 1. Core

app. 5 minutes

Student Teacher

React to chapters 9 - 12 from Things Direct students to answer the ques on to react to the text.
Fall Apart by developing your
response to the ques on. Prompt students to share their response.

Ques on: If students need support during the ac vity:

1. What moment in chapters 9 Provide direct support or examples.
- 12 is most memorable to Encourage pairs to collaborate in their home
you? Why? language as appropriate.

Then share your response with your

partner.
Notes:

91
 Things Fall Apart
10D3_TEACHER GUIDE

10D3. Sec on 1. Lesson 10. Ac vity 2. Core

app. 20 minutes

Student Teacher

With your partner, review chapters Have students work with their partner to analyze the
9 - 12 from Things Fall Apart. Use rela onships among the details and ideas of the text.
your se ng understanding tool and
character understanding tool to Direct them to add to their se ng understanding tool for
analyze the rela onships among the Umuofia and their character understanding tool for Ekwefi
details and ideas of the text. and Ezinma.

Record your thinking and relevant If students need support during the ac vity:
suppor ng evidence for Umuofia on Ask guiding ques ons.
your se ng understanding tool and
for Ekwefi and Ezinma on your Who are Ekwefi and Ezinma?
character understanding tool. Be How do they par cipate in Umuofia? What
sure to include the appropriate are their roles?
cita on for recorded evidence. How does Okonkwo's rela onship with
Ekwefi and Ezinma influence Okonkwo?
Why are their stories important to our
understanding of Okonkwo and his
understanding of the Igbo culture?

Notes:

92
 Things Fall Apart
10D3_TEACHER GUIDE

10D3. Sec on 1. Lesson 10. Ac vity 3. Op onal

app. 10 minutes

Student Teacher

Segment 1 Segment 1
Copy the kernel sentence in your Explain that writers must consider what readers need to
learning log. Then answer the know and provide that informa on so readers have clarity
ques ons about the kernel and understanding.
sentence.
Direct students to copy the kernel sentence and answer the
Kernel sentence: He protects ques ons.
Ezinma.
As needed, prompt students to use the unit texts to answer
Ques ons: the ques ons.
1. What is the subject of the
sentence?
2. What is the predicate of the
sentence?
3. What addi onal informa on
would be helpful to the
reader to understand the
sentence? Consider who,
what, when, where, why,
and how.
Segment 2
Segment 2 Prompt students to use the transi ons chart in the
Using your answers to the connec ng ideas reference guide to iden fy possible
ques ons, write words, phrases, transi ons and conjunc ons that will be helpful for
and/or clauses in your learning log connec ng their phrases and clauses to the kernel sentence.
that can be added to the kernel
If students need support wri ng an expanded sentence:
sentence.
Ask guiding ques ons.
Expand the kernel sentence by What other details or ideas from the text
adding words, phrases, and/or can I include or consider in cra ing my
clauses to provide more details for sentence?
the reader, including replacing
pronouns with specific informa on What punctua on should we use in addi on
about who and what. to or in place of conjunc ons to combine
these ideas into a single sentence? How do
Include the necessary punctua on. you know?
Provide direct support or examples.
Segment 3
Review the expanded sentence.

93
 Things Fall Apart
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10D3.
As Sec revise
needed, on 1. Lesson 10. Ac vity 3. Op onal
the expanded
sentence. app. 10 minutes
Change passive verbs into Prompt students to use the conven ons
ac ve verbs to make the reference guide.
sentence more powerful.
Add adjec ves and adverbs Segment 3
to provide more detail. A er several minutes, ask a few students to share their
Rearrange phrases or expanded sentence with the class.
clauses to emphasize
different aspects of the A er students share, emphasize the different ways
sentence. sentences can be expanded by showing how or asking
students to rearrange the placement of phrases and clauses.

Prompt students to revise their expanded sentence in their

learning log based on what their peers shared.

If students need support comparing sentence structures:

Ask guiding ques ons.
How does changing the structure of the
sentence affect what is emphasized in the
sentence?
How does changing the structure of the
sentence affect the readability of the
sentence?
How does changing the structure of the
sentence affect the meaning of the
sentence?
How does changing the structure of the
sentence affect what is communicated
about the text?
Provide direct support or examples.
Compare an expanded sentence that begins
with “when” with the same sentence that
starts with “who” or “why” and discuss how
varying syntax creates different effects.
Prompt students to use the conven ons
reference guide.
Prompt students to use the connec ng
ideas reference guide.

Notes:

94
 Things Fall Apart
10D3_TEACHER GUIDE

10D3. Sec on 1. Lesson 10. Ac vity 4. Core

app. 10 minutes

Student Teacher

Segment 1 Segment 1
Form a claim in response to the Remind students that a claim is an evidence-based opinion
ques on. or conclusion about a text or topic. At this point in the
process, students make an informal statement in
Ques on: prepara on for expressing their understanding in wri ng.
1. How is either Ekwefi's or
Ezinma's story important to Direct students to do the ac vity.
understanding Okonkwo's
If students need support during the ac vity:
story in Things Fall Apart?
Provide direct support or examples.
Use the forming claims tool to write Prompt students to use the claims reference
your claim. guide.
Prompt students to use the connec ng
ideas reference guide.
Provide students with ac vity-specific
sentence frames to form a claim. For
example:
Segment 2 _____’s story is important to
Read your claim and ask yourself the understanding Okonkwo because _
ques ons. ____.

Ques ons: Okonkwo _____, which leads _

____ to _____.
1. Is the claim clearly stated?
When Ezinma _____, Okonkwo
2. Does the claim
communicate your opinion _____.
or conclusion about the Since Ekwefi _____, Okonkwo
text? _____.
3. Is the claim based on
evidence you gathered from Segment 2
the text? Direct students to evaluate their claim.
4. Is the claim specific to the
ques on, original, and able If students need support during the ac vity:
to be supported by Provide direct support or examples.
evidence?
Prompt students to use the claims reference
guide.

95
 Things Fall Apart
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10D3. Sec on 1. Lesson 10. Ac vity 4. Core

app. 10 minutes
If you answered “No” to any of the
ques ons, revise your claim.
Notes:

96
 Things Fall Apart
10D3_TEACHER GUIDE

Things Fall Apart. 10D3. Sec on 1. Lesson 11

Descrip on

In this lesson, students read and react to chapter 13 of Things Fall Apart and deepen their
understanding of Okonkwo and Obierika by adding to the character understanding tool. Students
prepare to write for the culmina ng task by wri ng an evidence-based claim about Obierika.

Look-Fors

Can students explain how being cast out of Umuofia might affect Okonkwo and his family?
Can students write an evidence-based claim that demonstrates their understanding of how
Obierika’s story is important to understanding Okonkwo’s story?

Notes:

97
 Things Fall Apart
10D3_TEACHER GUIDE

10D3. Sec on 1. Lesson 11. Ac vity 1. Core

app. 15 minutes

Student Teacher

Listen to and follow along with the Read aloud chapter 13 from Things Fall Apart or play the
read aloud of chapter 13 from audio recording as students follow along.
Things Fall Apart.
If students need support during the ac vity:
Ask guiding ques ons.
What happens to Okonkwo in chapter 13?
What do we already know about Okonkwo’s
character and beliefs?
How does Okonkwo’s character and beliefs
relate to the events of chapter 13?
Provide direct support or examples.
Encourage students learning English as a
new language to annotate the text in their
home language as appropriate.

Notes:

98
 Things Fall Apart
10D3_TEACHER GUIDE

10D3. Sec on 1. Lesson 11. Ac vity 2. Op onal

app. 10 minutes

Student Teacher

Segment 1 Segment 1
In your learning log, copy the Read aloud the mentor sentence.
following mentor sentence from
Things Fall Apart. Then answer the Then direct students to do the ac vity.
ques ons.
A er several minutes, ask one or two students to share how
Mentor sentence: they interpreted the mentor sentence.
“A man's life from birth to death was
a series of transi on rites which Ask students what they no ce about the mentor sentence.
brought him nearer and nearer to
his ancestors" (Achebe 122). As students share, mark the gramma cal elements students
no ce on the mentor sentence and ask how what they
Ques ons: no ce helps them understand the mentor sentence.
1. What does the mentor If students need support as they a end to the details of the
sentence mean? mentor sentence:
2. What do you no ce? Ask guiding ques ons.
3. How does what you no ce Who is doing what in the mentor sentence?
help you understand the
mentor sentence? What are the parts of the mentor sentence?
4. What makes the mentor What does “transi on rites” mean? How
sentence easy or more does no cing this phrase help you
difficult to understand? understand the mentor sentence?
Why? Can we divide the mentor sentence into two
or more sentences? What do we have to
remove or change? How does this change
the style?
Can we rearrange the mentor sentence?
What do we have to remove or change?
How does rearranging the sentence change
its meaning?
Provide direct support or examples.
Segment 2
At the end of the ac vity, complete Prompt students to use the connec ng
one of the sentence stems in your ideas reference guide and the conven ons
learning log. reference guide.
Model dividing the mentor sentence into phrases.
Sentence stems:

99
 Things Fall Apart
10D3_TEACHER GUIDE

Segment 2
10D3. Sec on 1. Lesson 11. Ac vity 2. Op onalstudents to complete one of the sentence stems.
Direct
app. 10 minutes
To understand the If students need support as they reflect on the ac vity:
quota on, I had to ____ Provide direct support or examples.
_. Prompt students to work in pairs to do the
No cing _____ helped ac vity.
me understand
the quota on because __
___.
Knowing _____ is useful
for determining the
meaning of the quota on.

Notes:

100
 Things Fall Apart
10D3_TEACHER GUIDE

10D3. Sec on 1. Lesson 11. Ac vity 3. Op onal

app. 10 minutes

Student Teacher

Listen to and follow along with the Read aloud the beginning of chapter 13 un l the break
read aloud of the beginning of (pages 120 - 121) and the rest of the chapter beginning with
chapter 13 un l the break (pages "Ezeudu had taken three tles in his life" (pages 123 - 125)
120 - 121) and the rest of the from Things Fall Apart.
chapter beginning with "Ezeudu had
taken three tles in his life" (pages If students need support during the ac vity:
123 - 125) from Things Fall Apart. Ask guiding ques ons.
What are some characteris cs that you
no ce about Obierika?
How is Obierika different from Okonkwo?

Notes:

101
 Things Fall Apart
10D3_TEACHER GUIDE

10D3. Sec on 1. Lesson 11. Ac vity 4. Core

app. 15 minutes

Student Teacher

With your partner, review chapter Have students work with their partner to analyze the
13 from Things Fall Apart. Use your rela onships among the details and ideas of the text.
character understanding tool to
analyze the rela onships among the Direct them to add to their character understanding tool for
details and ideas of the text. Okonkwo and Obierika.

Record your thinking and relevant If students need support during the ac vity:
suppor ng evidence about Ask guiding ques ons.
Okonkwo and Obierika on your
character understanding tool. Be What do we learn about Obierika in Chapter
sure to include the appropriate 13?
cita on for recorded evidence. What are some of Obierika’s thoughts and
ac ons in Chapter 13?
What kind of character is Obierika? How do
you know this?
How does Obierika’s perspec ve contrast
with Okonkwo’s?
What do Obierika’s beliefs/reac on reveal
about Okonkwo?
What does this incident reveal about
Obierika?
Provide direct support or examples.
Prompt students to use the avoiding
plagiarism reference guide.

Notes:

102
 Things Fall Apart
10D3_TEACHER GUIDE

10D3. Sec on 1. Lesson 11. Ac vity 5. Core

app. 10 minutes

Student Teacher

Develop your response to the text- Direct students to answer the ques ons to analyze the
specific ques on about chapter 13 rela onships among the details and ideas of the text.
from Things Fall Apart.
If students need support during the ac vity:
Ques on: Ask guiding ques ons.
1. How might being cast out of Reread Ezeudu's warning and Ikemefuna's
Umuofia affect Okonkwo death in chapter seven. How does Okonkwo
and his family? react to Ezeudu's direc on?
Why does Okonkwo take part in Ikemefuna's
Then share your response with the
death?
class. Support your response with
evidence from the text. What mo vates Okonkwo?
What is Okonkwo's role in Umuofia?
Why is Okonkwo exiled?
Provide direct support or examples.
As needed, define “analyze rela onships” as
“The process of recognizing and interpre ng
how the key details and ideas of a text
interact to establish the elements, such as
characters and tone, and the structure or
organiza on of a text. Readers analyze
rela onships to deepen their understanding
of a text.”
As students share their responses, use
teacher talk moves.
Prompt students to use the conversa on
stems in the academic conversa on
reference guide.

Notes:

103
 Things Fall Apart
10D3_TEACHER GUIDE

10D3. Sec on 1. Lesson 11. Ac vity 6. Core

app. 10 minutes

Student Teacher

Segment 1 Segment 1
Form a claim in response to the Remind students that a claim is an evidence-based opinion
ques on. or conclusion about a text or topic. At this point in the
process, students make an informal statement in
Ques on: prepara on for expressing their understanding in wri ng.
1. How is Obierika’s story
important to understanding Direct students to do the ac vity.
Okonkwo’s story in Things
If students need support during the ac vity:
Fall Apart?
Ask guiding ques ons.
Use the forming claims tool to write What is Obierika’s story?
your claim. What informa on does Obierika’s story
provide us about Okonkwo’s story?
What evidence supports your claim?
Provide direct support or examples.
Prompt students to use the claims reference
guide.
Provide students with an ac vity-specific
sentence frame to form a claim. For
example:
Segment 2 Obierika’s story is important to
Read your claim and ask yourself the understand Okonkwo’s story
ques ons. because _____.
Ques ons: Okonkwo _____, which leads
1. Is the claim clearly stated? Obierika to _____.
2. Does the claim When Okonkwo _____, Obierika
communicate your opinion _____.
or conclusion about the While Obierika _____, Okonkwo
text?
_____.
3. Is the claim based on
evidence you gathered from Segment 2
the text? Direct students to evaluate their claim.
4. Is the claim specific to the
ques on, original, and able If students need support during the ac vity:

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Provide direct support or examples.

