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Understanding by Design: Complete Collection Understanding by Design
3-16-2009
A Lesson Before Dying [12th grade]
Devon Erlich
Trinity University
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UNDERSTANDING BY DESIGN
Unit Cover Page
Unit Title: A Lesson Before Dying
Grade Level: 12
th
grade
Subject/Topic Area(s): English
Designed By: Devon Erlich
Time Frame: Six weeks (Thirty 50-minute class periods)
School District: NISD
School: John Marshall High School
School Address and Phone: 8000 Lobo Lane, San Antonio, Texas, 78240.
(210) 397-7100
OVERVIEW & STATUS
Brief Summary of Unit:
Students will focus on the novel A Lesson Before Dying by Ernest J. Gaines which
outlines the emotional and intellectual journey of a wrongfully convicted black man and his
teacher before the convicted’s execution in a Cajun community in the 1940’s. The themes
presented in the book will raise questions for the students such as What does it mean to be
human? What does it mean to be educated? And Is justice always just? They will explore
the idea that many issues surrounding justice, racism, and human responsibility are just as
prevalent today as for the characters presented in the novel.
Not only will students investigate major themes in the novel, but they will also focus on
literary elements. The class will question the author’s motivation for writing the novel and
for choosing certain characters and settings; they will discuss how author’s stylistic choices
help develop the theme or conflict in a story.
The unit will culminate in a cooperative learning project that asks the students an
essential question raised by the novel, do we control our future or do forces outside of our
control determine our destiny?
Unit: A Lesson Before Dying
Grade: 12
Stage 1: Desired Results
Understandings
Students will understand that…
Individual actions are motivated by both internal and external forces
There is a difference between obligation and commitment
Individual development requires dedicated effort
Conceptions of justice may vary
Authors have specific purposes for including different elements in their writing
Essential Questions
What does it mean to be human?
Do we control the direction of our lives, or do forces outside of our control determine our destiny?
What does it mean to be educated?
Obligation versus commitment: To whom do we owe things, and why?
How does an author’s choice of setting, characters, point of view, and other elements contribute to theme and
conflict?
Is justice always just?
Knowledge and Skills
Students will be able to…
1C. Write in a voice and style appropriate to audience and purpose
5D. Explain how writers represent and reveal their cultures in texts
8B. Draw upon their own background to connect to texts
8G. Draw inferences and support them with textual evidence and experience
9B. Read in varied sources
9D. Identify possible influences of the historical context of a literary work
10C. Recognize and discuss themes that cross cultures
12A. Compare elements of texts such as themes, conflicts, and allusions both within and across texts
12C. Analyze relevance of setting and time frame to text’s meaning
12F. Connect literature to historical contexts, current events, and his/her own experiences
13E. Describe how a writer’s motivation, stance, or position may affect text structure and tone
14C. Use text organizers to locate and categorize information
16A. Use conventions of oral language effectively
16C. Respond appropriately to the opinions and views of others
16F. Make relevant contributions in conversations and discussions
16G. Express and defend a point of view using precise language and appropriate detail
17B. Support major thesis with logical points or arguments
21C. Use a range of techniques to plan and crate a media text and reflect critically on the work produced
Stage 2: Assessment Evidence
Performance Task: Each one of you will be placed in a group of four. Each group will be
assigned a certain position on the following question: Do we control the direction of our lives, or
do forces outside of our control determine our destiny? You will either be arguing that it is free
will- personal decisions and actions, or fate- forces outside of our control, that determine the
outcome of our lives. In your groups, you must come up with at least four examples that support
you claim.
The four examples must come from the following:
• A Lesson Before Dying
• One non-fiction source (magazine, newspaper, online article, book, etc.)
• A previous work that we have read (Hamlet, Beowulf, The Canterbury Tales, etc.)
• A real life example (personal, a family member, friend, etc.)
Your group will have to present to the entire class, and each person must speak. The speeches
should be thorough and well-rehearsed; you may bring note cards. Your presentations will not be
timed, but I imagine they will be between five and ten minutes.
