The Gospel Truth Jarett Zentner/Mckenzie Matthews

February 2017
by Caroline Pignat
On a 19th century cotton plantation in Virginia, 16 year old Phoebe is a mute slave
who longs for her mother who was sold when she was only 6. Teaching herself to
read secretly, as it is illegal, to figure out where her mother was sold, Phoebe works
silently in the Big House waiting on the daughter of the plantation owner, Miss Tessa.
When a strange man arrives on the plantation from Canada to birdwatch, Phoebe is
asked to be his guide while Miss Tessa tries to gain his attention for herself. Mr.
Bergman eventually enlists Phoebes help to find slaves who wish to escape the
plantation. Caught up in this drama Phoebe also learns the truth about her identity
and parentage causing even more trauma. Written entirely in free verse from 6
characters perspectives, The Gospel Truth is high-paced and captivating. Other
novels have taken hundreds of pages to explain the feeling which this novel portrays
in short, brisk
Contextual Background

Caroline Pignat is an Irish-Canadian author and English teacher. She

attended the University of Ottawa and was published in several magazines
before beginning to write novels in 2008 with her debut novel, Egghead.
She won her first Governor Generals Award for Greener Grass: The Famine
Years. The Gospel Truth is Pignats eighth novel and second Governor
Generals Award Winner. Before writing this novel, Pignat researched to find
the right voice for all of the novels characters. Set in Virginia during the age
of cotton plantations, sources, such as Unchained Memories describing first
hand accounts of slaves during this time period, were used by Pignat. She
also researched birds native to the Virginia area where she found the
inspiration for the protagonists name in the Eastern Phoebe, an enduring
metaphor in the novel. Interestingly, contrasting points of views are explored
in the varying speakers in the novel, explained in a sort of stream of
consciousness style of writing. Not every person had the same experience
with slavery and this is clearly demonstrated in the novel.

Companion Texts:
Underground to Canada-Barbara Smucker
Nightjohn-Gary Paulsen
Walking Home- Eric Walters
Day of Tears-Julius Lester
Digitial Story: Secrets and Codes of the Underground Railroad
https://www.youtube.com/watch?v=GlwDAwKNfTU
The author,
Caroline Pignat
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Rationale for Teaching This Novel: February 2017

This novel would be an excellent text to teach as it is an accessible version of poetry, offers a close look at
inspiring characters to unravel, is filled with literary devices such as metaphor, allegory and symbolism, and is
historically accurate.The Gospel Truth is written entirely in first-person free verse. While this may seem intimidating
at first glance, the narrative is strong and weaves together effortlessly even while each short poem switches from
character to character. Because it is written in only one or two page poems it moves very quickly and seems to
read even faster than a smaller novel. Reading in small bursts is almost necessary, which makes this novel perfect
to read in class, as each poem is filled with metaphor and emotion to unravel. The poetry is accessible and clear
and reads like a stream-of-consciousness novel giving the reader direct access to the minds of the characters.
Character foils are strong and offer a rich look at differing perspectives confronting the same difficult situations.
The literary use of birds is consistent throughout the text and creates clear and powerful connections to the
characters and narrative of the text. Used as a metaphor in the very first poem, a bird with a broken leg becomes a
symbol of the protagonist herself and offers opportunity for discussion throughout the novel. Finally, the novel is
captivating and has something to offer every reader. The novel will create an emotional connection with a class
and hopefully instill a sense of empathy for the novel's

Questions We Had Throughout:

Where is Phoebes father in all of this?

How is a small, mute girl able to connect to Guiding Questions to Ask

the world and those around her seemingly so
Students Throughout:
effectively?
Why are birds used as such a strong metaphor
Is Birdman good? Bea seems to think he will throughout the novel?
exploit her.
Why do you think the author chose to make
Why is Phoebe a mute-what is the purpose
Phoebe a mute?
behind it?
What is the role that communication plays
How did Bergman come to choose Phoebe as
throughout the text?
a way of communicating with the other slaves,
why not go directly to them? What might be a reason for writing in verse

How far will this metaphor of birds carry on in rather than just prose?

the novel?
How does Phoebe learning to read help her

How historically accurate is this piece? compared to other slaves who cannot read but
talk instead?
Are there issues with Pignat appropriating
voice in this novel? What is the importance of listening in this
novel?

