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Ms. Nicholson

Chinua Achebe: Things Fall Apart - 0 views

    • Ms. Nicholson
       
      Students, do you agree with this statement?  How would you use textual evidence to support this author's claim?
  • All too many Africans in his time were ready to accept the European judgment that Africa had no history or culture worth considering.
  • hroughout the novel he shows how African cultures vary among themselves and how they change over time. Look for instances of these variations as you read.
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    • Ms. Nicholson
       
      Cite these sources.  Note them as you read and post to moodle.  Let's see how many we can find.
  • He also wrote a famous attack on the racism of Heart of Darkness which continues to be the subject of heated debate.
  • pidgin
  • levated diction which is meant to convey the sense of Ibo speech
  • n this edition, a glossary of Ibo words and phrases is printed at the end of the book. Be sure to consult it whenever you encounter a new Ibo word or phrase.
Ms. Nicholson

Africa: Names And Nations Of Note | Free Lesson Plans | Teachers | Digital textbooks an... - 0 views

    • Ms. Nicholson
       
      Look at the names in Things Fall Apart.  
  • Now divide the class into groups of four, and have each group select an African nation to investigate. Explain that each group will be creating a poster on its country. The poster should be divided into four sections, with a small map of the country (with the capital labeled) in the center. The group will be responsible for creating the map, but each member of the group will provide information for each of the four sections: Name origin and information Colonization information Current data and statistics Significant historical events
    • Ms. Nicholson
       
      Regions of Nigeria for Things Fall Apart. Regions in South Africa for Cry, the Beloved Country.
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  • Each student should research the information for his or her section and complete the poster. Use the evaluation rubric to clarify your expectations before the students begin working.
  • Discuss and define some of the factors involved in colonization. Why do people colonize other places? 2. Throughout history, colonization has had both positive and negative effects. Consider and discuss these in light of the countries you have studied.
  • What are some of the problems that could arise for a country after it achieves independence? What are some of the consequences and responsibilities resulting from independence?
  • What should the role of the United Nations be in supporting and including nations that have achieved independence in the latter part of the 20th century? 7. Compare colonization in Africa with colonization in other parts of the world.
  • Spotlight on Africa Have students imagine they are producers for a news show called This Week in Africa . Ask the students to follow news about Africa for one week and develop a 30-second spot of about 60 to 75 words. Have them "present" their spots to the class. Africa Online provides an effective daily resource for this information (see Internet sites under Materials). After their presentations, categorize major news stories according to whether they show positive or negative aspects of the influence of the nations' colonial pasts.
    • Ms. Nicholson
       
      CCSS Speaking and Listening, Writing, Nonfiction texts.
  • Education, Intrigue, and Enjoyment! Ask your students to create travel brochures inviting other high school students to join an expedition to an African country. Explain that their brochures must be interesting and informative to both students and parents. Students should highlight geographic, cultural, educational, and entertainment features this expedition would offer.
  •    imperialism
  •    ethnocentric
Leigh Newton

Author's Craft - Narrative Elements - Setting - 12 views

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    "Where is it? In a middleclass neighborhood; I'm not sure yet where it is.\nWhen is it? Wintertime in the evening, during an era when it was still common to see driving horses-maybe the late 1800s.\nWhat is the weather like? Cold, and the night falls early.\nWhat are the social conditions? In this neighborhood it seems people mostly stay inside in the evening; the narrator is aware of "rough tribes from the cottages" nearby-probably members of a lower social class.\nWhat is the landscape or environment like? Dark and quiet, with a sense of heaviness that contrasts with the narrator's shouting and playing.\nWhat special details make the setting vivid? Sensory details: the violet color of the sky, the dim lanterns, the stinging cold, the ashpits' odors, the music of the horse's harness."
Ms. Nicholson

A Brief Handbook of Revision for Writers | Narrative Magazine - 0 views

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Cindy Marston

How to Create Nonreaders - 11 views

  • all a teacher can do – is work with students to create a classroom culture, a climate, a curriculum that will nourish and sustain the fundamental inclinations that everyone starts out with:  to make sense of oneself and the world, to become increasingly competent at tasks that are regarded as consequential, to connect with (and express oneself to) other people. 
  • I once sat in on several classes taught by Keith Grove at Dover-Sherborn High School near Boston and noticed that such meetings were critical to his teaching; he had come to realize that the feeling of community (and active participation) they produced made whatever time remained for the explicit curriculum far more productive than devoting the whole period to talking at rows of silent kids.  Together the students decided whether to review the homework in small groups or as a whole class.  Together they decided when it made sense to schedule their next test.  (After all, what’s the point of assessment – to have students show you what they know when they’re ready to do so, or to play “gotcha”?)  Interestingly, Grove says that his classes are quite structured even though they’re unusually democratic, and he sees his job as being “in control of putting students in control.”
  • The first is that deeper learning and enthusiasm require us to let students generate possibilities rather than just choosing items from our menu; construction is more important than selection. 
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    Fall 2010 article by Alfie Kohn about things that don't work, and things that do for encouraging a real LOVE of reading. Includes some challenging comments about motivation and traditional methods for teaching reading.
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