10D3. Sec on 1. Lesson 11. Ac vity 6. Core
Prompt students to use the claims reference
app. 10 minutes
guide.
to be supported by
evidence?

If you answered “No” to any of the

ques ons, revise your claim.
Notes:

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10D3. Sec on 1. Lesson 11. Ac vity 7. Op onal

Homework

Student Teacher

Prior to reading the text, answer the Provide students with the printed text and an audio
ques ons in your learning log. recording of an excerpt from Ezi Na Ulo: The Extended
Family in Igbo Culture.
Ques ons:
1. What are my purposes for Direct students to complete the ac vity.
reading?
2. What is the tle?
3. Who is the author?
4. What is the text type?
5. When was the text
published?
6. What do I already
understand about the text
based on this informa on?

Listen to an excerpt from Ezi Na Ulo:

The Extended Family in Igbo
Culture at least twice and follow
along with the printed text.
Notes:

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Things Fall Apart. 10D3. Sec on 2. Lesson 1

Descrip on

In this lesson, students read an excerpt from Ezi Na Ulo: The Extended Family in Igbo Culture and
compare the Igbo worldview presented in the informa onal text with the Igbo worldview presented
in Things Fall Apart.

Look-Fors

Do students understand the aspects of the Igbo worldview which are supported and/or
contradicted by the perspec ves of various characters in part one of Things Fall Apart?
Can students work produc vely in various roles with other par cipants and ac vely focus
a en on on the collabora ve task?

Notes:

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10D3. Sec on 2. Lesson 1. Ac vity 1. Core

app. 10 minutes

Student Teacher

Before reading excerpt from Ezi Na Before reading the text, direct students to read the
Ulo: The Extended Family in Igbo statement about the tle of the text.
Culture, read the brief statement
about the tle to approach the text. Read aloud excerpt from Ezi Na Ulo: The Extended Family in
Igbo Culture or play an audio recording as students follow
along.
About the tle:
“Ezi na ulo” is defined as “family” or
“family and home.” The sub tle
“The Extended Family in Igbo
Culture” further defines the term by
indica ng that “family” in Igbo is
more than the immediate family of
mother, father, and children. In Igbo,
the family comprises those who are
living, those who have come before
and passed on, and those who have
yet to be born. Igbo families are the
founda on for the governmental
structure in Igbo villages, as Igbo
poli cs and culture are o en based
on decisions made and carried out
by families.

Listen to and follow along with the

read aloud of excerpt from Ezi Na
Ulo: The Extended Family in Igbo
Culture.
Notes:

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10D3. Sec on 2. Lesson 1. Ac vity 2. Core

app. 5 minutes

Student Teacher

React to excerpt from Ezi Na Ulo: Direct students to answer the ques on to react to the text.
The Extended Family in Igbo
Culture by wri ng your response to If students need support during the ac vity:
the ques on in your learning log. Ask guiding ques ons.
Ques on: What does this text reveal about the Igbo
culture?
1. How do the ideas and
informa on in the excerpt What in Things Fall Apart relates to the
from Ezi Na Ulo: The informa on in this text?
Extended Family in Igbo How does “ezi na ulo” or family play a role
Culture relate to what you in Things Fall Apart?
already know?
How does this text help you be er
understand Things Fall Apart?
Provide direct support or examples.
As needed, allow students learning English
as a new language to write their response in
a combina on of English and their home
language.

Notes:

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10D3. Sec on 2. Lesson 1. Ac vity 3. Core

app. 30 minutes

Student Teacher

Segment 1 Segment 1
Start the jigsaw in your home group. Explain to students that they are star ng in their home
groups.
Assign each person in your home
group a number (1 - 7). This number Direct students to assign numbers and determine which
is your jigsaw group. This number is proposi on they will read in their jigsaw groups.
also the number of the proposi on
you will read. So, for example, all Tell students that the goal of the jigsaw is to reread a
students assigned one will read the por on of the excerpt from Ezi Na Ulo: The Extended Family
first proposi on. All students in Igbo Culture, establish, and then extend their
assigned two will read the second understanding to compare and connect the informa on
proposi on, etc. from the excerpt from Ezi Na Ulo: The Extended Family in
Igbo Culture to Things Fall Apart.

If students need support in their home groups:

Provide direct support or examples.
Work together as a class to number the
Segment 2 proposi ons on the excerpt from Ezi Na Ulo:
Reread your assigned por on of the The Extended Family in Igbo Culture.
excerpt from Ezi Na Ulo: The
Extended Family in Igbo Culture. Segment 2
Direct students to move to their jigsaw groups based on
Using your se ng understanding
their assigned number from the home groups.
tool, review por ons of part one of
Things Fall Apart. Locate evidence When students move to their jigsaw groups, they should be
from Things Fall Apart that in groups of two or three students. If there are four students
illustrates or challenges the with the same jigsaw group number, ask them to break into
worldview presented in your two pairs.
assigned proposi on in the excerpt
from Ezi Na Ulo: The Extended Direct jigsaw groups to do the ac vity.
Family in Igbo Culture.
If students need support in their jigsaw groups:
Ask guiding ques ons.
What is the topic of your assigned
proposi on?
What are some of the main points made in
Segment 3 your assigned proposi on?

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Then with your jigsaw group,

10D3. Sec
answer the on 2. Lesson
ques 1. Ac vity 3. Core
on in your
learning log. app. 30 minutes
What parts of Things Fall Apart reflect the
Ques on: informa on in your assigned proposi on?
1. How does Achebe illustrate What parts of Things Fall Apart are
a similar worldview in contradictory to the informa on in your
Things Fall Apart and where assigned proposi on?
does he provide
contradictory evidence or
addi onal informa on Segment 3
about Igbo culture? Direct jigsaw groups to do the ac vity.

If students need support in their jigsaw groups:

Model how to locate evidence to answer a ques on.
As students look for evidence in Things Fall
Apart that illustrates or challenges the
worldview presented in the excerpt from Ezi
Na Ulo: The Extended Family in Igbo Culture,
ask them to iden fy the por on of the text
where they can locate relevant evidence.
If students select a correct por on of the
text, point out or ask them to point out
Segment 4 specific evidence. Ask them to explain how
Share the informa on you learned that evidence is relevant to their task.
in your jigsaw group with your home
group. If students select a correct por on of the
text, but they can’t explain how it is relevant
to their task, ask them what is confusing
about that sec on of text. Help them clear
up any confusion (e.g., provide students
with a quick defini on of an unknown word
or phrase).
If students select a wrong por on of the
text, ask them why they picked that por on
to understand their thinking. As needed,
point them to a correct por on of the text.
Ask them to rephrase key statements from
the text based on where they seem to have
gaps in their understanding.

Segment 4
When students are finished in their jigsaw groups, prompt
them to return to their home groups and share their
answers to the ques on.

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10D3. Sec on 2. Lesson 1. Ac vity 3. Core

app. 30 minutes
If students need support in their home groups:
Provide direct support or examples.
Prompt students to use the conversa on
stems in the academic conversa on
reference guide.

Notes:

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Things Fall Apart. 10D3. Sec on 2. Lesson 2

Descrip on

In this lesson, students prepare for, engage in, and reflect on a whole-class discussion about how
Okonkwo and Umuofia are portrayed in Part One of Things Fall Apart. This is a sec on diagnos c.
Use informa on from the sec on diagnos c to make decisions about what op onal ac vi es to
include or not include.

Look-Fors

Use the sec on diagnos c checklist and exemplar to review student work and/or responses.

Notes:

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10D3. Sec on 2. Lesson 2. Ac vity 1. Core

app. 10 minutes

Student Teacher

Segment 1 Segment 1
Form a claim in prepara on for a Explain the goal and process for the discussion.
discussion about the ques on.
Explain that a claim is an evidence-based opinion or
Ques on: conclusion about a text or topic. At this point in the process,
1. How are Okonkwo and students make an informal statement in prepara on for
Umuofia portrayed in part expressing their understanding in a discussion.
one of Things Fall Apart?
Then direct students to form a claim in response to the
discussion ques on to prepare for the discussion.
Complete the form claims sec on of
the discussion tool. If students need support during the ac vity:
Ask guiding ques ons.
What words would you use to describe
Umuofia in part one? What is important to
the Igbo people?
What words would you use to describe
Okonkwo in part one? What is important to
him?
What ac ons support that descrip on?
What is the rela onship of Okonkwo to his
culture?
Provide direct support or examples.
Prompt students to use the claims reference
guide.
Prompt students to use the connec ng
ideas reference guide.
Brainstorm possible words that could be
used to describe Okonkwo and Umuofia.
Segment 2 Provide students with an ac vity-specific
Read your claim and ask yourself the sentence frame to form a claim. Possible
ques ons. frames:
Okonkwo is portrayed as _____
Ques ons:
based on _____.
1. Is the claim clearly stated?

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2. Does the claim

10D3. Sec on 2. Lesson
communicate 2. Ac
your vity 1. Core
opinion
or conclusion about the app. 10 minutes
text? Umuofia is portrayed as _____
3. Is the claim based on based on _____.
evidence you gathered from
the text? Given _____, both Okonkwo
and the Umuofia culture are
4. Is the claim specific to the portrayed as _____.
ques on, original, and able
to be supported by Since Okonkwo is representa ve of
evidence? his culture, both Okonkwo and the
Umuofia culture are portrayed as _
If you answered “No” to any of the ____.
ques ons, revise your claim.
Segment 2
Direct students to evaluate their claim.

If students need support during the ac vity:

Provide direct support or examples.
Prompt students to use the claims reference
guide.

Notes:

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10D3. Sec on 2. Lesson 2. Ac vity 2. Core

app. 10 minutes

Student Teacher

Gather and organize evidence in Direct students to gather and organize as much evidence as
prepara on for the discussion. they can, as they will use the evidence during the
discussion.
Organize evidence from the se ng
understanding tool and character Then direct students to complete the ac vity.
understanding tool and gather
addi onal evidence from Things Fall If students need support during the ac vity:
Apart to support your claim from Provide direct support or examples.
the previous ac vity.
Prompt students to use the avoiding
Record your evidence on the gather plagiarism reference guide.
and organize evidence sec on of the Prompt students to use the connec ng
discussion tool. ideas reference guide.
Share the evidence you have Encourage pairs to collaborate in their home
gathered with a partner. language as they locate evidence in English.
Model how to locate evidence to support a claim.
Then work together to locate As students form their claim, ask them to
addi onal evidence. iden fy the por on of the text they can use
to support the claim.
If students select a correct por on of the
text, point out or ask them to point out
specific evidence. Ask them to explain how
that evidence supports their claim.
If students select a correct por on of the
text, but they can’t explain how the
evidence supports their claim, ask them
what is confusing about that sec on of text.
Help them clear up any confusion (e.g.,
provide students with a quick defini on of
an unknown word or phrase or use the
language supports in this document).
If students select a wrong por on of the
text, ask them why they picked that por on
to understand their thinking. As needed,
point them to a correct por on of the text.
Ask them to rephrase key statements from

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10D3. Sec on 2. Lesson 2. Ac vity 2. Core

app. 10 minutes
the text based on where they seem to have
gaps in their understanding.

Notes:

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10D3. Sec on 2. Lesson 2. Ac vity 3. Op onal

app. 10 minutes

Student Teacher

Segment 1 Segment 1
In your learning log, write two or Direct students to do the ac vity.
three ques ons you might ask a
peer about the discussion ques on. If students need support during the ac vity:
Provide direct support or examples.
Discussion ques on:
Prompt students to use the ques oning
1. How are Okonkwo and reference guide.
Umuofia portrayed in part
one of Things Fall Apart?

Segment 2
Prac ce asking your ques ons with Segment 2
a partner and using the Direct students to complete the ac vity.
conversa on stems in the academic
conversa on reference guide. If students need support during the ac vity:
Ask guiding ques ons.
During the whole-class discussion,
ask your ques ons to extend the Which conversa on stems would be the
discussion and invite others to most useful during this discussion?
par cipate. Provide direct support or examples.
Prompt students to use the conversa on
stems in the academic conversa on
reference guide.
Iden fy specific conversa on stems
students must use during the conversa on.
Model how to use the conversa on stems.

Notes:

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10D3. Sec on 2. Lesson 2. Ac vity 4. Sec on Diagnos c

app. 30 minutes

Student Teacher

Review the discussion norms. Remind students of the goal and process of the whole-class
discussion and explain the expecta ons of the discussion
As a class, engage in a discussion of based on the sec on diagnos c checklist.
the discussion ques on.
Begin the ac vity by asking the discussion ques on.
Discussion ques on:
1. How are Okonkwo and Conclude the discussion by asking students to summarize
Umuofia portrayed in part the discussion.
one of Things Fall Apart?
If students need support during the ac vity:
During the discussion, take notes on Provide direct support or examples.
the discussion tool to summarize Prompt students to use the conversa on
the claims, evidence, and reasoning stems in the academic conversa on
of your peers. At the end of the reference guide.
discussion, summarize the Prompt students to use the evidence
discussion on your discussion tool. sentence starters in the integra ng
quota ons reference guide.
Prompt students to use the transi ons chart
in the connec ng ideas reference guide.
Script what students say during the
discussion. Focus on scrip ng strong
examples. Following the discussion, share
the scripted strong examples with students
along with some weak examples that you
write. Explain the quali es of the strong
examples and discuss how to improve the
weak examples based on the strong
examples.
Model how to con nue the discussion and probe
thinking by using teacher talk moves.

Notes:

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10D3. Sec on 2. Lesson 2. Ac vity 5. Op onal

app. 10 minutes

Student Teacher

A er the discussion, complete the Direct students to complete the ac vity.

reflect on understanding sec on on
the discussion tool.

Explain how the points, evidence,

and explana ons shared by your
peers during the discussion support
or change your thinking.

Then revise your claim as needed.

Notes:

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10D3. Sec on 2. Lesson 2. Ac vity 6. Op onal

app. 5 minutes

Student Teacher

A er the discussion, consider your Direct students to complete the ac vity.

contribu ons and the contribu ons
of your peers and evaluate the If students need support during the ac vity:
quality of the discussion. Provide direct support or examples.
Complete the skill and habit Give students specific ac on steps and/or
reflec on sec on on the discussion goals to accomplish in the next
tool. conversa on.