Along with your speeches, your group must have a visual to present with. Remember, your goal
is to persuade your audience that your opinion on fate or free-will is the right one. You can
accompany your speeches in a variety of ways, such as
• A PowerPoint
• A scrapbook
• A poster
• A slideshow
• A website or MySpace pages for characters/people
• You may choose another medium, but please speak to me first
The purpose of each visual is to highlight the important points that go along with each example
you discuss. Your visual cannot focus on solely one example but needs to incorporate all four.
Remember that artwork/visuals can be literal or symbolic. You should use your visual to engage
your audience as you speak; do not simply point at pictures at the end of your presentation.
When we are finished with presentations, you will have another major grade assignment. You
will be asked to write a persuasive paper defending your own individual belief on this topic. Not
only will you have to choose one side and defend your thoughts with examples, but you will also
need to write about the implications for individuals and the world that your decision raises. You
will be graded on the Northside writing rubric.
***The Performance Task handout and rubric is attached at the end of this document.
Other evidence:
Exit slips, Journals, Charts, Venn diagrams, Quizzes, Analyzing song lyrics, Setting/Snow globe activity, “On the
Fence” debates, Four Corners, Web quests, Storyboards, Theme statement and poster designing, timed writing,
comprehension and discussion questions
Stage 3: Learning Activities
(Steps taken to get students to answer Stage 1 questions and complete performance task)
Day 1- Think-Pair-Share: Ask each student to write the answer to the following question: What separates humans
from animals? After a couple of minutes, the students will meet with a partner and write a combined definition on
the white board. On the second white board in our room, I will have written the question, “What does it mean to be
human?” As a class, we will compile a list of answers based off of the first question. We will then read the first
(very short) chapter of A Lesson Before Dying. The students will answer this question on an exit slip: “Based on our
definition of what it means to be human, how is Jefferson dehumanized?” *Note- each class definition of what it
means to be human will be posted throughout the room and referred to for the remainder of the unit.
Day 2- Obligation versus commitment: To whom are we obligated, and why? Have the desks arranged in groups of
four with the mini-white boards on each cluster. Write multiple sentences, each containing the words obligated or
obligation, on a sheet of paper that the students will each receive as they walk in. Examples: “She did not want to
babysit, but it was her obligation to help her overwhelmed mother.” “The boy wanted to ask for the weekend off, but
he felt obligated to work because his manager had given him the past two weekends off.” Ask them to cross off the
word “obligated” in each sentence and replace it with other words or phrases. Although they can collaborate, each
person needs to write answers on their own paper. On the white board, the students need to answer the following
question: “What does it mean to be obligated to someone or something?” We will then read chapter two and three.
On the back of each handout will be a venn diagram. On side will be titled “Grant Wiggins” and one will be titled
“Henry Pichot.” As we read, they will write characteristics of each person. In the middle (where the circles meet),
the students will answer the following question: “How and why are Grant and Henry both obligated to Miss
Emma?”
Day 3- How does an author’s choice of elements contribute to theme and conflict? The students will sketch the
home that they were brought up in. If you have moved, they can choose their favorite place or the place where they
lived the longest. In their journals, the students will do the following: “Describe the place where you were brought
up. Include not only your home, but your surrounding community. How did the setting of your childhood shape you
as a person? We will then read chapter four of A Lesson Before Dying. The students will receive revised KWL
charts; this chart will be a “K-L-E” Chart, which will stand for what they know about the setting, what they learned
about the setting, and what the effects of this knowledge are. Today, they will fill in what they know about the
setting about the novel.
Day 4- How does an author’s choice of elements contribute to theme and conflict? The students will continue
working on their K-L-E Chart. They will read articles about the south during the 1930s and 1940s and fill in the
middle section of the chart to show what they learned. In the final column, they will fill in the effects of the setting
on the novel and characters so far. On the board, I will have butcher paper for the students to fill in the effects of the
setting on the novel. We will discuss the author’s motivation for choosing this location before moving on. Then, we
will read Chapter 5.
