Curriculum / ELA / 10th Grade / Unit 2: Flowers of Freedom: Voice, Defiance, and Coming of Age in Purple Hibiscus / Lesson 12
ELA
Unit 2
10th Grade
Lesson 12 of 24
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Write a scene from Purple Hibiscus from a different character’s perspective.
Book: Purple Hibiscus by Chimamanda Ngozi Adichie pp. 19 – 139 — Speaking With Our Spirits: Before Palm Sunday"
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
In 1–2 pages, rewrite an important scene from our reading so far of Purple Hibiscus from a different character’s perspective. As you rewrite the scene, incorporate details that capture how Adichie characterizes the person whose perspective you will be writing from. Use internal dialogue to depict your selected character’s thoughts and feelings, and include imagery so that the reader can visualize the scene from this character’s perspective. Include motifs if they are emphasized in the original scene.
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Reading and/or task to be completed at home in preparation for the next lesson.
Book: Purple Hibiscus by Chimamanda Ngozi Adichie pp. 140 – 161
While reading, answer the following questions.
While setting the table, what does Kambili overhear Amaka say to Aunty Ifeoma?
What is Aunty Ifeoma’s perspective about defiance?
What happened to Jaja’s little finger?
When Mama calls, what does she say happened?
What has happened to Papa Nnukwu? What does Kambili worry about when she learns he will be staying with them?
What does Kambili think about after Jaja tells her that he told Aunty Ifeoma what had happened to his finger?
Why is it difficult for Papa Nnukwu to receive treatment?
In the parable that Papa Nnukwu tells, what happened to the tortoise that caused him to have a cracked shell?
Note moments in the reading where you see references to Aunty Ifeoma’s garden. Quote one or two of these moments with page numbers in your motif tracker in the row "Purple Hibiscus/Aunty Ifeoma’s Garden." Explain to students that they are not required to write about the motif’s significance yet, though they may add to that column if they have initial ideas.
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W.9-10.3 — Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
W.9-10.4 — Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.9-10.6 — Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.
Standards that are practiced daily but are not priority standards of the unit
L.9-10.1 — Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.9-10.2 — Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.9-10.3 — Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
RL.9-10.3 — Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
RL.9-10.4 — Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
W.9-10.5 — Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
W.9-10.10 — Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Next
Analyze how Adichie develops themes about corruption and defiance.
Analyze Binyavanga Wainaina's use of satire in his essay "How to Write About Africa."
Standards
RL.9-10.4RL.9-10.6
Analyze how Adichie uses anecdotes to convey the danger of a single story.
RI.9-10.2RI.9-10.6
Analyze how Adichie uses characterization and structure to introduce the Achike family.
RL.9-10.3RL.9-10.5
Analyze how Adichie develops the motifs of silence and speech through certain key scenes in the novel.
RL.9-10.2RL.9-10.4RL.9-10.6
Analyze how Audre Lorde uses structural elements to develop the speaker's perspective.
RL.9-10.4RL.9-10.5
Analyze how Adichie develops the reader's understanding about the dichotomy between European culture and Igbo culture in Nigeria.
RL.9-10.3
Analyze how Adichie uses foils and imagery when introducing Aunty Ifeoma and her children.
RL.9-10.3RL.9-10.6
Apply the characteristics of postcolonial literature to a poem and Purple Hibiscus.
Analyze how Adichie uses characterization and imagery to develop themes about love and religion.
RL.9-10.2RL.9-10.3RL.9-10.4
Analyze the mood of Aunty Ifeoma's home and compare it with Papa's home
RL.9-10.3RL.9-10.4
Plan to write a scene from Purple Hibiscus from a different character’s perspective.
RL.9-10.3RL.9-10.4W.9-10.3
W.9-10.3W.9-10.4W.9-10.6
RL.9-10.2RL.9-10.3
Analyze Kambili's changing views about religion.
RL.9-10.3RL.9-10.4RL.9-10.6
Analyze how Adichie uses characterization, symbolism, and structure to develop themes.
RL.9-10.2RL.9-10.3RL.9-10.5
Analyze how Adichie develops parallels between political and domestic events.
Analyze how Adichie foreshadows the events of Palm Sunday.
Analyze how Adichie uses motifs to illustrate Kambili's character development.
Analyze how Adichie uses mood and motifs to depict the aftermath of Papa's death.
RL.9-10.3RL.9-10.4RL.9-10.5
Engage in a Socratic seminar about Purple Hibiscus by supporting arguments with strong textual evidence.
SL.9-10.1SL.9-10.1.aSL.9-10.1.bSL.9-10.1.cSL.9-10.1.dSL.9-10.4
Write a strong thesis statement about how a motif develops a theme in Purple Hibiscus, and outline body paragraphs needed to support the thesis.
RL.9-10.2W.9-10.1.aW.9-10.1.bW.9-10.1.cW.9-10.4W.9-10.5
Write the body paragraphs of the literary analysis essay, using smooth embedding of evidence.
W.9-10.10W.9-10.1.aW.9-10.1.bW.9-10.1.cW.9-10.1.dW.9-10.4W.9-10.5
Write a strong introduction and conclusion for the literary analysis essay.
W.9-10.10W.9-10.1.dW.9-10.1.eW.9-10.4W.9-10.5
Provide peer feedback and make revisions to the literary analysis essay.
W.9-10.1W.9-10.10W.9-10.4W.9-10.5
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