Brunswick High School
LFS Weekly Lesson Plan
Teacher:
Gehorsam
Subject:
British Literature 12 CP
Unit Topic:
The Novel – Cry, The Beloved Country;
vocab
Standard(s): ELABLRL1, RL2, RL3, RL4, RL5; ELABLRC1,RC2; ELA12W3; ELA12LSV1
Monday
Essential Question
How does racism cut
across many cultures,
across many decades
and centuries?
Dates:
Week of Oct. 10, 2011
Tuesday
Wednesday
Thursday
Friday
How does racism cut
across many cultures,
across many decades
and centuries?
How does racism cut
across many cultures,
across many decades
and centuries?
How does racism cut
across many cultures,
across many decades
and centuries?
How does racism cut
across many cultures,
across many decades
and centuries?
How do I enhance my
vocab so I can speak
and write effectively?
How do I enhance my
vocab so I can speak
and write effectively?
Activating/Acceleration:
(Some ideas: KWL, Pre-reading, Think Pair Share, Thinking Maps, Vocabulary Overview, Word Splash, Survey, Big Four)
What was the nature of
apartheid in South
Africa? Students will
review power point and
take notes.
What was the nature of
apartheid in South
Africa? Students will
report to the class
what they’ve learned.
Using vocab
workbooks, students
will complete Lesson
2, and review anwers
aloud
Review how to cite
sources correctly.
Students will divide
into groups to answer
Using vocab, students
will write model letters
Speak new vocab
aloud, and students
will make up new
sentences with the
vocab, using material
from the novel.
Continue film through
trial and take notes.
Brunswick High School
LFS Weekly Lesson Plan
questions on Cry, each from the girl to an
submitting his
imaginary mom.
answers, covering
Chapt. 1-12.
Cognitive Teaching Strategies: include time for distributed practice or summarizing
Cognitive
(Some ideas: Lecture/Question, Read/Discuss, TIMS, Hands on Activity, Thinking Map, Pictograph, Research, Vocabulary,
Diagrams/Graphs, Comprehension)
(Some idea
Diagrams/G
Students will research
apartheid in Media Ctr.
Citing sources,
students will take 15
notes and begin 3
paragraphs on
apartheid.
------------In class, students will
review Friday’s test.
Perform scenes with
Kumalo and the girl.
Students will research
apartheid. Citing
sources, students will
take 15 notes in Media
Center and begin 3
paragraphs on
apartheid.
In class, read op ed
from NYTimes about
pregnancy support
centers and tie this to
the girl’s situation.
Vocab 2 test
Discuss answers to
Tuesday’s group
questions.
Identify on graphic
organizer the key
problems s that mad e
Kumalo unwilling to go
home.
Read aloud students’
letters to “mom” and
discuss her options.
What were the options
for Absalom, Kumalo,
and other characters
after Absalom is
arrested for murder?
Perform key scenes of
the novel. Discuss.
Students take notes.
Cry test.
If possible, review Cry
test answers.
If time, grammar
review
Summarizing Strategies: (Some ideas: Ticket Out the Door, 3-2-1, The Important Thing, One Word, Learning Logs)
Cognitive
(Some idea
Diagrams/G
The main thing that I
learned was…
One word splash on
apartheid and share
with neighbor.
What should he/she
do….
How do the themes of
this novel reflect what
is going on today, in
As students pretend
that they are Kumalo,
they will write letters to
Brunswick High School
LFS Weekly Lesson Plan
your opinion? 1 para.
Finish report or
homework. File in
Gehorsam homework
folder or submit in
writing.
their wives, updating
them on the events in
Johannesburg.
Plan skits to sum the
book before major test.
FOR STUDENTS WHO HAVE BEEN OUT OF CLASS: Please answer each with a minimum of two sents. Asap. Thanks.
Cry, The Beloved Country reading guide
1.
2.
3.
4.
5.
6.
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7.
8.
9.
What problems plague Ndotsheni?
What does the word “umfundisi” tell us about Kumalo? What does the word mean?
What does the letter indicate about the family’s history and problems?
What seems to be the key conflict of the novel?
What do we learn about Kumalo on the train and during his first forays into Johannesburg?
Describe each of these characters:
Gertrude
Absalom. Discuss how his name is an allusion to a Biblical character.
Misimangu
Mrs. Lithebe
Describe conditions in Johannesburg.
Briefly recount Kumalo’s difficulties in finding his son.
Careful readers sense that Absalom is tied to Jarvis’s murder. Dramatic irony could be said to be at work here. Explain this
and other methods that the writer uses.
10. Is Kumalo’s brother a help or hindrance to Kumalo?
11. When Kumalo mistreats “the girl,” he could be said to be at the end of his rope. Find and discuss this scene when Kumalo
threatens the girl. How does the girl interpret his behavior – and how does this highlight of learned helplessness.
12. Severe oppression often leads people to give up. Find examples in the book of hopelessness vs. examples of determination.
Brunswick High School
LFS Weekly Lesson Plan
13. What turns out to be Absalom’s story?
14. Define “foil” (see lit terms in the back of your text), and discuss at least five ways in which Kumalo and Jarvis Sr. are foils.
15. Identify three themes by novel’s end and give evidence. (Prepare for final test.)
16. We discussed the impact of money, jobs, and opportunities. Do blacks and whites have equal opportunities for success in
South Georgia? Give evidence in support of your view.