Implementation Plan 12 th Grade 3rd Marking Period
Theme: 1900 to the Present
Selection: from “The Train from Rhodesia” by Nadine Gordimer
Overarching Essential Goals:
__x_ Goal I: Describe, interpret, and evaluate classical and contemporary fictional texts of
many cultures in order to construct meaning, extend understanding and
demonstrate appreciation. (1.1, 1.2 and 1.5)
____ Goal II: Interpret and evaluate informational text in order to construct meaning.
____ Goal III: Produce written texts in a variety of modes appropriate to audience, purpose,
and tasks.
__x_ Goal IV: Employ research skills. (4.1, 4.4 and 4.6)
____ Goal V: Communicate effectively in creative and critical formats using various media. (5.3 and 5.6)
Unit Theme Introduction: from “The Train from Rhodesia” by Nadine Gordimer
Through reading “The Train from Rhodesia” by Nadine Gordimer, the student will explore the theme of racial injustice through the author’s reflections on apartheid.
Learner Outcomes:
1.1—Read, discuss, respond in literal, critical, and evaluative ways to themes of literature such as world view and use and abuse of power.
Differentiated Instructional
Activities/ Strategies:
Read and discuss Cultural Points of View on page 1009. (See also Examining the Issue:
Clashes of Cultures, page 1007.)
Read and discuss Nadine Gordimer, page
1008. Discuss her possible motivations for for writing story. (See also More About the
Writer, page 1008.)
1.2—Apply before, during, and after strategies to facilitate comprehension
Students will look for details that reveal the tensions between nonwhite majority and white minority.
Read and go over Previewing Vocabulary 1-4, page 1009.
Conduct free-writing, brainstorming, exercise using Make the Connection Quickwrite, page
1007.

1.5—Read independently from a variety of world cultures and historical periods.
2.4—Make critical judgments about the text by recognizing propaganda, stereotypes, and bias.
See Reading links.
Analyze and evaluate an excerpt from objective and subjective passages from “The
Train from Rhodesia.”
5.3—Select a means to communicate understanding and interpretation of ideas through visual arts, performance arts, and trade and technology skills.
Analyze and evaluate objective and subjective newspaper and/or magazine coverage of accounts on apartheid.
Research racial injustice in Africa.
Students will create a visual representation that depicts the conflict of racial injustice as presented by the media.
Research, then present collaborative interpretations of musical lyrics or visual arts that depict racial injustice.
Complete Differentiating Instruction activity, page 1013.
5.6—Apply a wide range of educational technologies to communicate information and ideas.
Utilize different technologies to present research.
Resources:
One-Stop Planner CD-ROM with ExamView Test Generator
The Holt Text
The Holt Reader
Supporting Instruction in Spanish
Audio CD Library
Audio CD Library, Selections and Summaries in Spanish
Vocabulary Development
Holt Assessment: Literature, Reading, and Vocabulary
Holt Online Assessment http:/www.go.hrw.com (Keyword: LES WL-7)
Reading Links:
Waiting for The Rain by Sheila Gordon
“Once upon a Time” by Nadine Gordimer

“Six Feet of Country” by Nadine Gordimer
“The Ultimate Safari” by Nadine Gordimer
Extension Activities:
Listen to the music of Paul Simon’s
Graceland , Ladysmith Black Mombazo, and others.
Read “The Prisoner Who Wore Glasses” by Bessie Head.
With parental permission slips students view movie Hotel Rwanda.
Research activists who fought against racial injustice.
Research and report on conditions in South Africa since apartheid has officially ended.
Informal Assessments:
Sidebar questions in The Holt Reader.
Response and Analysis questions, page 1015.
Discussions on story and racial injustice.
Vocabulary Development
Analyzing and Evaluating Real-World Events in Literature, page 1125F and 1125G.
Formal Assessments:
Holt Assessment: Literature, Reading, and Vocabulary
Holt Online Assessment