TRIPLE

DO NOW: ORB reading (20 minutes)

Agenda:

• understand expectations of 10 honors level literary writing
• utilize the revision process 
• collaborate effectively in small groups

1. do now

2. Grab your group's graded skeleton essay off the black table.  Look for individual names on the RUBRIC
3. Groups: review my comments.  Please ask if you cannot read my handwriting!

3. Class: Revision google slides

4. Groups: revise skeleton essay. Conference with me for clarification. Skeleton essay revisions due MONDAY.

5. Summarizer

HW: GREEN: TFA chapters 6-8 and 3-2-1 due FRIDAY. BLUE: TFA chapter 9 and 10 plus 3-2-1 due FRIDAY.  Skeleton essay revisions due MONDAY. 

TFA 3.2 TUESDAY

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

TRIPLE

DO NOW: Open up your Book Group document and review your contribution

Objectives:

• Actively listen to other members of book club
• Contribute effectively to the group understanding of ORB
• Identify important parts of TFA

AGENDA:

1. DO NOW
2. Book Group- 25 minutes
3. Read chapters 4-5
4. Complete 3-2-1 journals for chapters 4-5
5. Summarizer

HW: Complete 3-2-1 Journal for chapters 4-5 for TUESDAY

Wednesday GREEN ONLY

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: Book Group THURSDAY (TOMORROW) Ch 4-5 in TFA+ 3-2-1 Discussion Journal due TUESDAY

TFA 2.1 GREEN

DO NOW- DISCUSS a, b, c and d 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 2.2

DO NOW- DISCUSS a, b, c and d 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.
• explain  how Achebe works to create a counter-colonialist story of Nigeria.

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. Colonialism Crash Course (3:25)
5. Small group discussion :  Base these on your 3-2-1 Journal questions, observations, quotes- appoint a Facilitator (12 min)
6. 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 for NEXT TUESDAY (we will work on this in-class TOMORROW)

Santiago out Monday October 3rd

All classes: Read TFA, ch 1-3 + 3-2-1 Discussion Journal.