Day 5- How does an author’s choice of elements contribute to theme and conflict? The students will receive lyrics to
Alabama’s “Song of the South.” On a column next to the lyrics, the students will have to answer the question, “What
does this song tell us about the South during the Great Depression?” After listening to the song and discussing
student responses, I will guide them through specific elements that were mentioned such as Roosevelt, the TVA, and
wall street. As we read chapter 6, the students will list quotes from the book that convey to the reader that Grant
Wiggins is struggling with the racism that he is facing the South. They will turn in their notes on the song lyrics
and the quotes from the novel.
Day 6- Read chapters 7 and 8 together. The students will take an open book quiz called The Word Game where
they are given words and phrases and have to explain how each one relates to their reading. Examples of words that
will be used from this chapter are: superintendent, hands and teeth, wood, mulatto teacher, and superior.
Day 7- How does an author’s choice of elements contribute to theme and conflict? We will begin by reading chapter
9, the chapter where we finally meet Jefferson in jail. When we get to page 71, I will have all of the students and
stand in a six by ten area marked off on the floor, which is the same size as Jefferson’s jail cell. As they are standing,
I will read the description of the cell. We will discuss in what ways his environment is dehumanizing. We will finish
the chapter and then do the snow globe activity; this is where the students must capture the essence of the setting
presented in the chapter in a five-inch space (a snow globe). After illustrating the setting, they will answer and
explain their responses to the following questions: Is Jefferson being treated more like a human or an animal?
How do you believe Jefferson views himself? How do you believe that Grant views Jefferson?
Day 8- Obligation versus commitment: To whom are we obligated, and why? Journal- What does it mean to be
committed to something or someone? Name one person/thing that you are committed to, and explain how and why
you are committed. Read chapter 10. At the bottom of their journal entry, the students will continue with the
question, “At this point in the novel, does Grant feel obligated to help Jefferson or committed to helping Jefferson?
Explain.” We will then read chapter 11. Next, we will play “On the fence.” There will be a line drawn in the middle
of the room and students who felt the correct answer was “obligated” will fall to one side, and students who felt the
answer was “committed” will fall to another. Those who are undecided will stay in the middle. Each side of the
imaginary fence will have to make a decision to convince those in the middle (or me) that there side is correct. At
the end, the people who were on the fence will have to choose the most convincing argument.
Day 9- Do we control the direction of our lives or do forces outside of our control determine our destiny? Briefly
summarize chapter 12, and read 13 and 14. Discuss Grant’s inability to act. Why does he hate his town so much but
refuse to leave? We will then read Robert Frost’s poem, “The Road Not Taken,” and the students will do a
hexagonal activity which should lead them to think about making difficult choices. Hexagonal writing is where the
students fold a sheet of paper into six squares; in each square, they should look at the different elements of the text.
The tasks are:
• Describe it- Give a plot summary of the poem
• Associate it- Tell how it reminds them of a personal experience
• Apply it- Name one theme that is presented in the poem (What is the author saying about ____?)
• Analyze it- How is one literary device used in this poem to convey meaning?
• Compare it- How does it relate to A Lesson Before Dying
?
• Judge it- What is your opinion of this poem?
Day 10- Is justice always just? Journal- Why do you believe that sometimes innocent people are found to be guilty
in court? Should we continue to punish criminals, even though it is rare to be 100% positive that they committed a
crime? What is your opinion of the death penalty? Read chapters 15 and 16. I will hand out and explain the
webquest to the students that they will be starting the next day covering the Innocence Project of Texas:
http://ipoftexas.org/
.
Day 11- Is justice always just? We will go to the computer lab and the students will answer questions in a webquest
such as “Which state has more wrongful convictions than any other in the nation?” They will have to summarize and
react to at least two cases that are presented. Not only will the students search for answers, but they will have
empathy questions where they will have to put themselves in the shoes of certain people introduced on the website
and describe how they might feel.
Day 12- How does an author’s choice of elements contribute to theme and conflict? As we read chapter 17, the
students will have sticky notes with symbols for the following: characterization, dialect, V.I.P. (very important
point), and imagery. As we read, they will place the sticky notes inside their books at points where they see
examples of the mentioned elements; they will jot notes down on each sticky that relate to the sentence. When we
finish the chapter, they will meet in pairs. Each pair will then fill out a chart where they have to answer questions
such as “Why does the author use a certain dialect for different characters?” “How is Grant’s character changing?”
