Introduction:

This lesson plan combines an examination of the fictional text, Things Fall Apart, conjunctively with non-fictional texts, as platforms for student analysis and synthesis. Interested teachers can pull together packets containing non-fiction texts pertaining to historical, political, and cultural issues relating to the Ibo/Igbo society and present day Nigeria as relevant to that teacher's particular areas of focus, including, but not limited to, identity arenas of gender, race, and class.

The novel, Things Fall Apart, can be examined as a self-contained resource within its literary structure. However, in interviews, its author, Chinua Achebe, has proffered that the additional understanding of historical and cultural issues engendered through reliable non-fiction documents can enhance understanding within the novel's framework. Conversely, it would seem reasonable to assume that the novel's message and artistry can enrich and inform any non-fiction documentary resource, as well.

GEMOnline: Literature in Context provides a fee-based service that offers a wide collection of materials related to various novels. In addition, non-cost materials are readily available from the internet, libraries, and some art museum collections, with many museums offering loans of some Ibo/Igbo art forms. These can be powerful springboards for critical thinking discussions around issues of "civilized/primitive" identity constructs and points of view of others' identities from particular perspectives.

The non-fiction packets can be tailored to the skill and focus levels appropriate to various classes. Indeed, there are so many different ways the material can be organized that, rather than dictate any particular set of documents, I purposely left the areas generalized and open for individual compilation. Ideally, when time allows for additional days of brainstorming and exploration at the beginning of the unit, students can be involved in selecting the areas of focus, and in gathering information for the packets. The number of packets can be condensed or expanded as desired. I designed the lesson plan with 5 packets, but there is no reason why the plan could not be implemented with any number of packets, depending upon teacher and student need or design.

Questions to guide the literature discussions in a text-based seminar model or a Harkness Discussion can be formatted by the teacher to address a particular focus, or the discussion can be student driven as a product of roles assigned in a literature circle format. Because conflict is at the core of all literature, the connection between identity issues and conflict are sure to be covered, irrespective of which discussion based model is selected.

Lesson Plan:

Focus:

Integration of identity issues, literary analysis, and cultural conflict.

Goals:

It is expected that students will:

• demonstrate a knowledge of and appreciation for an in-depth examination of the primary issues, themes, and structural artistry contained in the novel, Things Fall Apart, including a personal connection to these through considerations of conflict in conjunction with identity formations.

• demonstrate a knowledge of and appreciation for the non-fiction resources as powerful informants of the literature, as well as critical perspectives that can inform discussions of the literature.

• demonstrate a knowledge of the cultural conflicts inherent in the novel and the consideration of identity as a thematic application within the novel's structure.

• demonstrate the use of critical thinking skills in analyzing the text, and in making personal connections to the literature and to the non-fiction resources.

Objectives:

It is expected that students will:

• participate in literature circles/Harkness Discussions/ text-based seminars that discuss the novel, and the non-fiction texts, as a means of demonstrating critical thinking in the examination of issues, themes, and artistry, while also demonstrating a personal connection to these.

• maintain and complete a critical thinking response journal with at least one other student and the teacher that demonstrates a willingness to empathize and make personal connections with the characters and experiences in the novel, as well as to explore, critically, the novel's artistry.

• write an individual paper (either an analytical exposition, or a "mock interview"/imagined conversation with a character) that demonstrates critical thinking in considering both the fictional and non-fictional contributions to an informed understanding of the identity conflicts operating in colonial and post-colonial Nigerian society, as well as connecting to them through considerations related to personal identity issues.

 Pre-Requisites:

• familiarity with critical thinking skills and emphasis

• understanding of literature circle/Harkness Discussion/text-based seminar focus and format

Procedures:

These plans assume a one-hour class period in each day. However, they can be adjusted to fit other time periods.

Day 1

Introduction: Explore with students what is "known" at this point about the novel; title, author, Yeats' poem: "The Second Coming"; what assumptions are in place; questions that occur; predictions that seem plausible about the content, themes, plot, etc. HW: Assigned Reading TFA

Day 2

Culture Set: Set up a presentation by librarians or create learning stations in the classroom that will provide students with cultural interfacing and access points for examining art forms, including masks, of Ibo/Igbo culture, as well as resources for garnering additional information. Have students bring in an annotation of a resource for African masks that they have examined and consider valuable as a result of the day's session. HW: 1) Assigned Reading TFA 2) Annotated resource.

