Unit/Theme: Things Fall Apart African Novel

Unit/Theme: Things Fall Apart African Novel

Integration Matrix

Unit/Theme: Things Fall Apart [African novel]

Unit Questions: 1]How is culture differentiated in this book?2] How are the major characters developed in this book?3] How does this novel relate to history? 4] How does oral tradition fit into literature?

Bloom’s Taxonomy / Knowledge / Comprehension / Application / Analysis / Evaluation / Synthesis
Gardner’s Multiple Intelligences / tell, list, define, label, recite, memorize, repeat, find, name, record, fill in, recall, relate / locate, explain, summarize, identify, describe, report, discuss, review, paraphrase, restate, retell, show, outline, rewrite / demonstrate, construct, record, use, diagram, revise, reformat, illustrate, interpret, dramatize, practice, organize, translate, manipulate, convert, adapt, research, calculate, operate, model, order, display, implement, sequence, integrate, incorporate / compare, contrast, classify, critique, categorize, solve, deduce, examine, differentiate, appraise, distinguish, experiment, question, investigate, categorize, infer / judge, predict, verify, assess, justify, rate, prioritize, determine, select, decide, value, choose, forecast, estimate / compose, hypothesize,
design, formulate, create, invent, develop, refine, produce, transform
Verbal/Linguistic
poetry, debate, storytelling, essay, checklist, journal / As you read the novel, record 5 cultural differences you find interesting. Orally, relate the differences to the class. / Write a paper including a brief summary, an analysis of cultural differences followed by a personal reaction to the book. Use citations in your piece.
Visual/Spatial
drawing, model, poster, photograph, storyboard, illustration, board game / Draw a diagram of a Ibo man’s obi [hut/compound]
Sketch a self-selected scene from one of the chapters. / Draw the Oracle of the Hills and the Cave, based on your reading. / Draw a new cover for the book. Defend your choice of color and content to the class.
Logical/
Mathematical
diagram, outline, timeline, chart, critique, graph / Make a flow chart of events involving Okonkwo’s decisions. / Compare or contrast Okonkwo’s religion to Christianity. / Design a Jeopardy game with five levels of question difficulty in these areas; things that fall apart, Okonkwo’s like, religion, colonialization, and Miscellaneous.

Continued

Bloom’s Taxonomy / Knowledge / Comprehension / Application / Analysis / Evaluation / Synthesis
Naturalist
classification, collection, solution to problem, display, observation, forecast, investigation, simulation, exhibit, identification / Construct/exhibit Okonkwo’s “chi” from his obi. Be ready to defend your work.
Musical
song, rap, lyrics, composition,
jingle/slogan, melody / Find and play music common to Nigerians today. Explain how this music fits to the text. / Compose a song announcing a gathering for the people of the Ibo tribe. Perform it to the class.
Bodily/Kinesthetic
role play, skit, pantomime, dance, invention, lab, improvisation, prototype / Script and roll play one of the major incidents from the story. Act it out in front of the class.
Intrapersonal
journal, log, goal statement, belief statement,
self-assessment, editorial / Is there a lesson you would learn about the cultural differences that you could apply to your life? Record these in your journal.
Interpersonal
discussion, roundtable, service learning, conversation, group activity, position statement, interview / Interview a person who has lived in Africa. Compare the similarities between the two stories.

Integration Matrix

Unit/Theme: The Odyssey

Unit Questions: 1] How is oral tradition transferred to written word over time?2] How are the major characters developed in this book?3] How does this story impact today’s society?

