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Emily Gilles
Dr. Cusick
EL 410-03
24 Feb 2015
Unit Plan for The Thing Around Your Neck
Class Description: 20 students, grade 12, class duration is 40 minutes, four week unit,
with the novel The Thing Around Your Neck.

Unit Title: Short Story Analysis and Cultural Identities through The Thing Around Your
Neck

Purpose of the Unit: The purpose of this unit is to analyze different aspects of short
stories using certain stories from The Thing Around Your Neck by Chimamanda Ngozi
Adichie. During this unit, students will be expected to distinguish plots, themes, major
conflicts, characterization, the purpose of titles, structure, and what makes an effective
short story. Other topics such as gender, race, sexuality, ethnic identity, immigration, and
identity will be explored through the critical analysis of the novel.

Overarching goals/big ideas: Students will be able to reflect on their own identities
during the analysis of the novel, and by the end of the unit will have written an essay
answering from several prompts on either cultural identity, the role of education, or
immigration and the loss of cultural identity. Through these essays, the students will be
able to explore the topic they are most interested in, using textual and historical support

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that they either research on their own or was discussed in class. They will need to share
their ideas in group, whole class, and individual settings both verbally and in writing in
order to explore different ideas. At the end of the unit, students should have a grasp on
historical context for the novel, cultural identities, short stories, and immigration identity
issues.

Rationale: I believe that by choosing specific short stories from The Thing Around Your
Neck and analyzing them both for content and for structure and elements the students will
be engaged. Not only will they learn history and social issues, but they will have mastery
of short stories after this unit. The purpose is to analyze first the issues brought about in
each short story, and then pick them apart on a literary level. This allows the students to
benefit outside of the curriculum as well as within it. I based the unit from the common
core standards and the Pennsylvania State Standard requirements for 11th grade Reading,
Writing, Speaking, and Listening. The purpose of this unit is not to overwhelm the
students with a heavy load of homework, but rather to focus on a few important short
stories and to truly derive in-depth meaning from them. . Accommodations would be
made for students depending on what they needed, and a note taker would be set in place
for each day of the week.

Adaptations: Have a note taker in place at all times, and provide students who need it
with an extra handout with the most important topics covered. For students with hearing
disabilities, give them a headset when it comes to any material covered through
technology (videos, audio clips, etc.). If students have a visual disability, text with larger

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print will be available. Any other accommodations will go on a student-to-student basis in
regards to their individual needs.

Assessment: Assessment will be based on completion and accuracy of the handouts

Short Story Worksheet that accompany each short story that we look at. There will also
be Reflections in their journal for each short story that will be graded for completion.
The main chunk of points for the unit will come from their essays, which is due on the
last day of the unit. All work must be turned in on time, with exceptions made if arranged
with the teacher. Revision for all work is accepted for a raise of the grade if
improvement/mastery is shown. Quizzes will be held if it becomes evident a majority
class has not been reading the material.

Week One: Introduction, Cell One, and A Private Experience

Monday
An introduction to the unit will be held, including historical background of the author and
Nigeria. We will also discuss controversial topics throughout the novel, such as rape,
extortion, corruption, sexuality, violence, and others. This will prepare the students for
what they will be looking at, and remind them that although they might think some of it is
explicit, it is there for a reason and will be discussed. Depending on the class
maturity/grade level, I might have to send home a letter to parents explaining some
controversial topics that might be looked at during class. The first day will also be used to
hand out the materials, and introduce the first essay topics that they will be thinking about

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while they read. Supplementary materials such as a fact sheet about the author and
Nigeria and immigration will be handed out as well.
Three Essay Questions they have to choose from:
I.
II.
III.

