Description
please read the book
Nightjohn : Gary Paulsen : Free Download, Borrow, and Streaming : Internet Archive
available here
than make a unit plan based off of it choose 3rd grade
Nightjohn
Teacher’s Booklet
Pearson Education Limited, Edinburgh Gate, Harlow, Essex, CM20 2JE
England and Associated Companies throughout the World
© Pearson Education 2006
The right of Denise Savage to be identified as the author of this
work has been asserted by her in accordance with the Copyright,
Designs and Patents Act of 1988.
All rights reserved. No part of this publication may be
reproduced, stored in a retrieval system, or transmitted in any
form or by any means, electronic, mechanical, photocopying,
recording, or otherwise without the prior written permission of
the Publishers or a licence permitting restricted copying in the
United Kingdom issued by the Copyright Licensing Agency, 90
Tottenham Court Road, London, W1T 4LP
ISBN-10: 1-4058-2064-0
ISBN-13: 978-1-4058-2064-6
First published 2006
Nightjohn Teacher Support
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Introduction
Synopsis
Nightjohn tells the moving story of black slaves on a cotton and corn plantation in the
United States of America, and the arrival of a naked young man called Nightjohn who has
apparently nothing to offer anyone. However, Nightjohn understands the power of
reading and writing and has a mission to subvert the laws of the white slave owners by
secretly educating the slaves. The story is narrated by 12-year-old Sarny who, despite
the vicious punishments that are promised by the white ‘masters’, becomes a disciple of
the strangely mystical Nightjohn. The novel’s themes of freedom, race, sacrifice and
heroism can be contrasted with those of ownership, power and corruption. The explicit
cruelty and violence described are tempered with compassion.
The first person narrative is in dialect which, although unfamiliar to begin with, is
compelling not only in its honesty but also in its simplicity of emotion. Sarny has known
no other life, and her descriptions of the hardships and cruelty suffered by the slaves are
graphic, yet without sentiment. Nightjohn’s teaching is almost Christ-like, bringing hope
to Sarny and to his other disciples.
Teaching Nightjohn at Key Stage 3
Nightjohn is a short but extraordinarily powerful book that provides an excellent choice of
novel for all abilities in Year 9. The novel provides many opportunities for close
reading and this resource mainly focuses its teaching on Assessment Focus 5 –
the writer’s use of language. It is anticipated that Year 9 students may have
some difficulty identifying with Sarny. The teaching therefore includes several
empathetic activities, both oral and written. Historical and contemporary
background information to support the reader is also included.
Structure of this resource
This resource provides suggestions for activities which can be easily slotted into a
scheme of work around the novel. It consists of two parts: the overview of teaching
and learning and the resources.
The overview of teaching and learning aims to secure progression in learning, rather
than just progression through the pages. It has been divided into seven natural sections.
The overview for each section indicates:
•
•
•
•
the chapters to be read
the features of the text to be explored
the learning aims for the section (including Assessment focuses)
brief descriptions of the approaches to teaching.
The resources comprise:
•
•
•
Pupil worksheets (which can be photocopied)
Teacher support sheets/OHTs etc
Assessment criteria, grids etc.
Nightjohn Teacher Support
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Overview of teaching and learning
Section
Features to explore
during reading
Chapters 1-2
Before
Nightjohn’s
Arrival
•
•
Resources
Resource Sheet
1
Resource Sheet
2
Resource Sheet
3
•
•
The lives of the slaves.
Prediction: who is
Nightjohn? What
impression does the writer
give us of him? Why?
How are our expectations
raised?
References to freedom,
power and money.
Discussion of what this
tells us about the lives of
the slaves and their
owners.
Study of the dialect and
guessing its meaning.
Learning targets
Activities
Learning focuses
To be able to:
•
explore the cultural
and historical context
of the novel
•
understand how the
writer creates a
sense of anticipation
by exploring the
clues given and the
mood created in the
writing
•
expand note-taking
skills.
Activity 1: Research skills
•
Pupils read Resource Sheet 1 in order to gain insight into how
slaves were treated in the eighteenth century.