Notes:

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10D3. Sec on 2. Lesson 2. Ac vity 7. Op onal

app. 15 minutes

Student Teacher

Segment 1 Segment 1
Before reading chapters 14 and 15 Before reading chapter 14 and 15 from Things Fall Apart,
from Things Fall Apart, review the provide students with fluency prac ce words and phrases
fluency prac ce words and phrases from the text.
provided by your teacher.
16. Amikwu: ah-
Read aloud the fluency prac ce mee-kwoo
words and phrases accurately three
17. Nneka: n-neh-
mes with your partner.
1. requisite kah
Then skim chapters 14 and 15 from 2. affirma on 18. Akueni: ah-
Things Fall Apart and highlight or kweh-nee
mark the words and phrases which 3. exile
19. Obierika: oh-
are included on the fluency prac ce 4. condemned bee-eh-ree-kah
tool.
5. bowed 20. Aninta: ah-neen-
6. mirthless ta
7. begot 21. Umuazu: oo-
moo-ah-zoo
8. harbinger
22. Ikeocha: ee-keh-
9. ominous
oh-chah
10. abomina on
23. Elumelu: eh-loo-
11. Okonkwo: oh- meh-loo
kohn-kwoh
24. Abame: ah-bah-
12. Mbanta: mbahn- meh
tah
25. Mbaino: mbay-
Segment 2 13. Umuofia: oo-moh- noh
Listen to and follow along with the fee-ah
26. Nwoye: woh-yeh
read aloud of sec ons of chapters 14. Uchendu: oo-
27. Ezinma: eh-zeen-
14 and 15 from Things Fall Apart. chehn-doo
mah
15. Njide: njee-deh
Ac vely engage in the read aloud 28. Nweke: weh-keh
when directed. 29. Okadigbo: oh-ka-
dee-boh
Segment 3
Begin reading chapters 14 and 15
from Things Fall Apart with your Read aloud the list as students follow along.
partner.

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Take turns with your partner,

10D3. Sec on 2. Lesson 2. Ac vity 7. Op onal
reading aloud a paragraph at a me.
app. 15 minutes
Focus on reading the text smoothly Then direct pairs to do the ac vity.
and with expression.
If students need support as they prac ce with their partner:
Provide direct support or examples.
A er reading aloud each fluency prac ce
word, provide a familiar synonym or
student-friendly defini on.

Segment 2
Read aloud sec ons of chapters 14 and 15 from Things Fall
Apart as students follow along. Focus on the sec ons which
contain the fluency prac ce words and phrases.

While reading, direct students to chorally read aloud each

sentence containing a word from the fluency prac ce list.

Segment 3
Direct students to do the ac vity with their partner.

Students should begin reading chapters 14 and 15 un l it is

me to move onto the next ac vity.

They will finish reading the chapters for homework.

Notes:

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10D3. Sec on 2. Lesson 2. Ac vity 8. Core

Homework

Student Teacher

Read chapters 14 and 15 from Direct students to complete the ac vity.

Things Fall Apart independently.
If students need support during the ac vity:
Provide direct support or examples.
As needed, provide students with a
pronuncia on guide of character and village
names in chapters 14 and 15.

1. Okonkwo: oh-
kohn-kwoh 11. Umuazu: oo-
moo-ah-zoo
2. Mbanta: mbahn-
tah 12. Ikeocha: ee-keh-
oh-chah
3. Umuofia: oo-
moh-fee-ah 13. Elumelu: eh-loo-
meh-loo
4. Uchendu: oo-
chehn-doo 14. Abame: ah-bah-
meh
5. Njide: njee-deh
15. Mbaino: mbay-
6. Amikwu: ah-mee- noh
kwoo
16. Nwoye: woh-yeh
7. Nneka: n-neh-kah
17. Ezinma: eh-zeen-
8. Akueni: ah-kweh- mah
nee
18. Nweke: weh-keh
9. Obierika: oh-bee-
eh-ree-kah 19. Okadigbo: oh-ka-
dee-boh
10. Aninta: ah-neen-
ta

Notes:

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Things Fall Apart. 10D3. Sec on 3. Lesson 1

Descrip on

In this lesson, students react to chapters 14 and 15 of Things Fall Apart and deepen their
understanding of Okonkwo by adding to the character understanding tool. Students also extend their
understanding by answering a ques on about how content of chapter 14 supports or contradicts the
Igbo worldview explored in Sec on Two.

Look-Fors

Can students explain how chapter 14 of Things Fall Apart supports or contradicts the Igbo
worldview?
Can students gather and organize evidence to demonstrate their understanding of
Okonkwo?

Notes:

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10D3. Sec on 3. Lesson 1. Ac vity 1. Core

app. 15 minutes

Student Teacher

View minutes 23:40 - 36:40 from Have students view minutes 23:40 - 36:40 from "An Evening
"An Evening with Chinua Achebe" with Chinua Achebe" and follow along with the transcript of
and follow along with the transcript Minutes 23:40 - 36:40 from "An Evening with Chinua
of Minutes 23:40 - 36:40 from "An Achebe".
Evening with Chinua Achebe".
If students need support during the ac vity:
Ask guiding ques ons.
Summarize what Achebe is saying in the
interview.
How does the informa on in this interview
relate to Okonkwo’s story?

Notes:

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10D3. Sec on 3. Lesson 1. Ac vity 2. Core

app. 5 minutes

Student Teacher

With your partner, answer the Direct students to work with their partner to answer the
ques on to react to chapters 14 and ques on to react to the text.
15 from Things Fall Apart.
If students need support during the ac vity:
Ques on: Ask guiding ques ons.
1. What is different about How has Okonkwo’s situa on changed?
Okonkwo?
What was important to Okonkwo prior to
chapters 14 and 15?
What is important to Okonkwo now?
How do Okonkwo’s reac ons to his situa on
reflect his beliefs about his culture?
Provide direct support or examples.
Prompt students to use the conversa on
stems in the academic conversa on
reference guide.
Encourage pairs to collaborate in their home
language.

Notes:

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10D3. Sec on 3. Lesson 1. Ac vity 3. Core

app. 5 minutes

Student Teacher

Listen to and follow along with the Read aloud the first three paragraphs a er the first break in
read aloud of the three paragraphs chapter 14 from Things Fall Apart or play an audio
of chapter 14 from Things Fall recording as students follow along. Start reading with
Apart. “Okonkwo and his family worked very hard to plant a new
farm” and read un l “The old man, Uchendu, saw clearly
that Okonkwo had yielded to despair and he was greatly
troubled. He would speak to him a er the isa-ifi ceremony.”

If students need support during the ac vity:

Provide direct support or examples.
Engage students in a choral reading of the
text.

Notes:

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10D3. Sec on 3. Lesson 1. Ac vity 4. Core

app. 10 minutes

Student Teacher

Segment 1 Segment 1
In your learning log, copy the Read aloud the mentor sentence.
following mentor sentence from
Things Fall Apart. Then answer the Then direct students to do the ac vity.
ques ons.
A er several minutes, ask one or two students to share how
Mentor sentence: they interpreted the mentor sentence.
“His life had been ruled by a great
passion--to become one of the lords Ask students what they no ce about the mentor sentence.
of the clan” (Achebe 131).
As students share, mark the gramma cal elements students
Ques ons: no ce on the mentor sentence and ask how what they
no ce helps them understand the mentor sentence.
1. What does the mentor
sentence mean? If students need support as they a end to the details of the
2. What do you no ce? mentor sentence:
3. How does what you no ce Ask guiding ques ons.
help you understand the Who is doing what in the mentor sentence?
mentor sentence?
What are the parts of the mentor sentence?
4. What makes the mentor
sentence easy or more What phrases or clauses do you no ce?
difficult to understand? What does the phrase “to become one of
Why? the lords of the clan” mean? How does the
phrase connect to the rest of the mentor
sentence? What is the purpose of the
phrase in the mentor sentence? How does
no cing the phrase help you understand the
mentor sentence?
Can we divide the mentor sentence into two
or more sentences? What do we have to
remove or change? How does this change
the style?
Segment 2
Complete one of the sentence Provide direct support or examples.
stems in your learning log. Prompt students to use the conven ons
reference guide.
Sentence stems:
To understand the sentence, Segment 2
I had to _____. Direct students to complete one of the sentence stems.

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If students need support as they reflect on the ac vity:

10D3. Sec on 3. Lesson 1. Ac vity 4. Core
Ask
app. 10 guiding ques ons.
minutes
No cing _____ helped Why did no cing that help you understand
me understand the the mentor sentence?
sentence because ____
_.
Knowing _____ is useful
for determining the
meaning of the sentence.

Notes:

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10D3. Sec on 3. Lesson 1. Ac vity 5. Core

app. 10 minutes

Student Teacher

With the class, answer the text- Direct students as a class to answer the ques ons to analyze
specific ques ons about chapter 14 the rela onships among the details and ideas of the text.
from Things Fall Apart.
Prompt students to add to their character understanding
Ques ons: tool.
1. Why is Okonkwo troubled?
If students need support during the ac vity:
2. What does Uchendu do to
Ask guiding ques ons.
help Okonkwo?
What has happened to Okonkwo? Why is he
Add addi onal notes or evidence to in Mbanta?
your character understanding tool. What has Okonkwo received in Mbanta?
Why is he not pleased?
What does Okonkwo most want in his life?
What does Okonkwo believe about his chi?
What examples does Uchendu provide in his
conversa on with Okonkwo in chapter 14?
Why does he provide those examples?
What are the points Uchendu makes when
he speaks with Okonkwo at the end of
chapter 14?
What message does Uchendu try to impart
to Okonkwo? Why?
Provide direct support or examples.
As students answer the ques ons, use
teacher talk moves.
Prompt students to use the conversa on
stems in the academic conversa on
reference guide.

Notes:

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10D3. Sec on 3. Lesson 1. Ac vity 6. Core

app. 5 minutes

Student Teacher

Compare and connect ideas across Direct students to answer the ques ons to compare and
Things Fall Apart by developing your connect ideas across texts.
response to the text-specific
ques on. Support your response Prompt students to share their response.
with evidence from the texts.
If students need support during the ac vity:
Ques on: Ask guiding ques ons.
1. How does this passage from What are some of the important elements
chapter 14 of Things Fall of the Igbo worldview?
Apart support or contradict
the Igbo worldview? Why? What parts of chapter 14 support this
worldview?
Then share your response with your What parts of chapter 14 contradict this
partner. worldview?
Provide direct support or examples.
Prompt students to use the connec ng
ideas reference guide.
Prompt students to use the conversa on
stems in the academic conversa on
reference guide.
Prompt students to review their se ng
understanding tool.

Notes:

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Things Fall Apart. 10D3. Sec on 3. Lesson 2

Descrip on

In this lesson, students read and react to chapter 15 of Things Fall Apart and deepen their
understanding of Okonkwo, Obierika, and Uchendu and the culture in Umuofia by adding to the
character understanding tool and se ng understanding tool. Students prepare to write for the
culmina ng task by revising their evidence-based claim about Obierika or wri ng an evidence-based
claim about Uchendu.

Look-Fors

When considering the story of Abame and the albino, can students describe how the
perspec ves of Okonkwo, Obierika, and Uchendu differ?
Can students revise an evidence-based claim about Obierika or write an evidence-based
claim that demonstrates their understanding of how Uchendu’s story is important to
understanding Okonkwo’s story?

Notes:

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10D3. Sec on 3. Lesson 2. Ac vity 1. Core

app. 15 minutes

Student Teacher

Listen to and follow along with the Read aloud from Things Fall Apart or play an audio
read aloud of chapter 15 from recording as students follow along.
Things Fall Apart.
If students need support during the ac vity:
Ask guiding ques ons.
Who are the characters in this chapter?
What are their perspec ves?
What is different about their perspec ves?
Provide direct support or examples.
Engage students in a choral reading of the
text.

Notes:

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10D3. Sec on 3. Lesson 2. Ac vity 2. Op onal

app. 10 minutes

Student Teacher

Segment 1 Segment 1
In your learning log, copy the word. Direct students to define the word and answer the
Then answer the ques ons. ques ons.

Vocabulary word: “abomina on” A er several minutes, prompt a few students to share their
defini ons and answers.
"The world has no end, and what is
good among one people is an If students need support defining the word:
abomina on with others" (Achebe Ask guiding ques ons.
141).
What do you no ce about the word?
Ques ons: What are the parts of the word?
1. Define the word in your What other words have a similar or opposite
own words. meaning as “abomina on”?
2. What do you no ce about Is “abomina on” posi ve or nega ve? How
the words and phrases in do you know?
this sentence?
What is another way to say “abomina on”?
3. How does what you no ce
help you understand the How do the words around the word in the
word? sentence help you understand the word?
Provide direct support or examples.
Prompt students to use the following
sentence frames to share their defini ons
Segment 2 and describe how the words and phrases
Complete one of the sentence contributes to their understanding of the
stems in your learning log. sentence.
Sentence stems: I no ced…, which meant….
To understand this word, I I knew…, so I….
had to _____.
Segment 2
No cing _____ helped Ask students to refine their defini on as needed.
me understand the word
because _____. Then prompt students to complete one of the sentence
Knowing _____ comes stems in their learning log.
in handy when determining
If students need support during the ac vity:
the meaning of this word.
Ask guiding ques ons.

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10D3. Sec on 3. Lesson 2. Ac vity 2. Op onal

app. 10 minutes
What do you need to add to your defini on
to clarify it?
What do you need to remove from your
defini on to clarify it?

Notes:

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10D3. Sec on 3. Lesson 2. Ac vity 3. Core

app. 20 minutes

Student Teacher

With your partner, review the story Have students work with their partner to analyze the
of Abame and the albino in chapter rela onships among the details and ideas of the text.
15 of Things Fall Apart. Use your
se ng understanding tool and the Direct them to add to their se ng understanding tool and
character understanding tool to character understanding tool.
analyze the rela onships among the
details and ideas of the text. If students need support during the ac vity:
Ask guiding ques ons.
Record your thinking and relevant
suppor ng evidence on your tools. What does the story of Abame and the
Be sure to include the appropriate albino reveal about Okonkwo, Obierika, and
cita on for recorded evidence. the Ibo culture?
How do Okonkwo, Obierika, and Uchendu
each respond to the story of Abame and the
albino?
What do the events of the story and their
responses reveal about them and the Ibo
culture?
Provide direct support or examples.
Prompt students to use the avoiding
plagiarism reference guide.

