Curriculum / ELA / 10th Grade / Unit 2: Flowers of Freedom: Voice, Defiance, and Coming of Age in Purple Hibiscus / Lesson 14
ELA
Unit 2
10th Grade
Lesson 14 of 24
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Analyze Kambili's changing views about religion.
Book: Purple Hibiscus by Chimamanda Ngozi Adichie pp. 162 – 182 — "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.
How do Kambili's views about religion begin to shift in this reading? Use one text-based vocabulary word in your response.
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What do you think was Aunty Ifeoma's purpose in waking Kambili up early so that she can watch Papa-Nnukwu pray? What does Kambili realize as she watches him pray?
How does Amaka react when Kambili stands up for herself on page 170? How does their relationship begin to change as a result of Kambili using her voice?
Consider the conversation about Father Amadi's missionary work with Papa-Nnukwu, Amaka, and Obiora on pages 172–173. What ideas about religion are developed in this scene? What do you notice about the ways characters act with each other when discussing religion? Why might this feel different or surprising for Kambili?
What new ideas and feelings does Kambili experience as a result of spending time with Father Amadi? How do these ideas and feelings cause her to have an internal conflict?
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
penitent
n.
(p. 175)
a person who shows they are sorrowful and regretful for having done wrong, especially a religious person who wants God to forgive them
implicate
v.
show someone to be involved in a crime
reconcile
(p. 178)
cause to coexist in harmony
Reading and/or task to be completed at home in preparation for the next lesson.
Book: Purple Hibiscus by Chimamanda Ngozi Adichie pp. 182 – 205
While reading, answer the following questions.
What happened to Papa-Nnukwu?
Why does Kambili close her eyes as Jaja covers Papa-Nnukwu's body?
What does Kambili wish she could do to comfort Amaka? Why does she feel like she cannot do it?
How does Papa react when he hears the news about his father?
What does Amaka give Kambili as they are leaving?
What does Jaja say to Papa at dinner that upsets him?
What does Papa do to Kambili in the bathroom?
What anecdote from when he was younger does Papa tell Kambili in her bedroom?
What did Jaja bring home from Aunty Ifeoma's house?
What story does Ade Coker write in the Standard? How did Big Oga try to get him to not write that story?
How does Amaka treat Kambili when she speaks to her on the phone?
What does Kambili find herself writing on pieces of paper?
The homework reading includes descriptions of physical abuse. Be mindful of how this content might impact students
Note moments in the reading in which you see references to hibiscus flowers. Quote a few 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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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).
RL.9-10.6 — Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
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.9-10.6 — Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
RL.9-10.1 — Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.9-10.2 — Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
SL.9-10.1 — Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9—10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
SL.9-10.6 — Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
W.9-10.9 — Draw evidence from literary or informational texts to support analysis, reflection, and research.
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 uses characterization, symbolism, and structure to develop themes.
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
Write a scene from Purple Hibiscus from a different character’s perspective.
W.9-10.3W.9-10.4W.9-10.6
Analyze how Adichie develops themes about corruption and defiance.
RL.9-10.2RL.9-10.3
RL.9-10.3RL.9-10.4RL.9-10.6
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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