Assessment focuses
and Framework
objectives
Reading AF2: 9R1, 9R3
Reading AF3: 9R18
Listening skills: 9S&L7
Nightjohn Teacher Support
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Activity 2: Predicting character
•
With partners or in groups of three, pupils prepare a presentation
illustrating how the writer creates an impression of Nightjohn before
his arrival. Using Resource Sheet 2, pupils retrieve information
from the text and group it under the headings provided.
Extension
•
In the boxes provided on Resource Sheet 3, pupils make notes on
the themes of freedom, power and money in the novel, in relation to
both slaves and slave owners.
Section
Features to explore
during reading
Chapter 3
Nightjohn
Arrives
•
•
Resources
Resource Sheet
4
Resource Sheet
5 (OHT)
Resource Sheet
6
Resource Sheet
7
•
•
•
•
The question of what life
would be like if we could
not read or write.
Language rhythms which
describe Nightjohn’s
arrival; reversal of
black/white symbolism;
emphasis on ‘beautiful
black’ (pages 8–9).
Theme of learning and
‘knowledge as power’.
Discussion of why we
keep secrets.
Actual appearance of
Nightjohn compared with
pupils’ predictions.
Why Nightjohn cost so
much when he appears so
troublesome.
Significance of trading
tobacco for letters.
Nightjohn Teacher Support
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Learning targets
Activities
Learning focuses
To be able to:
•
analyse a writer’s
choice of language to
influence the reader
•
identify and explore
themes.
Activity 1: Discussion
•
Read Resource Sheet 4 with the class and use it to elicit responses
on the issue of illiteracy. How would the pupils themselves cope on a
daily basis without being able to read or write?
Assessment focuses
and Framework
objectives
Reading AF5: 9R1, 9R12,
9S&L7
Activity 2: Use of language
•
Using Resource Sheet 5 (an extract describing Nightjohn’s arrival)
and Resource Sheet 6 with the class, study the grammatical and
literary features the writer employs. Look especially at the rhythms
of the language, the suggestion of violence, the effect on the reader
and the reversal of black and white.
Extension: Further discussion
•
What commodity is most precious to the pupils? What would they be
prepared to trade for it? How much do they value education?
Activity 3: Further use of language
•
Assess pupils’ understanding of Point / Evidence / Explanation (PEE)
using Resource Sheet 7. This will test Assessment Focus 5.
Section
Features to explore
during reading
Chapter 4 (up
to page 31)
Alice’s Despair
•
Resources
Resource Sheet
8 (OHT)
•
•
•
Dehumanisation of the
slaves through extreme
use of violence. Abuse of
power and authority.
Explicit descriptions of
violence.
Language (sparse,
unemotional, concise,
clear) that portrays
violence and degradation
of the slaves.
The writer’s purpose.
Where does he stand in
relation to this violence
(e.g. white, male)? Is he
slightly voyeuristic?
Voice: Alice has no voice
except through the
narrator.
Nightjohn Teacher Support
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Learning targets
Activities
Learning focuses
To be able to:
•
work in a role,
changing
perspectives and
exploring issues
•
analyse language
with special
reference to authorial
perspective and
different cultures.
Activity 1: Dramatic viewpoints
•
Choose three scenes from the novel which depict the cruelty to the
slaves. Using a dramatic film ‘freeze frame’, add captions to the
scenes and discuss with the pupils where the writer, director or
camera person would stand.
Assessment focuses
and Framework
objectives
Reading AF5: 9R6
Drama skills: 9Dr12
Activity 2: Use of language (writer’s viewpoint)
•
The shared reading activity on Resource Sheet 8 looks at the
writer’s use of language with specific reference to the violence and
cruelty described in the extract. Encourage pupils to examine the
writer’s standpoint and purpose.
Section
Features to explore
during reading
Chapter 4 (page
31 to end)
Teaching is
Dangerous
•
Resources
Resource Sheet
9
Resource Sheet
10
•
•
•
Narrative voice – when is
Sarny writing this? As a
12-year-old or older?
Why the owners fear
slaves gaining knowledge.
Discussion of why we keep
secrets.
Nightjohn as a godlike
hero, with symbolic
elements to his character.
Nightjohn’s power through
creating hope for the
future. Link to other
influential leaders like
Martin Luther King, Nelson
Mandela and Gandhi.
