Overview

Students should be able to analyze and interpret the information they have read thus far, as well as being able to express these observations and conclusions verbally in a large group setting.

Objectives

Students will analyze the novel in an informal group discussion.

Skills Attained

Students will be able to:

• Read of the text of The Color Purple closely.
• Analyze The Color Purple in the broader context of the history of slavery and the Jim Crow system.

Time Required

One class period.

Materials Needed

• The Color Purple novel
• Discussion questions (below)
• Discussion grading rubric
• Reading logs
• Notebook with activities and notes leading up to this discussion

The Lesson

Anticipatory Set

Arrange the classroom so that the seating is appropriate for a large-group discussion with possible room for students to break out into smaller groups and then reconvene in the large group at your discretion. Students should have completed their reading and reading logs through Chapter 47 and have the novel and their logs with them for reference during the discussion.

You will facilitate learning by allowing students to express themselves verbally in a structured atmosphere. Students who are strong verbal learners should be able to better comprehend information visually introduced to them through reading. By discussing the issues and even disagreeing on their conclusions, students will better understand and become more familiar with the novel's content, as well as the historical information and influences of the time.

Procedures

• Ask for opening comments, questions, etc. about the book.


• Then, move the discussion from there. You may use the list of suggested questions at various levels, but you should also feel free to add to these at your discretion based on your students' backgrounds, interests, and levels.

Assessment

Although you may want to create your own discussion rubric, you can use or alter this sample one. This rubric bases 50% of the grade being on behavior and 50% on content. You also may comment on and/or grade students' reading logs, which they should turn into you after the discussion.

This lesson was written by ReBecca Hostler, a teacher at Centennial High School in Roswell, Georgia.

Please answer the following questions. Note, too, that chapter references are given after each question in parentheses if the chapter is not included in the question.

1. Under what circumstances does Celie acquire a house of her own? What does she do with it? (82)



2. Who breaks Celie's heart? How? (83)



3. In Chapter 85, what bad news adds to Celie's distress over Shug?



4. How do Celie and Mr. _______________ finally resolve their relationship? (86)



5. How does Celie's store change the lives of the women around her? (89)



6. What American tradition with African roots will Celie have to celebrate Nettie's return?
   
   
7. What other survivals of African culture have you discovered while reading this book? (90)