Does improving ones quality of life through immigration have to mean losing
ones cultural roots?
Should education be seen as a privilege? What is the role of education in the novel
as a whole or a particular short story?
How do stereotypes affect the characters in the stories, and are the stereotypes
always negative or positive?
Tuesday

Today we will watch the ted talk by the author:

https://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story#t-54451
to introduce the short story. For the remainder of the class period, we will discuss or
answer any questions the kids have, and will journal a response to what they just
watched. Prompts: How/did did the video change your perspective on world literature,
Nigeria, class, gender, etc? What is one question you would ask the author?
Journal will be graded for completion.
Homework for tonight is to read the story Cell One.

Wednesday
Today we will discuss Cell One in small groups of 3-5 people for 1/3 of the class time.
They should talk about the cultural significance of the story and in regards to the issues it
raises, and keep in mind the essay topics when discussing. Do any apply? Today is a
discussion not about the structure, but about the ideas in the story. After they discuss in

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small groups, we will get together as a class to discuss what they talked about in the small
groups. I will guide the discussion, but it should be the students talking to each other
rather than question and answer session. If there is remaining time, they should journal
about their ideas on the short story for a completion grade.
Main issues to make sure get touched on: The corruption and bribery of the police, gang
violence there and in the US compared, the idea of pride and dignity, the issue of why the
old man was in the jail and why he was important to Nnamabia, what Cell One is.

Thursday
Today the class will complete their Short Story Worksheet in pairs. After theyve
completed this they will turn it in for a grade on accuracy and completion. Homework is
to read A Private Experience, and they may start this if theyre done with their
worksheet.

Friday
Today we will start the discussion of A Private Experience. The same structure as
Wednesday will be used for discussion, but with more time in the small groups to discuss.
There should be more emphasis on the POV and how that was effective for telling this
specific short story. What is the goal of telling the outcomes of minor characters in this
story? How does that add to the readers understanding of the significance in the story?
Once we get in whole class discussion, the students should lead again.
Main issues to make sure get touched on: The issues between Hausa Muslims and Igbo
Christians in Nigeria, why Chika feels compulsively to lie to reassure the woman, the

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economic differences between the two women and how that affects the story, how does
the ending resolve the story, or does it?
Week Two: Finishing A Private Experience, Ghosts, and Jumping Money Hill
Monday
Today the class will complete their Short Story Worksheet in pairs. After theyve
completed this they will turn it in for a grade on accuracy and completion. They should
focus on how this short story contrasts with the first we read. If they finish early they
should start to read Ghosts for homework.

Tuesday
Today we will start the discussion on Ghosts. Rather than the previous discussion
format, we will have the students reflect on what they read. In their journals, they will jot
down everything in the short story that surprised them. Think the politics, education
system, etc. After that, have the students reflect on the title of this short story. Why is it
Ghosts? Why is it pluralized? After theyve reflected, we will convene as a class to
discuss what theyve talked about in their journals. The journal will be graded for
completion.

Wednesday
Today the class will complete their Short Story Worksheet independently, to
complement the independent reflections yesterday. They should focus on the back of the
sheet assignment that is on the worksheet when completing this. If they finish early they
should start reading Jumping Monkey Hill for homework.

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Thursday
Today we will begin the discussion on Jumping Monkey Hill. We will go back to the
previous group to whole discussion format. The students should keep in mind the goal of
the author, the importance of the POV, and should really think about the themes in this
short story. Main issues to make sure get touched on: How does this connect with the
TED Talk that we watched on the second day of the unit? How does race and gender
affect the story? Why does Ujunwa laugh when Edward says Id rather like you to lie
down for me, and respond to her thoughts on that remark after the story ends. Was the
ending appropriate, satisfying, or both? Would you have done the same, and if so what
would be the main reason?

Friday
Today the class will complete their Short Story Worksheet in pairs again. They should
focus today on the ending of the short story, and whether or not this was an effective
story. If they finish early, they should begin to really think about the essay questions.
Which will they choose, and what stories have we read will they use to support the essay?
Week Three: The Thing Around Your Neck, The American Embassy and The
Shivering
Monday
Today we will discuss The Thing Around Your Neck in the individual journaling
format. The main focus of this journal will be about stereotypes, and how they affect this
story. Why was this story title chosen as the title of the collection? What is significant

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about The Thing Around Your Neck, and what do you think it means/symbolizes? What
is the importance of the second person POV during this story, does it make you feel more
into the shoes of the main character, did it make you feel uncomfortable? After theyre
done journaling, discuss with the class. Focus mainly on the different examples of
stereotyping in the story, and how it affects how people interact.