Notes:

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10D3_TEACHER GUIDE

10D3. Sec on 3. Lesson 2. Ac vity 4. Core

app. 10 minutes

Student Teacher

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10D3. Sec on 3. Lesson 2. Ac vity 4. Core

app. 10 minutes

Segment 1 Segment 1
Revise your evidence-based claim Remind students that a claim is an evidence-based opinion
about Obierika or form a claim in or conclusion about a text or topic. At this point in the
response to the ques on. process, students make an informal statement in
prepara on for expressing their understanding in wri ng.
Ques on:
1. How is Uchendu’s story Direct students to do the ac vity.
important to understanding
If students need support during the ac vity:
Okonkwo’s story in Things
Fall Apart? Provide direct support or examples.
Prompt students to use the claims reference
Use the forming claims tool to write guide.
your claim. Prompt students to use the connec ng
ideas reference guide.
Provide students with sentence frames.
Uchendu’s story is important to
Segment 2 understanding Okonkwo because _
Read your claim and ask yourself the ____.
ques ons. Okonkwo _____, which leads
Uchendu to _____.
Ques ons:
1. Is the claim clearly stated? When Okonkwo _____,
Uchendu _____.
2. Does the claim
communicate your opinion Okonkwo _____ since Uchendu
or conclusion about the _____.
text?
3. Is the claim based on Segment 2
evidence you gathered from Direct students to evaluate their claim.
the text?
If students need support during the ac vity:
4. Is the claim specific to the
ques on, original, and able Provide direct support or examples.
to be supported by Prompt students to use the claims reference
evidence? guide.

If you answered “No” to any of the

ques ons, revise your claim.
Notes:

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Things Fall Apart. 10D3. Sec on 3. Lesson 3

Descrip on

In this lesson, students read chapters 16 and 17 of Things Fall Apart and deepen their understanding
by a ending to the details of two key sentences from chapter 17.

Look-Fors

Do students understand the impact of the missionaries on Okonkwo and Nwoye and their
rela onship?
Can students analyze the syntax of key sentences in chapter 17 of Things Fall Apart to
understand their meaning?

Notes:

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 Things Fall Apart
10D3_TEACHER GUIDE

10D3. Sec on 3. Lesson 3. Ac vity 1. Op onal

app. 10 minutes

Student Teacher

Listen to and follow along with the Read aloud from "Overview of Chris anity" as students
read aloud of the first part of follow along.
“Overview of Chris anity".
Direct students to share their response.
As you read, consider the ques on.
If students need support during the ac vity:
Ques on: Provide direct support or examples.
1. What are the central tenets Define “tenet.”
of Chris anity?
As students share, use teacher talk moves.
Share your response with the class. Prompt students to use the conversa on
stems in the academic conversa on
reference guide.

Notes:

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 Things Fall Apart
10D3_TEACHER GUIDE

10D3. Sec on 3. Lesson 3. Ac vity 2. Core

app. 25 minutes

Student Teacher

Read chapters 16 and 17 from Direct pairs to complete the ac vity.

Things Fall Apart with your partner.
If pairs need support during the ac vity:
Ask guiding ques ons.
Why do the missionaries come to the
village?
What do the missionaries do when they
come to the village?
What are some things that begin to change
a er the missionaries come to the village?
Provide direct support or examples.
Define “culture.”
Encourage students learning English as a
new language to annotate the text in their
home language as appropriate.

Notes:

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10D3. Sec on 3. Lesson 3. Ac vity 3. Op onal

app. 5 minutes

Student Teacher

Segment 1 Segment 1
In your learning log, copy the word Guide students to define the word or phrase, focusing on
and define the word in your own determining the meaning using context and word
words. rela onships.

Vocabulary word: “derisive” If the word has mul ple meanings, ensure students iden fy
the various meanings and when they are used.
"When this was interpreted to the
men of Mbanta they broke into If students need support defining the word:
derisive laughter. These men must Ask guiding ques ons.
be mad, they said to themselves.
How else could they say that Ani What do you no ce about the word?
and Amadiora were harmless?" How do other words help you understand
(Achebe 146). the “derisive”?
The word family for “derisive” is
"derision," "deride," "derided.”
However, "derived" is not part of
this word family.

Segment 2
Answer the ques ons in your
learning log.
Segment 2
Ques ons: Direct students to iden fy connec ons with the word.
1. Is “derisive” posi ve or
nega ve?
2. How do you know?
3. What other words have a
similar or opposite meaning
as “derisive”?

Segment 3
Answer the ques ons about chapter Segment 3
16 from Things Fall Apart in your Direct students to use the word in a new context.
learning log.
If students need support during the ac vity:
Ques ons: Model using the word in a new context.

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Describe a me when you felt someone

10D3. Sec on 3. Lesson 3. Ac vity 3. Op onal treated you with derision.
app. 5 minutes
1. What does the derisive
laughter reveal about the
beliefs of the men of
Mbanta?
2. Why do the men of Mbanta
act with derision toward the
missionaries?

Notes:

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10D3. Sec on 3. Lesson 3. Ac vity 4. Core

app. 10 minutes

Student Teacher

Listen to and follow along with the Read aloud the last paragraph of chapter 16 and the last
read aloud of the last paragraph of part of chapter 17 (pages 151 - 153) from Things Fall
chapter 16 and the last part of Apart or play an audio recording as students follow along. In
chapter 17 (pages 151 - 153) from chapter 17, start reading with “One morning Okonkwo’s
Things Fall Apart. cousin, Amikwu, was passing by the church on his way from
the neighboring village” and read un l the end of the
chapter.

If students need support during the ac vity:

Ask guiding ques ons.
How are Nwoye and Okonkwo affected by
the missionaries?

Notes:

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10D3. Sec on 3. Lesson 3. Ac vity 5. Op onal

app. 10 minutes

Student Teacher

With your partner, answer the text- Direct students to work with their partner to answer the
specific ques ons about chapters 16 ques ons to analyze the rela onships among the details and
and 17 from Things Fall Apart. ideas of the text.

Ques ons: Prompt students to write their response.

1. What does Okonkwo value
If students need support during the ac vity:
in his male children? Why?
Ask guiding ques ons.
2. What do Okonkwo’s
concerns about Nwoye What does Okonkwo say about his male
reveal about his children?
understanding of gender? What are Okonkwo’s concerns about
Nwoye?
Write your response in your learning Why does he feel this concern?
log. Support your response with
evidence from the text. What does Okonkwo seem to think about
the roles of men and women?

Notes:

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10D3. Sec on 3. Lesson 3. Ac vity 6. Op onal

app. 5 minutes

Student Teacher

Develop your response to the text- Direct students to answer the ques on to evaluate the
specific ques on to evaluate the effects of the text.
effects of chapters 16 and 17 from
Things Fall Apart. Prompt students to share their response.

Ques on: If students need support during the ac vity:

1. What is ironic about Ask guiding ques ons.
Okonkwo’s exile given his What are Okonkwo’s opinions about women
opinions about women and and men?
men?
How do Okonkwo’s opinions relate to his
exile?
Then share your response with the
class. Support your response with Provide direct support or examples.
evidence from the text. As needed, define “evaluate effects” as “The
process of assessing both how the key
details, ideas, elements, and structure or
organiza on contribute to the development
of complex devices and techniques, such as
mood and irony, and how complex devices
and techniques create par cular effects.”
As students share their responses, use
teacher talk moves.
Prompt students to use the irony reference
guide.
Prompt students to use the conversa on
stems in the academic conversa on
reference guide.

Notes:

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10D3_TEACHER GUIDE

10D3. Sec on 3. Lesson 3. Ac vity 7. Core

app. 15 minutes

Student Teacher

Segment 1 Segment 1
In your learning log, copy the Read aloud the mentor sentence.
following mentor sentences from
Things Fall Apart. Then answer the Then direct students to do the ac vity.
ques ons.
A er several minutes, ask one or two students to share how
Mentor sentence: they interpreted the mentor sentences.
“Okonkwo felt a cold shudder run
through him at the terrible Ask students what they no ce about the mentor sentences.
prospect, like the prospect of
annihila on" (Achebe 153). As students share, mark the gramma cal elements students
no ce on the mentor sentences and ask how what they
Mentor sentence: no ce helps them understand the mentor sentences.
“Living fire begets cold, impotent
ash” (Achebe 153). If students need support as they a end to the details of the
mentor sentences:
Ques ons: Ask guiding ques ons.
1. What do the mentor Who is doing what in each mentor
sentences mean? sentence?
2. What do you no ce? What are the parts of each mentor
3. How does what you no ce sentence?
help you understand the What does “prospect of annihila on” mean
mentor sentences? in the first mentor sentence? How does
4. What makes the sentences no cing this phrase help you understand
easy or more difficult to the mentor sentence?
understand? Why? What does “impotent” mean in the second
mentor sentence? How does no cing this
word help you understand the mentor
sentence?
How does the phrase “like the prospect of
annihila on” connect to the rest of the first
mentor sentence? What is the purpose of
the phrase in the mentor sentence? How
does no cing the phrase help you
understand the mentor sentence?
What juxtaposi on or contrast does Achebe
Segment 2
use in the second mentor sentence? Who

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does “living fire” symbolize? Who does

10D3. Sec on 3. Lesson 3. Ac vity 7. Core “cold, impotent ash” symbolize?
app. 15 minutes
Provide direct support or examples.
Complete one of the sentence Prompt students to use the connec ng
stems about the mentor sentences ideas reference guide and the conven ons
in your learning log. reference guide.
Sentence stems:
Segment 2
To understand the Direct students to complete one of the sentence stems.
sentences, I had to ____
_.
No cing _____ helped
me understand the
sentences because ____
_.
Knowing _____ is useful
for determining the
meaning of the sentences.

Notes:

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 Things Fall Apart
10D3_TEACHER GUIDE

Things Fall Apart. 10D3. Sec on 3. Lesson 4

Descrip on

In this lesson, students deepen their understanding of Okonkwo and Nwoye by adding to the
character understanding tool. Students prepare to write for the culmina ng task by revising or
wri ng an evidence-based claim about Nwoye. Students also read chapters 18 and 19 of Things Fall
Apart.

Look-Fors

Do students understand why Nwoye’s story is important to understanding Okonkwo’s story?

Can students gather and organize evidence to demonstrate their understanding of Okonkwo
and Nwoye?

Notes:

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10D3_TEACHER GUIDE

10D3. Sec on 3. Lesson 4. Ac vity 1. Core

app. 15 minutes

Student Teacher

With your partner, review chapters Have students work with their partner to analyze the
16 and 17 from Things Fall Apart. rela onships among the details and ideas of the text.
Use the character understanding
tool to analyze the rela onships Direct them to add to their character understanding tool for
among the details and ideas of the Okonkwo and Nwoye.
text.
If students need support during the ac vity:
Record your thinking and relevant Ask guiding ques ons.
suppor ng evidence for Okonkwo
and Nwoye on the character Why is Nwoye’s story important to our
understanding tool. Be sure to understanding of Okonkwo?
include the appropriate cita on for What does Okonkwo believe about Igbo
recorded evidence. culture?
What is Okonkwo's perspec ve of the
missionaries?
What does the incident at the end of
chapter 17 reveal about Okonkwo?
What does the incident at the end of
chapter 17 reveal about Nwoye?
Provide direct support or examples.
Prompt students to use the avoiding
plagiarism reference guide.

Notes:

151
 Things Fall Apart
10D3_TEACHER GUIDE

10D3. Sec on 3. Lesson 4. Ac vity 2. Core

app. 10 minutes

Student Teacher

Segment 1 Segment 1
Revise your evidence-based claim Remind students that a claim is an evidence-based opinion
about Nwoye or form a claim in or conclusion about a text or topic. At this point in the
response to the ques on. process, students make an informal statement in
prepara on for expressing their understanding in wri ng.
Ques on:
1. How is Nwoye's story Direct students to do the ac vity.
important to understanding
If students need support during the ac vity:
Okonkwo's story in Things
Fall Apart? Ask guiding ques ons.
What is Nwoye’s story?
Use the forming claims tool to write What does this story reveal about
your claim. Okonkwo?
Provide direct support or examples.
Prompt students to use the claims reference
guide.
Prompt students to use the connec ng
ideas reference guide.
Provide students with an ac vity-specific
sentence frame to form a claim. Possible
Segment 2 frames:
Read your claim and ask yourself the Nwoye’s story is important to
ques ons. understanding Okonkwo because _
____.
Ques ons:
Okonkwo _____, which leads
1. Is the claim clearly stated?
Nwoye to _____.
2. Does the claim
communicate your opinion When Nwoye _____, Okonkwo
or conclusion about the _____.
text? Since Nwoye _____, Okonkwo
3. Is the claim based on _____.
evidence you gathered from
Model how to form a claim using one of the frames.
the text?
4. Is the claim specific to the Segment 2
ques on, original, and able Direct students to evaluate their claim.

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If students need support during the ac vity:

10D3. Sec on 3. Lesson 4. Ac vity 2. Core
app. 10 minutes
Provide direct support or examples.
to be supported by Prompt students to use the claims reference
evidence? guide.

If you answered “No” to any of the

ques ons, revise your claim.
Notes:

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 Things Fall Apart
10D3_TEACHER GUIDE

10D3. Sec on 3. Lesson 4. Ac vity 3. Core

app. 30 minutes

Student Teacher

Read chapters 18 and 19 from Direct students to complete the ac vity.

Things Fall Apart independently.

Notes:

Notes:

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 Things Fall Apart
10D3_TEACHER GUIDE

Things Fall Apart. 10D3. Sec on 3. Lesson 5

Descrip on

In this lesson, students prepare to write by gathering and organizing evidence. Students then
develop a wri en response about the importance of a secondary character’s story in Things Fall
Apart. This is a sec on diagnos c. Use informa on from the sec on diagnos c to make decisions
about what op onal ac vi es to include or not include.