Bloom’s Taxonomy / Knowledge / Comprehension / Application / Analysis / Evaluation / Synthesis
Gardner’s Multiple Intelligences / tell, list, define, label, recite, memorize, repeat, find, name, record, fill in, recall, relate / locate, explain, summarize, identify, describe, report, discuss, review, paraphrase, restate, retell, show, outline, rewrite / demonstrate, construct, record, use, diagram, revise, reformat, illustrate, interpret, dramatize, practice, organize, translate, manipulate, convert, adapt, research, calculate, operate, model, order, display, implement, sequence, integrate, incorporate / compare, contrast, classify, critique, categorize, solve, deduce, examine, differentiate, appraise, distinguish, experiment, question, investigate, categorize, infer / judge, predict, verify, assess, justify, rate, prioritize, determine, select, decide, value, choose, forecast, estimate / compose, hypothesize,
design, formulate, create, invent, develop, refine, produce, transform
Verbal/Linguistic
poetry, debate, storytelling, essay, checklist, journal / As you read the novel, record 5 Homeric similes from the piece. Orally, relate the differences to the class. / Story tell one of the Wanderings as Odysseus would have done at the banquet of the Phaecians. / Write a paper evaluating Odysseus’ leadership role during the Wanderings. Focus on both positive and negative traits. Use citations in your piece.
Visual/Spatial
drawing, model, poster, photograph, storyboard, illustration, board game / Draw a map of Odysseus’ journey from Troy to Ithaca during his wanderings.
Sketch a self-selected scene from one of the books. / Draw the Cyclops’ scene from the description in Book X. / Draw an new cover for the book. Defend your choice of color and content to the class.
Design a board game that can only be won by fate and not intelligence.
Logical/
Mathematical
diagram, outline, timeline, chart, critique, graph / Make a flow chart of events involving Odysseus’ journey home. Correlate the flow chart to the Book headings. / Compare Odysseus’ journey home to Telemachus’ journey to adulthood. / Design a Jeopardy game with four levels of question difficulty in these areas: mythology, epithets, Homeric similes and wanderings.
Design a modern day “Odyssey” game using American cities with Greek names and creating your own adventures.

Continued

Bloom’s Taxonomy / Knowledge / Comprehension / Application / Analysis / Evaluation / Synthesis
Naturalist
classification, collection, solution to problem, display, observation, forecast, investigation, simulation, exhibit, identification / Construct/exhibit Cyclopes’ organized cave. Be ready to defend your work.
Musical
song, rap, lyrics, composition,
jingle/slogan, melody / To the tune of “Gilligan’s Island,” compose a song depicting the wanderings of Odysseus and perform it to the class. / Compose an original song of Odysseus using a lyre. Perform it to the class.
Bodily/Kinesthetic
role play, skit, pantomime, dance, invention, lab, improvisation, prototype / Script and roll play one of the wanderings from the story. Act it out in front of the class.
Intrapersonal
journal, log, goal statement, belief statement,
self-assessment, editorial / Is there a lesson you could learn from Odysseus’ leadership and ego that you could apply to your life? Record these in your journal.
Interpersonal
discussion, roundtable, service learning, conversation, group activity, position statement, interview / Interview a person who has lived in a different country. What were the person’s new adventures? Explain how the interview and Odysseus’ story are similar.

Totally Ten

Things Fall Apart by Chinua Achibe

Directions: Choose projects to total a score of 10. If you select to do activities from score two, four or six lists, you must choose projects from at least twocategories.

Score Two: [Knowledge, Comprehension and Application]

Make a flow chart of the events involving Okonkwo’s decision.

Sketch a self-selected scene from one of the chapters.

Write chapter summaries using correct comma usage: compound, introductory phrases and clauses, transition words.

Draw the Cave of the Oracle and the Hills.

Score Four: [Application, Analysis]

Contrast Okonkwo’s religion to Christianity.

Write a song, sing it, announcing a gathering of the Ibo tribe.

Draw or display Okonkwo’s “chi” in his hut.

Design a Jeopardy game with different levels of questions in the following categories: things that fall apart, Okonkwo’s life, religion, colonization, and miscellaneous.

Script and roll play one of the incidents from the story.

Score Six: [Analysis, Evaluation, Synthesis]

Draw a new cover for the book and defend your choice of colors and content.

Write a paper including a brief summary, cultural differences and personal reaction to the book. Use APA bibliography.

Rationale for Totally Ten

Describe the rationale for this differentiated activity.

