Renaissance High School
6565 West Outer Drive, Detroit, MI 48235
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ENGLISH LANGUAGE ARTS GRADE 10
2016 SUMMER PACKET
A Lesson Before Dying​
​
by Ernest Gaines
Dear Scholar,
This summer you are to read the novel A
​Lesson Before Dying​
. As you read, annotate the text,
take notes, and choose one essay question to write a​
three page​
thought provoking response. The
essay will count for 50% of a test grade. The other 50% will be a test given the first week of your
class. ​
A Lesson Before Dying​
offers insight and enlightenment towards that idea of social
injustice then and now. It will make you question your role as a reader and as an American. It will
make you question the past, and ask “How in the world could this happen?” This book should affect
you not only intellectually, but also emotionally. This is a book begging to be discussed.
COMMON CORE STANDARDS
W.9-10.2. Write informative/explanatory texts to examine and convey complex ideas, concepts,
and information clearly and accurately through the effective selection, organization, and analysis
of content.
RI.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
W.9-10.4. Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.
ESSAY TOPICS (Choose One/ Guidelines are on the next page):
1. Tante Lou, Miss Emma, and Vivian are used to taking care of themselves and others. Explain the role
of women in the novel. What was their function in this society? Was their contribution and sacrifice
recognized?
2. Education is very important in this novel, both its attainment and the lack of it. Tante Lou continually
refers to Grant as “the teacher.” The other men call him “Professor.” Yet Grant hates teaching, echoing
the feelings of his own teacher, Matthew Antoine. Contrast the opinions of education presented in this
novel. Why do some seek it and others consider it a burden? What role does it play in the characters’
lives and the life of the community?
3. Reread the description of Vivian from Chapter 4 and the passage in Chapter 15 about Vivian’s
marriage. What was the cause of conflict between Vivian and her family over her marriage? What
causes the conflict between Vivian and Tante Lou over her relationship with Grant? Why does Grant
say that the conflicts are not the same, as Vivian believes?
4. Find specific examples of how Gaines uses different levels of language and non-verbal communication
to make his characters realistic. How does the manner in which they speak or don’t speak enhance the
story? How would the novel change if everyone spoke as Grant does, or as the older people in the
quarter do? Or as Jefferson writes?
5. Grant’s fight with the mulatto sharecroppers demonstrates his anger and frustration. Why are the
sharecroppers’ comments about Jefferson particularly hurtful? Would Grant have reacted in the same
way if a black man had made similar comments? A white man? What might this scene teach us about the
racial tensions in Louisiana in the 1940s?
6. On the morning of Jefferson’s execution, Grant leaves his classroom to stand outside, alone, to wait
for news. He asks himself, “Why wasn’t I there? Why wasn’t I standing beside him? Why wasn’t my arm
around him? Why?” Attempt to answer these questions, referring to the text of the novel for examples
of Grant’s strengths or weaknesses.
7. Paul earns Grant’s respect through his treatment of Jefferson and his visitors. How is Paul different
from the other jail keepers? How do his actions at the end of Jefferson’s life demonstrate Paul’s
goodness? Why might he have chosen to attend the execution even though it was not part of his job?
Why did he choose to drive out to the quarter to tell Grant the news personally?
MANUSCRIPT GUIDELINES
​
● Papers ​
must​
be typed and double spaced with one-inch margins on all sides.
● Papers m
​ust​
be in MLA Format. If unaware of the format or looking for a refresher go to
this link: https://owl.english.purdue.edu/owl/resource/747/01/
● Make sure to change the line spacing from 1.15 to 2.0 and the spacing AFTER a line from
10pts to 0pts before you begin typing.
● Use at least FOUR direct quotes from the text to help support your evidence of your
essay.
● Do not submit papers with a cover page.
● Use font Times New Roman at 12 points only
● Your name, class (English 10), and due date should appear on the left side of the paper and
should be double spaced.
● You must give your paper a title, and it should be centered between the body and the
heading.
● Avoid making announcements in your paper. For example: “In this paper, I will talk about…”
● Avoid making commentaries. For example: “In my opinion, I feel that President Obama is
swell…, I think...”
● Avoid wordiness. Make your point, support your point with evidence from the selection. Be
specific and concise.
● Proofread. Proofread. Proofread. Edit your paper for mistakes in grammar, punctuation,
and spelling.
● Use appropriate transitions to move the reader along. First of all, In addition, additionally,
etc.
● Avoid using words like stuff, thing, etc.
● Be specific!