Look-Fors

Use the sec on diagnos c checklist and exemplar to review student work and/or responses.

Notes:

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 Things Fall Apart
10D3_TEACHER GUIDE

10D3. Sec on 3. Lesson 5. Ac vity 1. Core

app. 10 minutes

Student Teacher

Read the prompt. Direct students to read the prompt and select a claim about
a character they have wri en. They may revise their claim as
Prompt: necessary.
1. Select a secondary
character in Things Fall Tell students to gather and organize as much evidence as
Apart. What is the they can, as they will use the evidence in their work.
importance of the
Then direct students to complete the ac vity.
character's story in the
novel? In your response, be
sure to describe the
character, summarize the
character's story, and
explain the character's
rela onship to and
interac ons with Okonkwo.

Review the claims you have wri en.

Choose a character and the
corresponding claim.

Complete the evidence tool to

gather and organize evidence in
prepara on for your work.
Notes:

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10D3. Sec on 3. Lesson 5. Ac vity 2. Op onal

app. 15 minutes

Student Teacher

Segment 1 Segment 1
In your learning log, copy the Read aloud the mentor sentence.
mentor sentence from Things Fall
Apart. Then answer the ques ons. Direct students to do the ac vity.

Mentor sentence: "These outcasts, A er several minutes, ask one or two students to share how
or osu, seeing that the new religion they interpreted the mentor sentence.
welcomed twins and such
abomina ons, thought that it was Then ask students what they no ce about the mentor
possible that they would also be sentence.
received" (Achebe 155).
As students share their responses, mark the gramma cal
Ques ons: and mechanical elements that students no ce on the
mentor sentence and ask how these elements help them
1. What does the mentor
understand the mentor sentence.
sentence mean?
2. What do you no ce? If students need support analyzing the mentor sentence:
3. How does what you no ce Ask guiding ques ons.
help you understand the Who is doing what in the mentor sentence?
mentor sentence?
What are the parts of the mentor sentence?
4. What makes the mentor
sentence easy or more What does “abomina ons” mean? How
difficult to understand? does no cing this word help you understand
Why? the mentor sentence?
What phrases or clauses do you no ce?
What does the phrase “seeing that the new
religion welcomed twins and such
abomina ons” mean? How does the phrase
connect to the rest of the mentor sentence?
What is the purpose of the phrase in the
mentor sentence? How does no cing the
phrase help you understand the mentor
sentence?
Can we rearrange the mentor sentence?
What do we have to change or add? How
does rearranging the sentence change its
Segment 2 meaning or style and effect?
Provide direct support or examples.

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Compare the structure of the

10D3. Sec Then
sentences. on 3. answer
Lesson the
5. Ac vity 2. Op onal
ques ons in your learning log. app. 15 minutes
Prompt students to work in pairs to do the
Mentor sentence: "These outcasts, ac vity.
or osu, seeing that the new religion
welcomed twins and such Prompt students to use the conven ons
abomina ons, thought that it was reference guide.
possible that they would also be
received" (Achebe 155). Segment 2
Direct students to do the ac vity to explore the mentor
New sentence: These outcasts, or sentence further and understand how it is put together.
osu, saw that the new religion
welcomed twins and such If students need support comparing sentences:
abomina ons, so they thought that Ask guiding ques ons.
it was possible that they would also
be received. What are the parts of the new sentence?
What word or punctua on in the new
Ques ons: sentence connects two independent
1. What is different? clauses?
2. What are the effects of Are there any conjunc ons in the new
these differences? sentence? What does it mean? How does
understanding the meaning and purpose of
Segment 3 “so” help you understand the new
Write a sentence using a structure sentence?
similar to the mentor sentence Provide direct support or examples.
when you complete the sec on Prompt students to work in pairs to do the
diagnos c. ac vity.
Use a sentence frame as needed. Prompt students to use the connec ng
ideas reference guide.

Segment 3
Ask students to iden fy the structural elements of the
mentor sentence (e.g., conjunc ons and punctua on).

Replace the non-structural elements with fill-in-the-blank

lines and maintain the conjunc ons and punctua on.

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10D3. Sec on 3. Lesson 5. Ac vity 2. Op onal

app. 15 minutes
As a class, create a sentence frame or a set of sentence
frames that students can use. For example, if the frame is
for a compound sentence joined with a coordina ng
conjunc on, create a single sentence frame for each of the
coordina ng conjunc ons (e.g., “and,” “so,” “but,” “yet,”
etc.).

Direct students to copy the sentence frame or frames into

their learning log.
Notes:

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10D3. Sec on 3. Lesson 5. Ac vity 3. Op onal

app. 10 minutes

Student Teacher

Segment 1 Segment 1
Review the prompt and any claims Direct students to do the ac vity.
you have formed and evidence you
have gathered.

Prompt:
1. Select a secondary
character in Things Fall
Apart. What is the
importance of the
character's story in the
novel? In your response, be
sure to describe the
character, summarize the
character's story, and
explain the character's
rela onship to and
interac ons with Okonkwo.

Review the organiza on reference Segment 2

guide. Explain to students that a thesis statement states their
response and orients the reader to the organiza on of their
Segment 2 work.
Write a thesis statement in your
learning log. Direct students to do the ac vity.

Be sure your thesis statement: If students need support during the ac vity:
Addresses the prompt, Provide direct support or examples.
States your response and Prompt students to use the connec ng
presents your suppor ng ideas reference guide.
claims, and Model how to create a thesis statement.
Previews the organiza on of Provide students with strong and weak
your work. examples of thesis statements.
Prompt students to iden fy the best
examples and explain why.
Emphasize how the claims and evidence
students have gathered connects to the

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10D3. Sec on 3. Lesson 5. Ac vity 3. Op onal

app. 10 minutes
thesis statement.
Revise one of the weak thesis statements
based on the strong examples.
Write a model thesis statement.
Direct students to use that thesis statement
for the task.

Notes:

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10D3. Sec on 3. Lesson 5. Ac vity 4. Op onal

app. 20 minutes

Student Teacher

Segment 1 Segment 1
Review the prompt, your thesis Direct students to do the ac vity.
statement, and the evidence you
have gathered.

Prompt:
1. Select a secondary
character in Things Fall
Apart. What is the
importance of the
character's story in the
novel? In your response, be
sure to describe the
character, summarize the
character's story, and
explain the character's
rela onship to and Segment 2
interac ons with Okonkwo. Direct students to complete the ac vity.

Segment 2 If students need support during the ac vity:

Iden fy the suppor ng claims of Ask guiding ques ons.
your thesis statement. Each
suppor ng claim is a focus for each What are the different parts of your thesis
body paragraph of your work. statement?
Do you provide adequate textual evidence
Write a topic sentence in your for each suppor ng claim?
learning log for each of your body
paragraphs to outline your work. Provide direct support or examples.
Introduce the suppor ng Prompt students to use the organiza on
claim. reference guide.
Iden fy how it relates to Prompt students to use the connec ng
your response in the thesis ideas reference guide.
statement. Model how to organize an essay.
Use a transi on word or Provide students with a strong thesis
phrase to introduce the statement.
topic sentence and/or Prompt students to describe the
iden fy how the topic organiza on based on the thesis statement.

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sentence connects to other

10D3. Sec on 3. Lesson 5. Ac vity 4. Op onal
sentences.
app. 20 minutes
As needed, reference the organiza on cheat
sheet in the organiza on reference guide.
Create an outline of the essay together.

Notes:

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10D3. Sec on 3. Lesson 5. Ac vity 5. Sec on Diagnos c

app. 35 minutes

Student Teacher

Read the prompt. Explain the expecta ons of the response based on the
sec on diagnos c checklist.
Prompt:
1. Select a secondary Direct students to complete the ac vity.
character in Things Fall
If students need support during the ac vity:
Apart. What is the
importance of the Provide direct support or examples.
character's story in the Prompt students to refer to completed tools
novel? In your response, be and notes from earlier lessons to help them
sure to describe the dra their work.
character, summarize the
character's story, and Prompt students to use the sentence frame
explain the character's from the previous mentor sentence ac vity
rela onship to and to write a sentence in their essay.
interac ons with Okonkwo.

In your learning log, dra an essay

that addresses the prompt

Use your evidence tool and your

outline as you dra your essay.

Once you have created your dra ,

review the prompt and the sec on
diagnos c checklist. Does your essay
address the prompt? Does your
essay meet the expecta ons?
Notes:

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10D3. Sec on 3. Lesson 5. Ac vity 6. Core

Homework

Student Teacher

Read chapters 20 and 21 from Direct students to complete the ac vity.

Things Fall Apart independently.
Notes:

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Things Fall Apart. 10D3. Sec on 4. Lesson 1

Descrip on

In this lesson, students react to and reread sec ons of chapters 20 and 21 of Things Fall Apart.
Students deepen their understanding by a ending to the details of a key sentence from chapter 20.
They also answer ques ons about Mr. Brown’s impact on the culture in Umuofia, Okonkwo’s
reac on, and what their ac ons reveal about each character.

Look-Fors

Do students understand how the missionaries change the culture in Umuofia and what
Okonkwo’s reac on to the changes reveals about his character?
Can students analyze the syntax of a key sentence in chapter 20 of Things Fall Apart to
understand its meaning?

Notes:

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10D3. Sec on 4. Lesson 1. Ac vity 1. Core

app. 5 minutes

Student Teacher

React to chapters 20 and 21 from Direct students to answer the ques ons to react to the text.
Things Fall Apart by developing your
response to the ques on. Prompt students to share their response.

Ques on:
1. What is Okonkwo’s plan as
he returns to Umuofia?

Then share your response with your

partner.

Notes:

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10D3. Sec on 4. Lesson 1. Ac vity 2. Core

app. 10 minutes

Student Teacher

Reread the end chapter 20 a er the Direct pairs to complete the ac vity.
break (pages 174 - 177) from Things
Fall Apart with your partner. Start
reading with “Umuofia had indeed
changed during the seven years
Okonkwo had been in exile” and
read un l the end of the chapter.
Notes:

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10D3. Sec on 4. Lesson 1. Ac vity 3. Core

app. 10 minutes

Student Teacher

Segment 1 Segment 1
In your learning log, copy the Read aloud the mentor sentence.
following mentor sentence from
Things Fall Apart. Then answer the Then direct students to do the ac vity.
ques ons.
A er several minutes, ask one or two students to share how
Mentor sentence: The white man they interpreted the mentor sentence.
"has put a knife on the things that
held us together and we have fallen Ask students what they no ce about the mentor sentence.
apart” (Achebe 176).
As students share, mark the gramma cal elements students
Ques ons: no ce on the mentor sentence and ask how what they
no ce helps them understand the mentor sentence.
1. What does the mentor
sentence mean? If students need support as they a end to the details of the
2. What do you no ce? mentor sentence:
3. How does what you no ce Ask guiding ques ons.
help you understand the Who is doing what in the mentor sentence?
mentor sentence?
What phrase or phrases do you no ce?
4. What makes the mentor What do they mean?
sentence easy or more
difficult to understand? What does “put a knife on the things that
Why? held us together” mean? How does no cing
this phrase help you understand the mentor
sentence?
Can we rearrange the mentor sentence?
What do we have to change or add? How
Segment 2 does rearranging the sentence change its
Complete one of the sentence meaning or style?
stems in your learning log.
Segment 2
Sentence stems: Direct students to complete one of the sentence stems.
To understand the sentence,
I had to _____.
No cing _____ helped
me understand the
sentence because ____
_.

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10D3. Sec on 4. Lesson 1. Ac vity 3. Core

app. 10 minutes
Knowing _____ is useful
for determining the
meaning of the sentence.

Notes:

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10D3. Sec on 4. Lesson 1. Ac vity 4. Core

app. 10 minutes

Student Teacher

Listen to and follow along with the Read aloud the end of chapter 21 (pages 181 - 183) from
read aloud of the end of chapter 21 Things Fall Apart or play an audio recording as students
(pages 181 - 183) from Things Fall follow along. Start reading with “In this way Mr. Brown
Apart. learned a good deal about the religion of the clan” and read
un l the end of the chapter.
Notes:

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10D3. Sec on 4. Lesson 1. Ac vity 5. Core

app. 5 minutes

Student Teacher

In your learning log, describe Mr. Explain to students that summaries are a way of
Brown’s approach in Umuofia. What demonstra ng understanding. They are a brief statement of
steps or ac ons does Mr. Brown the main or most important points of a text, a discussion, or
take with the people of Umuofia? their understanding of a concept, idea, topic, or issue.

Remind them that when they summarize a text, it is best not

to include personal opinions; rather, they should describe
what happened as factually as possible while leaving out any
unimportant details.

Direct students to complete the ac vity.

If students need support during the ac vity:

Ask guiding ques ons.
How does Mr. Brown relate to the people of
Umuofia and their faith?
What kind of rela onship does Mr. Brown
establish with village leaders?
In talking with Akunna, a leader from
another village, what realiza on does Mr.
Brown come to?
How does Mr. Brown’s understanding of the
local religion influence how he conducts his
missionary work in the village?

Notes:

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10D3. Sec on 4. Lesson 1. Ac vity 6. Core

app. 10 minutes

Student Teacher

With the class, answer the text- Direct students as a class to answer the ques on to analyze
specific ques on about chapters 20 the rela onships among the details and ideas of the text.
and 21 from Things Fall Apart.
Prompt students to write their response.
Ques on:
If students need support during the ac vity:
1. How do the missionaries
change the culture in Ask guiding ques ons.
Umuofia? What is Mr. Brown's approach? Does it
work? Why?
Write your response in your learning How well does Okonkwo’s plan work as he
log. Support your response with returns to Umuofia? Why?
evidence from the text.
What does Okonkwo believe about the
culture in Umuofia and his role in the
culture?
What does he perceive is happening with
the missionaries?
Why is Okonkwo upset about the changing
culture in Umuofia?
Provide direct support or examples.
As students answer the ques ons, use
teacher talk moves.
Prompt students to use the conversa on
stems in the academic conversa on
reference guide.