“What is revealed about Paul’s character?” “What were two of the most important points brought up in this
chapter?” and “How does the imagery in this chapter contribute to the tone?”
Day 13- Is justice always just? As we read chapter 18, we will do a “Say Something” activity where I will stop the
students as they read, and they each have to make a comment with a sentence starter. They can choose from such
stubs as: I don’t understand, I noticed, I was reminded of, I think, I’m surprised that, If I were, I’d like to know,
Although it seems, I realized, and I’m not sure. They will save this activity and finish it tomorrow. We will finish
with a journal and class discussion; I will give the students three fictional cases of crimes or punishments. After
each one, I will ask them to define the case as revenge or justice. Then, I will ask them to write how they decided for
each case. Essentially, I am asking, “Is there a difference between justice and revenge, and if so, what is it?”
Day 14- Is justice always just? Four Corners: The students will strongly agree, agree, disagree, or strongly disagree
with questions revolving around justice and the legal system. I will make comments such as “The legal system
sometimes views minorities unfairly,” “Rich people are less likely to be convicted of crimes than poor people,” and
“The death penalty is a reasonable punishment.” Summarize chapter 19 and do Say Something with chapter 20.
Day 15- Do we control the direction of our own lives or do forces outside of our control determine our destiny?
Journal: Listing; the students will have two minutes to list every person, event, or place that has changed them in
some way throughout their lives. After listing, they will have to circle one item on the list and write about how it has
affected them. We will read chapter 21; because this is where Grant just begins to show signs of change, the students
will answer the following comprehension questions for a quiz grade: “At this point in the novel, is Grant
obligated or committed to helping Jefferson? Explain.” “What are some of Grant’s positive qualities, and what are
his negative ones?” “Why do you think the author chose Grant, a teacher, to narrate this story instead of another
character?” “Has Grant changed at all since the beginning of this story, and if so, how has he changed?”
Day 16- The students will storyboard chapter 23. Before reading, they will be told to look for times in the book that
show an important element of Grant or Jefferson’s personality. They will have a mini-poster board and will split it
into six squares. Today, they will do the first three. They will chronologically illustrate three important moments
from the chapter. For the captions, not only do they have to write what is going on in the picture, but they have to
explain what this moment reveals about the character’s development.
Day 17- The students will storyboard the last three squares of their poster based on their reading of chapter 24.
Day 18- Obligation versus commitment: To whom are we obligated, and why? I will open with the discussion
question that the students have spoke about twice before; at this point in the novel, is Grant committed or obligated
to helping Jefferson? We will read chapter 25 and 26. Most likely, my students will need time to finish
storyboarding, so I am saving 15-20 minutes for them to put the final touches on their work.
Day 19- Journal- What does it mean to be educated? Are there different forms of education? Who is the most
educated person you know? I will have made copies of chapter 27 (it’s pretty short) so the students can write on the
copies. They will have two different colored highlighters- one for Grant and one for Reverend Ambrose. Every time
there is evidence that Grant is more educated, they will highlight that evidence in one color, and the same for
Reverend Ambrose. At the end of the reading, they will answer the question, “In your opinion, which character is
more educated? Defend your answer with evidence.” Time permitting, we will do the “On the Fence” activity again
where each side debates and has to convince the person or people who are undecided that their side is correct.
Day 20- How does an author’s choice of elements contribute to theme and conflict? Read chapter 28. I will give the
students a webquest based on the author’s life. In pairs, the students will research Ernest J. Gaines’ upbringing,
education, and history. Many of the questions at the end of the webquest will be higher order thinking questions
asking them about the author’s motivation to write the novel, his motivation to choose certain characters and
settings, and what they believe his desired results for the book were.
Day 21- Before we read chapter 29, Jefferson’s Diary, the students will have the guiding question written on the
board: “Did Grant reach his goal of making Jefferson a man before his death?” Together, we will read the chapter.
