Curriculum / ELA / 10th Grade / Unit 2: Flowers of Freedom: Voice, Defiance, and Coming of Age in Purple Hibiscus / Lesson 16
ELA
Unit 2
10th Grade
Lesson 16 of 24
Jump To
Lesson Notes
There was an error generating your document. Please refresh the page and try again.
Generating your document. This may take a few seconds.
Are you sure you want to delete this note? This action cannot be undone.
Analyze how Adichie develops parallels between political and domestic events.
Book: Purple Hibiscus by Chimamanda Ngozi Adichie pp. 206 – 229 — "Speaking With Our Spirits: Before Palm Sunday"
We participate in the Amazon Associate program. This means that if you use this link to make an Amazon purchase, we receive a small portion of the proceeds, which support our non-profit mission.
Unlock features to optimize your prep time, plan engaging lessons, and monitor student progress.
Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
Describe the role that telling the truth plays in this chapter. In your response, analyze Ade Coker's assassination, the threat to Aunty Ifeoma's position at the university, the student rioters, and Kambili speaking the truth to Amaka. What theme about speaking the truth does Achichie develop in this reading? In your response use at least one of the following vocabulary words: subdued, thwarts, or microcosm.
Upgrade to Fishtank Plus to view Sample Response.
How does Ade Coker's death impact Papa? How does it impact Kambili? Why might the description of the rain on the day of his death be significant?
Consider the scenes when Papa discovers the painting of Papa-Nnukwu and when Kambili is in the hospital. What details from Kambili's narration of these scenes show that she has changed? How so?
Obiora explains how the university is a microcosm of Nigerian society. How is the Achike family also a microcosm of Nigerian society?
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
microcosm
n.
(p. 224)
a community, place, or situation regarded as having the typical features of a much larger one and so seems like a smaller version of it
invigorated
v.
(p. 228)
strengthened or energized
Reading and/or task to be completed at home in preparation for the next lesson.
Book: Purple Hibiscus by Chimamanda Ngozi Adichie pp. 229 – 253
While reading, answer the following questions.
What do the men who come to Aunty Ifeoma's house accuse her of? What do they do to her house?
What does Obiora suggest they do after the men leave their house? What does Amaka say back to him?
What does Kambili notice about the way Jaja kills the chicken?
What is Aunty Ifeoma's reasoning for why Okafor should not have beaten his son?
What does Aunty Ifeoma's colleague say to her when she hears that Aunty Ifeoma sent her CV to Phillipa in America?
What type of silence does Kambili have with Amaka as they pick the stones out of rice? How is this silence different from the silence in Papa's house?
What does Mama say Papa did to her? What does she decide to ultimately do, and what is her reasoning?
What does Kambili notice about the way Papa looks when he comes to pick them up?
What does Jaja notice as he gets out of the car?
The homework reading includes descriptions of physical abuse that result in pregnancy loss. Be mindful of how this content might impact students.
Bring your most engaging lessons to life with comprehensive instructional guidance, detailed pacing, supports to meet every student's needs, and resources to strengthen your lesson planning and delivery.
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 foreshadows the events of Palm Sunday.
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
Analyze how Adichie uses characterization, symbolism, and structure to develop themes.
RL.9-10.2RL.9-10.3RL.9-10.5
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
Create a free account to access thousands of lesson plans.
Already have an account? Sign In
See all of the features of Fishtank in action and begin the conversation about adoption.
Learn more about Fishtank Learning School Adoption.
Yes
No
We've got you covered with rigorous, relevant, and adaptable ELA lesson plans for free