Curriculum / ELA / 10th Grade / Unit 2: Flowers of Freedom: Voice, Defiance, and Coming of Age in Purple Hibiscus / Lesson 8
ELA
Unit 2
10th Grade
Lesson 8 of 24
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Apply the characteristics of postcolonial literature to a poem and Purple Hibiscus.
Poem: “They Don't Love You Like I Love You” by Natalie Diaz
Book: Purple Hibiscus by Chimamanda Ngozi Adichie pp. 52 – 88 — "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.
Apply the postcolonial concerns and characteristics to Purple Hibiscus in the Postcolonial Literature Graphic Organizer. Complete at least one box for "concerns" and one box for "characteristics" using paraphrased or quoted evidence from Purple Hibiscus. Write brief notes next to your evidence to explain how it aligns with a postcolonial literature concern or characteristic.
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What does the speaker's mother worry about? What connections do you see between the mother's advice in the poem and Papa's character in Purple Hibiscus? Has he followed her advice?
What metaphors do you notice in the poem? What criticisms of the United States does Diaz make through these metaphors?
Look back at your T chart notes about postcolonial literature. Which concerns and characteristics of postcolonial literature do you see in Diaz's poem, and how so?
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
allusion
an indirect (implied) reference to something/someone from literature, history, or culture.
postcolonial literature
a body of literature written by authors with roots in countries that were once colonies of European nations.
metaphor
the comparison of two unlike things in order to provide the reader with a deeper understanding of one of those things
Reading and/or task to be completed at home in preparation for the next lesson.
Book: Purple Hibiscus by Chimamanda Ngozi Adichie pp. 89 – 109
While reading, answer the following questions.
How does Amaka treat Kambili when she speaks to her? What does Kambili wish for?
Why did Kambili not kiss the ring of the bishop at Akwa? How did Papa react?
Why won't Aunty Ifeoma ask Papa for gas cylinders?
According to Aunty Ifeoma, who is doing God's job and how so?
How does Kambili react to Amaka speaking at the dinner table?
What does Mama do when Kambili tells her she has cramps? How does Papa react?
What happens when Kambili makes confession to Father Benedict? What does Father Benedict tell her about the mmuo?
Where are Kambili and Jaja going at the end of this reading? What do they see as they drive away?
Note moments in the reading where you see red images and prayer. Add quotes to your motif tracker for the rows "Red" and "Prayer/Praying."
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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.9-10.5 — Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
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.9-10.3 — 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.
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 and imagery to develop themes about love and religion.
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
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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