Notes:

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10D3. Sec on 4. Lesson 1. Ac vity 7. Core

Homework

Student Teacher

Read chapter 22 from Things Fall Direct students to complete the ac vity.
Apart independently.
Notes:

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Things Fall Apart. 10D3. Sec on 4. Lesson 2

Descrip on

In this lesson, students deepen their understanding of chapters 20 - 22 of Things Fall Apart by adding
to the character understanding tool and se ng understanding tool. Students also read and reread
“The Second Coming” by William Butler Yeats to establish and deepen their understanding of the
poem. They then extend their understanding by examining why might Achebe allude to the poem in
Things Fall Apart.

Look-Fors

Do students understand the meaning of “The Second Coming” and how its meaning
connects to Things Fall Apart?
Can students gather and organize evidence to demonstrate their understanding of chapters
20-22 of Things Fall Apart?

Notes:

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10D3. Sec on 4. Lesson 2. Ac vity 1. Core

app. 15 minutes

Student Teacher

With your partner, review chapter Have students work with their partner to analyze the
22 from Things Fall Apart. Use the rela onships among the details and ideas of the text.
se ng understanding tool and
character understanding tool to Direct students to add to their se ng understanding tool
analyze the rela onships among the and character understanding tool.
details and ideas of the text.
If students need support during the ac vity:
Record your thinking and relevant Ask guiding ques ons.
suppor ng evidence on the tools.
Be sure to include the appropriate Compare Mr. Brown’s and Mr. Smith’s
cita on for recorded evidence. approach in Umuofia. How do Okonkwo and
others in Umuofia respond to each
approach?

Notes:

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10D3. Sec on 4. Lesson 2. Ac vity 2. Op onal

app. 5 minutes

Student Teacher

Listen to and follow along with the Read aloud the Nicene Creed from "Overview of
read aloud of the Nicene Creed from Chris anity" or play an audio recording as students follow
"Overview of Chris anity". along.

As needed, read aloud the other por ons of the text to

provide addi onal background knowledge on Chris anity.

Explain that a er his resurrec on, The Bible predicts a

“second coming” of Jesus Christ, where he will return to
earth. Inform students that the poem they are about to read
is called “The Second Coming.”

If students need support during the ac vity:

Ask guiding ques ons.
Which part of the Nicene Creed describes a
second coming or return?
How does the Creed describe this second
coming?

Notes:

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10D3. Sec on 4. Lesson 2. Ac vity 3. Core

app. 5 minutes

Student Teacher

Before reading "The Second Read aloud "The Second Coming" or play an audio
Coming", answer the ques ons to recording as students follow along.
approach the text.
If students need support during the ac vity:
Ques ons: Model how to use the reading closely tool.
1. What is the text type? Project a reading closely tool.
2. What do you understand Show students how the tool is organized by
about the text based on this steps in the reading process (i.e., establish
informa on? understanding, deepen understanding,
extend understanding) and then within each
Listen to and follow along with the step there are smaller steps (e.g., read the
read aloud of "The Second Coming". text and react to the text to establish
understanding).
Ask students what step they are on and go
to that sec on of the reading closely tool.
Direct students to explain how they know
what step they are on and what they are
expected to do in that step.
Then have students point out where they
will write their ques ons, notes, or answers.

Notes:

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10D3. Sec on 4. Lesson 2. Ac vity 4. Core

app. 5 minutes

Student Teacher

React to "The Second Coming" by Direct students to answer the ques ons to react to the text.
wri ng your response to the
ques ons on the reading closely
tool.

Ques ons:
1. What is your first
impression of this poem?
2. What s cks out to you
because it seems important
or is confusing? Why?

Notes:

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10D3. Sec on 4. Lesson 2. Ac vity 5. Core

app. 5 minutes

Student Teacher

Listen to and follow along with the Read aloud "The Second Coming" or play an audio
read aloud of "The Second Coming". recording as students follow along.
Notes:

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10D3. Sec on 4. Lesson 2. Ac vity 6. Core

app. 10 minutes

Student Teacher

Review "The Second Coming" and Direct students to complete the ac vity.
a end to the details.
If students need support during the ac vity:
On the reading closely tool under Provide direct support or examples.
deepen understanding, copy at least
five words and/or phrases from the As needed, define “a end to details” as
poem that “stand out” to you “The process of recognizing and interpre ng
because they create a feeling and/or specific details, word choice and
image in your mind. connota on, sentence structure, imagery,
figura ve language, literary and rhetorical
For each word and phrase, write devices, illustra ons to deepen
one or more synonyms or understanding of a text.”
antonyms. Model how to note key words or phrases from the
poem and iden fy a synonym or antonym.
Then iden fy whether the word or
phrase is posi ve or nega ve.
Notes:

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10D3. Sec on 4. Lesson 2. Ac vity 7. Core

app. 5 minutes

Student Teacher

With your partner, answer the text- Direct students to answer the ques ons to analyze the
specific ques ons about "The rela onships among the details and ideas of the text.
Second Coming".

Ques ons:
1. What kind of event is the
speaker describing? How do
you know?
2. What source and/or event
does Yeats allude to in the
poem?
3. To whom is the source
and/or event important?
Why is it important?

Write your response on the reading

closely tool. Support your response
with evidence from the text.
Notes:

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10D3. Sec on 4. Lesson 2. Ac vity 8. Core

app. 5 minutes

Student Teacher

With the class, answer the text- Direct students to answer the ques ons to determine and
specific ques ons to determine and analyze the meaning and purpose of the text.
analyze the meaning and purpose of
"The Second Coming". If students need support during the ac vity:
Ask guiding ques ons.
Ques ons:
What is Yeat’s source for the phrase “the
1. How does Yeats draw on the second coming”?
meaning of his source while
also changing it? What is the mood and meaning of “the
second coming” in the original source?
2. How does this contribute to
the mood and meaning of Provide direct support or examples.
the poem? As needed, define “determine and analyze
the meaning, purpose, and perspec ve” as
Write your response on the reading “The process of understanding the implied
closely tool. Support your response meaning of a text based on the methods of
with evidence from the text. the text. For example, analyzing how key
details and ideas, elements, structure or
organiza on, effects, and the narrator’s or
author’s perspec ve influence informa on
and ideas and contribute to the meaning
and purpose of a text.”
As students share their responses, use
teacher talk moves.
Prompt students to use the conversa on
stems in the academic conversa on
reference guide.
Prompt students to use the mood reference
guide.

Notes:

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10D3. Sec on 4. Lesson 2. Ac vity 9. Core

app. 10 minutes

Student Teacher

Compare and connect ideas across Direct students to answer the ques ons to compare and
"The Second Coming" and Things connect ideas across the texts.
Fall Apart by wri ng your response
to the text-specific ques on. A er several minutes, prompt students to share their
response.
Ques on:
If students need support during the ac vity:
1. Why might Achebe allude to
this poem in the text and Ask guiding ques ons.
tle of Things Fall Apart? What role does Chris anity play in Things
Fall Apart?
Write your response on the reading How do the Chris an missionaries affect
closely tool. Support your response Okonkwo and what he believes to be true
with evidence from the texts. about his culture?
Then share your response with a What is “falling apart” around Okonkwo?
partner. Why?
Provide direct support or examples.
As needed, define “compare and connect
ideas” as “The process of recognizing
connec ons among texts to make logical
comparisons and build knowledge. Readers
compare and connect ideas across texts to
extend their understanding of texts.”

Notes:

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Things Fall Apart. 10D3. Sec on 4. Lesson 3

Descrip on

In this lesson, students read and react to chapters 23 and 24 of Things Fall Apart and deepen their
understanding of the District Commissioner by adding to the character understanding tool.

Look-Fors

Do students understand how the District Commissioner’s ac ons affect Okonkwo and what
Okonkwo’s reac ons to the District Commissioner reveal about Okonkwo’s character?
Can students gather and organize evidence to demonstrate their understanding of the
District Commissioner and how he compares to Mr. Brown and Mr. Smith?

Notes:

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10D3. Sec on 4. Lesson 3. Ac vity 1. Core

app. 30 minutes

Student Teacher

Listen to and follow along with the Read aloud chapters 23 and 24 from Things Fall Apart or
read aloud of chapters 23 and 24 play an audio recording as students follow along.
from Things Fall Apart.
If students need support during the ac vity:
Ask guiding ques ons.
How does Okonkwo interact with other
characters?
How is Okonkwo important in the larger
story?

Notes:

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10D3. Sec on 4. Lesson 3. Ac vity 2. Core

app. 5 minutes

Student Teacher

React to the end of chapter 24 from Direct students to answer the ques on to react to the text.
Things Fall Apart by wri ng your
response to the ques on in your
learning log.

Ques on:
1. What happens at the end of
chapter 24? Why?

Notes:

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10D3. Sec on 4. Lesson 3. Ac vity 3. Op onal 10 minutes

Student Teacher

Segment 1 Segment 1
In your learning log, copy the words. Direct students to define the words and answer the
Then answer the ques ons. ques ons.

Vocabulary words: "suppressed," A er several minutes, prompt a few students to share their
"vengeance," "avenge" defini ons and answers.

"The village was as r in a silent, If students need support defining the words:
suppressed way" (Achebe 199) Ask guiding ques ons.
"As he lay on his bamboo bed he What other words have a similar or opposite
thought about the treatment he had meaning as "suppressed,” “vengeance,” or
received in the white man's court, “avenge”?
and he swore vengeance. If Umuofia Are the words posi ve or nega ve? How do
decided on war, all would be well. you know?
But if they chose to be cowards he
would go out and avenge himself" What is another way to say “suppressed”?
(Achebe 199). How are “vengeance” and “avenge”
related?
Ques ons: How do other words or passages in the text
1. Define the vocabulary help you understand the words?
words in your own words. Provide direct support or examples.
2. What do you no ce about Prompt students to use the following
the words and phrases in sentence frames to share their defini ons
these sentences? and describe how the words contributes to
3. How does what you no ce their understanding of the sentence.
help you understand the I no ced…, which meant….
vocabulary words?
I knew…, so I….
Segment 2
Complete one of the sentence
stems in your learning log.

Sentence stems:
To understand
“suppressed,” “vengeance,”
and “avenge,” I had to __ Segment 2
___. Ask students to refine their defini ons as needed.

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Then prompt students to complete one of the sentence

10D3. Sec on 4. Lesson 3. Ac
stems vity 3.
in their Op onal
learning log. 10 minutes
No cing _____ helped
me understand the words
because _____.
Knowing _____ comes
in handy when determining
the meaning of these
words.

Notes:

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10D3. Sec on 4. Lesson 3. Ac vity 4. Core

app. 10 minutes

Student Teacher

With the class, review chapters 23 Have students work with the class to analyze the
and 24 from Things Fall Apart. Use rela onships among the details and ideas of the text.
your character understanding tool
to analyze the rela onships among Direct them to add to their character understanding tool.
the details and ideas of the text.
If students need support during the ac vity:
Record your thinking and relevant Ask guiding ques ons.
suppor ng evidence on your
character understanding tool. Be Who is the District Commissioner?
sure to include the appropriate How is his role similar to or different from
cita on for recorded evidence. Mr. Brown and Mr. Smith?
How does Okonkwo respond to the District
Commissioner’s ac ons?
Why are the stories of Mr. Brown, Mr. Smith,
and the District Commissioner important to
our understanding of Okonkwo and his
understanding of the culture in Umuofia?
Provide direct support or examples.
Prompt students to use the avoiding
plagiarism reference guide.
Prompt students to use the conversa on
stems in the academic conversa on
reference guide.
As students share, use teacher talk moves.

Notes:

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Things Fall Apart. 10D3. Sec on 4. Lesson 4

Descrip on

In this lesson, students read and react to chapter 25 of Things Fall Apart. Students also deepen their
understanding of Things Fall Apart by adding to the character understanding tool, answering
ques ons about Okonkwo and the events that lead to his suicide, and analyzing how irony at the end
of the novel reveals a theme about stories.

Look-Fors

Can students determine a theme of Things Fall Apart?

Can students gather and organize evidence to demonstrate their understanding of the end of
Things Fall Apart?

Notes:

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10D3. Sec on 4. Lesson 4. Ac vity 1. Core

app. 10 minutes

Student Teacher

Read chapter 25 from Things Fall Direct pairs to complete the ac vity.
Apart with your partner.
Notes:

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10D3. Sec on 4. Lesson 4. Ac vity 2. Core

app. 5 minutes

Student Teacher

In your learning log, describe what Explain to students that summaries are a way of
happens at the end of Things Fall demonstra ng understanding. They are a brief statement of
Apart. the main or most important points of a text, a discussion, or
their understanding of a concept, idea, topic, or issue.

Remind them that when they summarize a text, it is best not

to include personal opinions; rather, they should describe
what happened as factually as possible while leaving out any
unimportant details.

Direct students to complete the ac vity.

Notes:

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10D3. Sec on 4. Lesson 4. Ac vity 3. Core

app. 10 minutes

Student Teacher

With the class, review chapter 25 Have students work with the class to analyze the
from Things Fall Apart. Use your rela onships among the details and ideas of the text.
character understanding tool to
analyze the rela onships among the Direct them to add to their character understanding tool.
details and ideas of the text.
If students need support during the ac vity:
Record your thinking and relevant Ask guiding ques ons.
suppor ng evidence on your
character understanding tool. Be How do the various characters react to
sure to include the appropriate Okonkwo’s death?
cita on for recorded evidence. Provide direct support or examples.
Prompt students to use the avoiding
plagiarism reference guide.
Prompt students to use the conversa on
stems in the academic conversa on
reference guide.
As students share, use teacher talk moves.

Notes:

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10D3. Sec on 4. Lesson 4. Ac vity 4. Core

app. 10 minutes

Student Teacher

Read the last part of chapter three Direct students to complete the ac vity.
(pages 23 - 25) from Things Fall
Apart independently. Start reading If students need support during the ac vity:
with “The year that Okonkwo took Provide direct support or examples.
eight hundred see-yams from
Nwakibie” and read un l the end of Pair students together to engage in a
the chapter. partner reading of the text.

