Curriculum / ELA / 10th Grade / Unit 2: Flowers of Freedom: Voice, Defiance, and Coming of Age in Purple Hibiscus / Lesson 17
ELA
Unit 2
10th Grade
Lesson 17 of 24
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Analyze how Adichie foreshadows the events of Palm Sunday.
Book: Purple Hibiscus by Chimamanda Ngozi Adichie pp. 229 – 253 — "Speaking With Our Spirits: Before Palm Sunday"
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When facing tyranny and injustice, is it better to stay and help create change, even if it means sacrificing your and your loved ones' well-being, or is it better to leave for a safer life? First respond to this question with your own personal beliefs. Then, write about how Mama and Aunty Ifeoma would each respond to this same question.
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How have Kambili's feelings for Father Amadi evolved? What role does Father Amadi play in Kambili's life? What important lessons does she learn from him?
What does the scene when Jaja kills the chicken reveal about how his character has changed? In thinking about the opening of the novel on Palm Sunday, how does this moment foreshadow what is to come?
Consider the scene when Mama and Aunty Ifeoma argue about going back to Papa, and what Amaka says after their argument. Why does Mama make excuses for Papa's behavior? Is Papa a redeemable character?
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
ingrained
adj.
(p. 230)
1. Deeply embedded and thus difficult to remove. 2. a habit, belief, or attitude firmly fixed or established and therefore difficult to change.
Reading and/or task to be completed at home in preparation for the next lesson.
Book: Purple Hibiscus by Chimamanda Ngozi Adichie pp. 257 – 287
While reading, answer the following questions.
What changes in the weather and in the house does Adichie describe at the beginning of this reading?
How did Papa help Yewande Coker's daughter? What does Jaja say when Kambili tells him about how Papa helped her?
What news does Aunty Ifeoma tell Kambili on the phone? How does Jaja respond to this news?
What does Kambili say when Father Amadi asks her if she wanted to talk to Papa on the phone? What does this reveal?
What is Amaka's reasoning for not wanting to take an English name for her confirmation?
What does Kambili say she saw and felt in Aokpe?
What does Kambili tell Father Amadi? How does he respond?
How does Aunty Ifeoma describe the visa process?
What news does Mama tell Kambili on the phone? What does Kambili assume happened?
Note moments in the reading where you see descriptions of rain, laughter, and singing. Quote a few of these moments with page numbers in your motif tracker in the rows "Rain," "Speech/Laughter," and "Music/Singing." Students are not required to write about the motifs' developing 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.9-10.5 — 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.9-10.2 — 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.9-10.4 — 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 uses motifs to illustrate Kambili's character development.
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 develops parallels between political and domestic events.
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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