Teacher Candidate Name: Emilee Chandler

Daily Lesson Plan Title: Things Fall Apart- Symbolism, Traditions, and Characters
Date: July 19, 2016

Stage 1 Desired Results

ACOS standards (lesson goals):
ELA2015(11) 13.) Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings; analyze how an author uses and
refines the meaning of a key term or terms over the course of a text. [RI.11-12.4]
ELA2015(11) 1.) Cite strong and thorough textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text, including determining where
the text leaves matters uncertain. [RL.11-12.1]
ELA2015(11) 12.) Analyze a complex set of ideas or sequence of events and explain how
specific individuals, ideas, or events interact and develop over the course of the text.
[RI.11-12.3]
Technology Education2009(9 12) 13.) Demonstrate collaborative skills using
curriculum-related content in digital environments.
Understandings (Students will understand):
Students will understand how devices like symbolism can be used in art forms such as
stories, poems, and songs in order to carry on tradition and describe a specific culture. With
this, they will also be able to understand how ethnocentrism affects the traditions of
differing cultures and literature.
Essential
The
The
The
The

Knowledge (Students will know):

definition of ethnocentrism
definition of symbolism
characteristics of an epic hero (prior knowledge)
meaning of a tradition, specifically an oral tradition

Essential Skills (Students will be able to):

List the characters in Things Fall Apart
Begin to create an original proverb/folktale that uses symbolism to present to the
class
Use prior knowledge to compare and contrast the character Okonkwo to other epic
heroes discussed earlier in the semester
Recall the first six chapters previously assigned and read.
Essential Question(s): Topical
1. What symbolisms do you find in the first five chapters?
2. What are some of the traditions of the Igbo people?
Overarching
1. Does Okonkwo have the characteristics of an epic hero? Why or why not?
2. How does the idea of ethnocentrism affect the Igbo culture and society?
3. In what ways can symbolism enhance our understanding and experience of a novel,
story, or poem?
Stage 2 Assessment Evidence
Secondary Education Lesson Plan Template

Adapted from Understanding by Design Professional Development Workbook 2004

Teacher Candidate Name: Emilee Chandler

Daily Lesson Plan Title: Things Fall Apart- Symbolism, Traditions, and Characters
Date: July 19, 2016

Assessment Evidence:
Formative assessments:
1. Entrance slip about characters in the novel to assess the retention and
comprehension of the first five chapters of the novel.
2. Peer review assessment performed by students as they share ideas and
receive feedback during the preliminary stages of their proverb project.
3. Check-in with each group during each station to assess if they
understand the assignment, have questions, and are working well
together.
Summative assessments:
1. There will not be a summative assessment for this daily lesson plan.
Stage 3 Learning Plan (Include approximate time for each activity in the learning plan)
Materials needed for the lesson:
Copies of Things Fall Apart which were distributed previously
Prezi presentation about Things Fall Apart (characters and traditions of Igbo society).
Presentation also includes an example of symbolism found in the novel.
Entrance slip (index card) handed out as students enter the class.
Symbolism worksheet
YouTube URL for illustration of proverb in Things Fall Aparthttps://www.youtube.com/watch?v=WjGIU4gxCck
Bell ringer:
Description of activity: Entrance slip (index card). On this slip each student will need
to list 5 characters from the first six chapters along with a sentence or two of
description. This will also be used as a formative assessment to check for retention
and comprehension of the text.
Approx. time required: 5 minutes
Review of relevant, previously learned information (should be an activity):
Description of activity: Previously, the class will have learned about Chinua Achebe,
the author of Things Fall Apart. While students are turning to the first chapter of the
book, ask if anyone remembers where Mr. Achebe was from, what he did in addition
to writing, and where he lived the majority of his life.
Approx. time required: 2 minutes
Introductory Activity (should be an activity):
Description of activity: Ask the class to think of the first place that they would travel
internationally to experience a different culture. As they think of the first place they
would like to go, each student is to come quickly and write that country on the board.
Spend the next minute discussing all the different places and perhaps some of the
cultures of those places while students return to seats.
Approx. time required: 2 minutes
Body of the lesson (thoroughly describe all aspects of the lesson):
Description of activity: The first 10 minutes will be a lecture
1. Have Prezi presentation opened and ready. First three slides will
tell of the main characters encountered in the first 6 chapters.
Secondary Education Lesson Plan Template