Explore the themes of courage, fear, safety, the

unknown?
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 Jarett Zentner/Mckenzie Matthews
February 2017

Themes- Slavery, Courage, Fear, Revolt, Security, Communication,

Listening, Perspective, Identity, Good vs. Evil, Family

Phoebe- The Dr. Bergman- His arrival Miss Tessa- Duncans

protagonist of the story.
Shy, mute, but always
watching, she is in touch
with the world around
her, as seen through her
love of birds. She desires
to be reunited with her
mother and will take risks
to do so.
at the plantation sets the white daughter, she is
story in motion. Readers the spoiled and selfish
initially do not know character foil to Phoebe.
what his intentions are Her thoughts contrast
but he has a clear with what Phoebe
interest in Phoebe in the desires.
novel. Ultimately he is an
abolitionist who is there
to help slaves escape to
Canada. He is the
mystery in the novel.

Bea- The cook on the
plantation and is a
motherly figure to
Phoebe, as she knew
Phoebe's mother. Bea
will be the one to reveal
the identity crisis to
Phoebe. She is the voice
of reason in the novel
and knows what happens
when a white man
approaches a black
woman
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Master Duncan- The
villain of the story, he is
the cruel master of the
plantation who will stop
at nothing to ensure his
and his familys success. does whatever he can for
Readers see his and
Phoebe's identity crisis
when they learn that he
is her father.
Shad- He represents the
theme of fear and security
found in the novel. As the
opposite to his freedom-
desiring brother, Shad
Master Duncan to ensure
his comfort on the
plantation. Interestingly, he
wishes to marry Phoebe
and work himself up in the
plantation hierarchy.
Activities- Grade Eight Jarett Zentner/Mckenzie Matthews
February 2017

Activity Assessment
Timeline GLO/SLOs
Name Tool
Free Write, Pair, Share BEFORE reading 1.1.1a revise Formative Assessment
-have students write for understanding and intended to set the
a 5 minute period expression of ideas mood prior to the novel
putting anything they by connecting new
can think of about and prior knowledge
Slavery in America. After and experiences
students will share with
a partner for a few
minutes and then share
as a class.
-After this activity, show
the companion youtube
video and discuss what
they learned as a class.

Character Outlines DURING reading (half- 2.2.2a/b interpret the Summative

and Compare and way) choices and motives Assessment
Contrast of characters -This assignment would
-Students will work with portrayed in texts, count as a small
a partner to choose two and examine how percentage towards the
narrators from the novel they relate to self and students grades. It
and describe their traits, others identify and would help ensure
symbols, beliefs, etc... describe characters students are
They then must attributes and comprehending and
compare and contrast motivations, using following the novel, as
the characters from a evidence from the well as understanding
literary and motivational text character development.
point of view. Present 2.2.1a discuss various
their findings on a ways characters are
poster. developed and the
-Provide a class for this reasons for and
and ask for completed plausibility of
poster a few days later character change

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February 2017

Researching Historical AFTER reading 1.1.1d seek out and Formative Assessment
Accuracy consider diverse -Complete this activity
-Teacher should give ideas, opinions and the day after finishing
questions on a experiences to the novel.
worksheet for students develop and extend
to fill out by doing own ideas, opinions,
research. Can use, and experiences
computers or books to 1.2.2a seek out and
complete the questions. consider diverse
Ex: When was slavery ideas, opinions and
abolished in America? 1.2.3a reconsider and
- Have at least 20 revise initial
minutes of class to go understandings and
over the questions as a responses in light of
group new ideas,
information and
feedback from others

Personal Response to AFTER reading 2.2.1d explain Summative Assessment

Text -Final Project connections between - Rubric to be made
-Students will work own interpretation considering creativity,
individually in finding a and information in effort, quality of work,
symbol that best texts, and infer how reasoning, and writing
represents themselves. texts will influence skills in their responses.
Similar to Phoebe others
identifying with the bird 3.3.1.b discuss
kept in a cage, students various ways
will be asked to find a characters are
symbol that relates to developed and the
them. reasons for and
-They visually represent plausibility of
it in some manner and character change
hand it in with a written 3.4.1b discuss various
response outlining the ways characters are
reasoning behind their developed and the
chosen symbol. reasons for and
plausibility of
character change

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