Overview

Students should be able to analyze and interpret the information they have read thus far, and 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 the sample one that follows. 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. In the second sentence of the first chapter, Celie scratches out "I am" and then writes, "I have always been a good girl." Why?



2. What is Celie describing in the first chapter? Why is she sick? Why might her father be "good" to her mother now?



3. Why does Celie say that God fathered and took her baby? What does this say about her relationship with her father? (2)



4. Why does Celie want her sister to marry an older man? (5)



5. How does Celie learn about Shug Avery? What does she think of her? (6)



6. What are the qualities that Celie's father speaks of when he tries to marry her off to Mr. _________? (7)



7. What is Celie's first day with her new family like? (9)



8. What happens when Celie and Mr. _________ go to town? Whom does Celie see? (10)



9. Why does Celie say, "she doesn't know how to fight, she knows how to stay alive?" What is the difference? Give examples from Celie's life thus far. (11)



10. What was Mr. _________'s first marriage like? How do Celie's sisters-in-law treat her? What advice does Kate give Celie? (12)



11. What is Mr. _________'s occupation? What does he do? (15 & 16)



12. What are the circumstances under which Celie and Mr. _________ meet Sofia? (17)



13. What advice does Celie give Harpo to make Sofia mind him? What is the result? (19 & 20)



14. What does Sofia mean when she says, "A girl child ain't safe in a family of men?" Give examples from text. (21)



15. Why does Shug come to stay with Mr. _________ and Celie? (22)



16. When and how do Celie and Shug start to get along? (25 & 26)



17. Why doesn't Mr. _________'s daddy like Shug? (27)



18. How does Harpo's behavior change after he and Sofia begin to have physical fights? Why? (28)



19. What does Harpo do when Sofia leaves? (32)



20. What happens when Sofia comes to Harpo's juke joint? (36)



21. How does Sofia wind up in jail? (37)



22. What was the plan to get Sofia moved from jail to a location closer to home? What was the result? (39-41)



23. What is Sofia's life with the mayor like? What is the irony in the situation? (43 & 44)



24. What is the surprise Shug brings at Christmas? How does her relationship with Celie change? (45-47)