Day 3

Masks and Identity: The Power of Who We Are. Briefly discuss constructions of identity. What contributes to our sense of who we are? Have students work in pairs to create 1) a drawing of a mask, or a mask, modeled after the style of African masks they have seen. Their mask should represent some form of personal identity power. 2) a written connection between the mask, power, and a concept of personal identity. HW: 1) Assigned Reading TFA. 2) Response Journal #1

Day 4

Response Journal Partner Response (#1)

Reading: Small Group--Distribute non-fiction Packet A (History) to groups (groups should be 4-5 students). Have group members divide packets. Each member reads a section for five minutes, takes notes and passes paper to the left. At the end of the 20-25 min. section, group members read their notes to each other and make any necessary adjustments. Ask students to make connections between information covered in packets and their reading to date in TFA. Teacher responds to students' Response Journals. HW: Assigned Reading TFA

Day 5

Literature Circle: Things Fall Apart. HW: 1) Assigned Reading TFA. 2) Response Journal #2.

Day 6

Response Journal Partner Response (#2)

Short Quiz (This helps students be accountable for reading assignments and helps teacher to assess understanding at these checkpoints).

Reading: Small Group--Distribute non-fiction Packet B (Culture I: Religion) to groups (groups should be 4-6 students). Have group members divide packets. Each member reads a section for five minutes, takes notes and passes paper to the left. At the end of the 20-25 min. section, group members read their notes to each other and make any necessary adjustments. Teacher responds to students' Response Journals. HW: Assigned Reading TFA

Day 7

Literature Circle: Things Fall Apart. HW: 1) Assigned Reading TFA, 2) Response Journal #3.

Day 8

Response Journal Partner Response (#3)

Short Quiz (This helps students be accountable for reading assignments and helps teacher to assess understanding at these checkpoints).

Reading: Small Group--Distribute non-fiction Packet C (Culture II: Relationship) to groups (groups should be 4-5 students). Have group members divide packets. Each member reads a section for five minutes, takes notes and passes paper to the left. At the end of the 20-25 min. section, group members read their notes to each other and make any necessary adjustments. Teacher responds to students' Response Journals. HW: Assigned Reading TFA

Day 9

Literature Circle: Things Fall Apart, HW: 1) Assigned Reading TFA, 2) Students select a favorite proverb from TFA for basis of Response Journal #4.

Day 10

Proverb Pantomime: Small Groups--students select two proverbs to pantomime for the rest of the class. Class guesses which proverbs are being pantomimed. Whole group--discuss the purpose and nature of proverbs. HW: 1) Assigned Reading TFA, 2) Students write own proverb related to the topic of identity.

Day 11

Response Journal Partner Response (#4)

Short Quiz (This helps students be accountable for reading assignments and helps teacher to assess understanding at these checkpoints).

Reading: Small Group--Distribute non-fiction Packet D (Culture III: Language) to groups (groups should be 4-5 students). Have group members divide packets. Each member reads a section for five minutes, takes notes and passes paper to the left. At the end of the 20-25 min. section, group members read their notes to each other and make any necessary adjustments. Teacher responds to students' Response Journals. HW: Assigned Reading TFA

Day 12

Literature Circle: Things Fall Apart. HW: 1) Assigned Reading TFA., 2) Response Journal #5.

Day 13

Response Journal Partner Response (#5)

Short Quiz (This helps students be accountable for reading assignments and helps teacher to assess understanding at these checkpoints).

Reading: Small Group--Distribute non-fiction Packet E (Literary Analysis) to groups (groups should be 4-5 students). Have group members divide packets. Each member reads a section for five minutes, takes notes and passes paper to the left. At the end of the 20-25 min. section, group members read their notes to each other and make any necessary adjustments. Teacher responds to students' Response Journals. HW: Assigned Reading TFA

Day 14

Literature Circle: Things Fall Apart . HW: Writing Assignment I (analytical exposition or mock interview&endash;focus "identity")

Day 15

Whole Group Discussion: Then & Now. Class discusses connections between themes and concepts in the novel, and identity constructs operating in nations, local communities, and individuals. HW: Writing Assignment I

Day 16

Whole Group: Revisit Questions and Predictions from Day 1. Note changes, answers, additional questions, commentaries. Individual: construct one multiple choice question based on the non-fiction packet number assigned by the teacher and one short answer question based on the literature text. HW: Writing Assignment I

Day 17

Small Group: Share writing assignments among group members for structural feedback and content commentary. HW: Revise Assignment. Attach all drafts to final, due Day 18.

Day 18

Individual: 1) Multiple Choice Test. 2) Have students write a personal assessment of their learning in this unit, including rating of educational value of each non-fiction packet, as well as the novel.