GRAVA: UNIT REDESIGN:THINGS FALL APART PRE-READING 1

Unit Redesign: Things Fall Apart - Pre-Reading

Alison C. Grava

Introduction to Educational Technology

Loyola University: Montgomery County Cohort

Dr. Kelly Keane, Instructor

GRAVA: UNIT REDESIGN:THINGS FALL APART PRE-READING 2

Table of Contents

Lesson 1: Smartboard - Grammar Analysis, Padlet - Anticipatory Statement discussion,

Edmodo - Anticipatory Statement Timed Write

Lesson 2: Smartboard - Sentence Arrangement, Blendspace - Background on Achebe,

African and Igbo Culture

Lesson 3: Smartboard - Senteo Dependent Clauses Type and Function, Blendspace -

European Imperialism, Slides

Lesson 4: Plickers - Dependent Clauses, Blendspace - The Danger of a Single Story,

Piktochart - Graphic Response to The Danger of a Single Story

Resources
GRAVA: UNIT REDESIGN:THINGS FALL APART PRE-READING 3

Lesson 1

Objective: Students will be able to review anticipatory statements about the novel Things Fall

Apart by Chinua Achebe in order to establish connections to themselves and contemporary

society; therefore, creating connections between the issues that will arise in the novel to present

day.

CCSS: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.

L 9-10.3 Apply knowledge of language to understand how language functions in different

contexts, to make effective choices for meaning or style, and to comprehend more fully when

reading or listening. SL 9-10.1C Propel conversations by posing and responding to questions

that relate the current discussion to broader themes or larger ideas; actively incorporate others

into the discussion; and clarify, verify, or challenge ideas and conclusions. SL 9-10.5 Make

strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in

presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

ISTE: 1A Apply existing knowledge to generate new ideas, products, or processes. 2A Interact,

collaborate, and publish with peers, experts, or others employing a variety of digital

environments and media. 2B Communicate information and ideas effectively to multiple

audiences using a variety of media and formats.

Technology: This lesson includes SmartNotebook where the students can move the words

around on the board and use the tools: highlighters, pens, and shapes in order to manipulate the

analysis; this reaches the augmentation level in SAMR (Schrock, 2015). Using Padlet for
GRAVA: UNIT REDESIGN:THINGS FALL APART PRE-READING 4

discussion gives the students a voice when discussing the anticipation statements and allows for

real time discussion points; this reaches the augmentation aspect of SAMR (Schrock, 2015). By

using Edmodo for the formative assessment, the technology is able to transform what would

normally be a paper/pencil action turning it into a timed write as well; this falls between

augmentation and modification in SAMR (Schrock, 2015) because it not only increases the

functionality, but it transforms it into a timed write that forces the students to use time

management necessary for standardized testing.

Procedure:

Students will conduct a grammar analysis (PDF Form) of a statement from chapter 1.

They will work through the 4 levels of analysis: Parts of Speech, Parts of a Sentence,

Clauses & Function, and Types. Students will manipulate the sentence using the

SmartNotebook program. (10 - 15 minutes)

Students will respond to a characterization question focusing on what in the text led them

to their conclusion. This will be used later when discussing Okonkwo. (5-10 minutes)

Students will examine 5 anticipatory statements and conduct a Padlet discussion. By

making connections between the statements and contemporary society, the students will

better connect and understand the novel. (40 minutes)

Formative Assessment: After the discussion, students will respond to a Edmodo timed

write. This will allow the teacher to examine the students responses to the discussion and

their personal connection to the statement of their choice. (15 minutes)

GRAVA: UNIT REDESIGN:THINGS FALL APART PRE-READING 5

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GRAVA: UNIT REDESIGN:THINGS FALL APART PRE-READING 6

Lesson 2

Objective: Students will conduct short range research about African voices & culture but

specifically, the Igbo tribe, which is the focal point of Things Fall Apart in order to better

understand the setting, conflict, and characterization within the text.

CCSS:RI 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.RI 9-10.2 Determine a 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. L 9-

10.1B Use various types of clauses (independent, dependent; noun, relative, adverbial) to convey

specific meanings and add variety and interest to writing or presentations. L 9-10.3 Apply

knowledge of language to understand how language functions in different contexts, to make

effective choices for meaning or style, and to comprehend more fully when reading or listening.