Learning targets
Activities
Learning focuses
To be able to:
•
explore different
methods of opening,
structuring and
ending narratives,
and experiment with
narrative perspective
•
explore themes and
discuss implications
raised by reading
•
synthesise
information from a
range of sources and
shape it to meet the
reader’s needs.
Activity 1: Narrative perspectives
•
Using Resource Sheet 9, pupils complete a writing task. They write
Mammy’s testimony, imagining her giving evidence about life as a
slave, describing the conditions, hardships and cruelty. They should
aim to use understatement and not graphic detail, yet should still
convey the horror. They can choose one of the three narrative
techniques explained on the sheet.
Assessment focuses
and Framework
objectives
9Wr5, 9R2
9S&L7
Nightjohn Teacher Support
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Activity 2: The nature of heroism
•
Discuss with pupils their views on the nature of heroism. What are
the characteristics of a true hero?
Activity 3: Research
•
Pupils fill in the table on Resource Sheet 10 with information found
on the Internet about the three statesmen Martin Luther King, Nelson
Mandela and Gandhi. They are asked to compare what they have
found with their impression of Nightjohn.
Section
Features to explore
during reading
Chapter 5
Words End in
Punishment
•
•
Resources
Resource Sheet
11
•
How the writer contrasts
graphic violence with
resignation and bravery.
Feelings and thoughts
about the nature of
extreme violence: relate
to violence in films.
Mammy and Nightjohn’s
stoicism.
Nightjohn Teacher Support
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Learning targets
Activities
Learning focuses
To be able to:
•
use standard English
to explain, explore or
justify an idea
•
discuss implications
raised.
Activity 1: Small group discussion
•
Resource Sheet 11 looks carefully at Chapter 5 and requires pupils
to discuss their thoughts, feelings and ideas about the graphic
violence.
•
Pupils work in groups of three: two take it in turns to speak, whilst
the third notes down their views. How does it relate to violence they
have seen in films, for example?
•
Each group should feed back their views to the rest of the class.
Assessment focuses
and Framework
objectives
9S&L2, 9S&L7
Section
Features to explore
during reading
Chapters 6-7
and Words
Got Some Things
To Do – Words
•
Resources
Resource Sheet
12
Resource Sheet
13
Resource Sheet
14
•
•
•
•
•
Nightjohn’s character:
comparison with similar
characters, e.g. Aslan,
Gandalf. What does his
name mean?
Why does Nightjohn
escape and promise to
return? (Important part of
narrative – he has
disappeared before to
teach others.)
Nightjohn returning (like
Christ from the
wilderness).
His message is not
revolutionary, but a slower
process – about language
and learning.
Irony of reading a
catalogue which contains
items the slaves could
never buy.
‘Words’ – like a poem.
Nightjohn Teacher Support
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Learning targets
Activities
Learning focuses
To be able to:
•
explore character
and retrieve
information
•
understand how
characters are
created through their
actions and the
language they use.
Activity 1: Exploration of character
•
On Resource Sheet 12 pupils write as much information as they
can find about Nightjohn. They should do this by looking back over
the novel and referring to the text for quotations and specific
references to Nightjohn.
Assessment focuses
and Framework
objectives
Reading AF2: 9R1
Reading AF5: 9R6
Extension
•
Activity 1 could be extended to making comparisons with similar
characters such as Aslan and Gandalf.
Activity 2: Creating a timeline
Resource Sheet 13 provides the start of a timeline of events in the
•
novel. Work with pupils to continue the timeline showing the main
events in the novel.
Activity 3: Assessment
•
Hand out Resource Sheet 14. Pupils have 45 minutes to complete
the assessment. They are required to explore the character of Sarny,
using the techniques they learned looking at Nightjohn’s character on
Resource Sheet 12. The sheet helps them to plan their work.
Extension
•
Pupils look at the final chapter entitled ‘Words’. Ask them to focus on
the repetition and biblical rhythms (symbolising the hope for change)
in comparison with the violence of previous chapters.
Section
Features to explore
during reading
Words and
Afterword
The Way to
Know
•
Resources
Resource Sheet
15
Recordings of
Negro Spirituals
•
•
•
•
The historical background
to the text.
Returning to the foreword
makes the reader realise
why it is there.
Testimonials by slaves
(Harriet Tubman) gives
the novel authenticity.
Recordings of Negro
Spirituals (Ledbelly,
Mahalia Jackson).