At the end, the students will answer the question on a sheet of paper. We will have a line going across the room to
represent a spectrum. The students will stand all the way on one side if they feel Grant absolutely, 100% met his
goal, and on the other if they feel he in no way even came close. Most of them will fall somewhere along the way.
We will go down the line and each student will explain his or her opinion.
Day 22- How does an author’s choice of elements contribute to theme and conflict? We will read chapter 30 and
make theme statements and theme posters. We will do guided practice by listing words on the board that the
novel is about, such as responsibility, injustice, racism, pride, humanity, etc. From the list of words, the students will
be asked, what is the author trying to say about this word? We will refine their theme statements, which they will put
on posters. They will then have to illustrate this theme, either with a literal character or scene from the book or
symbolically. They will have to write two examples from the novel that prove their theme. (Example: If I said that a
theme in Hamlet was that acting before thinking can lead to tragedy, I would describe Hamlet’s blind stabbing of
Polonious and the way it touched Ophelia and Laertes as one example).
Day 23- Do we control the direction of our own lives or do forces outside of our control determine our destiny? We
will finish the novel. The students will have a 15-minute timed writing as a quiz grade which asks, “How and why
has Grant Wiggins changed from the beginning of the novel to the end?” They will then use the rest of the class
period to finish their theme posters. If they do not finish in class, the poster is homework.
Day 24- Do we control the direction of our own lives or do forces outside of our control determine our destiny? I
will introduce the performance assessment, which is the culminating activity for the novel. I will explain the
assignment and answer questions, and the students will be placed into groups and given the case that they have to
argue.
Days 25-30: The students will work on their projects in the computer lab for two days and in class for two days.
They need to gather articles, write their speeches, work on a visual, and rehearse their presentations. On Day 29 and
30, the students will present.
Do we control the direction of our lives, or do forces
outside of our control determine our destiny?
Each one of you will be placed in a group of four. Each group will be assigned a certain position
on the question asked above; you will either be arguing that it is free will- personal decisions and
actions, or fate- forces outside of our control, that determine the outcome of our lives. Like
Jefferson’s lawyer, you may not agree with the side of the case that you have to argue, but you
still have to do your best to be convincing. In your groups, you must come up with at least four
examples that support you claim.
The four examples must come from the following:
• A Lesson Before Dying
• One non-fiction source (magazine, newspaper, online article, book, etc.)
• A previous work that we have read this year (Hamlet, Beowulf, The Canterbury Tales,
etc.)
• A real life example (personal, a family member, friend, etc.)
Your group will have to present to the entire class, and each person must speak. The speeches
should be thorough and well-rehearsed; you may bring note cards. Your presentations will not be
timed, but I imagine they will be between five and ten minutes.
Along with your speeches, your group must have a visual to present with. Remember, your goal
is to persuade your audience that your opinion on fate or free-will is the right one. Your visual
should be incorporated throughout your entire presentation. You can accompany your speeches
in a variety of ways, such as
• A PowerPoint
• A scrapbook
• A poster
• A slideshow
• A website or Myspace pages for characters/people
• You may choose another medium, but please speak to me first
The purpose of each visual is to highlight the important points that go along with each example
you discuss. Your visual cannot focus on solely one example but needs to incorporate all four.
Your visual should accompany your speaking and engage the audience; do not simply present
your visual as an afterthought. Remember that artwork/visuals can be literal or symbolic.
When we are finished with presentations, you will have another major grade assignment. We will
be starting a persuasive writing unit, and you will be asked to write a persuasive paper defending
your own opinion on this topic. Not only will you have to choose one side and defend your
thoughts with examples, but you will also need to write about the implications for individuals
and the world that your decision raises. You will be graded on the Northside writing rubric.
