ENGLISH LANGUAGE ARTS RESOURCES

PRE-READING DISCUSSION

Planning Points

Approximate Time Needed: 30-45 minutes
Correlation to English I SCS 1.02, 5.01
Correlation to NC High School Exit Exam Competencies: C-6, C-8

Lesson Objectives:

Students will work cooperatively to discuss clearly biased statements, formulating their own opinions and sharing those opinions with the class.

Materials Needed:

Pre-Reading Discussion sheet (Things Fall Apart example attached)

Description:

• Pass out Pre-Reading Discussion sheet. In groups, students discuss each item on the list, taking notes on each group member's responses.
• When time is up, lead the entire class in a discussion of the statements. Teacher monitoring of group discussions allows for smoother whole-class discussions. For example, it helps to be able to say, "Jane, your group had something interesting to say about this statement - share with the rest of class," rather than "So, Jane, what did your group think about this?"
• Discuss general connections with the novel to help focus student attention on the issues as they read. For this example, it helps to explain that the hero of Things Fall Apart, Okonkwo, faces all of these issues in the novel and that familiarity with these issues will help students to understand what motivates his actions and decisions.

Assessment:

Teacher monitoring of group discussions assesses the level of student involvement and provides reference points for whole-class discussion.

Additional Notes:

This activity works well before the first reading assignment in Things Fall Apart and can follow an introduction to Nigeria. It also can be adapted for introducing almost any novel. Simply take some of the major issues the main character confronts, add a dash of the character's bias, shake well, and pour. Asking groups to delegate responsibilities such as clock-watching, recording, sharing, and etiquette policing may facilitate peaceful discussions. Some variations on the group discussion structure:

• allow students five minutes to discuss a statement, then jigsaw the groups
• assign each group a statement for discussion (and presentation during class discussion) when pressed for time
• ask students to rank the statements by level of agreement (which statement do you agree with the most? why? which statement do you agree with the least? why?)

This activity was adapted from Midge Ogletree, Tyrrell County

Teacher's Notes:

Things Fall Apart Pre-Reading Discussion

Directions: With three or four classmates, discuss the following statements and questions. Take notes on the responses you hear and be prepared to share them with the class.

Change is destructive.

Do you agree with this statement? Explain.
Can you think of a time when a major change destroyed something important in your life? Explain.
Can you think of a time when a major change improved your life? Explain.

Religion restricts behavior.

Do you agree with this statement? Explain.
Can you think of a time when religion kept you from doing something you wanted to do? Explain.
Can you think of a time when religion made your life better? Explain.

Social order demands conformity.

Do you agree with this statement? Explain.
Have you ever felt the need to go along with what others are doing? Explain.
Have you ever rebelled or felt like rebelling against what others demand of you? Explain.

Being a man is difficult.

What is your definition of manliness? Explain.
What pressures do men feel more strongly than women? Why do they feel these pressures? How might they react to them?

Fear is destructive.

Do you agree with this statement? Explain.
Has fear ever kept you from doing something you wanted to do? Explain.
Have you ever overcome any fears in your life? What would have happened if you hadn't? Explain.

It is a son/daughter's duty to carry on family traditions.

Do you agree with this statement? Explain.
What traditions will you carry on from your family? Explain.
What family traditions will you leave behind? Explain.

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