The myth of America, e.g.
the constitution,
segregation, Civil Rights
Movement, Rosa Parks,
Martin Luther King
Nightjohn Teacher Support
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Learning targets
Activities
Learning focuses
To be able to:
•
consider different
narrative
perspectives and
techniques
•
look at varying ways
of collecting relevant
information
•
analyse how different
cultural contexts
have influenced
language and style.
Activity 1: Research
•
Using the Internet, ask pupils to carry out further research into the
historical context of slavery by looking at the Civil Rights Movement
and testimonials by slaves.
Assessment focuses
and Framework
objectives
9Wr5, 9R1, 9R16
Activity 2: Negro Spirituals
•
If possible, access some recordings of Negro Spirituals to play to
pupils. Or read Resource Sheet 15 with them to give them an idea
of where blues and gospel music originated.
Extension: The next chapter
•
If pupils have completed the activities, ask them to write the next
chapter in the novel. Encourage them to consider where they would
take the story next.
Pupil Resource Sheet 1
Who was Thomas Jefferson?
•
•
•
•
•
•
•
•
•
•
•
Lived from 1743–1826.
Worked as a public official, historian, philosopher and plantation owner
and founded the University of Virginia.
Third president of the United States.
Author of the Declaration of Independence (first drafted in 1776) which
proclaims that all men are equal in rights, regardless of birth, wealth, or
status, and that the government is the servant, not the master, of the
people.
Inherited a considerable landed estate, including slaves, from his father.
Began building Monticello, his home, when he was 26.
Married Martha Wayles Skelton and had six children.
Owned about 200 slaves, almost half of them under the age of 16.
Controversy during his lifetime over whether he fathered children by a
slave named Sally Hemmings. This has since been proved to be true.
Freed two slaves in his lifetime, freed five more in his will and chose not to
pursue two others who ran away. All were members of the Hemmings
family. The seven he eventually freed were skilled tradesmen.
Although he wrote the words ‘All men are created equal’, his words and
deeds are contradictory on the issue of slavery – he found no solution.
(From www.monticello.org/jefferson)
A background to North American slavery
•
•
•
•
•
England played a major role in sending slaves to North America.
A ‘triangle of trade’ in the eighteenth century brought black slaves from
West Africa to the West Indies. This ‘triangle’ involved three separate
journeys across the Atlantic. Ship owners made the most money from
Atlantic crossings.
o First journey: started from Liverpool or Bristol, taking goods like
firearms, alcohol (especially rum), cotton goods and metal trinkets
to West Africa. These were exchanged by traders for slaves
captured from the African interior.
o Second journey: slaves were packed into vessels in appalling
conditions for an Atlantic crossing – crammed below decks,
shackled, badly fed and terrified. An estimated 12 million made the
journey, but one in six perished before reaching the West Indies.
Slaves were sold in exchange for molasses (extracted from sugar
cane), tobacco and cotton.
o Third journey: slaves shipped from the West Indies back to England.
Triangle of trade starts again.
The history of life on the North American slave plantations is well
documented. See www.diduknow.info/slavery/ for further slave stories and
records of slave life.
Slavery was finally abolished in the United States in 1863.
Nightjohn Pupil Resource Sheet 1
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Pupil Resource Sheet 2
Task
Nightjohn does not appear in the story until Chapter 3. However, the writer
anticipates his arrival in various ways.
With a partner or in a group of three, prepare a presentation to the class under
the headings below, showing your understanding of the build-up to Nightjohn’s
arrival. For this activity it is important that you pick up the clues about Nightjohn
and explore the mood or tone associated with any references to him.
The actual references made to Nightjohn in Chapters 1 and 2
The language used when referring to Nightjohn
The overall impression given of Nightjohn before his arrival
What Nightjohn seems to mean to Sarny, the narrator
Nightjohn Pupil Resource Sheet 2
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Pupil Resource Sheet 3
Task
In the boxes below, write notes to show what you have discovered about the themes
of freedom, power and money in Chapters 1 and 2. The first one has been done for
you in each case.
FREEDOM
1. Slaves have no freedom: women used as
‘breeders’ – can’t bring up their own babies.
2.
3.
4.
POWER
1. Clel Waller wants to be called ‘master’.
2.
