purple hibiscus sow

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Purple Hibiscus

Teacher Resource

by Nikki Copitch and Kate Hibbs

Purple HibiscusScheme of Work HarperCollins Publishers. This page may be photocopied for use in the

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William Collins dream of knowledge for

all began with the publication of his first

book in 1819. A self-educated mill

worker, he not onl enriched millions of

li!es, but also founded a flourishing

publishing house. "oda, staing true to

this spirit, Collins books are packed with

inspiration, inno!ation and practical

e#pertise. "he place ou at the centre

of a world of possibilit and gi!e ou

e#actl what ou need to e#plore it.

Collins. $o more.

%ublished b CollinsAn imprint of &arperCollins Publishers'' ( 8) *ulham %alace +oad&ammersmithondonW 8/

/rowse the complete Collins catalogue atwww.collinseducation.com

0isit the Collins +eaders website at www.collinseducation.comcollinsreaders

%ublished b Collins 2313.

4#tracts from Purple Hibiscus Chimamanda 5go6i Adichie

Collins Readers Teachers Resourcescan be downloaded and duplicated asre7uired for institutional use. &owe!er, this material is copright and under nocircumstances ma copies be offered for sale.

Authors 5ikki Copitch and ate &ibbs.


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Introduction 4

Wider reading 5

Historical context

!"er"ie# $

%ark &che'e ()*

&e+uence ,- Context and .anguage ,/),,

Resource 0- World 'ap ,1

Resource 2- %ap o3 03rica ,

Resource C- %ap o3 Nigeria ,4

Resource - 6xtracts 7 &etting ,5

Resource 6- 8irst I'pressions ,

&e+uence 1- .o"e ,$),*

Resource 8- 6xtract- .o"e 1/

&e+uence - Con3lict 1,)11

Resource 9- I'ages o3 Nigerian li3e 1)15

Resource H- 6xtract 7 In3luence and society 1

Resource I- Key#ord circles 1$

Resource :- 6xtract 7 the'es 1(

Resource K- Word association 1*

&e+uence 4- Identity /)1

Resource .- Identity disks

Resource %- 6xtract 7 Presenting the narrator 4

Resource N- 6xtract ) Change 5

Resource !- 6xtract ) Change and .ocation


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ContentsContents


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Collins Readers

*rom well-known classics to award-winning contemporar fiction, Collins Readersare a series of hardback class readers written b leading childrens no!elists andselected b teachers and educational ad!isors based on their teaching potentialand abilit to inspire our students.

:n line with our brand promise ( Freedom to Teach( our teachers notes pro!ide afun, engaging and comprehensi!e set of resources to sa!e ou time, and help ouuse Collins +eaders more effecti!el in our classroom. *or each no!el we pro!idea complete scheme of work, including creati!e lesson plans based on a 3our)partlesson 'odel, worksheets, ;&"s and ICT acti"ities. All lessons are produced in


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6xtra Reading

8iction

African Short Storiesb Chinua Achebe

An Image of Africa / The Trouble with igeria ?%enguin @reat :deas b ChinuaAchebe

!ouble "o#eb /uchi 4mecheta

Half of a "ellow Sunb Chimamanda 5go6i Adichie

$o%s of &otherhoodb /uchi 4mecheta

The Trouble with igeria ?African Writers Beries b Chinua Achebe

Things Fall Apart?%ocket %enguin Classicsb Chinua Achebe

Non)3iction

A Histor% of igeriab "oin *alola and


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The Struggle for Secession) *+,,-*+.' A Personal Account of the igerian Ci0il1arb 5tieong 23 A#pan

The 4rothers5 1ar' 4iafra 6 igeriab/oston &oughton


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httpwww.google.co.ukimgresHimgurlIhttpwww.blackpast.comfilesblackpastGimages5igerianGCi!ilGWarGGlhussGblogGlemonadeGfrG.pgJimgrefurlIhttpwww.blackpast.comKD*7KD$gahnigerian-ci!il-war-19'-19'3JhI)33JwID))Js6ID3JtbnidI%t+)Lse@wM+A5


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1hile useful for all students stud%ing this te7t at (CS8) this scheme is specificall%designed to prepare students for A9A 8nglish :iterature at Foundation and Higherle0els3

0ssess'ent !b;ecti"es

0!,respond to te#ts criticall and imaginati!elF select and e!aluate rele!ant

te#tual detail to illustrate and support interpretations.