Exceeds Standards
(90-100)
Meets Standards
(80-89)
Approaching Standards
(70-79)
Below Standards
(69 or less)
Requirements The group has four or more
examples of fate or free will
from the assigned sources;
every person in the group
presents for a fair amount of
time; the group uses their
visual throughout their
presentation to engage the
audience and accompany
their speaking
The group has four
examples of fate or
free will from the
assigned sources;
every person in the
group presents (but the
extent of their speaking
may not be equal); the
group presents a visual
The group has three
examples of fate or free
will from the assigned
sources; most of the
group members
present; the group has a
visual
The group has two
examples of fate or free
will from the assigned
sources; some group
members present; the
group does not have a
visual aspect to their
presentation
Presentation
Quality
The presenters are
extremely organized; each
presenter is loud and clear;
the speakers engage the
audience with hand
motions, eye contact, and
energy. Overall, the
presentation is professional
and well-rehearsed
The presenters are
organized; most group
members are audible
and it is not difficult to
understand their
speaking; they use
some hand motions
and eye contact.
Overall, the
presentation has been
taken seriously.
The presenters appear
slightly unorganized; at
least half of the group
members were difficult
to hear or were difficult
to understand; they did
not make eye contact,
use hand motions, or
attempt to engage the
audience. Overall, the
presentation could have
been better
The presenters were
unorganized; most people
lacked clarity and were
not audible; they did not
make eye contact, use
hand motions, or attempt
to engage the audience.
Overall, the audience
could not focus on the
message due to the quality
of the presentation
Examples or
Evidence
Four or more examples
were drawn from the
assigned sources to
persuade the audience about
fate or free will; each
example was thoroughly
explained, and the speaker
connected the example to
their topic. The examples
chosen were not obvious;
the examples were not only
accurate, but provided an
in-depth look at a character
or circumstance.
Four examples were
drawn from the
assigned sources to
persuade the audience
about fate or free will;
each example was
explained, and the
speaker connected the
example to their topic.
The examples chosen
were all accurate, and
some may have
provided an in-depth
look at a character or
circumstance.
Three or four examples
were drawn from the
assigned sources to
persuade the audience
about fate or free will;
the examples were
somewhat explained;
they were not well
connected to the topic.
The examples chosen
were obvious but
accurate.
Three or less examples
were drawn from the
assigned sources to
persuade the audience
about fate or free will; the
examples were not
explained well and were
not connected to the
group’s topic. The
examples were obvious
and/or incorrect.
Visual The visual is used
throughout the presentation
to enhance the speaker’s
message; the visual adds
depth and detail to the
information presented; all
four examples are
represented with the visual;
overall, the visual is neat,
conveys effort, and is
creative.
The visual is used
more than once
throughout the
presentation to support
the speaker’s message;
all four examples are
represented with the
visual; overall, the
visual is neat and
conveys effort.
The visual is not used
throughout the
presentation but is
presented once at the
beginning or the end;
the visual simply
reiterates the
information presented;
three or less examples
are represented with
the visual; overall, the
visual conveys some
effort.
The visual is either not
present or conveys little to
no time or effort.
Teacher Comments:
This rubric accounts for 80% of your major grade. The other 20% will come from a peer evaluation filled out by your group
members. The other people in your group will anonymously grade you based on your attitude, knowledge of the material,
participation, and effort.
Peer Evaluation
Name: ________________________________________
Please fill out the table below for your group members as honestly as possible. All you need to
do is write the amount of points (out of five) that they deserve in each area. In the last column,
you will calculate how many points out of 20 you feel they should receive. They will not see
your comments or the grades you chose.
Attitude
(Worth 5
points)
Was this person
polite?
Easy to work
with?
Considerate of
feelings?
Positive?
Knowledge of
Material
(Worth 5 points)
Was this person
knowledgeable
enough about the
current novel, past
works, and other
examples to be an
asset to the group?
Participation
(Worth 5 points)
Was this person in
class every day?
Did they work every
day?
Did they present?
Did they help others
if they were finished
with their own work?
Effort
(Worth 5
points)
Did this person
do their best?
Did they
contribute to
group decisions?
Did they do
quality, “above
and beyond”
work?
Total
Points
(Out of
20)
Group
Member:
Group
Member:
Group
Member:
Group
Member:
*** Please add comments and concerns on the back of this sheet. What do I need to
consider when grading your group?