3.
4.
MONEY
1. Waller’s wife and sister complain – he
spends money on slaves (‘hands’) – none
left for dresses.
2.
3.
4.
In the box below, sum up in one sentence the differences between the slaves
and their owners with regard to freedom, power and money.
Nightjohn Pupil Resource Sheet 3
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Pupil Resource Sheet 4
Literacy: international statistics
•
130 million of the world’s children aged 6–11 are not in school. Of these, 90
million are girls. One in four of the girls who start primary school drop out
within four years.
•
More than half of these 130 million children are in India, Pakistan,
Bangladesh, Ethiopia and Nigeria.
•
A further 150 million children drop out without basic literacy or numeracy
skills.
•
World Bank research shows that investment in girls is the single most
valuable development intervention any country can make.
•
The World Education Forum’s targets are (a) universal primary education by
2015, and (b) the elimination of gender inequality by 2005. (Do you think
these targets were/can be achieved?)
•
One in four adults in the developing world is illiterate.
•
More than half of women in sub-Saharan Africa are illiterate. Over 80% of
women are illiterate in Burkina Faso, Sierra Leone, Nepal, Somalia and
Afghanistan.
•
The child of a Zambian mother with primary school education has a 25%
higher chance of survival than the child of a mother with no education.
•
In the Philippines, if mothers are educated to primary level, child mortality is
reduced by half.
•
The illiteracy rate in Sierra Leone and Liberia is 80%. They rank with Angola
at the very bottom of the UN’s human development index.
(The Guardian, March and April 2000)
Nightjohn Pupil Resource Sheet 4
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Teacher Resource Sheet 5 (OHT)
His back was all over scars from old whippings. The
skin across his shoulders and down was raised in
ripples, thick as my hand, up and down his back and
onto his rear end and down his legs some.
I wondered why he was bought with all the marks.
When they be marked that way people don’t buy them
because it means they hard to work, hard to get to
work.
But he did. Waller he brought Nightjohn home and ran
him naked till he sweated and the biting flies took at
him and I was there and saw him come in.
I’m brown. Same as dark sassafras* tea. But I had
seen black people, true black. And Nightjohn was that
way. Beautiful. So black he was like the marble stone
by the front of the white house; so black it seemed I
could see inside, down into him. See almost through
him somehow.
*sassafras – a small North American tree with aromatic leaves
and bark from which oil is extracted
Nightjohn Teacher Resource Sheet 5
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Pupil Resource Sheet 6
Task
You will be studying the concept of Point / Evidence / Explanation
(PEE) on this sheet. Look at the example given here and then, with a
partner, practise using the phrases below to explain points about the
novel that you want to make.
•
•
•
Point: The writer turns black into a beautiful thing.
Evidence: (Nightjohn was) ‘So black he was like the marble stone
by the front of the white house; so black it seemed I could see
inside, down into him.’
Explanation: This makes it sound like being black is truly a
wonderful thing, and not evil, dark or inferior in any way. It gives
the impression that the white house, where Waller lives, is the
evil place, and black has a much deeper meaning as a symbol of
beauty and goodness.
makes it sound like
sounds as if
gives the impression
makes the reader think
conveys a sense of
suggests
it’s as if
creates a feeling of
makes the reader feel
reminds the reader of
Nightjohn Teacher Resource Sheet 6
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Pupil Resource Sheet 7
Task
1
Read the section from ‘Two times a day at the wooden trough –
that’s how we eat’ (page 10) to ‘They usually go to sleep as soon
as they hit the corn-shuck pallets on the floor’ (page 11).
2
How does the writer describe the way the slaves are treated?
What is the effect on the reader?
3
Complete your answer in the following PEE grid. Remember the
letters PEE are short for Point, Evidence, Explanation. (Use the
phrases from the list on Resource Sheet 6.) The first one has
been done for you.
How the writer describes the way the slaves are treated
POINT
EVIDENCE
EXPLANATION (Effect on
the reader)
1. The slaves are
‘the wooden trough –
The writer helps us to
treated like
that’s how we eat’ …
picture the despicable
animals.
‘the little ones … have to conditions of the slaves.
lick the bottom of the
Like animals, they share a
trough’
trough for their food and
have no cutlery with which
to eat. They are
dehumanised in the simple
act of feeding and have to
accept it as they live in fear
of punishment.