0!1e#plain how language, structure and form contribute to writers

presentation of ideas, themes and settings.

0!4relate te#ts to their social, cultural and historical conte#tsF e#plain how

te#ts ha!e been influential and significant to self and other readers in differentconte#ts and at different times.

Btudents are e#pected to ha!e an understanding of the rele!ant assessmentobecti!es prior to the start of this scheme.

8ra'e#ork 3or &econdary 6nglish- &trands? sub)strands and ob;ecti"esre3erenced during sche'e

5 +eading for meaning understanding and responding to print, electronic andmulti-modal te#ts

5@1Enderstanding and responding to ideas, !iewpoints, themesand purposes in te#ts

Aear ,/build an interpretation of awhole te#t, recognising

links between ideas,themes or characters andsupporting points withprecise analsis, e!idenceand e#planation

Aear ,,de!elop and sustainindependent

interpretations of te#ts,making concise e!aluati!ecomments and supportingpoints with detailed te#tualreference and analsis

6xtensionproduce original andsophisticated interpretations

of te#ts in the form of cogentcritical responses,demonstrating personalengagement and sustainedcritical udgment

Enderstanding the author>s craft

@, +elating te#ts to the social, historical and cultural conte#ts in which thewere written


classroom. "

Introduction%ark &che'e


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Aear ,/make informedconnections andcomparisons between

te#ts and writers that aredifferent in time, cultureand literar tradition,e#ploring their influenceon each other and onculture as appropriate

Aear ,,analse the !alues andassumptions of writers bdrawing out connections

and comparisons betweente#ts and their relationshipto social, historical andcultural conte#ts

6xtensiondemonstrate originalit ofanalsis and interpretationwhen e!aluating te#ts in

conte#t to produce criticalcomparisons of the literar,moral, philosophical andsocial significance of te#tsfrom a range of cultures andtimes

@1Analsing how writers> use of linguistic and literar features shapes andinfluences meaning

Aear ,/compare and contrasthow writers use specificliterar, rhetorical andgrammatical features toshape meaning, howtechni7ues differbetween different te#tsand writers, and the

potential impact ondifferent readers

Aear ,,analse how specificliterar, rhetorical andgrammatical features shapemeaning in implicit ande#plicit was to createimpact, how techni7uesdiffer across a wide range ofte#ts and writers, and

e!aluate the potentialimpact of these choices ondifferent readers

6xtensionmake original, consideredcomments and demonstrateinsight about a writer>sin!enti!eness in usinglanguage for particulareffects, and how this links tothe o!erall purpose of thete#t and impact on a range of

readers

@Analsing writers> use of organisation, structure, laout and presentation

Aear ,/compare and contrasthow different writersshape te#ts through

structure andorganisation ande#plain theeffecti!eness of theirchoices

Aear ,,make detailed analsis andcomparison of the waswriters manipulate and

shape meaning through arange of structures andorganisation

National Curriculu'- 6nglish Key Concepts

Cultural understanding

4#ploring how te#ts from different cultures and traditions influence !alues,assumptions and sense of identit.


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http://curriculum.qcda.gov.uk/key-stages-3-and-4/subjects/key-stage-4/english/programme-of-study/index.aspx?tab=2#note2_3_ahttp://curriculum.qcda.gov.uk/key-stages-3-and-4/subjects/key-stage-4/english/programme-of-study/index.aspx?tab=2#note2_3_a


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Enderstanding how spoken and written language e!ol!es in response to

changes in societ and technolog and how this process relates to identit andcultural di!ersit.

Critical understanding

4ngaging with the details of ideas and te#ts.

*orming independent !iews and challenging what is heard or read on the

grounds of logic, e!idence or argument.

Analsing and e!aluating spoken and written language to e#plore their impact on

the audience.

