In the sky above him a few big white clouds drifted. To the east Bigger saw the sun burning a dazzling yellow. They leaned their backs against the red-brick wall of a building, smoking, their cigarettes slanting white across their black chins. It was Gus who had first thought of robbing Blum’s.īigger took out his pack and gave Gus a cigarette he lit his and held the match for Gus. When he got to the door he saw Gus half a block away, coming toward him. Here is the scene (students will need their own copy, as either a physical or a digital handout): This lesson works best when students have already read at least Book One of the novel, in which this scene appears. The scene is significant because it serves as a microcosm of the novel’s central conflict. In this first lesson, students will re-read and color-code a particular scene from early in the novel. Lesson #1: Color-Coding a Scene (1-2 Days) Materials for all of these lessons are available in our Teachers Pay Teachers Store. This post will share a series of lessons that help students recognize (and analyze the effects of) key themes and motifs within the novel, the final product of those lessons being a full-length essay that, in part, was composed collaboratively. This is part three of a series of posts about teaching Richard Wright’s 1940 novel, Native Son (for part one, click here, and for part two, click here).
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