ISTE: 1A Apply existing knowledge to generate new ideas, products, or processes. 2A Interact,

collaborate, and publish with peers, experts, or others employing a variety of digital

environments and media. 2B Communicate information and ideas effectively to multiple

audiences using a variety of media and formats. 3C Evaluate and select information sources and

digital tools based on the appropriateness to a specific task. 3D Process data and report results

6A Understand and use technology systems.

Technology: Through the use of the SmartNotebook sentence arrangement, the students are able

to manipulate the sentence pieces and use the tools: highlighters, pens, and shapes in order to

manipulate the syntax; this reaches the augmentation level in SAMR (Schrock, 2015). Using a

Blendspace using tiles 2-5, the students can view a YouTube Video of an interview with the

author to understand African voices, read an article about the African Culture, and review ; this
GRAVA: UNIT REDESIGN:THINGS FALL APART PRE-READING 7

fits augmentation in SAMR (Schrock, 2015) since the students would not be able to hear the

author's voice since he is now deceased. Using substitution for SAMR (Schrock, 2015), the

response and prediction piece is an easier way for the students to gather all of their information

that they found in the research that is provided for them in the Blendspace.

Procedure:

Students will conduct sentence arrangement (PDF Form) on SmartNotebook in order to

examine the syntax of Achebes text. Students will volunteer to share their arrangements

and discuss the various ways that are shared. Then, compare their sentence arrangement

to the original sentence, discussing the similarities and differences. (15-20 minutes)

Students will complete the tiles 2-5 on Blendspace Read/view all three background pieces

on Chinua Achebe African Voices and African/Igbo culture.

Formative Assessment: Create a claim about African Voices and the culture making

predictions as to its impact of the novel Things Fall Apart. Choose wisely; you will need

to use evidence from the piece to support your claim. This is to be posted into the

Edmodo Dropbox.
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GRAVA: UNIT REDESIGN:THINGS FALL APART PRE-READING 9

Lesson 3

Objective: Students will conduct short range research about European Imperialism in order to

gain background for the major conflict in the novel things Fall Apart in order to understand the

character dynamics throughout the novel.

CCSS:RI 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.RI 9-10.2 Determine a 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. L 9-

10.1B Use various types of clauses (independent, dependent; noun, relative, adverbial) to convey

specific meanings and add variety and interest to writing or presentations. L 9-10.3 Apply

knowledge of language to understand how language functions in different contexts, to make

effective choices for meaning or style, and to comprehend more fully when reading or listening.

SL 9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and

interactive elements) in presentations to enhance understanding of findings, reasoning, and

evidence and to add interest.

ISTE: 1A Apply existing knowledge to generate new ideas, products, or processes. 2A Interact,

collaborate, and publish with peers, experts, or others employing a variety of digital

environments and media. 2B Communicate information and ideas effectively to multiple

audiences using a variety of media and formats. 3C Evaluate and select information sources and

digital tools based on the appropriateness to a specific task. 3D Process data and report results

6A Understand and use technology systems. 6B Select and use applications effectively and

productively
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Technology: Through the use of the SmartNotebook Senteo Response clickers, the students are

able to respond to questions and receive the scores immediately upon completion. When using

the data for review, the students can see the results in a pie chart and it provides an opportunity

for the teacher to discuss the results and complete reteaching in a more meaningful way; with

regard to SAMR (Schrock, 2015), it fits in the augmentation level since the students are able to

decipher the results in real time. Continuing with the Blendspace using tiles 6 and 7, the

students can view a YouTube Video that provides them with visuals and information about

European Imperialism and create a PowerPoint or Google Slide to show their research and

understanding of the information; this fits in between augmentation and modification in SAMR

(Schrock, 2015) since it is in lieu of a paper and changes the product.

Procedure:

Students will complete a Senteo response quizlet (PDF Form) on the type and function of

dependent clauses. Once completed, the students will review their responses and discuss

the results as a class. (15 minutes)

Students will complete the tiles 6-7 on Blendspace Watch the video and take notes on the

following questions: (20-30 minutes - video only 4 minutes)

What is imperialism?

