WEEKLY BLOCK PLAN

Name: Jeremiah Beaver Dates: 3/4- 3/8 Class Period or Subject: World
Cultures

Topic: Things Fall Apart Grade Level: 11th Co-op initials with date:

Monday
PA Anchor/Standard or Standard - CC.1.4.9-10.U
Eligible Content Use technology, including the Internet, to produce, publish, and
update individual or shared writing products, taking advantage
of technology’s capacity to link to other information and to
display information flexibly and dynamically.
Lesson Objectives Students will be able to:
 Summarize the key elements of Igbo culture to display a
comprehensive understanding of Part 1 of TFA.
 Customize a brochure to creatively describe and depict the
Igbo people.
Sequence of activities 1. Students will be provided with class time to work on (and
hopefully complete) their travel brochures. Students have been
working on the brochure for the past couple of days and should
be adding the finishing touches. Make sure to be closely
monitoring students and answer questions so they can work
diligently. The project will be due Tuesday before they arrive to
class.
Differentiation Product:
The product of the lesson is differentiated by providing students
alternative methods of displaying their content knowledge. The
brochure project allows for them to display their knowledge
through creatively describing Igbo culture, selecting pictures and
images that support their written information, and by expressing
their creativity in the design of the brochure. The assessment
helps students refine key skills like creative design,
informational writing, and measures their ability to identify key
details from the novel.
Assessment Students will be assessed on the first part of TFA through the
 brochure project.
Tuesday
PA Anchor/Standard or Standard - CC.1.3.11-12.K
Eligible Content Read and comprehend literary fiction on grade level, reading
independently and proficiently.

Lesson Objectives Students will be able to:

 Locate key details from chapter 14 of Things Fall Apart.
 Evaluate the development of characters throughout the text
Sequence of activities 1. Student will submit their travel brochure projects at the
beginning of class. Brochures will be graded and put in by
Wednesday.
2. Students will read chapter 14 and complete a reading guide.
3. While reading chapter 14, their will be a class discussion
about the chapter to conclude class. Pause the audiobook
throughout to discuss and keep students engaged with the
novel.
Differentiation Process:
The process of the lesson is differentiated through multiple
means of representation
Assessment Students will be assessed by completing the reading guide.
Wednesday
PA Anchor/Standard or Standard- 8.4.12.C
Eligible Content
Evaluate how continuity and change have impacted the world
today.
 Politics and Government
 Social Organization
 Physical and human geography
Lesson Objectives Students will be able to:
 Demonstrate an understanding of the consequences of
imperialism through engaging in class discussion.
 Evaluate the actions of Britain during the Age of Imperialism.
 Sequence of activities 1. The class will begin with a bellringer activity focused on
placing students in the shoes of the Nigerian people as the
Europeans arrive.
2. Following the Bellringer, students will read chapter 15 using
the audiobook and answer the questions on the reading guide.
3. The class will discuss the answers to the reading guide and
then a brief explanation of the Ahiara situation will be
provided.
4. Conclude the class with a discussion about the actions of the
Europeans. After learning about what happened, have students
consider whether the European actions were justifiable. Have
them compare their responses to modern day foreign policy.
Differentiation Content:
The content will be differentiated through reading, class
discussion, and the use of visuals.
Process:
The lesson features class discussion, lecture portions, and
independent reading segments.
Product:
Students can meet the learning objectives by engaging in
discussion or completing the reading guide.
Assessment Students will be assessed through the reading guide and class
discussion.
Thursday
PA Anchor/Standard or Standard - 8.4.12.C
Eligible Content Evaluate how continuity and change have impacted the world
today.
 Belief systems and religions
 Commerce and industry
 Technology
 Politics and government
 Physical and human geography
 Social organization
Standard - 8.4.12.A
 Evaluate the role groups and individuals played in the social,
political, cultural, and economic development throughout world
history.

Lesson Objectives Students will be able to:

 Navigate search engines and reliable sources to locate
information.
 Analyze informational texts related to
Sequence of activities
1. The class will begin with a station learning activity. The three
stations will be focused on the British imperialist tactics, the
physical changes to Nigeria following the arrival of the
British, and the long term consequences of Imperialism in
Nigeria. Each group will have approximately 10 minutes at
each station
2. The class will conclude with a discussion of the answers to the
stations and a review of the material. Make sure that students
have correct answers because they will need some of these
resources for tomorrow’s lesson.
Differentiation Content:
The content will be presented through virtual field trips, written
articles, and images.
Process:
The lesson will be student driven and a sharp deviation from
traditional lessons. Students will be working in groups and I will
be working to support them.
Friday
PA Anchor/Standard or
Eligible Content
Lesson Objectives Students will be able to:
 Compare and contrast the content they located during research
and the information found in the novel regarding British
imperialism.
Sequence of activities 1. The class will begin with a review of British imperialist
 tactics and the strategy of “divide and rule.” Give students a
chart to record the methods that the missionaries use in
chapters 16 and 17.
2. After passing out the reading guide, begin reading chapters 16
and 17. Provide a break between the chapters to discuss some
of the significant events.
3. Conclude the class with a discussion focused on analyzing the
tactics of the British and comparing them to what students
researched during the station learning activity
Differentiation Process:
Students are engaged throughout the lesson by altering between
lecture portions, reading portions, and discussion segments.
Product:
Students can meet learning objectives through engaging with
discussion or being involved in the bell ringer.
Assessment Students will be assessed through discussion, completion of the
reading guide, and completing the compare and contrast chart.

Modification/Accommodation (Generalized across the week):

Pd 3: Students will be challenged with higher level discussion questions and encouraged to
think critically about the content.
Pd 5: GIEP students will be challenged to identify the connections between the novel and the
research they did in the station learning activity. They will lead the discussion on imperialism
and the tactics of the British.
Pd 7: IEP students will be given extra time to complete reading guides and will be given
access to online materials if they need to access them from home.
End of the week self-evaluation:
This week went well and started great with the brochure project. Many students were creative
with their designs of the brochures, and I was pleased with the content that was included in
their brochure. The activity reflected that the students understood Igbo culture and its many
different customs and traditions. However, there were some issues with the station learning
project from Thursday. The station learning project went well but there was too much
information to cover in only a single class. Because of this we had to finish the project on
Friday and had less time to talk about divide and rule. Moving forward, I am going to try and
focus the lessons to cover only the essential topics. While I thought that the station learning
project was a great way for students to independently explore the topic, it would be much
more effective to do an abbreviated activity that is much more direct.