Objectives

• Analyse how Gaines uses the defense attorney's 'hog' speech in Chapter 1 to establish the novel's central conflict between dehumanisation and dignity.
• Explain how Grant Wiggins's narrative voice in Chapters 2–6 reveals his bitterness, complicity, and moral paralysis.
• Trace how Jefferson's language and behaviour shift across Chapters 11–24 as evidence of his growing self-recognition.
• Analyse how Gaines uses structural contrast — Jefferson's diary entries against Grant's narration — in Chapters 24–25 to convey the theme of redemption.
• Write a sustained, evidenced analytical paragraph that makes a clear argument about how Gaines presents race, identity, or dignity, using precise quotation from the novel.

The sequence

1. Lesson 1: The Hog Speech: Dehumanisation and the Courtroom in Chapter 1

   60 min · ch. 1

   Do now

   Read the following sentence from Chapter 1: 'What justice would there be to take this life? Justice, gentlemen? Why, I would just as soon put a hog in the electric chair as this.' Write two sentences: The attorney wants the jury to see that sentencing Jefferson to death would be as unjust as executing an animal. This harsh comparison strips Jefferson of his humanity, reducing him to something less than human in the eyes of the court.

   Teacher input

   Model a close-language analysis of the defense attorney's closing argument in Chapter 1, focusing on the word 'hog' and the phrase 'I would just as soon.' Show students how Gaines weaves the attorney's dehumanizing rhetoric into Grant's first-person narration — with Grant observing rather than speaking. Ask: why does Gaines choose to make Grant a silent witness in this moment? Illustrate how to construct a paragraph that transitions from the word to the sentence and then to the additional context provided by the narrative frame.

   Independent task

   Students will compose one analytical paragraph (PEEL or equivalent) addressing the question: 'How does Gaines use the defense attorney's language in Chapter 1 to establish the novel's central conflict?' They need to quote at least two phrases from the closing argument, analyze specific word choices, and connect these choices to their impact on Miss Emma and the reader. The paragraphs will be submitted for written feedback.

   Exit ticket

   Gaines opens the novel in a courtroom instead of Jefferson's cell to emphasize the theme of dehumanisation, highlighting how the legal system strips individuals of their dignity before their fate is decided.

2. Lesson 2: Grant's Paralysis: Voice, Bitterness, and the Pichot Kitchen in Chapters 2–6

   60 min · ch. 2, 3, 4, 5, 6

   Do now

   In Chapter 4, Grant spends two and a half hours waiting in Henri Pichot's kitchen. Three things Grant notices about the kitchen are its outdated appliances, the strong smell of food, and the cluttered countertops. Gaines wants us to understand that power dynamics are at play, as Grant's wait in the kitchen emphasizes his lower status compared to those in the sitting room.

   Teacher input

   Model how to interpret Grant's narrative voice in Chapter 3, particularly in the passage where he reflects, 'I had done it before, and I would have to do it again.' This is a clear example of free indirect discourse that shows both resignation and self-awareness. Guide students in distinguishing between Grant's direct statements and what Gaines hints at, focusing on the contrast between Grant's expressed reluctance and his eventual compliance. As part of your annotation demonstration, circle verbs of compulsion like 'had to' and 'would have to,' and discuss what these reveal about his sense of agency.

   Independent task

   Students mark up the section in Chapter 6 where Grant has a disagreement with Tante Lou, stating, "I teach what the white folks around here tell me to teach." They pinpoint: (a) two instances showcasing Grant's resentment towards his own position, (b) one instance where his words go against his expressed wish to leave, and (c) a sentence that explains what this indicates about his connection to the community he says he wants to flee. Annotated excerpts along with written commentary are submitted.

   Exit ticket

   Is Grant a victim of the same system that convicted Jefferson, or is he part of it? Use one word from the Chapter 6 passage to back up your response.

3. Lesson 3: Eating Off the Floor: Jefferson's Self-Loathing in Chapters 7–13

   60 min · ch. 7, 8, 9, 10, 11, 12, 13

   Do now

   In Chapter 8, Jefferson kneels down and eats the food Miss Emma brought directly from the bag on the floor. Write three adjectives that describe Jefferson's behavior in this scene, then write one sentence: whose idea of Jefferson is he embodying, and why?

   Teacher input

   Model a character-tracking analysis using Chapter 11, where Jefferson states, "I'm an old hog they're fattening up to kill" — marking the first time he engages in an extended conversation with Grant. Show students how to interpret this as Jefferson absorbing the attorney's language from Chapter 1, and explain how Gaines employs direct speech here for the first time from Jefferson to convey both his suffering and the start of genuine communication. Illustrate how to trace a character's development across chapters by juxtaposing the 'hog' reference from Chapter 1 with its repetition in Chapter 11.

   Independent task

   Students create a character-tracking grid for Jefferson in Chapters 7, 8, 11, 12, and 13. For each chapter, they note one quotation that illustrates Jefferson's behaviour or speech, provide an analytical comment on what this reveals, and assign a one-word label for his emotional state. At the bottom, they write two sentences explaining what the pattern indicates about how Gaines portrays Jefferson's dehumanisation before his recovery. The grids are submitted.

   Exit ticket

   > "Resignation" > This word reflects Jefferson's acceptance of his circumstances and the overwhelming sense of defeat he feels as he grapples with the harsh realities of his situation.

4. Lesson 4: The Radio and the Notebook: Jefferson's Transformation in Chapters 20–24

   60 min · ch. 20, 21, 22, 23, 24

   Do now

   In Chapter 20, Grant gives Jefferson a small radio, which symbolizes hope and connection to the outside world. By Chapter 24, Jefferson begins to write in the notebook, indicating his journey towards self-expression and reclaiming his identity, with Gaines introducing these objects sequentially to show Jefferson's gradual awakening and transformation.