Identity and i"ersity i'ension

Who do we think we areH

What connects us with and distinguishes us from others in the E and the rest of

the worldH

Introducing the context and language

!b;ecti"es

*ramework substrand

@,+elating te#ts to the social, historical and cultural conte#ts in which the

were written




0!4relate te#ts to their social, cultural and historical conte#tsF e#plain howte#ts ha!e been influential and significant to self and other readers in different

conte#ts and at different times.

Resources

+esource A World map ?one per group andor shared map on :W/.

+esource /


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&tudents should not yet ha"e started reading the no"el@

&tarter

+ead the te#t e#tracts ?+esource $ in groups. 4#tracts can be differentiated

with those gi!ing more clues pro!ided to less able students or used as

support for groups who are struggling.

Btudents use the te#ts to in!estigate where the think the no!el is from,

marking the place on the map when the ha!e come to a decision.

Btudents highlight the clues in the te#t which suggested this location.

*eedback Where is the no!el setH

What were the clues that told ou thisH

5/through 7uestioning students should be encouraged to e#plain wh specific

clues lead them to a decision and the reading strategies the emploed toundertake this task.

Introduction- in"estigating the extracts

:n pairs students choose the e#tract the found most interesting, reaching

consensus through discussion.

/rief feedback can focus on wh specific e#tracts were selected.

e"elop'ent

Btudents use a Olikesdislikesmemories7uestions 7uadrant ?+esource 4 -

although this can easil be created b students to e#plore their thoughts on

the te#t ikes- what appeals to ou in this te#tH

$islikes- what has put ou off this te#tH


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+emind students of the importance of place and their in!estigations of the

location of the te#t.

Btudents speculate in writing about what 5igeria will be like using te#tual

references from the e#tracts to back up their points.

Ese feedback to introduce map of 5igeria which will be used to track

geographical locations in the te#t during reading. :f possible use @oogle


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Resource 2- %ap o3 03rica


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+ead these four e#tracts from the no!el.

Where do ou think the no!el is setH What clues led ou to our answerH


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Resource C- %ap o3 Nigeria

6xtract "he had hardl passed us when %apa5nukwu shouted, Pook awaQ Womencannot look at this oneQR"he mmuo making its wa down the roadwas surrounded b a few elderl men whorang a shrill bell as the mmuo walked. :tsmask was a real, grimacing human skull withsunken ee sockets. A s7uirming tortoisewas tied to its forehead. A snake and threedead chickens hung from its grass-co!eredbod, swinging as the mmuo walked. "hecrowds mo!ed back 7uickl, fearfull. A fewwomen turned and dashed into nearbcompounds.


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classroom. 1

Resource - &etting

%isli&es

6xtract 4Chinwe ide6e came o!er to 46innes tablethen. Bhe had a high, birdlike !oice. P: wantto remain class prefect this term, 46i-

/utterfl, so make sure ou !ote for me,RChinwe said. &er school skirt was tight at thewaist, di!iding her bod into two roundedhal!es like the number 8.P;f course,R 46inne said.: was not surprised when Chinwe walkedpast me to the girl at the ne#t desk andrepeated herself, onl with a differentnickname that she had thought up. Chinwehad ne!er spoken to me, not e!en when wewere placed in the same agricultural science

group to collect weeds for an album. "hegirls flocked around her desk at short break,their laughter ringing out often. "heirhairstles were usuall e#act copies of hers( black, thread-co!ered sticks if Chinwewore isi owu that week, or 6ig6aggingcornrows that ended up in a pon tail atoptheir heads if Chinwe wore shuku that week.Chinwe walked as if there were a hot obectunderfoot, raising each leg almost as soonas her other foot touched the floor. $uring

long break, she bounced in front of a groupof girls as the went to the tuck shop to bubiscuits and coke. According to 46inne,Chinwe paid for e!erones soft drinks. :usuall spent long break reading in thelibrar.

