Curriculum / ELA / 10th Grade / Unit 2: Flowers of Freedom: Voice, Defiance, and Coming of Age in Purple Hibiscus / Lesson 3
ELA
Unit 2
10th Grade
Lesson 3 of 24
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Analyze how Adichie uses characterization and structure to introduce the Achike family.
Book: Purple Hibiscus by Chimamanda Ngozi Adichie — pp. 1 – 16, "Breaking Gods: Palm Sunday" and pp. 19–26, "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.
Describe the family dynamics in the Achike household. What similarities and differences do you see between the family dynamics in the first section of the novel, "Breaking Gods: Palm Sunday," pp. 1–17, and the beginning of the second section of the novel, "Speaking with Our Spirits: Before Palm Sunday," pp. 18–26?
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What changes did Father Benedict make to the parish? What does this reveal about the impact of British colonialism in Nigeria?
How does Adichie characterize Papa? How does his public persona differ from his private persona?
How does Adichie structure the opening of the novel and what is the effect of that choice on the reader?
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
characterization
The process by which the writer reveals the personality and traits of a character
structure
The way text is organized
solemnity
n.
(p. 4)
the state or quality of being serious and dignified
recounted
v.
(pp. 20 - 21)
To describe or narrate a past event or experience
coup
(p. 5)
The violent overthrow or alteration of an existing government by a small group
Reading and/or task to be completed at home in preparation for the next lesson.
Book: Purple Hibiscus by Chimamanda Ngozi Adichie pp. 27 – 51
While reading, answer the following questions.
How does Papa react to the young visiting priest?
What happens when Mama requests to stay in the car because she is feeling sick?
What does Papa do to Mama? What happens to the baby as a result?
Why was Ade Coker arrested?
What are the soldiers like at the markets? Who does Kambili continue to think about after her visit to the markets?
How does Papa react when he finds out Kambili came in second in her class?
How does Papa speak about his own father?
What happens when Kambili is asked to say the pledge?
Why does Kambili's classmate Chinwe call her a "backyard snob"?
The homework reading includes descriptions of physical abuse that results in pregnancy loss. Be mindful of how this content might impact students.
Note moments in the reading in which you see the word "red" or a red image. Additionally, note moments when you see the word "silence" or when you see a character unable to speak.
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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 develops the motifs of silence and speech through certain key scenes in the novel.
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
RL.9-10.3RL.9-10.5
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 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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