Lesson Note on Themes and Style in “Native Son” by Richard Wright for SS 2

Class: Senior Secondary School 2 (SS2 / SSS2)
Term: First Term
Week: 9
Age: 16 years
Duration: 45 minutes
Subject: Literature in English
Curriculum Theme: Prose (Novel Study)
Previous Lesson: Introduction to “Native Son” by Richard Wright.
Topic: Themes and Style in “Native Son”
Subject Matter: Themes in “Native Son”, style of writing in “Native Son”

Specific Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain:

• Identify at least three major themes in Richard Wright’s “Native Son.”
• Explain the significance of these themes within the context of the novel.
• Describe at least two stylistic features employed by Richard Wright in “Native Son.”

Affective Domain:

• Appreciate the author’s use of literary elements to convey powerful social messages.
• Develop empathy towards characters facing societal injustice and discrimination.

Psychomotor Domain:

• Participate actively in class discussions by offering textual evidence to support thematic interpretations.
• Write a short summary of the main themes discussed.

Social Domain:

• Relate the themes of racism, poverty, and injustice in “Native Son” to contemporary Nigerian society.
• Collaborate respectfully with peers during group activities.

Reference Materials

The following resources were used in planning this lesson:

• Senior Secondary Schools Education Curriculum
• State Unified Scheme of Work
• “Native Son” by Richard Wright
• Effective Literature in English for Senior Secondary Schools
• https://www.gradesaver.com/native-son/study-guide/themes
• https://www.sparknotes.com/lit/nativeson/themes/

Instructional Materials

The teacher will teach this lesson with the aid of:

• Copies of “Native Son” by Richard Wright
• Whiteboard/Blackboard
• Markers/Chalk

Rationale for the Lesson

This lesson helps pupils to understand how authors use themes and literary style to address societal issues. It enables pupils to critically analyze texts and connect literary concepts to real-world experiences, fostering a deeper appreciation for literature.

Prerequisite/Previous Knowledge

Pupils should have read “Native Son” by Richard Wright and possess a basic understanding of literary terms such as theme, plot, and style.

Lesson Content/Board Summary

Themes and Style in “Native Son”

Themes in “Native Son”

A theme is the central idea or underlying message that an author explores in a literary work. In Richard Wright’s “Native Son,” several powerful themes are presented:

• Racism and Racial Oppression: This is the most dominant theme, showing how systemic racism in 1930s America trapped and dehumanized African Americans like Bigger Thomas. It illustrates how societal structures, not just individual prejudice, create a climate of fear and violence.
• Fear and Paranoia: Bigger’s actions are largely driven by an intense fear of the white world and the consequences of his existence. This fear leads to irrational decisions and violence, highlighting the psychological impact of oppression.
• Poverty and Economic Inequality: The novel vividly portrays the harsh realities of poverty faced by the Thomas family, which limits their opportunities and contributes to Bigger’s sense of entrapment and desperation.
• Fate vs. Free Will: The narrative raises questions about whether Bigger’s actions are a result of his own choices or an inevitable outcome of the oppressive environment he lives in. His lawyer, Max, argues for the latter.
• Violence and its Justification: The novel explores the nature of violence, both systemic and individual, and whether Bigger’s acts of violence can be understood as a response to his brutalized environment.
• Injustice of the Legal System: The trial of Bigger Thomas exposes the inherent biases and injustices within the legal system against Black individuals, where guilt is often predetermined by race.

Style of Writing in “Native Son”

Literary style refers to the distinctive way an author uses language to create a literary work. Richard Wright’s style in “Native Son” is characterized by:

• Naturalism/Realism: Wright employs a naturalistic style, presenting characters as products of their environment and circumstances, often depicting grim and harsh realities without romanticization. The novel shows how social and economic conditions dictate human actions.
• Direct and Unflinching Language: The language is often stark, raw, and explicit, reflecting the brutal reality of Bigger’s life and the violence he experiences and perpetrates. Wright does not shy away from disturbing details.
• Symbolism: Various elements serve as symbols:
  • Bigger Thomas: Symbolizes the oppressed Black man, driven to desperation by societal forces.
  • The Rat: Represents the trapped, dangerous, and despised existence of Bigger and other Black people in the ghetto.
  • Fire: Symbolizes destruction, but also a distorted sense of power and self-assertion for Bigger.
• Psychological Depth: Wright delves deeply into Bigger’s internal thoughts, fears, and motivations, allowing readers to understand the psychological toll of oppression, even if not to condone his actions.
• Third-Person Omniscient Narrative: The story is told from a third-person perspective, with the narrator having access to Bigger’s innermost thoughts and feelings, which helps to build empathy and understanding for his predicament.
• Imagery: Wright uses vivid and often disturbing imagery to describe the urban landscape, the squalor of the ghetto, and the violence, enhancing the novel’s realistic and naturalistic tone.

