Curriculum / ELA / 10th Grade / Unit 2: Flowers of Freedom: Voice, Defiance, and Coming of Age in Purple Hibiscus / Lesson 15
ELA
Unit 2
10th Grade
Lesson 15 of 24
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Lesson Notes
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Analyze how Adichie uses characterization, symbolism, and structure to develop themes.
Book: Purple Hibiscus by Chimamanda Ngozi Adichie pp. 182 – 205 — "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.
Explain how Adichie further develops a theme about tyranny and/or defiance both inside and outside the Achike household.
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Trace how Amaka, Kambili, Aunty Ifeoma, Jaja, and Papa react to Papa-Nnukwu's death. In what ways do their reactions differ? What do you think is Adichie's purpose in depicting these contrasting reactions?
What does the anecdote Papa tells Kambili about the priest who poured boiling water on his hands reveal about his past? What does it reveal about his violence toward his family?
How does Adichie develop the motifs of silence and speech through Big Oga's attempted bribe and Ade Coker's story in the Standard?
What is the symbolism behind the items that Kambili and Jaja bring home from Aunty's house? For Kambili, think about the painting Amaka gave her, and for Jaja, think about the purple hibiscus stalks.
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
parallel plots
a story structure in which the writer includes two or more separate narratives linked by a common character, event, or theme
Reading and/or task to be completed at home in preparation for the next lesson.
Book: Purple Hibiscus by Chimamanda Ngozi Adichie pp. 206 – 229
While reading, answer the following questions.
What happened to Ade Coker?
How does Papa react when he discovers the painting of Papa-Nnukwu? What does Kambili do?
What does Kambili wish she could do to Mama in the hospital? Why do you think she wishes to do that?
What does Aunty Ifeoma tell Mama she should do?
What does Kambili say when Amaka asks if Uncle Eugene was the one who hurt her?
Why might Aunty Ifeoma be fired by the university?
Why do Aunty Ifeoma's kids "scale the rod" (226) according to Kambili? How is this different from Kambili and Jaja?
Why does Aunty Phillipia urge Aunty Ifeoma to immigrate to America with the kids?
What do the student rioters protest?
The homework reading includes descriptions of physical abuse that result in hospitalization. Be mindful of how this content might impact students.
Note moments in the reading where you see descriptions of rain. Quote these moments with page numbers in your motif tracker in the row "Rain." Students 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.9-10.2 — 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.
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.9-10.5 — Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
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.9-10.4 — 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.
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 develops parallels between political and domestic events.
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
Analyze Kambili's changing views about religion.
RL.9-10.3RL.9-10.4RL.9-10.6
RL.9-10.2RL.9-10.3RL.9-10.5
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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