A LESSON BEFORE DYING
Ernest J. Gaines
UNIT LESSON PLAN:
For the purpose of this unit, it should be understood that students have independently completed the reading of A Lesson Before Dying over the course of two weeks. This unit lesson plan provides a closer examination of the events of the text. Discussion of this book will be broken down into five groupings of the book's chapters.
CHAPTERS 1 – 12:
Establishes climate of the time
Introduces the major characters
Explains Grant Wiggins' task
CHAPTERS 13 – 19:
Importance and significance of Grant's relationship with Vivian
Jefferson's attitude and prison life
Grant's relationship with Rev. Ambrose
Grant's meeting Paul Bowin, the prison deputy
CHAPTERS 20 – 23:
Handing down of the execution date
Heritage of slavery on black men
Symbolism of the radio
CHAPTERS 24 – 27:
The subject of heroes and myths
Wiggins' connection with Jefferson
Prejudices among blacks
The showdown between Rev. Ambrose and Wiggins
CHAPTERS 28 – 31:
Jefferson's anger and then eventual acceptance of his fate
(based upon his diary entries)
The day of the execution – impact on the community and the major
characters.
Students will be presented with a list of characters prior to reading the novel. They are required, when independently reading, to complete this character guide. They will be asked to give a brief description of the following characters and significant events associated with them. They should be mindful to keep their character note concise and specific.
Jefferson
Grant Wiggins
Miss Emma
Tante Lou
Henri Pichot
Vivian Baptiste
Joe Claiborne
Thelma Claiborne
Farrell Jurreau
Inez
Sheriff Sam Guidry
Louis Rougon
Joseph Morgan
Irene Cole
Matthew Antoine
Rev. Ambrose
Paul Bonin
In addition, students will periodically be required to, not only, turn in their character sheets but also maintain reading journal throughout their reading of the novel. The entries of the student's reading journal must provide details of events within each chapter, accompanied by the student's reflections of those events. The idea behind this time consuming exercise is to monitor the student's progression through the text and to help answer any questions which may be posed by the student. (As the teacher, I feel that this assignment provides me with a check and balance system in order to assure that the reading is being accomplished. In addition, I have required that the student's provide a personal reaction to the literature in order to impose the reader response theory.)
DAY ONE & TWO
In order to provide the students with a true background, rather than a fictitious account, our class will view the PBS' Lift Every Voice video. Specifically, we will examine part three, Bright Like a Sun, which covers the time period of 1935 – 1954. The events of A Lesson Before Dying occur in a small Cajun community in the late 1940's. This particular excerpt of the PBS series runs approximately sixty minutes. I will therefore use the video over the course of two class periods.
In addition to viewing the video, students will be provided with background information about the novel's author Ernest Gaines and contemporary book reviews of
A Lesson Before Dying.
DAY THREE
WHAT'S ON FOR
TODAY AND WHY:
The lesson today will examine the social and political climate of the post WWII South. It is critical for the students to obtain a clear image of the novel's setting. The social and political air has a significant impact upon each character.
WHAT TO DO:
Lecture/class discussion format discussing the time frame of our novel.
The PBS excerpt, Bright Like the Sun, dealt with several key incidents:
the Scottsboro trial, the Harlem Renaissance, Joe Louis, Jackie Robinson, and
President Truman ordering equal treatment of blacks in the armed forces. We will review these points in order to create a better understanding of this period.
After viewing the tape, students will be asked to compare the visual presentation of segregation with the segregation and inequality explored by Gaines in chapters one through twelve. The blackboard will be utilized through the lesson to record findings.
HOW DID IT GO?
The lesson was successful if the students were able recognize and offer examples of oppression of the black community. If a lively, teacher facilitated, discussion evolved based upon the video and the examples illustrated by Gaines, then you have achieved what was meant to be achieved.
HANDOUTS FOR DAYS ONE & TWO
DAY FOUR
WHAT'S ON FOR TODAY AND WHY:
Discuss the term dehumanization and how it applies to the individual. We will read aloud page seven. This passage covers the defense attorney's thoughts on Jefferson. This particular event is the basis for the entire novel and therefore demands to be examined closely.
WHAT TO DO:
I will have the students separate into four groups. They will be asked to react to the words of the defense attorney as if they were one of the following characters: Miss Emma, Tante Lou, Jefferson, and a jury member.