2.
3.
4.
5.
Nightjohn Pupil Resource Sheet 7
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Pupil Resource Sheet 8
Task
Read the extract below from pages 17 to 18 in which Alice is punished
for wandering up to the white house. How is the violence and cruelty
described in this passage? What is the effect on the reader? Use the
underlined phrases to comment on the writer’s use of language.
The spring house was where we got drinking water. It was
made of stone and with heavy walls. They had rings of iron to
be made in the walls many years past, big rings of iron with
chains and shackles and they put Alice there and tore her
clothes off.
Then the master he whipped her his ownself with a rawhide
whip cut from an old gin belt used on the cotton gin*.
Sometimes he doesn’t whip and makes a field hand do it and
stands with his pistol in his belt and smiles.
But sometimes he likes to take the whip and this time he
whipped her until her back was all ripped and bleeding. We had
to watch. Every time there was somebody to be on the wall of
the spring house and be whipped or other punishments we all
had to watch.
When it was done and she had screamed until she sounded like
pigs being cut he made mammy to go to the salt house and get
salt and rub it in the cuts to make more pain.
I never heard a sound like that. I’d seen men whipped but
never that kind of sound, cutting like that, high and higher until
it whistled in my ears.
Then he left her to hang there until the next day. The flies they
came and mammy went out and covered her back with a cloth
and kept some of them off so they wouldn’t make maggots in
the cuts.
Next morning they took her down and they was some maggot
eggs but not so bad. I helped mammy clean Alice. We took her
in the quarters and mammy she rubbed grease on Alice’s back
and I sat and held her hands because she kept trying to reach
around and push mammy’s hand away.
All the time she don’t say anything.
* machine for removing cotton from its seeds
Nightjohn Pupil Resource Sheet 8
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Pupil Resource Sheet 9
Task
Write Mammy’s testimony. You could tell her story in a number of
ways. Choose one from the following three suggestions:
First person narrative
Here you write in Mammy’s voice, as if you are Mammy. She is more
cautious than Sarny and likely to be more controlled in her speech,
especially if talking to a white man. You can include her thoughts and
feelings, as well as descriptions of her life. You could begin like this:
When we lived on that plantation the work was real hard. Went
out before sunrise into the cotton fields and came back late.
Sometimes it be dark…
Organise your paragraphs so that you deal separately with work, food,
breeding, punishments, reading, money, power, freedom and anything
else you wish to include. Remember: take care with the punctuation of
short or incomplete sentences.
Third person narrative
Here you write as if you are there describing everything that is going
on. This gives you the opportunity to vary your style so that Mammy’s
speech, written in the first person, can be contrasted with your
narrative voice. You could begin like this:
Mammy nervously wiped the perspiration from her forehead.
Although she shifted uneasily in front of the white man, her voice
came out strong and clear.
‘When we lived on that plantation the work was real hard,’ she
began.
Remember: describe Mammy’s looks, gestures and feelings in between
her dialogue.
Play script
Here you include the interviewer’s questions. It may appear the easiest
option, but you need to get into the characters of two people. The
interviewer will be a legal, educated man. He will listen and interrupt
or build on what Mammy says, not simply repeat a list of questions.
You could begin like this:
Interviewer: Mammy… I believe that is the name you answer to?
Mammy:
Yes sir, that be my name.
Interviewer: Mammy, can you tell the people here present what
it was like when you worked on Clel Waller’s plantation?
Mammy:
The work was real hard sir…
Remember: no speech marks are required, but punctuation must be
accurate.
Nightjohn Pupil Resource Sheet 9
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Pupil Resource Sheet 10
Task
1 With a partner, use this sheet to record information about
Martin Luther King, Nelson Mandela and Mahatma Gandhi.
Martin
Luther King
Nelson
Mandela
Mahatma
Ghandi
How did these men
become famous?
What did they want to
change?
How controversial or
dangerous was their
message?
How did they manage
to make people listen
to their message?
Did they suffer for
their beliefs? If so,
how?
What effect did they
have on the world?
2 Using this information, write a paragraph explaining what
Nightjohn has in common with these three statesmen.