6xtract ,4!en though *ather /enedict had been atBt. Agnes for se!en ears, people stillreferred to him as Pour new priest.R %erhaps

the would not ha!e if he had not beenwhite. &e still looked new, the colors of hisface, the colors of condensed milk and acut-open soursop, had not tanned at all inthe fierce heat of se!en 5igerianharmattans. And his /ritish nose was still aspinched and as narrow as it alwas was, thesame nose that had had me worried that hedid not get enough air when he first came to4nugu. *ather /enedict had changed thingsin the %arish, such as insisting that the

Credo and krie be recited onl in atinF:gbo was not acceptable.

6xtract 1"he rustling of the coconut fronds woke meup. ;utside our high gates, : could heargoats bleating and cocks crowing and peopleelling greetings across mud compoundwalls.P@udu morni. &a!e ou woken up, ehH $idou rise wellHR

P@udu morni. $id the people of our houserise well, ohHR: reached out to slide open m bedroomwindow, to hear the sounds better and to letin the clean air tinged with goat droppingsand ripening oranges. aa tapped on mdoor before he came into m room. ;urrooms adoinedF back in 4nugu, the werefar apart.PAre ou upHR he asked. Pets go down forpraers before %apa calls us.R: tied m wrapper, which : had used as a lightco!er in the warm night, o!er m nightdress,knotted it under m arm, and followed aadownstairs. 'i&es


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6xploring the the'e o3 lo"e in the text

!b;ecti"es

8ra'e#ork substrand

5@1Enderstanding and responding to ideas, !iewpoints, themes and purposes

in te#ts

@1Analsing how writers> use of linguistic and literar features shapes and

influences meaning


0!, respond to te#ts criticall and imaginati!elF select and e!aluate rele!antte#tual detail to illustrate and support interpretations.


classroom. 1!

(uestions)emories

Resource 6- 8irst I'pressions&e+uence 1- .o"e
http://nationalstrategies.standards.dcsf.gov.uk/strands/874/66/110148http://nationalstrategies.standards.dcsf.gov.uk/strands/874/66/110148http://nationalstrategies.standards.dcsf.gov.uk/strands/874/66/110148http://nationalstrategies.standards.dcsf.gov.uk/strands/874/66/110151http://nationalstrategies.standards.dcsf.gov.uk/strands/874/66/110151http://nationalstrategies.standards.dcsf.gov.uk/strands/874/66/110151http://nationalstrategies.standards.dcsf.gov.uk/strands/874/66/110148http://nationalstrategies.standards.dcsf.gov.uk/strands/874/66/110148http://nationalstrategies.standards.dcsf.gov.uk/strands/874/66/110151http://nationalstrategies.standards.dcsf.gov.uk/strands/874/66/110151


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0!1 e#plain how language, structure and form contribute to writers


Resources

+esource *on :W/;&"

Card strips and markers

&tarter

:n pairs, re!iew Chapter 1, identifing different Osides of %apa.

:n the same pairs produce a still image showing the two sides of %apa b one

student taking on the positi!e ?public image and the other the negati!e

?pri!atedomestic image.

*ollowing a brief rehearsal, students choose a short phrase from Chapter 1 to

illustrate each image and place them at the appropriate characters feet.

Btudents hold their still images as a class while the teacher walks around and

reads out some of the 7uotations.

While students are still holding their images the teacher reads or plas the

te#t from +esource *?displaed on :W/;&% if possible

Introduction

After a brief e#ploration of the idea of lo!e burning ambilis tongue, students

Osculpt two students into a still image of %apa and ambili at this moment. :n thete#t, e#plaining the choices the are making with reference to the te#t.Communal !oice acti!it class members take it in turns to stand behind one ofthe characters and !oice their thoughts or feelings at this point ?not all studentsneed to participate.;nce this acti!it has been gi!en sufficient time to allow a range of students toparticipate, ask the following 7uestions

Whose feelings are easier to !oiceH

Wh is thisH ?with reference to the authors craft

Btudents re-sculpt the scene in the same wa but including aa.

Ask the group the following 7uestions

Where is the reader looking during this sceneH Btudents making suggestions

place themsel!es phsicall in the scene, gi!ing e!idence for their ideas.

Where is the writer standingH Btudents making suggestions place themsel!es

as abo!e.