Each group will share their take on their assigned character's reaction to the defense attorney's summation. Students will be required to cite specific reasons why they would assume the character's inner reaction to be this way.
A class discussion will follow based upon these ideas:
We can all agree upon what a devastating effect the harsh words of the defense attorney had upon not only Jefferson but also those who love him. The result is a huge psychological and emotional train wreck. Who has been called upon to "save/rescue" the potential carnage of this gruesome scene? (Grant Wiggins) Who solicits his help and why? (Miss Emma, his godmother because if Jefferson is to be put to death she wants him to be a man - Grant is to turn him into a man.) For further class discussion, refer back to your reading journals, what was your initial reaction to this task placed upon Grant? Did you think it was at all plausible for him to accomplish this? Why or why not?
HOMEWORK:
Words can be used to humiliate people. In this novel, the word "hog" is applied to Jefferson. Miss Emma wants Grant to prove to Jefferson the he is not a "hog" but a man. How are words used to both humiliate and redeem the characters of this novel?
HOW DID IT GO?
If students were able to create plausible reactions for each character and cite evidence for such a response, then the lesson should be deemed successful.
DAY FIVE
WHAT'S ON FOR TODAY AND WHY:
To reinforce the social inequities that existed in order to better understand our protagonist's frustration. Also, we will define connotation and denotation as preparation for an in class exercise on subtext.
WHAT TO DO:
Students, as part of a close reading exercise, will examine pages 42- 50. What is illustrated to the reader is Grant's reluctance to accept the job before him and the demeaning permission seeking process he must endure in order to commence his task. Grant is now forced to pander to the white males of this small community in order to ask for their permission to meet with Jefferson. Many inferences about characters can be formulated during the course of this particular meeting.
During class the students will dramatizes the events on pages 42 – 50. The purpose of this scene will be to show the social "hierarchy" that existed at this time. Grant has been waiting over four hours to get permission to visit with Jefferson – a job he'd rather not have. This skit should reflect his conflicted view and the prejudices of those who are wielding power. The class will be divided into three groups - editors, directors and actors.
The editors must cut the scene down to only include the information which is necessary and enables the audience to infer what the character's mindset. They must then, based upon the actual dialogue of the text, develop a script for the actors who will portray the inner voice of each character.
The directors will be responsible for movement and acting style of the students.
We will need a total of eight students to serve as our actors – four will act out the text as written by Gaines during this scene. The remaining four will stand behind an assigned character and articulate that character's inner thoughts via the script created by our class editors.
Points to be emphasized in presentation:
hostility, racism, compassion, disdain, reluctance, defiance
HOW DID IT GO?
Were students able to create skits in which the subtext was expressed? If they utilized stress, inflection, pauses, and nonverbal communication to express subtext then it was a success
DAY SIX
WHAT'S ON FOR TODAY AND WHY:
Today we will define the literary term characterization. We will then examine the composition of the two main characters - Grant and Jefferson. The goal is for the students to come to a conclusion as to what bonds Jefferson and Grant together.
WHAT TO DO:
Students will complete the following chart which will require them to think critically about each character's composition.
JEFFERSON GRANT
________________________________________________________________________
Physical description
________________________________________________________________________
Personality
________________________________________________________________________
Educational level
________________________________________________________________________
Social Interaction
______________________________________________________________________
Significant life
altering events
HOMEWORK:
Grant's job is to convince Jefferson that he is not a "hog" but a man. Grant, himself, isn't quite sure what constitutes a man. What definition of manhood does
A Lesson Before Dying provide?
HOW DID IT GO?
The class should eventually arrive at the conclusion that the greatest commonality between Jefferson and Grant is the fact that they are both black men. As black men existing in South in the 1940's, each has experienced racism and battled against prejudice. The historical oppression (slavery) has yielded a bonding effect between men. The students should be able to understand that a true "brotherhood" exist between them and that this is cause for Grant to now willingly continue on with his task.
HANDOUTS FOR DAY SEVEN
DAY SEVEN
WHAT'S ON FOR TODAY:
Reflection on slavery.
To examine the impact of slavery on the black male and their women.
Grant's realization of the importance of his mission.