  • I wanted to design a more complex and challenging project for my students. Additionally, I was intrigued with the concept after you introduced it in class. I also wanted to give them time, so I introduced this project half way through the novel. This project allows students to choose from various topics. I was hoping to get better results due to this.

Why did you decide to use this differentiated strategy in response to these learning differences?

  • It allowed choice at various levels of difficulty.

Attached is the differentiated strategy that I used…

Discuss how the strategy worked with your students.

  • My students liked the fact that hey could choose from different point totals. It actually worked the way is was supposed to work because my students chose from groupings they considered “easy” for them. Projects also came in at a higher quality that normal. It surprised me that many of the students chose sketching activities. Since this was the first time many of the students saw this concept, they did not really believe me that they could choose. I would spend a little more time

Discuss your students’ reaction to the activity.

My students thought it was “cool” to have a choice in these projects. They asked if they could have it again. Most chose “2’s” and “4’s” to do. I did notice that those students doing 3 projects had one that was not of the same quality as the other two were.

Did the activity accomplish your goals for its use?

It gave my students an option. They tended to like it although they do need help with their decisions.

Tiered Assignment

Things Fall Apart by Chinua Achibe

Task 1

Describe the lifestyle of the Ibo tribe. Present as a chart, paragraph or illustration.

Task 2

Compare and contrast the lifestyle of the Ibo tribe with western culture, paying careful attention to social, religious and political areas. Develop a power point to the class or as an essay to the teacher.

Rationale for Tiered

Describe the rationale for this differentiated activity.

I wanted to provide a better instructional match with my students. I have done this type of activity before with essay tests. It seemed a good idea, getting them to write well at their own levels. I decided to also offer different presentation styles.

Why did you decide to use this differentiated strategy in response to these learning differences?

When students get a chance to choose, they tend to do a better job. I wanted to test that strategy with this class of at risk learners.

Attached is the differentiated strategy that I used…

Discuss how the strategy worked with your students.

Many of my students chose the first option. I let it go because of the choice factor. Most of the students needed to reinforce the cultural lifestyles presented in the book. They illustrated their version of Okonkwo’s compound. Seeing all the versions also reinforced the idea of different interpretations to different readers. Not everyone hears the same words. This was very insightful for me. Several students did Task 2 and presented by PowerPoint, which again illustrated real photographic visual differences. Comparing this to the drawn “invented” versions created some interesting discussions.

Discuss your students’ reaction to the activity.

They “saw” the differences from one version to the other. It was not a boring repetitive lesson, but it was rather interesting to see what the next student saw. Of the two assignments, the students liked this one the best.

Did the activity accomplish your goals for its use?

It accomplished more than just the goals I wanted. For example, I never realized the level and quality of discussion that would come from these presentations. In fact, I was a bit worried about their behavior to one another and even considered not doing this project. It turned out to be their favorite. It also focused them on the cultural differences between the two worlds.

Multiple Intelligences

Tic-Tac-Toe

Things Fall Apart by Chinua Achibe

Directions: Play Tic-tac-toe with the following activities. All students must go through the bolded square.

Logical/mathematical
Make a flow chart of events involving Okonkwo’s decisions. / Visual/special
Draw the Cave of the Oracle and Hills / Logical/mathematical
Compare and or contrast Okonkwo’s religion to Christianity.
Music
Write a song and sing it, announcing a gathering of the Ibo tribe. / Visual/Linguistic All
Write a paper including a brief summary, cultural differences, and a personal reaction to the book. / Bodily/kinesthetic
Script and roll play one of the incidents from the story.
Visual/Spatial
Draw one of the 9 spirits. Defend your drawing. / Naturalist
Display or sketch Okonkwo’s “chi” and defend your adaption before the class. / Visual/Spatial
Develop a Jeopardy game with questions in 5 categories including Things fall apart, Okonkwo’s life, religion, colonialization, and miscellaneous.

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From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D., copyright © 2002. Free Spirit Publishing Inc., Minneapolis, MN; 800/735-7323; This page may be photocopied or printed for individual or classroom work only. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may have been modified from its original format and content.