Adapted from Understanding by Design Professional Development Workbook 2004

Teacher Candidate Name: Emilee Chandler

Daily Lesson Plan Title: Things Fall Apart- Symbolism, Traditions, and Characters
Date: July 19, 2016

Slide 1 will focus on Okonkwo and his characteristics. Emphasis

his complexities as a means to encourage students to think on
previously stated overarching question (is Okonkwo an epic
hero?). This idea will be revisited as we move through the novel.
Slides 2-3 will list other characters and will also include short
descriptions if given by Achebe. I will ask if any students would
like to share their descriptions that were written on entrance slips.
2. Next three slides will be on the traditional aspects of the Igbo
people. Slide 3 will quote from the text two examples found of
traditional rituals that the Igbo people practice. One will be a
proverb. Slide 4 will define tradition. Slide 5 will define
ethnocentrism. I will emphasis how important it is to keep this
definition in mind throughout the novel. I will also give examples
of potential ethnocentrism as seen in history. We will revisit the
concept of ethnocentrism as we move through the novel.
3. Final two slides will concern symbolism within the text. Symbolism
will be defined on slide 6. Discuss how symbolism helps us to
better understand and envision, for example, Okonkwo while we
move to slide 7(the benefits of symbolism will also be revisited as
we progress through the novel). Slide 7 will be an example of
symbolism from the text- how fire symbolizes Okonkwo and his
quick anger. At this time, I will answer any questions. I will then
tell the class how we will have a project on writing a proverb,
much like the Igbo society passed on traditions through proverbs.
I will have the due date written on the board. I will elaborate more
as each group rotates to the station working on this project. I will
then divide the class into three large groups with approximately
6-7 students in a group.
The remaining 36 minutes will be group stations. Each
group will have 13 minutes per station, though
realistically they will have closer to 12 minutes per station
when given one minute to move per station.
1. Group 1 will be completing a worksheet on symbolism from the
beginning six chapters. Worksheet will have 3 columns- far left will
list symbolic trait or element, middle column will ask to find example
in text, and right column will ask for explanation as to why or how
element is symbolic. Students will keep these after completion to
help recall different symbolic elements in the novel. They will move
to Group 2 station after 13 minutes.
2. Group 2 will be listening to an audio version of Things Fall Apart,
specifically chapter 7. They can follow along in their books. This
allows students a different way to read and help in pronouncing
difficult character names. This group will move to Group 3 station
after 13 minutes.
3. Group 3 will work on their individual ideas for the proverb project.
They will have access to class computers and/or tablets. I will have a
YouTube URL written that shows an illustration of one of the proverbs
from Things Fall Apart. Students can rap, mime, play an instrument,
illustrate, post a video, a podcast, etc. of their proverb. This group
atmosphere allows students to bounce ideas off each other and
receive peer review, a formative assessment. This project will not be
Secondary Education Lesson Plan Template
Adapted from Understanding by Design Professional Development Workbook 2004

Teacher Candidate Name: Emilee Chandler

Daily Lesson Plan Title: Things Fall Apart- Symbolism, Traditions, and Characters
Date: July 19, 2016

due until a later date, but this gives students an opportunity to get
feedback from peers. Group 3 will change to Group 1 station after 13
minutes.
During this station time, I will walk to each group for
every station in order to check-in, clarify, and ensure
students work well together.
Approx. time required: 49 minutes

Preview of the next lesson:

Description of activity: As students gather backpacks and materials, remind the
class that the remaining portion of Chapter 7 needs to be read in preparation for
class tomorrow because the lesson will focus on the life of Ikemefuna and his role in
the novel.
Approx. time required: 2 minutes
Related out of class assignment: Read Chapter 7 in Things Fall Apart

Secondary Education Lesson Plan Template

Adapted from Understanding by Design Professional Development Workbook 2004