Notes:

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10D3. Sec on 4. Lesson 4. Ac vity 5. Core

app. 5 minutes

Student Teacher

Reread the last part of chapter three Direct students to complete the ac vity.
(pages 23 - 25) from Things Fall
Apart independently. If students need support during the ac vity:
Provide direct support or examples.
During the reading, annotate the
text to locate words and phrases As needed, define “characterize” and
which characterize Okonkwo and “foreshadow.”
foreshadow the end of the novel. Prompt students to work in pairs to do the
ac vity.
Use the annota on reference guide.

Notes:

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10D3. Sec on 4. Lesson 4. Ac vity 6. Core

app. 10 minutes

Student Teacher

Write your response to the text- Direct students to answer the ques ons to analyze the
specific ques ons about Things Fall rela onships among the details and ideas of the text.
Apart.
Prompt students to share their response.
Ques ons:
1. What leads to Okonkwo’s
suicide?
2. What is different about
Obierika that leads him to
have a different outcome
than Okonkwo?

Write your response in your learning

log. Support your response with
evidence from the text.

Then share your response with a

partner.
Notes:

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10D3. Sec on 4. Lesson 4. Ac vity 7. Core

app. 10 minutes

Student Teacher

With your partner, answer the text- Direct students to work with their partner to answer the
specific ques on to determine and ques on to determine and analyze the meaning of the text.
analyze the how the irony at the end
of Things Fall Apart reveals a deeper Prompt students to write their response.
meaning or theme.
If students need support during the ac vity:
Ques on: Ask guiding ques ons.
1. What does the end of What are the District Commissioner's plans
Things Fall Apart reveal in the last paragraph?
about stories?
Given the focus of the novel, what is ironic
about his plans?
Write your response in your learning
log. Support your response with What does this irony reveal about stories?
evidence from the text. Provide direct support or examples.
Prompt students to use the irony reference
guide.
Prompt students to use the theme reference
guide.

Notes:

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10D3_TEACHER GUIDE

Things Fall Apart. 10D3. Sec on 4. Lesson 5

Descrip on

In this lesson, students prepare for and engage in a whole-class discussion about the themes of
Things Fall Apart and how they are developed. This is a sec on diagnos c. Use informa on from the
sec on diagnos c to make decisions about what op onal ac vi es to include or not include.

Look-Fors

Use the sec on diagnos c checklist and exemplar to review student work and/or responses.

Notes:

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10D3. Sec on 4. Lesson 5. Ac vity 1. Op onal

app. 5 minutes

Student Teacher

Before reading "Ozymandias", Before reading the text, direct students to answer the
answer the ques ons to approach ques ons in their learning log.
the text.
Read aloud "Ozymandias" or play an audio recording as
Ques ons: students follow along.
1. What is the text type?
If students need support during the ac vity:
2. What do you understand
Provide direct support or examples.
about the text based on this
informa on? Engage students in a choral reading of the
text.
Listen to and follow along with the
read aloud of "Ozymandias".
Notes:

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10D3. Sec on 4. Lesson 5. Ac vity 2. Op onal

app. 5 minutes

Student Teacher

In your learning log, record the text Explain to students that summaries are a way of
tle and author. demonstra ng understanding. They are a brief statement of
the main or most important points of a text, a discussion, or
With your partner, answer the their understanding of a concept, idea, topic, or issue.
ques ons about "Ozymandias" to
summarize the text objec vely. Remind them that when they summarize a text, it is best not
to include personal opinions; rather, they should describe
Ques ons: what happened as factually as possible while leaving out any
1. What is Ozymandias’ story? unimportant details.
2. What did Ozymandias want Direct students to complete the ac vity.
to accomplish?
3. What conflict or problem If students need support during the ac vity:
did Ozymandias encounter? Ask guiding ques ons.
What events occur in the poem?
Write a summary in your learning
log, and include your answers to the What is the se ng of the poem?
ques ons above.

Notes:

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10D3. Sec on 4. Lesson 5. Ac vity 3. Op onal

app. 5 minutes

Student Teacher

Read the last three paragraphs of Direct pairs to complete the ac vity.
chapter 17 from Things Fall
Apart with your partner. If pairs need support during the ac vity:
Ask guiding ques ons.
What does Okonkwo fear?

Notes:

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10D3. Sec on 4. Lesson 5. Ac vity 4. Core

app. 10 minutes

Student Teacher

Write your response to the text- Direct students to answer the ques ons to determine and
specific ques on to determine and analyze the meaning of the text.
analyze the meaning of Things Fall
Apart. If students need support during the ac vity:
Ask guiding ques ons.
Ques on:
Iden fy one or more topics presented in
1. What themes are revealed Things Fall Apart. What do Okonkwo's
in Things Fall Apart? experiences, reveal about those topics?
What does Things Fall Apart reveal about
Write your response in your learning
stories? Think about both the content of the
log. Support your response with
novel and the novel’s place in the literary
evidence from the text.
history.
Provide direct support or examples.
As needed, define “determine and analyze
the meaning, purpose, and perspec ve” as
“The process of understanding the implied
meaning of a text based on the methods of
the text. For example, analyzing how key
details and ideas, elements, structure or
organiza on, effects, and the narrator’s or
author’s perspec ve influence informa on
and ideas and contribute to the meaning
and purpose of a text.”
Prompt students to use the conversa on
stems in the academic conversa on
reference guide.
Prompt students to use the theme reference
guide.

Notes:

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10D3_TEACHER GUIDE

10D3. Sec on 4. Lesson 5. Ac vity 5. Op onal

app. 10 minutes

Student Teacher

Compare and connect ideas across Direct students to answer the ques on to compare and
"Ozymandias” and Things Fall connect ideas across texts.
Apart by developing your response
to the text-specific ques on. Prompt students to share their response.
Support your response with
evidence from the texts. If students need support during the ac vity:
Ask guiding ques ons.
Ques on:
What do both Ozymandias and Okonkwo
1. How are the themes of want?
"Ozymandias" and Things
Fall Apart similar? What does Okonkwo fear?
What is ironic about the inscrip on on the
Then share your response with the statue in "Ozymandias" given where the
class. statue is located?
How is Okonkwo's outcome similar?
What is similar about Ozymandias and
Okonkwo that most likely led to their similar
outcome?
Provide direct support or examples.
As needed, define “compare and connect
ideas” as “The process of recognizing
connec ons among texts to make logical
comparisons and build knowledge. Readers
compare and connect ideas across texts to
extend their understanding of texts.”
As students share their responses, use
teacher talk moves.
Prompt students to use the theme reference
guide.
Prompt students to use the connec ng
ideas reference guide.
Prompt students to use the conversa on
stems in the academic conversa on
reference guide.

Notes:

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10D3. Sec on 4. Lesson 5. Ac vity 6. Core

app. 10 minutes

Student Teacher

Segment 1 Segment 1
Form a claim in prepara on for a Explain the goal and process for the discussion.
discussion about the ques ons.
Explain that a claim is an evidence-based opinion or
Ques ons: conclusion about a text or topic. At this point in the process,
1. What is a theme of Things students make an informal statement in prepara on for
Fall Apart? expressing their understanding in a discussion.
2. How is that theme Then direct students to form a claim in response to the
developed? discussion ques ons to prepare for the discussion.

Complete the form claims sec on of If students need support during the ac vity:
the discussion tool. Ask guiding ques ons.
What is the lesson that can be learned from
Okonkwo’s experiences?
Provide direct support or examples.
Prompt students to use the claims reference
guide.
Prompt students to use the connec ng
Segment 2 ideas reference guide.
Read your claim and ask yourself the
ques ons. Prompt students to use the theme reference
guide.
Ques ons: Model how to use the form claims sec on of the
1. Is the claim clearly stated? discussion tool.
2. Does the claim
communicate your opinion Segment 2
or conclusion about the Direct students to evaluate their claim.
text?
If students need support during the ac vity:
3. Is the claim based on
evidence you gathered from Provide direct support or examples.
the text? Prompt students to use the claims reference
4. Is the claim specific to the guide.
ques ons, original, and able Model how to use the form claims sec on of the
to be supported by discussion tool.
evidence?

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10D3. Sec on 4. Lesson 5. Ac vity 6. Core

app. 10 minutes
If you answered “No” to any of the
ques ons, revise your claim.
Notes:

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10D3. Sec on 4. Lesson 5. Ac vity 7. Core

app. 15 minutes

Student Teacher

Complete the gather and organize Direct students to gather and organize as much evidence as
evidence sec on of the discussion they can, as they will use the evidence during the
tool. discussion.

Organize evidence from the unit Then direct students to complete the ac vity.
notes and tools. Gather addi onal
evidence from Things Fall Apart to If students need support during the ac vity:
support your claim from the Ask guiding ques ons.
previous ac vity.
What tools would provide evidence to
support your claim?
What notes do you have in your learning log
that would help you support your claim?
Provide direct support or examples.
Prompt students to use the avoiding
plagiarism reference guide.

Notes:

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10D3_TEACHER GUIDE

10D3. Sec on 4. Lesson 5. Ac vity 8. Sec on Diagnos c

app. 30 minutes

Student Teacher

Review the discussion norms. Remind students of the goal and process of the whole-class
discussion and explain the expecta ons of the discussion
Engage in a discussion as a class to based on the sec on diagnos c checklist.
answer the discussion ques ons.
Begin the ac vity by asking the discussion ques ons.
Discussion ques ons:
1. What are themes of Things Conclude the discussion by asking students to summarize
Fall Apart? the discussion.
2. How are those themes If students need support during the ac vity:
developed?
Provide direct support or examples.
During the discussion, take notes on Prompt students to use the conversa on
the discussion tool to summarize stems in the academic conversa on
the claims, evidence, and reasoning reference guide.
of your peers. At the end of the Prompt students to use the evidence
discussion, summarize the sentence starters in the integra ng
discussion on your discussion tool. quota ons reference guide.
Script what students say during the
discussion. Focus on scrip ng strong
examples. Following the discussion, share
the scripted strong examples with students
along with some weak examples that you
write. Explain the quali es of the strong
examples and discuss how to improve the
weak examples based on the strong
examples.
Model how to con nue the discussion and probe
thinking by using teacher talk moves.

Notes:

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10D3_TEACHER GUIDE

Things Fall Apart. 10D3. Sec on 5. Lesson 1

Descrip on

In this lesson, students prepare to write and begin developing their wri en response to the
culmina ng task. They start by brainstorming. They then write a thesis statement and review and
organize informa on from tools and notes and gather addi onal evidence from Things Fall
Apart based on their thesis statement.

Look-Fors

Can students explain how a theme in Things Fall Apart is developed through Okonkwo’s story
and a secondary character’s story?
Can students write a thesis statement and gather and organize evidence for a wri en
response?

Notes:

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10D3_TEACHER GUIDE

10D3. Sec on 5. Lesson 1. Ac vity 1. Op onal

app. 15 minutes

Student Teacher

Segment 1 Segment 1
In your learning log, copy the Read aloud the mentor sentence.
mentor sentence from Things Fall
Apart. Then answer the ques ons. Direct students to do the ac vity.

Mentor sentence: "He mourned for A er several minutes, ask one or two students to share how
the clan, which he saw breaking up they interpreted the mentor sentence.
and falling apart, and he mourned
for the warlike men of Umuofia, Then ask students what they no ce about the mentor
who had so unaccountably become sentence.
so like women" (Achebe 183).
As students share their responses, mark the gramma cal
Ques ons: and mechanical elements that students no ce on the
mentor sentence and ask how these elements help them
1. What does the mentor
understand the mentor sentence.
sentence mean?
2. What do you no ce? If students need support analyzing the mentor sentence:
3. How does what you no ce Ask guiding ques ons.
help you understand the Who is doing what in the mentor sentence?
mentor sentence?
What are the parts of the mentor sentence?
4. What makes the mentor
sentence easy or more What word or punctua on in the mentor
difficult to understand? sentence connects two independent
Why? clauses?
Are there any conjunc ons in the mentor
sentence? What do those mean? How does
understanding the purpose of the “and”
help you understand the mentor sentence?
What phrases or clauses do you no ce?
What do the phrases “which he saw
breaking up and falling apart” and “who had
so unaccountably become so like women”
mean? What is the purpose of the two
phrases in the mentor sentence? How does
no cing the phrases help you understand
the mentor sentence?
Segment 2 Can we divide the mentor sentence into two
or more sentences? What do we have to

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10D3_TEACHER GUIDE

Compare the structure of the

10D3. Sec Then
sentences. on 5. answer
Lesson the
1. Ac vity 1. Op onal
ques ons in your learning log. app. 15 minutes
remove or change?
Mentor sentence: "He mourned for
the clan, which he saw breaking up Provide direct support or examples.
and falling apart, and he mourned Prompt students to work in pairs to do the
for the warlike men of Umuofia, ac vity.
who had so unaccountably become
Prompt students to use the connec ng
so like women" (Achebe 183).
ideas reference guide and the conven ons
New sentence: He mourned for the reference guide.
clan, which he saw breaking up and
falling apart; he especially mourned Segment 2
for the warlike men of Umuofia, Direct students to do the ac vity to explore the mentor
who had so unaccountably become sentence further and understand how it is put together.
so like women.
If students need support comparing sentences:
Ques ons: Ask guiding ques ons.
1. What is different? What are the parts of the new sentence?
2. What are the effects of What word or punctua on in the new
these differences? sentence connects two independent
clauses? Are there any transi ons in the
Segment 3 new sentence? What do those mean? How
Write a sentence using a structure does understanding the purpose of
similar to the mentor sentence “especially” help you understand the
when you complete the culmina ng mentor sentence?
task. Provide direct support or examples.
Use a sentence frame as needed. Prompt students to work in pairs to do the
ac vity.
Prompt students to use the connec ng
ideas reference guide and the conven ons
reference guide.

Segment 3
Ask students to iden fy the structural elements of the
mentor sentence (e.g., conjunc ons and punctua on).

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10D3. Sec on 5. Lesson 1. Ac vity 1. Op onal

app. 15 minutes
Replace the non-structural elements with fill-in-the-blank
lines and maintain the conjunc ons and punctua on.