What did imperialism bring to Europeans?

What are the costs of imperialism for the people living in Africa?

Why did Europeans think imperialism was a noble undertaking?

What gave Europeans the power to take over African nations?

What are some of the potential positives that Europeans brought to Africa via

imperialism?
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What are the negatives of the practice?

Formative Assessment: Students will create a PowerPoint/Google Slide presentation

addressing the questions. This will assess the students abilities to discern the most

important information, seek out images that enhance the information they have chosen.

When completed, the students will post their final product into the Edmodo dropbox. (30-

40 minutes)

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GRAVA: UNIT REDESIGN:THINGS FALL APART PRE-READING 12

Lesson 4

Objective: Students will conduct short range research about European Imperialism in order to

gain background for the major conflict in the novel things Fall Apart in order to understand the

character dynamics throughout the novel.

CCSS:RI 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.RI 9-10.2 Determine a 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. L 9-

10.1B Use various types of clauses (independent, dependent; noun, relative, adverbial) to convey

specific meanings and add variety and interest to writing or presentations. L 9-10.3 Apply

knowledge of language to understand how language functions in different contexts, to make

effective choices for meaning or style, and to comprehend more fully when reading or listening.

SL 9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and

interactive elements) in presentations to enhance understanding of findings, reasoning, and

evidence and to add interest.

ISTE: 1A Apply existing knowledge to generate new ideas, products, or processes. 2A Interact,

collaborate, and publish with peers, experts, or others employing a variety of digital

environments and media. 2B Communicate information and ideas effectively to multiple

audiences using a variety of media and formats. 2D Contribute to project teams to produce

original works or solve problems 3C Evaluate and select information sources and

digital tools based on the appropriateness to a specific task. 3D Process data and report results

6A Understand and use technology systems. 6B Select and use applications effectively and

productively
GRAVA: UNIT REDESIGN:THINGS FALL APART PRE-READING 13

Technology: Through the use of the Plickers, the students are able to respond to questions and

receive the scores immediately upon completion. When using the data for review, the students

can see the results in a chart and it provides an opportunity for the teacher to discuss the results

and complete reteaching in a more meaningful way; with regard to SAMR (Schrock, 2015), it

fits in the augmentation level since the students are able to decipher the results in real time.

Continuing with the Blendspace using tiles 8 and 9, the students can view a TED Talk on The

Danger of a Single Story; therefore, expanding their Nigerian author knowledge; this fits in the

augmentation of SAMR (Schrock, 2015) since this is another form of informational delivery.

The use of Piktocharts allows the students to create a visual of the information; this lends itself to

redefinition in SAMR (Schrock, 2015) as they are creating a whole new product to share their

understanding of the information.

Procedure:

Students will use Plickers on the type and function of dependent clauses. Once

completed, the students will review their responses and discuss the results as a class. (15

minutes)
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Students will complete the tiles 8-9 on Blendspace With a partner, consider the following

questions as you view the TED Talk video. (20 minutes)

Formative Assessment: In partners, students will create a Piktochart addressing,

thoroughly with evidence, all of the questions. Be sure to provide frame of reference

statements and questions that the map is addressing. Submit the URL of your presentation

via Edmodo (post it in one partners dropbox & the other partner submit the name of the

partner posting the URL)

What stories have you heard about Africa?

Who has had the power in telling those stories?

What is Adichies main argument in her video TED Talk (what does she say is the

danger of a single story)?

This will assess the students abilities to discern the most important information, seek out

images that enhance the information they have chosen. When completed, the students

will post their final product into the Edmodo dropbox. (30-40 minutes) This will most

likely need to be completed on the next day in order to provide the students with the most

time to create the best product possible. This is a student example

https://magic.piktochart.com/output/8318466-african-stories-by-athena-arnold-and-colin-

vieson
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Resources

Schrock, K. (2015, September 25). SAMR. Retrieved October 8, 2015, from

http://www.schrockguide.net/samr.html

Websites used to create original lessons:

Blendspace.com

Edmodo.com

Padlet.com

Piktochart.com

Plickers.com

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