3 Write a second paragraph explaining how he is different.
Nightjohn Pupil Resource Sheet 10
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Pupil Resource Sheet 11
Task
In Chapter 5, the slaves witness the most horrific violence towards
Mammy and Nightjohn, as a punishment for Sarny writing the word
‘Bag’ in the sand.
In groups of three, elect one person to record your views. The other
two should be called A and B. For each discussion prompt below, A and
B should take turns to speak first. Each should try to build on the ideas
of the other. Before moving on to the next prompt, the person taking
notes should summarise the main points made and record them below.
Discussion prompts
•
How did this chapter make you feel? Why?
•
Why do you think the writer makes the reader feel like this?
•
Why is a slave punished so harshly for trying to read and write?
•
What do you think of Mammy and Nightjohn’s behaviour when they
are being punished?
•
If you could speak to Clel Waller, what advice would you give him in
order to protect his slaves?
•
What are your thoughts about Nightjohn and his efforts to teach
Sarny to read?
•
Why do you think Nightjohn chose Sarny?
•
Do you think the history of slavery is an important topic to know
about? Give your reasons.
Nightjohn Pupil Resource Sheet 11
ï›™Pearson Education 2006
Pupil Resource Sheet 12
Task
1 We don’t learn much about Nightjohn. He is presented as a
mysterious character. Look at Chapters 6 and 7 and go back in
the book to find out what he says and does that tell the reader
more about him.
What Nightjohn says:
What Nightjohn does:
2 What do the things he says and does tell us about Nightjohn?
Nightjohn Pupil Resource Sheet 12
ï›™Pearson Education 2006
Pupil Resource Sheet 13
Task
Create a timeline of the main events in the novel, starting with the
arrival of Nightjohn.
Sarny introduces the reader to life on the
plantation (Chapter 1)
Nightjohn arrives on the plantation (Chapter 3)
Nightjohn Pupil Resource Sheet 13
ï›™Pearson Education 2006
Pupil Resource Sheet 14
Task
You have 45 minutes to complete this task.
Explore the character of Sarny What does the reader learn
about her from the things she says and does? (Reading AF5)
Spend five minutes planning your work, using the suggestions below:
Planning
What Sarny says:
What Sarny does:
What this tells us about Sarny:
Nightjohn Pupil Resource Sheet 14
ï›™Pearson Education 2006
Pupil Resource Sheet 15
Negro Spirituals
The songs below are considered ‘traditional’. Nobody knows who wrote
them – they have become part of black culture in America. Spirituals
are usually religious and look forward to a better life in heaven. The
songs may have originated in the cotton plantations such as the one
Sarny works in. Many are now well-known blues and gospel songs.
OH FREEDOM
NOBODY KNOWS DE TROUBLE I SEE
Nobody knows de trouble I see
Nobody knows but Jesus
Nobody knows de trouble I see
Glory, hallelujah!
Sometimes I’m up, sometimes I’m down
Oh, yes, Lord
Sometimes I’m almost to de groun’
Oh, yes, Lord
Although you see me goin’ ‘long so
Oh, yes, Lord
I have my trials here below
Oh, yes, Lord
Oh freedom
Oh freedom
Oh freedom over me!
And before I’d be a slave
I’ll be buried in my grave
And go home to my Lord and be free.
No more moaning
No more moaning
No more moaning over me!
And before…
There’ll be singing…
There’ll be shouting…
There’ll be praying…
HOW LONG?
When the clouds hang heavy and it looks like rain
Oh Lord, how long?
Well, the sun’s drawing water from every vein
Oh Lord, how long?
About this time another year
I may be gone
Within some lonely graveyard
Oh Lord, how long?
If I had prayed when I was young
Oh Lord, how long?
Well, I would not’ve had such a hard race to run
Oh Lord, how long?
Nightjohn Pupil Resource Sheet 15
ï›™Pearson Education 2006
Guidelines for assessing reading task
How the writer describes the way the slaves are treated (Reading AF5)
AF5 – explain and comment on writers’ use of language, including
grammatical and literary features at word and sentence level.
Level
3
Level
4
From some parts in the excerpt:
A few basic features of writer’s choice of language identified, but with little or
no supporting comment e.g. There are lots of descriptions of how badly the
slaves are treated.