:ndi!iduall, students answer the following 7uestion in a paragraph


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&ow does the author show the comple#it of the lo!e between %apa and

ambili in this e#tractH

e"elop'ent

Widening the focus?"his can be undertaken at the end of reading the te#t or collated during classreading of the no!el.


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:n pairs, students list the strategies the ha!e used to e#plore the te#t during

this se7uence ?e.g. still image, sculpting, placing the reader and writer, mind

mapping, etc.

:ndi!iduall students reflect on which ha!e been most useful for them in

working towards the assessment obecti!es for this lesson.


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87tract from page ;*3

%apa ignored her and poured his tea, and then he

told aa and me to take sips. aa took a sip, placed

the cup back on the saucer. %apa picked it up and

ga!e it to me. : held it with both hands, took a sip of

the ipton tea with sugar and milk, and placed it back

on the saucer.P"hank ou, %apa,R : said, feeling the lo!e burn m

tongue.

Considering the exploration and presentation o3 con3lict

i. amibilis internal conflict for identitii. %olitical conflict as a metaphorical reflection of ambilis internal conflict


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Resource 8- .o"e&e+uence - Con3lict


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!b;ecti"es

8ra'e#ork substrands-

5@1Enderstanding and responding to ideas, !iewpoints, themes and purposesin te#ts

@,+elating te#ts to social, historical and cultural conte#ts in which the were

written

@1Analsing how writers use of linguistic and literar features shapes and

influences meaning

@Analsing writers use of organisation, structure, laout and presentation


0!, respond to te#ts criticall and imaginati!elF select and e!aluate rele!antte#tual detail to illustrate and support interpretations.

0!1 e#plain how language, structure and form contribute to writers

presentation of ideas, themes and setting.

0!4 relate te#ts to their social, cultural and historical conte#tsF e#plain how

te#ts ha!e been influential and significant to self and other readers in differentconte#ts and at different times.

Resources

+esource @- images associated with the te#t +esource &- te#t e#tract on :W/ and produced on paper for students

+esource :- o!erlapping circles produced onto A= sheet for students #2

+esource - te#t e#tract on :W/ and paper for students

+esource - word match

Btudents ma ha!e read all of the te#t for this se7uence or be at a position withinthe te#t that allows them to analse the e#tracts that support this teachingse7uence.

&tarter

Esing the images ?+esource @, students should work in small groups to

generate a bank of words that the infer from the images. Btudents caneither ha!e all of the images to annotate or the images can be passed aroundthe room where each group contributes to each image. Btudents should beencouraged to consider the images literall and metaphoricall.

;nce the images ha!e been annotated, ask students to draw links between

images. Are there an similarities e.g. power, authorit, establishment,tradition etcH Btudents should ustif their points.


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Introduction

Esing +esource &, model for the students how to e#plicate the presentation of

influence and societ. Analsis should consider faith, communit, wealth,status, belief, power and influence. :n!ite pupils to contribute whilst leading

the analsis. Esing +esource :, students should place generated kewords in one of the

circles and identif 7uotes to support a point e.g. :nfluence I Obest /ig


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Resource 9- Nigerian li3e

"raditional clothes for men andwomen in 5igeria

A church in Abua, 5igeria.


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"raditional housing


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87tract from page *;3


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87tract frompages


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Culture

Iden

tity

Challenge

5ishon

our

Po#er

&

el3

Tradition

.o"e

5isco"ery

Honour

Hate

8a'ily

6xploring the the'e o3 identity in the text

!b;ecti"es

8ra'e#ork substrand

5@1 Enderstanding and responding to ideas, !iewpoints, themes and

purposes in te#ts

@1 Analsing how writers> use of linguistic and literar features shapes and

influences meaning

Identity and cultural di"ersity

Who do we think we areH


classroom. 31

&e+uence 4- IdentityResource K- Word association
http://nationalstrategies.standards.dcsf.gov.uk/strands/874/66/110148http://nationalstrategies.standards.dcsf.gov.uk/strands/874/66/110148http://nationalstrategies.standards.dcsf.gov.uk/strands/874/66/110148http://nationalstrategies.standards.dcsf.gov.uk/strands/874/66/110151http://nationalstrategies.standards.dcsf.gov.uk/strands/874/66/110151http://nationalstrategies.standards.dcsf.gov.uk/strands/874/66/110151http://nationalstrategies.standards.dcsf.gov.uk/strands/874/66/110148http://nationalstrategies.standards.dcsf.gov.uk/strands/874/66/110148http://nationalstrategies.standards.dcsf.gov.uk/strands/874/66/110151http://nationalstrategies.standards.dcsf.gov.uk/strands/874/66/110151