Teaching Methods/Instructional Techniques

Discussion, Lecture, Demonstration, Question and Answer, Visual Aids

Instructional Procedures

Step 1: Introduction

Time: 5 minutes
Teaching Skill: Set Induction
Teacher’s Activity: The teacher greets the pupils, reviews the previous lesson briefly, and introduces the topic: “Themes and Style in ‘Native Son’.”
Pupils’ Activity: Pupils respond to greetings, recall aspects of the previous lesson, and listen attentively to the new topic.
Learning Point: Pupils connect previous knowledge to the new topic and are prepared for the lesson.

Step 2: Identifying Major Themes

Time: 10 minutes
Teaching Skill: Questioning/Discussion
Teacher’s Activity: The teacher guides pupils to recall key events and characters from the novel, asking questions to prompt the identification of major themes like racism, poverty, and fear.
Pupils’ Activity: Pupils share their understanding of the novel’s main issues and suggest various themes they identified during their reading.
Learning Point: Pupils identify significant themes present in “Native Son.”

Step 3: Explaining Themes

Time: 10 minutes
Teaching Skill: Explanation/Elaboration
Teacher’s Activity: The teacher facilitates a discussion on each identified theme, providing further explanations and asking pupils to provide examples from the novel. Key themes are written on the board.
Pupils’ Activity: Pupils discuss and elaborate on the themes, providing textual evidence to support their points.
Learning Point: Pupils understand and can explain the major themes in the novel.

Step 4: Analyzing Literary Style

Time: 7 minutes
Teaching Skill: Definition/Analysis
Teacher’s Activity: The teacher introduces the concept of literary style and guides pupils to identify elements of Richard Wright’s writing style in “Native Son” by referring to specific passages.
Pupils’ Activity: Pupils discuss specific stylistic features they observed while reading the novel, such as language use and narrative perspective.
Learning Point: Pupils recognize elements of the author’s writing style.

Step 5: Discussing Elements of Style

Time: 5 minutes
Teaching Skill: Explanation/Clarification
Teacher’s Activity: The teacher explains specific stylistic elements such as naturalism, realism, symbolism, and narrative voice, linking them directly to examples from the novel.
Pupils’ Activity: Pupils listen, ask questions for clarification, and take notes on the explained stylistic elements.
Learning Point: Pupils understand how specific stylistic choices contribute to the novel’s overall message and impact.

Step 6: Relating Themes to Real Life

Time: 3 minutes
Teaching Skill: Connection/Application
Teacher’s Activity: The teacher encourages pupils to relate the themes of “Native Son” (e.g., injustice, socio-economic disparity) to contemporary issues and experiences in Nigerian society.
Pupils’ Activity: Pupils share their thoughts on how the themes resonate with real-life experiences and current events.
Learning Point: Pupils make connections between literary themes and real-world societal issues.

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

1. Mention three major themes in Richard Wright’s “Native Son.”
2. Explain the theme of “Racism” as depicted in the novel.
3. Describe two stylistic features used by Richard Wright in “Native Son.”
4. How does the author’s use of “Direct and Unflinching Language” affect the reader?

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 2 minutes
Teaching Skill: Summarization/Assignment
Teacher’s Activity: The teacher summarizes the main points of the lesson on themes and style in “Native Son” and gives pupils an assignment to write a short essay on one theme.
Pupils’ Activity: Pupils listen to the summary and copy the assignment.
Learning Point: Learning is consolidated, and pupils are encouraged to continue their study.

Lesson Keywords

• Theme – The central idea or underlying message of a literary work.
• Style – The distinctive way an author uses language to create a literary work.
• Naturalism – A literary movement that suggests characters are products of their environment and heredity.
• Racism – Prejudice, discrimination, or antagonism directed against someone of a different race based on the belief that one’s own race is superior.
• Symbolism – The use of objects or ideas to represent something else.

Differentiation

For pupils who grasp concepts quickly, they will be encouraged to analyze more subtle themes or stylistic nuances. Pupils who need more support will receive simplified explanations and focus on identifying the most prominent themes and basic stylistic elements through guided questions and peer support.

Note for teachers using this lesson plan

Ensure pupils have read the novel “Native Son” prior to this lesson for effective participation. Encourage a safe classroom environment for discussing sensitive themes like racism and violence. Use specific textual references from the novel to illustrate both themes and style.