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‘Termination Song
Ernest J. Gaines’ A Lesson Before Dying (Ch 14-16)

Introduction

 In this lesson, students will continue reading A Lesson Before Dying.

 45 Minute Period
 English SOL 12.3 The student will read and analyze the development of literature.
o c) Relate literary works and authors to major themes and issues of their
eras.
 English SOL 12.7 The student will develop expository and informational writings.

o a) Generate, gather, and organize ideas for writing.

Cognitive Objectives

 Students will practice outlining details of one major theme, locating important
points of dialogue, setting, action, and narration.
 Students will measure their predictions against what they have found in the text,
and forecast future narrative elements that may further the theme’s development.

Materials and Advanced Preparation

 A copy of A Lesson Before Dying for each student

 Copy of the film version
 Student journals

Teaching and Learning Sequence

Introduction/ Anticipatory Set (15 minutes)

 I will have students reconsider the ‘Termination song.
 I will play the song “I’ll Fly Away” (sung by Gillian Welch) to give an example
of a Determination song.
o Why is god so important to characters in the novel such as Reverend
Ambrose, Tante Lou, Miss Emma…?
o What might be some images that Tante Lou or Miss Emma might think of
when singing their songs?
 Freedom from work, from society; wealth; joyfulness…
o Why?
 They’ve worked all their lives for people who view them to be
inferior, they are poor, they are struck with grief…
 I will play a humorous song, “Big Rock Candy Mountain,” which portrays a
hobo’s vision of heaven…
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 I will ask if any students are willing to share things they included in their journals
or just any funny ideas of heaven they might have along the lines of “BRCM” or
“I’ll Fly Away.”
 I will ask: How did the ‘Termination songs fit into the previous chapter?
o The chapter opened with Tante Lou, Miss Emma, and Miss Eloise
preparing for Church (specifically, a Determination Sunday).
 What happened next? What was the flashback?
o Grant thought back to Friday when he came back from the jail and talked
to Tante Lou, Miss Emma, and Reverend Ambrose.
 Why were they so upset?
o Grant didn’t come home until very late… he had spent time with Vivian.
 What did Tante Lou accuse him of?
o Not going to the jail at all.
 How does Rev Ambrose act towards Grant?
o Angry, hostile…
 How did Grant quit going to Church? Why doesn’t Tante Lou fight the issue?
o He went less and less each time he returned from school. He was busy
studying and working, lost interest…
o TL doesn’t get upset over it because she wants him around. He said that if
she fought the issue he would just leave.

Lesson Development (25 minutes: 5 for 2 chapter synopses; 20 for chapter 16)
 We will read the synopsis for chapter 14 and then 15.
 We will move on to chapter 16, stopping at the following points:
o Stop after “’Cause I had to hit him today.”
 What are the students preparing for?
 Who tells Grant to go see Miss Emma?
 What does Miss Emma accuse Grant of?
 What justification does she have that he lied?
o Stop at the end of the prison flashback scene.
 How does Jefferson act when they visit?
 What does he ask for?
 What sets Jefferson off?
 How are Jefferson’s eyes/ face described?
o At the end of the chapter:
 Who does Emma blame for Jefferson’s behavior?
 What does she question?
 What does she ask Grant to do?
 What does Grant accuse Jefferson of?

Closure (5 minutes)

 To close, we will go over the study questions as a class.

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Homework

 None

Formative Assessment

 I will assess students through their answers to questions during the review activity
and during reading, and I will view their abilities to identify important points in
the text.

Summative Assessment

 I will quiz and test the students on the material on a later date.

Appended Materials (see appended materials section, listed alphabetically)

 Study Questions