Across the whole excerpt:
Some basic features of writer’s use of language identified e.g. The writer
shows the slaves are treated badly. They don’t get enough food and have to
make their own holes to go to the toilet.
Simple comments on writer’s choices e.g. The men use“whips and clubsâ€Â
which shows they are cruel.
Level
5
Across the whole excerpt:
Various features of writer’s use of language identified with some explanation
e.g. When it says “They don’t get to sit or rest†you can tell they have to work
until they drop.
Comments show some awareness of the effect of writer’s language choices
e.g. You can tell they have to do everything just so or “the whip comes down
on themâ€Â. It’s a good way to show the cruelty.
Level
6
Across the whole excerpt:
Some detailed explanation, with appropriate terminology, of how language is
used e.g The humiliation of the slaves is built up in vivid, understated
descriptions such as the ways they feed like animals at a trough; the way the
breeders “don’t get to sit or rest†and the refusal of the owners to allow a light
for the slaves at night.
Some drawing together of comments on how the writer’s language choices
contribute to the overall effect on the reader e.g. All the descriptions seem so
matter of fact and without emotion, that it increases the reader’s horror at the
way the slaves have to live.
Level
7
Across the whole excerpt:
Detailed exploration, with appropriate terminology, of how language is used
e.g The writer describes basic human needs such as food, rest and defecation
emphasising the intense humiliation for the slaves. Yet, despite their
exhaustion and the cruelty suffered, they have a sense of shared community
as they eat from the trough and talk “even if there isn’t a moonâ€Â.
Synthesises and summarises comments on how the writer’s language choices
contribute to the overall effect on the reader e.g. The extract is recounted in
Sarny’s voice, so we have a sense of quiet acceptance and resignation. In her
simple language we can see that she knows no other life and does not
complain about the humiliation and cruelty
Nightjohn Assessment Sheet 1
ï›™Pearson Education 2006
Guidelines for assessing reading task
Explore the character of Sarny. What does the reader learn about her from the
things she says and does? (Reading AF5)
AF5 – explain and comment on writers’ use of language, including
grammatical and literary features at word and sentence level.
Level 3
From some parts of the novel:
A few basic features of writer’s choice of language identified, but with little or
no supporting comment e.g.You can tell that Sarny wants to learn to read.
Level 4
Across the whole novel:
Some basic features of writer’s use of language identified e.g. Sarny thinks
reading is easy, “it ain’t hard at all.â€Â
Simple comments on writer’s choices e.g. I like it when Sarny learns the letter
A and says “wher’s the bottom to it?â€Â
Level 5
Across the whole novel:
Various features of writer’s use of language identified with some explanation
e.g. Sarny knows it is dangerous to learn to read because she says “Why
they be cutting our thumbs off if we learn to read – if that’s all it is?â€Â.
Comments show some awareness of the effect of writer’s language choices
e.g. When Alice runs away Sarny shows she is sensible. She says it’s wrong
to run because “Nobody ever gets away.â€Â
Level 6
Across the whole novel:
Some detailed explanation, with appropriate terminology, of how language is
used e.g The writer shows Sarny to be sharp-witted, curious but naive.
Despite the dangers in learning to read, she values Nightjohn’s teachingand
comments “Didn’t seem so bad, what he was doing.†However, she does get
caught and Mammie suffers for it.
Some drawing together of comments on how the writer’s language choices
contribute to the overall effect on the reader e.g. Sarny’s enthusiasm for
readinhg is touching. It is something we take so much for granted, yet she is
hugely excited to be “making a word†– her first word “bagâ€Â.
Level 7
Across the whole novel:
Detailed exploration, with appropriate terminology, of how language is used
e.g Sarny’s appreciation of Nightjohn punctuates the novel, but particularly
when she describes him as “Beautiful… So black it seemed I could see
inside, down into him.†He is described as almost Christ-like with his
subversive but powerful mission to educate the slaves.
Synthesises and summarises comments on how the writer’s language
choices contribute to the overall effect on the reader e.g. Despite being
irresponsible and thoughtless when she shows her excitement at being able
to write her first word, Sarny’s part in the novel is pivotal, as she allows the
writer to show the power and importance of literacy: how it keeps the slaves
subservient and and why literacy is denied to them.
Nightjohn Assessment Sheet 1
ï›™Pearson Education 2006
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