WHAT TO DO:
Reread pages 166 – 167 and discuss
Discuss if this is still true and reflected in our society.
Discussion question – There are three strong women in this novel, Vivian, Tante Lou, and Miss Emma. How do their actions reflect the roles of black women within their families and in the African American society?
ENRICHMENT MATERIAL:
Read Dan Cryer's "Between Black And White" article and
Tina Kelley's "Through Machines, Seeing More of Others in Yourself"
Points to hit upon:
What it means to be different. What is different?
The importance of multiculturalism
HOMEWORK:Answer the following questions-
Each of the following characters, Miss Emma, Rev. Ambrose, Tante Lou, and Grant, has a different point of view regarding the purchase of the radio for Jefferson. Explain why.
Explain the symbolism of the radio in this chapter?
Why was Grant so emphatic that the radio be brand new?
Describe how Grant obtained the money to purchase the radio? What does this demonstrate?The turning point of the novel is apparent when Jefferson acquires the radio. Why?
DAY EIGHT
WHAT'S ON FOR TODAY:
Briefly discuss what a soliloquy is, in preparation for an in class writing exercise.
Today's question for class discussion - What makes a hero?
WHAT TO DO:
Students will read various accounts discussing the heroism displayed on 9/11.
Student's will then reread Grant's description of a hero (pgs. 191 – 193)
They will compare and contrast the two utilizing the blackboard to create a Venn diagram.
HOMEWORK:
I want you imagine what Jefferson's thoughts might have been after Grant asked him to become his hero. What might have been running through Jefferson's mind as he waits alone in his cell that evening. Create a soliloquy for Jefferson.
HOW DID IT GO?
Students should have been able to draw the conclusion that every man has the ability to become a hero. It is up to the individual to draw upon those innate attributes to either rise to the occasion or opt to fall. Did students succeed in "getting into" Jefferson's head when composing their soliloguies? If so, congratulations!
HANDOUTS FOR DAY EIGHT
DAYS NINE & TEN
WHAT'S ON FOR TODAY:
Understanding the vernacular.
Examining the humanization of Jefferson.
This lesson is time consuming and therefore must be covered over two days.
WHAT TO DO:
Chapter twenty nine is written by Jefferson. The language is that of a uneducated, poor, southern black. However, it is powerful. Students will be divided into five groups on day nine. Their task will be to "translate" an assigned section into formal English.
On day ten, one student from each group will read verbatim. This will be followed by the "translation".
As we discuss Jefferson's journal entries will create a chart illustrating Jefferson's thought pattern. This will help us better understand the "psychological process" Jefferson has undergone in order to achieve his level of acceptance.
HOW DID IT GO?
Were students successful at "translating" Jefferson's entries? Did they take to extra step and infer what Jefferson's mindset might be? Were both aspects achieved in the final "translation"? If so, the lesson has served all well.
DAY ELEVEN
WHAT'S ON FOR TODAY:
To discuss the impact of the execution on the main characters in particular and on the community in general.
WHAT TO DO:
Students will complete one of the following exercises:
You are a reporter for the local paper. Write an article recounting Jefferson's execution. Remember you are a reporter and the for must maintain a sense of objectivity. Your job is to answer who, what, when, where, why and how.
Imagine that you are a poet living within this small community. As you bare witness to Jefferson's execution and how it is affecting all, attempt to capture the emotions connected to such an event within a poem.
Create a visual interpretation of the mood of the town on the day of Jefferson's execution. This is open to the artist interpretation (the abstract to the realistic is fine!)
You are one of the main characters in the novel. Create a diary entry on the day of the execution.
HOW DID IT GO?
If the student's were able to wear one of the mask developed for them and render a plausible response, the lesson should be deemed a success.
DAY TWELVE
Our analysis of A Lesson Before Dying is now complete. In lieu, of a formal test, students will be asked to download the Martin Luther King Jr./Langston Hughes webquest. They are not required to complete the webquest only to use it as a resource for assisting them in formulating their essays. The essay to be written will be based on a reaction to this statement:
The American Dream – a reality or an unfulfilled ideal?
In their essay they should use evidence to support their reaction from the following sources: the webquest, supplemental readings, journals, and class discussions. All elements should be incorporated into a coherent, reflective, organized essay.
NOTE: SEE ATTACHED WEBQUEST