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What connects us with and distinguishes us from others in the E and the

rest of the worldH




0!1e#plain how language, structure and form contribute to writers


0!4relate te#ts to their social, cultural and historical conte#tsF e#plain how

te#ts ha!e been influential and significant to self and other readers in different

conte#ts and at different times.

Resources

+esource photocopied onto card

+esource < copied for students

+esource 5copied for students

+esource ;as :W/ page or on ;&"

Bcissors and split pins

&tarter

:ndi!iduall, students make their own Oidentit disks using the instructions on

+esource C.

"he disks rotate to pro!ide a !isual aid to show the relationship between

students identities and the !arious influences which ha!e created them.

:n groups of D or =, students use this as a tool to support an oral e#planation

of the features of their identities and influences. As a group the need to

identif commonalities and differences. e 7uestions to support this might

be

What are the dominant influences in our groupH Wh might this be thecaseH

Are the main features of identit nouns ?e.g. Oan athlete or adecti!es

?e.g. Ocaring

"his ma result in brief group feedback What who has made ou what ou

areH

Introduction

$ispla passage from +esource $ on :W/ ;&%.


classroom. 32


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What does this show the reader about the was in which ambili has

changedH

:ndependentl students answer either or both of the following ?dependent on abilit

and point in class reading of te#t &ow does Adichie use details to describe what is important to ambili at this

point in the te#tH

&ow has ambilis identit de!eloped across the te#tH ?*oundation

Write about-

"he changes in the wa that ambili thinks

"he changes in the wa that ambili speaks

!r

&ow does the author create the sense of a de!eloped identit in the te#tH

?&igher

Choose one response ?anonmised to model use of the mark scheme for Enit 1,Bection / ?a!ailable on AMA website. "his can lead to self-assessment using themark scheme with students setting targets for their ne#t theme focus.

Plenary

+eturn to the map of 5igeria and remind students of the passage on +esource * ?ifthe ha!e finished reading the te#t.

*ollowing paired discussion, label the map as a class to reflect the changes inambilis identit in different locations in the no!el

Identity disks


classroom. 34

Resource .- Identity disks


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87tract from pages


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$aughters of the :mmaculate &eart and Bt. 5icholas to ha!e us let

other children come first. 5obod had spent mone on his own

schooling, especiall not his @odless father, our %apa-5nukwu, et he

had alwas come first. : wanted to make %ap proud, to do as well as he

had done. : needed him to touch the back of m neck and tell me that :

was fulfilling @ods purpose. : needed him to hug me close and sa that

to whom much is gi!en, much is e#pected. : needed him to smile at me,

in that wa that lit up his face, that warmed something inside me. /ut :

had come second. : was stained b failure.

87tract from page *.=3

&e brought peeled oranges and water wrapped into tight cone shapes

in plastic bags from his car. "he all settled down on the grass to eat

the oranges, and : watched *ather Amadi laugh loudl with his head

thrown back, leaning to rest his elbows on the grass. : wondered if the

bos felt the same wa : did with him, that the were all he could see.: held on to his tank top while : watched the rest of the pla. A cool

wind had started to blow, chilling the sweat on m bod, when *ather

Amadi blew the final whistle, three times with the last one drawn out.

"hen the bos clustered around him, heads bowed, while he praed.

P@ood-be, *atherQR echoed around as he made his wa toward me.


classroom. 3

Resource N- ChangeResource N- Change


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"here was something confident about his gait, like a rooster in charge

of all the neighborhood hens.

87tract from pg


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purple hibiscus sow

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