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Lesson 11

In a Socratic Seminar, we will analyze how the author uses characterization, plot, and stylistic devices to build up the tension in Part 2 of the novel.

Lesson Goals

Reading and Knowledge

  • Gather and Organize Evidence: How well do I gather and organize relevant and sufficient evidence to demonstrate an understanding of the novel Things Fall Apart?
  • Evaluate Effects: How well do I evaluate the effects of literary devices in the novel?
  • Organize Ideas: How well do I sequence and group sentences and paragraphs and use devices, techniques, descriptions, reasoning, evidence, and visual elements to establish coherent, logical, and well-developed narratives, explanations, and arguments?
  • Communicate Effectively: How well do I use language and strategies to accomplish my intended purpose in communicating?
  • Listen: How well do I pay attention to and acknowledge others while thoughtfully considering their ideas?

Texts

Core

  • Tradebook
    • Things Fall Apart, Chinua Achebe, Penguin Random House, 1994
  • Unit Reader
    • “The Second Coming,” William Butler Yeats, Public Domain, 1919

Materials

Tools

Reference Guides

Question Sets

Editable Google Docs

Activity 1: Read

We will prepare for the Section Diagnostic.

To prepare for our discussion, review your Learning Log, tools, and notes for information about Achebe’s writing techniques in Part 2 of the novel and respond to the questions below in your Learning Log. Make sure you include both evidence and analysis in your responses:

  1. How does the author use characterization to add tension in Part 2 of the novel?

  2. How does the author use plot to add tension in Part 2 of the novel?

  3. How does the author use stylistic devices to add tension in Part 2 of the novel?

Activity 2: Write

We will prepare for our Socratic Seminar.

Step 1

A successful Socratic Seminar requires you to have read the text closely, reviewed your notes and annotations, and prepared to articulate your ideas clearly. The expectation is that everyone participates in the discussion. You can engage in the discussion through the following discussion strategies:

  • posing meaningful questions that propel the conversation

  • asking clarifying questions

  • respectfully challenging perspectives

  • building on others’ ideas by providing additional evidence or ideas

  • synthesizing your peers’ ideas

Step 2

On your Discussion Tool, write the following discussion question:

  1. How does Achebe build up tension in Section 2 of Things Fall Apart?

Write down your initial claims and evidence in the During the Discussion section of the Discussion Tool.

Step 3

Consider Things Fall Apart, “The Second Coming,” and any other text you have read in this unit. Write two open-ended, thought-provoking questions you would like to discuss during the Socratic Seminar. Reference the following examples of strong question frames:

  • What do you think about _____?

  • What evidence from the text supports your belief?

  • What is the relationship between _____ and _____?

  • What do the texts say about _____?

  • What about this perspective do you agree or disagree with?

  • What significance is this to _____? If _____ is true, then _____?

Below are questions to avoid:

  • questions that are too vague (these invoke uncertainty in other group members)

  • questions that are too general (these do not ensure understanding)

  • yes-or-no questions (these do not elicit discussion)

Write down your questions in your Learning Log.

Step 4

Review your Vocabulary Journal. Identify significant words that you would like to use during the Section Diagnostic.

Activity 3: Read – Discuss

We will participate in a Socratic Seminar.

Quietly look at the painting your teacher has displayed. Begin your seminar by sharing an observation about the painting with your classmates. Consider the following question:

  1. How does the painting reflect a theme from Things Fall Apart?

Once everyone has contributed a word, continue your discussion with the following question:

  1. How does Achebe build up tension in Section 2 of Things Fall Apart?

As needed, keep the discussion active by asking one of your open-ended questions to the group. Anyone can respond and start a discussion. Remember, this is a discussion, not a question-and-answer session. Remember to use textual evidence to support your responses and observations.

Activity 4: Read

We will reflect on our work on the Section Diagnostic and assess our progress toward the Culminating Task.

Choose at least three of the questions below and respond to them in your Learning Log:

  1. How well did you take necessary action to prepare for the task?

  2. What went well for you during the completion of this task?

  3. What did you struggle with during the completion of this task? How did you push through that struggle?

  4. How well did you actively focus your attention during this independent task?

  5. How well did you develop and use an effective and efficient process to maintain workflow during this task?

  6. What would you do differently during the next Section Diagnostic?

Review your Culminating Task Progress Tracker. Think about all you have learned and done during this section of the unit. Evaluate your skills and knowledge to determine how prepared you are for the Culminating Task.

  • Add or refine any skills and content knowledge required for the Culminating Task.

  • Evaluate how well you are mastering skills and knowledge required for the Culminating Task.

Activity 5: Read

For homework, we will read chapters 20–21.

Read Chapters 20-21 and respond to the following questions from the Section 3 Question Set to focus your understanding:

Chapter 20:

  1. How has Umuofia changed since Okonkwo’s exile?

  2. What happened in Abame? Why does Obierika believe it is too late to remove the White missionaries and government?

  3. What do you learn about the White government in this chapter?

Chapter 21:

  1. Describe Mr. Brown. What do we learn from him during his conversation with Akunna?

  2. Why wasn’t Okonkwo’s return as he had hoped?