Tuesday
Today the students will complete the Short Story Worksheet in the individual format. It
will be collected and completed for a completion grade. They should focus on the POV
and themes of the short story. After theyve finished, they can begin their homework
reading The American Embassy.

Wednesday
Today we will discuss The American Embassy a little differently than any previous
formats. We will go to the library for research, and they will look up articles to find real
events that mirror the story being told. They will journal what they find- about journalism
censorship in other countries and violence against journalists. In the journal, they should
also research asylum visas. We will discuss the class findings once theyve completed the
journal.
Some websites for guidance:
http://www.uscis.gov/humanitarian/refugees-asylum/asylum
http://www.rcfp.org/digital-journalists-legal-guide/government-censorship-prior-restraints
http://en.rsf.org/rwb-publishes-2014-round-up-of-16-12-2014,47388.html

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Thursday
Today the class will complete their Short Story Worksheets independently. They should
focus on the section What is revealed about history or the past and the discussion
question on the back of the sheet. Once they finish, they should focus on their essay
question again. Remember, the essay is due next Friday!
Friday
Today the class will discuss The Shivering in the small group format. Today they
should focus on the historical context for the story, religion, sexuality, and emigrational
issues. They should focus on the religious aspect of the story, and how that connects with
the other issues that they should think about. Even though the man is gay, he is highly
religious. How does their difference in religion and their view of God affect their
relationship? Does it? How does the fear of being deported affect them? These are the
issues that should be brought up in the whole group discussion.

Week Four: Workshop Week, Finishing The Shivering and The Headstrong
Historian
Monday
Today the class will complete the Short Story Worksheet for The Shivering. They
should focus on whether this was an effective short story, and if the ending was
appropriate, satisfying, or both? Did the structure of the story influence it? If they finish
early they should continue to think about the essay.

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Tuesday
Today is a workshop day for the essay. They may meet with me with their drafts, work on
their drafts, or peer edit their drafts. They have the freedom to choose what they want to
do with their drafts today, but by the end of the period they should have a solid
foundational essay. They should have chosen at least one or two essays that they want to
focus on for the essay. For homework they should read The Headstrong Historian.

Wednesday
Today the class will discuss The Headstrong Historian only in a whole class discussion.
The focus of the discussion will be on the cultural change of generations throughout the
story, how the woman is seen as one of the strongest willed characters, and how
evangelizing affects the people. The ideas of legal standings should also be discussed.
Other important topics to discuss: infertility being connected with karma, native rituals
and their significance in regards to cultural identity, the value of hard work, the concept
of slave trade, having to take on an English name, the cultural significance of the oracle
compared to the other religions involved, Graces desire to learn about her heritage.
Thursday
Today the class will complete the Short Story Worksheet for The Headstrong
Historian. They should focus on how the title holds significance for the story. Why was
the story titled after the character Grace since she was only introduced in the last section
of the story? If they finish early, they may either peer edit their essays or come to me to
look it over, give ideas, etc. Tomorrow is the day!
Friday

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Today will wrap up the unit. They will hand in their essays, which I will grade and give
back and they will have the option to revise and return to me for another look. As a class,
we will discuss the book as a whole. How did all of the short stories connect? Did they
enjoy the book? Did anyone have any revelations while writing their essays? Does
anyone want to share their thesis statement or any portions of the essay they are
particularly proud of? Did this novel chance your perspective about gender, race,
sexuality, ethnic identity, immigration, or identity in general? Allow the students to lead
the discussion, and wrap up the novel in general. They should also turn in all Short Story
Worksheets and Journal Reflections if they have not already done so.