TFA 2.2 WEDNESDAY

TFA 2.2 WEDNESDAY

DO NOW: review your 3-2-1 reading journals in preparation for three- group discussion

Objectives:

• identify problems with seeing one’s culture as the norm.

Agenda:

1. do now
2. Socratic Seminar, ch. 4-5- make sure to politely bring people in who haven’t spoken!  (10)
3. Class discussion: Sharing main topics of interest/ observations
4. RITUALS: Do some of the Igbo rituals/superstitions seem strange or interesting to you?  

-What if we look at our own rituals in the same way, as if they are unfamiliar?  -ex Thanksgiving; ceremonies; superstitions; walking under ladders/broken mirrors; game day traditions; raising hands…

5. Creative Writing-write 1-2 paragraphs describing one of our common American and/or religious rituals, and do your best to make it sound objective through using distance/outside perspective in your narrative voice.

Ex. Once a year, these people take huge red socks and hang them on nails over the hearth in the home- parents then fill them with gifts and treats and tell their children that a magically jolly, overweight, bearded man with a cookie addiction has come from the North in a flying sleigh and left them these gifts because they were good.  The children usually believe their parents’ stories with great enthusiasm.  

6. Share

7. Summarize: What is important about seeing the subjectivity of a culture’s norms?

HW: ch 6-8 + 3-2-1 Discussion Journal ; ORB reading- book clubs this week

TFA 2.1 MONDAY

DO NOW: review your 3-2-1 reading journal in preparation for discussion- think about what you noticed about Achebe’s style and narrative voice that seem different to you than other novels you have read.

Objectives:

• explain  how Achebe works to create a counter-colonialist story of Nigeria.  

Agenda:

1. do now
2. Colonialism Crash Course (3:25)
3. Small group discussion :  Base these on your 3-2-1 Journal questions, observations, quotes- appoint a Facilitator (12 min)

4. Class Discussion:

• How would you describe the story’s narrative voice?
• How would you describe Okonkwo’s character? How is he complex? Strong/admirable? Flawed? What is his relationship to masculinity and to weakness?
• How is Igbo society described as complex?

5. Summarize: How is Achebe creating a uniquely counter-colonialist story of the Igbo people?

HW: Ch 4-5 in TFA+ 3-2-1 Discussion Journal

TFA 1.4 Friday

TFA 1.4 Friday

DO NOW- DISCUSS a, b, and c below in small groups (10 minutes):

1. What are some of Achebe’s most compelling arguments?
2. According to Achebe, what is the colonialist single story of Africa, and how does Conrad’s novel contribute to that view?
3. Find 3 quotes that support Achebe’s argument that Conrad is a “thoroughgoing racist”- read closely and discuss their importance to the meaning of the article.

Objectives:

• identify problems with the colonialist single story of Africa;
• describe the writing style of Chinua Achebe.

Agenda:

1. do now
2. “[T]he question is whether a novel which celebrates this dehumanization, which depersonalizes a portion of the human race, can be called a great work of art.” (6)
3. Full Class Discussion- Can a racist work (or work with an underlying racist tone) be considered a “great work of art”? Why or why not?
4. Things Fall Apart

• Begin reading Chapter 1 together -Popcorn
• Summarize: what strikes you as different about this novel’s writing style from other novels you have read? What effects do these differences have on the reader?

HW: Read TFA, ch 1-3 + 3-2-1 Discussion Journal

TFA 1.3 THURSDAY

TFA 1.3 THURSDAY

Do now: take out your annotations HW and discuss your thoughts on the Conrad excerpt with your group.

Objectives:

• identify problems with the colonialist single story of Africa.

Agenda:

1. Do now
2. Class: popcorn group discussion points
3. TFA ppt
4. Import the transcript of the “Dangers of a Single Story” TED talk into notability.  Read through it.
5. Group discussion: What is or could be problematic about people only knowing the “single story” of Africa? Have your views on Conrad’s excerpt changed after re-reading Adichie’s lecture?
6. Begin reading and annotating Achebe’s Essay on Conrad- read aloud in groups and discuss as you go.
7. Summarizer

HW: READ & (with detail) ANNOTATE: Achebe’s Essay on Conrad (3-8)

Things Fall Apart 1.1 MONDAY

Things Fall Apart 1.1 MONDAY

Do now: One person from each group needs to submit the Oedipus Rex skeleton essay via google forms (on class blog)

Objectives:

• better understand the history of African colonialism through poetry

Essential Question: What is the history and lasting impact of colonialism in Nigeria?