   Teacher input

   Model a structural analysis of Chapter 22, in which Jefferson asks Grant, "Do you believe in God?" — marking the first time Jefferson takes the lead in questioning. Highlight for students how this line shifts the power dynamic from previous jail visits: Jefferson is now steering the conversation. Illustrate how to discuss structure at the sentence level — "Gaines holds off on Jefferson's first question until Chapter 22 because…" — and link this to the novel's overarching theme of transformation.

   Independent task

   Students are tasked with writing a comparative paragraph that examines the change in Jefferson's language from Chapter 11, where he says, "I'm an old hog they're fattening up to kill," to Chapter 24, in his notebook entry: "Goodbye Mr. Wigin, tell them I'm strong, tell them I'm a man." They need to include quotes from both passages, analyze particular language choices in each, and argue what this contrast shows about Jefferson's journey. Once completed, paragraphs will be submitted for written feedback.

   Exit ticket

   Jefferson's phonetic spelling of "im a man" captures his personal voice and authenticity, conveying a sense of individuality that a grammatically correct version would lack.

5. Lesson 5: He Was the Bravest Man: Dignity, Testimony, and the Novel's Close in Chapter 25

   60 min · ch. 24, 25

   Do now

   Paul tells Grant in Chapter 25: 'He was the bravest man in that room today.' Grant is not in the room — he could not go. Gaines likely keeps Grant away from the execution to spare him the emotional trauma of witnessing such a brutal event. Hearing about Jefferson's death solely through Paul emphasizes the distance between Grant and the harsh realities of the situation, highlighting his struggle to connect with Jefferson's fate.

   Teacher input

   Model a structural and thematic analysis of the final pages of Chapter 25, concentrating on the moment when Grant receives Jefferson's diary and subsequently breaks down crying alone in his schoolroom. Illustrate how Gaines employs the diary — composed in Jefferson's own voice and spelling — as a structural contrast to Grant's refined first-person narration throughout the novel. Explain how the tears in the closing scene indicate Grant's transformation as much as Jefferson's. Show how to discuss narrative structure ('Gaines withholds Jefferson's voice until…') as a critical analytical strategy.

   Independent task

   Students are required to compose a complete analytical response (three paragraphs, around 300 words) to the question: "How does Gaines use the ending of the novel — Chapters 24 and 25 — to convey the theme of redemption?" They should include references to Jefferson's diary, Paul's account of Jefferson's bravery, and Grant's emotional reaction in the schoolroom, incorporating specific quotes from each source. Final responses are to be submitted as the summative draft.

   Exit ticket

   Write one sentence: Who is the lesson of the novel's title truly intended for — Jefferson, Grant, or the reader? Support your answer with one piece of evidence from Chapter 25.

Activities

Assessment

• Exit ticket Lesson 1: checks whether students can connect the attorney's specific word choices to the concept of dehumanisation — look for 'hog' being read as a deliberate rhetorical strategy, not just an insult.
• Annotated extract Lesson 2 (Chapter 6): checks whether students can distinguish Grant's stated position from what his language implies — look for identification of verbs of compulsion and self-contradiction.
• Character-tracking grid Lesson 3 (Chapters 7–13): checks whether students can trace a pattern across chapters rather than treating each visit in isolation — look for a coherent one-word label sequence showing deterioration before any recovery.
• Comparative paragraph Lesson 4 (Chapters 11 and 24): checks whether students can write about language change as structural evidence — look for specific comment on Jefferson's phonetic spelling and what it adds.
• Exit ticket Lesson 5: checks whether students can argue for a specific answer about the novel's title using textual evidence — look for a named character and a quotation from Chapter 25, not a vague claim.

Standards covered

Common Core 11 12

• RL.11-12.1 — Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• RL.11-12.3 — Analyse the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
• RL.11-12.4 — Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyse the impact of specific word choices on meaning and tone.
• RL.11-12.5 — Analyse how an author's choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact.
• W.11-12.1 — Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

AP Literature

• Literary Argumentation (LAN-1) — Explain the function of word choice, imagery, and syntax in conveying the author's meaning.
• Character (CHR-1) — Explain the function of a character changing or remaining unchanged and what this reveals about the work as a whole.
• Narration (NAR-1) — Explain the function of point of view and how the narrator's reliability or limitations shape the reader's understanding.
• Structure (STR-1) — Explain the function of contrasting narrative voices — Grant's first-person narration versus Jefferson's diary — in contributing to the meaning of the work.
• Thesis and Evidence — Develop a thesis that makes a defensible claim about how Gaines uses literary techniques to convey a complex understanding of race, dignity, and redemption.

AQA

• AO1 — Read, understand and respond to texts, maintaining a critical style and developing an informed personal response, using textual references including quotations to support and illustrate interpretations.
• AO2 — Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate.
• AO3 — Show understanding of the relationships between texts and the contexts in which they were written and received — specifically the Jim Crow legal system, wrongful conviction of Black men, and the language of dehumanisation in 1940s Louisiana.
• AO5 — Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences.

Edexcel

• AO1 — Articulate informed, personal and creative responses to literary texts, using associated concepts and terminology, and coherent, accurate written expression.
• AO2 — Analyse ways in which meanings are shaped in literary texts — including Gaines's use of first-person narration, free indirect discourse, and the structural placement of Jefferson's diary.
• AO3 — Demonstrate understanding of the significance and influence of the contexts in which literary texts are written and received — including the historical context of racialised capital punishment in the American South and the novel's reception as an Oprah's Book Club selection in 1997.