Create a sentence frame or a set of sentence frames that

students can use. For example, if the frame is for a
compound sentence joined with a coordina ng conjunc on,
create a single sentence frame for each of the coordina ng
conjunc ons (e.g., “and,” “so,” “but,” “yet,” etc.).

Direct students to copy the sentence frame or frames into

their learning log.
Notes:

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10D3_TEACHER GUIDE

10D3. Sec on 5. Lesson 1. Ac vity 2. Core

app. 10 minutes

Student Teacher

Read the culmina ng task prompt Direct students to brainstorm ideas based on the
and gather notes and tools that will culmina ng task prompt to determine a focus for their
help you respond. presenta on.

Review and organize your notes and If students need support during the ac vity:
tools. Ask guiding ques ons.
Complete the brainstorm sec on of Which secondary character did you select?
your culmina ng task tool. Why did you select this character?
What are some of the themes in Things Fall
Apart?
Provide direct support or examples.
As needed, encourage students who are
learning English as a new language to
brainstorm in their home language.
Prompt students to use the character
understanding tool.

Notes:

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10D3_TEACHER GUIDE

10D3. Sec on 5. Lesson 1. Ac vity 3. Core

app. 10 minutes

Student Teacher

Segment 1 Segment 1
Review the culmina ng task prompt Remind students that they have been forming claims and
and the claims you have formed and gathering evidence to develop their understanding of Things
evidence you have gathered in Fall Apart.
prepara on for the culmina ng task.
Direct students to do the ac vity.
Review the organiza on reference
guide.

Segment 2
Write a thesis statement on the Segment 2
thesis statement sec on of the Explain to students that a thesis statement states their
culmina ng task tool. response and orients the reader to the organiza on of their
work.
Be sure your thesis statement:
Direct students to do the ac vity.
Addresses the prompt,
States your response and If students need support during the ac vity:
presents your suppor ng Ask guiding ques ons.
claims, and
What is your response to the prompt?
Previews the organiza on of
your work. What are your suppor ng claims for your
response?
Provide direct support or examples.
Prompt students to use the connec ng
ideas reference guide.
Model how to create a thesis statement.
Provide students with strong and weak
examples of thesis statements.
Prompt students to iden fy the best
examples and explain why.
Emphasize how the claims and evidence
students have gathered connects to the
thesis statement.
Revise one of the weak thesis statements
based on the strong examples.
Write a model thesis statement.

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10D3. Sec on 5. Lesson 1. Ac vity 3. Core

app. 10 minutes
Direct students to use that thesis statement
for the task.

Notes:

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10D3_TEACHER GUIDE

10D3. Sec on 5. Lesson 1. Ac vity 4. Core

app. 25 minutes

Student Teacher

Complete the gather evidence Tell students to gather as much evidence as they can, as
sec on of the culmina ng task tool. they will use the evidence in their work.

Organize notes and previous work Then direct students to complete the ac vity.
and gather addi onal evidence from
Things Fall Apart to support your If students need support during the ac vity:
thesis statement. Ask guiding ques ons.
What part of the character’s story will help
you provide evidence for your suppor ng
claims?
What quota ons from your character
understanding tool will help you provide
evidence for your suppor ng claims?
Explain how that evidence relates to your
suppor ng claim?
Provide direct support or examples.
Prompt students to use connec ng ideas
reference guide.
Prompt students to use the avoiding
plagiarism reference guide.
Prompt students to use the character
understanding tool.
Model comple ng one row of the evidence chart on
the culmina ng task tool.

Notes:

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10D3_TEACHER GUIDE

Things Fall Apart. 10D3. Sec on 5. Lesson 2

Descrip on

In this lesson, students con nue to develop their wri en response to the culmina ng task by
outlining and dra ing their response.

Look-Fors

Can students explain how a theme in Things Fall Apart is developed through Okonkwo’s story
and a secondary character’s story?
Can students organize and dra a wri en response?

Notes:

217
 Things Fall Apart
10D3_TEACHER GUIDE

10D3. Sec on 5. Lesson 2. Ac vity 1. Core

app. 20 minutes

Student Teacher

Review the culmina ng task Direct students to complete the ac vity.

prompt, your thesis statement, and
the evidence you have gathered. If students need support during the ac vity:
Ask guiding ques ons.
Complete the outlining sec on of
the culmina ng task tool to organize What should you include in your
the suppor ng claims and evidence introduc on?
for your work. How do you determine the topic of each
body paragraph?
What should you include in your
conclusion?
Model how to organize an essay.
Provide students with a strong thesis
statement.
Prompt students to describe the
organiza on based on the thesis statement.
Create an outline of the essay together.

Notes:

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10D3_TEACHER GUIDE

10D3. Sec on 5. Lesson 2. Ac vity 2. Core

app. 30 minutes

Student Teacher

Read the culmina ng task prompt Explain the expecta ons of the task based on the
on the culmina ng task tool. culmina ng task rubric.

Using the work you have completed Direct students to complete the ac vity.
on your culmina ng task tool in
prepara on for the task, create a If students need support during the ac vity:
dra in your learning log that Ask guiding ques ons.
addresses the prompt.
Based on the rubric, what are the main
As you dra your essay, make sure elements that you need to include in your
you use your brainstormed ideas, essay?
developed thesis statement, Provide direct support or examples.
gathered evidence, and outline.
Prompt students to refer to completed tools
and notes from earlier lessons to help them
dra their work.
Prompt students to use the organiza on
reference guide.
Direct students learning English as a new
language to write their thesis statement,
suppor ng claims/points, and direct
quota ons in English, but the rest of the
essay may be wri en in their home
language.

Notes:

219
 Things Fall Apart
10D3_TEACHER GUIDE

Things Fall Apart. 10D3. Sec on 5. Lesson 3

Descrip on

In this lesson, students con nue to develop their wri en response to the culmina ng task by revising
their work, focusing on organiza on and support. They work with a model wri en response and with
a partner.

Look-Fors

Can students explain how a theme in Things Fall Apart is developed through Okonkwo’s story
and a secondary character’s story?
Can students work collabora vely to revise a wri en response?

Notes:

220
 Things Fall Apart
10D3_TEACHER GUIDE

10D3. Sec on 5. Lesson 3. Ac vity 1. Core

app. 25 minutes

Student Teacher

Segment 1 Segment 1
Read the culmina ng task exemplar. Explain to students that a model is an example to follow or
imitate and that it is helpful to use models as they revise
As you read, answer the ques ons and edit their work.
to focus on the organiza on.
Direct students to complete the ac vity.
Ques ons:
1. How easily can you follow If students need support during the ac vity:
the writer’s thoughts Provide direct support or examples.
throughout the essay? Prompt students to use the organiza on
2. Does the writer set up the reference guide.
organiza on in the Prompt students to use the connec ng
introduc on? ideas reference guide.
3. Does the writer introduce
the response and present
the suppor ng claims so
that they connect to and
build on one another?
4. Does the writer provide a
conclusion that follows from
the rest of the work?

Segment 2
Locate the thesis statement.
Segment 2
Underline the response and Direct students to complete the ac vity.
highlight the suppor ng claims in
different colors. If students need support during the ac vity:
Provide direct support or examples.
Highlight each body paragraph
which addresses each claim in the Prompt students to use the organiza on
corresponding color. reference guide.
Prompt students to use the connec ng
Using the model as an example, ideas reference guide.
evaluate and revise your work for
organiza on.
Notes:

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 Things Fall Apart
10D3_TEACHER GUIDE

10D3. Sec on 5. Lesson 3. Ac vity 2. Op onal

app. 15 minutes

Student Teacher

Segment 1 Segment 1
Read the culmina ng task exemplar. Explain to students that a model is an example to follow or
imitate and that it is helpful to use models as they revise
As you read, answer the ques ons and edit their essay.
to focus on how well the writer
develops and supports ideas. Direct students to complete the ac vity.

Ques ons: If students need support during the ac vity:

1. Does the writer sufficiently Ask guiding ques ons.
develop and support the What are some words or phrases used to
response in a fair and even integrate quota ons in the exemplar?
manner with suppor ng
claims and evidence, How can these words or phrases help
explana ons, and establish a rela onship between the
elabora on? quota on and the rest of the essay?
2. How well does the writer What rela onship needs to be established
integrate quota ons while between this quota on and the rest of the
maintaining the flow of essay?
ideas? Provide direct support or examples.
Prompt students to use the organiza on
Segment 2 reference guide.
Highlight evidence used in the
model to support each suppor ng Prompt students to use the integra ng
claim of the thesis statement in a quota ons reference guide.
different color (e.g., evidence that
supports claim one is highlighted in
yellow and evidence that supports Segment 2
claim two is highlighted in orange). Direct students to complete the ac vity.

Using the model as an example,

evaluate and revise your essay for
support.
Notes:

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10D3_TEACHER GUIDE

10D3. Sec on 5. Lesson 3. Ac vity 3. Core

app. 20 minutes

Student Teacher

Read your essay dra to your Explain to students that their work should sufficiently
partner, and then ask your partner develop and support a response in a fair and even manner
the ques ons. with suppor ng claims and evidence, explana ons, and
elabora on.
Ques ons:
1. Do I sufficiently develop and Direct students to complete the ac vity.
support the response in a
If students need support during the ac vity:
fair and even manner with
suppor ng claims and Ask guiding ques ons.
evidence, explana on, and Which of your partner’s suppor ng claims
elabora on? needs more evidence?
2. Is the evidence provided What part of your partner’s essay seems
useful (i.e., relevant, imbalanced?
accurate, and credible)?
What could your partner do to improve the
3. Do I correctly cite my integra on of quota ons in the essay?
evidence?
What evidence do you suggest your partner
4. Is my evidence integrated add to the essay?
effec vely?
Provide direct support or examples.
Repeat the process with your Prompt students to use the avoiding
partner’s essay. plagiarism reference guide and the
integra ng quota ons reference guide.
Make any necessary revisions to the Model how to review and revise support and
development and support of your development using a strong and weak student
essay. model.
Project the strong model and conduct a
think aloud to explain how the model is well
supported and developed.
Project the weak model and conduct a think
aloud to explain how the model isn’t well
supported nor developed.
Then ask: How can we revise the model so
that the suppor ng claims are be er
supported and developed? What can we
add, remove, or change?

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10D3. Sec on 5. Lesson 3. Ac vity 3. Core

app. 20 minutes
Work together as a class to make one or
more revisions to the weak model based on
the answers to the ques ons.
Review the revised model and ask students
to explain how the revisions improve the
support and development.

Notes:

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 Things Fall Apart
10D3_TEACHER GUIDE

Things Fall Apart. 10D3. Sec on 5. Lesson 4

Descrip on

In this lesson, students publish their wri en response to the culmina ng task by crea ng a final
dra . This is the culmina ng task.

Look-Fors

Use the culmina ng task rubric and exemplar to evaluate students’ wri en responses.

Notes:

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 Things Fall Apart
10D3_TEACHER GUIDE

10D3. Sec on 5. Lesson 4. Ac vity 1. Culmina ng Task

app. 30 minutes

Student Teacher

Write or type the final dra of your Remind students of the expecta ons of the task based on
essay. the culmina ng task rubric.

Be sure to conform to the Direct students to do the ac vity.

established style guidelines.
If students need support during the ac vity:
Ask guiding ques ons.
Based on the rubric, what do you need to
add as you complete your final dra ?
Provide direct support or examples.
Prompt students to refer to the avoiding
plagiarism reference guide.

Notes:

226
 Things Fall Apart
10D3_TEACHER GUIDE

Things Fall Apart. 10D3. Sec on 5. Lesson 5

Descrip on

In this lesson, students finish the unit by engaging in a whole-class discussion about what Things Fall
Apart reveals about stories. Students also preview the applica on guidebook culmina ng task topics
that relate to the Things Fall Apart guidebook unit and iden fy possible pathways to explore during
the applica on guidebook unit.

Look-Fors

Can students explain how Things Fall Apart answers the central ques on of the unit: “What
is the danger of a single story?”
Do students engage ac vely in a whole-class discussion?

Notes:

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10D3_TEACHER GUIDE

10D3. Sec on 5. Lesson 5. Ac vity 1. Core

app. 25 minutes

Student Teacher

Review the discussion norms. Remind students of the goal and process of the whole-class
discussion.
As a class, engage in a discussion of
the discussion ques on. Begin the ac vity by asking the discussion ques on.

Discussion ques on: Conclude the discussion by asking students to summarize

1. What is the danger of a the discussion.
single story?
If students need support during the ac vity:
During the discussion, take notes on Ask guiding ques ons.
the discussion tool to summarize What does Things Fall Apart reveal about
the claims, evidence, and reasoning stories? Think about both the content of the
of your peers. At the end of the novel and the novel’s place in the literary
discussion, summarize the history.
discussion on your discussion tool. Provide direct support or examples.
Prompt students to use the conversa on
stems in the academic conversa on
reference guide.
Model how to con nue the discussion and probe
thinking by using teacher talk moves.

Notes:

228
 Things Fall Apart
10D3_TEACHER GUIDE

10D3. Sec on 5. Lesson 5. Ac vity 2. Core

app. 20 minutes

Student Teacher

Segment 1 Segment 1
Access the culmina ng task tool for Remind students that they are expected to complete an
the applica on guidebook unit. applica on task at the end of the course.

Review the culmina ng task op ons Review the culmina ng task tool for the applica on
related to the central ques on we guidebook unit with students.
have explored.
Direct students to review the culmina ng task op ons that
In your learning log, record the relate to the guidebook unit they studied.
connec ons among the culmina ng
task op ons and the guidebook unit
central ques on.

Segment 2 Segment 2
Iden fy one or more culmina ng Explain that students can pursue one of the listed
task op ons for the applica on culmina ng task op ons or come up with their own based
guidebook you would be interested on one or more development guidebooks.
in exploring and/or create your own
culmina ng task based on a If necessary, describe the process for approving students’
guidebook unit central ques on, own tasks and tell students that they may refine or change
text, or topic. the task as they progress through the guidebooks.

If students need support during the ac vity:

Provide direct support or examples.
Allow students to work in pairs to do the
ac vity.

Notes:

Things Fall Apart Teaching Guide, ELA Guidebooks 9-12 (2020)

229