1. Do now
2. Get a copy of TFA and sign it out on the sheet
3. Create a new subject in notability: TFA or Things Fall Apart.
4. Import the “3-2-1 Reading Journals” - review instructions and ask clarifying questions.

• As you read Things Fall Apart, please fill out a 3-2-1 Discussion Journal for each reading assignment.
•  Come prepared to discuss the book in small and large groups
• TFA Literary Devices- please identity and reflect on these as you write your 3-2-1 journals:
• -masculine power and feminine characters in the novel/ competing definitions of masculinity
• -symbols: locusts, yams, fire, food, wine
• -spiritual customs- spirits, oracles, children, evil forests
• -complexity of Igbo culture and Igbo characters that defies the “single story” previously told by Western writers
• - Creation of a counter-colonialist narrative.  (What is the white “single story” of  Africa?  How does Achebe try to counter this and change the story of the African people?)  
• - the danger of travel and invasion; religion
• - use of Igbo language, rhythm, proverbs to reflect Nigerian culture and beliefs
•       - the cultural/political/historical effects of colonialism
• - the changing relationship of protagonist to his identity

5)Colonialism in Nigeria. Groups: Import and Fill out Nigeria Fact Sheet with your group

6) Table Groups: Import and read the poems: 1. Maya Angelou, 2. David Diop (1927-1960), born in France to Sengalese and Cameroonian parents

Discussion questions:

-What is Angelou celebrating? What are her main poetic devices? -What are the three periods in history you can find within Diop’s poem?

7) Class: what similar themes do the poems both bring up?

HW: Import the “Conrad, Achebe, Franklin Essays Santiago” handout into notability. Read the context and annotate the excerpt from Joseph Conrad’s Heart of Darkness  (pg 1-2) at the beginning of the Achebe/Franklin packet.  Closely annotate the excerpt, looking at images, word choices, and tone.  

Oedipus Rex 2.4

Oedipus Rex 2.4

Do now: what makes for effective analysis of a quote?

Objectives:

• effectively identify a motif from Oedipus Rex
• draft an effective thesis statement for Oedipus Rex that connects a motif to Sophocles’ meaning
• organize subtopics in a logical way that builds momentum to prove the thesis
• draft effective “quote sandwiches”

Agenda:

1. do now
2. In groups: each member drafts a “quote sandwich”
3. In groups: review the organization of the skeleton essay
4. summarizer

HW: Finish skeleton essay-- due MONDAY.

Oedipus Rex 2.3

Oedipus Rex 2.3

Do now: In table groups, identify one motif to develop

Objectives:

• effectively identify a motif from Oedipus Rex
• identify characteristics of an effective thesis statement
• draft an effective thesis statement for Oedipus Rex that connects a motif to Sophocles’ meaning

Agenda:

1. do now
2. Hang up newspapers around the room
3. Import “Group Skeleton Essay” assignment
4. In groups: draft a thesis statement. You may check your thesis TWICE.
5. In groups: work on skeleton essay
6. summarizer

HW: each member needs to locate ONE quote for the skeleton essay

Oedipus Rex 2.2

Oedipus Rex 2.2

Do now: Which motif do you find the most interesting?

Objectives:

• demonstrate understanding of the plot of Oedipus
• demonstrate the Ancient Greek’s culture’s views of gods and oracles
• utilize creativity and effective collaboration

Agenda:

1. do now
2. import “Oedipus Rex Newspaper” handout
3. In groups: create an effective front page of a “newspaper”
4. Summarizer

HW: Finish the newspaper

Oedipus Rex 2.1

DO NOW: What is one line from Scene II that depicts the beginning of Oedipus’ moment(s) of realization

Objectives:

• effectively read Ancient Greek Drama
• identify motifs
• identify the Ancient Greek culture’s relationship to their gods and oracles

Agenda:

1. do now
2. Read aloud! We will need volunteer readers
3. In groups: what line is THE moment of realization for Oedipus?
4. (If time) hunt for motifs
5. summarizer

HW: Finish play/ locate motifs

Oedipus 1.3

Oedipus 1.3

Do now: how comfortable are you reading aloud?  Would you volunteer to read a part in Oedipus?

Objectives:

• effectively read Ancient Greek Drama
• identify motifs
• identify the Ancient Greek culture’s relationship to their gods and oracles

Agenda:

1. do now
2. Read aloud! We will need volunteer readers
3. In table groups: review what we are read thus far
1. identify any motifs
2. identify lines that discuss or reveal the cultures views of the gods and oracles
4. summarizer

HW: Make sure you are read through Scene 2, including the Ode 2