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Multi-text Unit

Created by Amy Lunceford

Elijah of Buxton

Written by Christopher Paul Curtis

Frederick Douglass

Written by Margo McLoone

You are invited to go on a long journey with Elijah Freeman. Some people think he is a “fra-gile” boy who talks too much however we will discover the hero that he really is. You will learn about the Underground Railroad and the heartache black families went through to live free. You will read sections of the nonfiction book Frederick Douglass by Margo McLoone. You will learn, through Elijah’s adventures, about men and women who changed the lives of blacks forever by their bravery and boldness.

Rationale for this Multi-Text Study

The book Elijah of Buxton by Christopher Paul Curtis is a phenomenal story written on a fifth grade reading level that speaks to both children and adults. I chose this book because a few of my classmates told me how engaged they were when they read it in fifth grade. Prior to this study I had never read Elijah of Buxton before however I have read books by Christopher Paul Curtis my favorite being Bud, not Buddy.

I feel that Elijah of Buxton is perfect for fifth graders to read because it falls directly in place with the North Carolina Standard Course of Study (NCSCOS) for Social Studies. Goal four states that the students will trace important developments in the United States history and describe how they impacted the people, land and neighboring countries. Even further Objective 4.06 states that the students will reflect on the struggles for equality for all citizens. The book Elijah of Buxton gives the reader a clear picture of what those struggles for equality were like for black men and women who fled to Canada to escape slavery. The novel gives a true but sensitive story of how horrible slavery was and shares what men and women endured in order to be free.

I also chose the informational text Frederick Douglass by Margo McLoone because my RE4030 professor, Dr. Frye, suggested this book to go along with the main novel I chose. Just as Dr. Frye stated, the book falls right in line with Elijah of Buxton by Christopher Paul Curtis. Frederick Douglass was a black man who in the story Elijah of Buxton visited the Settlement to speak about slavery and the main character Elijah had a situation with Mr. Douglass that will never leave his name. Historically Frederick Douglass was a slave who at a young age taught himself to read and write. When Frederick grew up he became a dynamic speaker to all people about how terrible slavery was. He also started a newspaper for slaves called the North Star, not bad for a man who taught himself to read and write! The book Frederick Douglass is a photo-illustrated biography about Frederick Douglass. The informational text is written for children due to the pictures, large text as well as child friendly words and definitions given. This informational text is perfect for this study on slavery and the Underground Railroad.

References

I used a variety of Internet sites while creating this unit as well as other multi-text studies for various books. Below is a list of the sources that aided me in developing this awesome unit.

Google search engine, which I used most frequently:



I “Google searched: multi-text unit, Elijah of Buxton” and found this site very helpful with various multi-text studies which I viewed for ideas. I also want to not that I did not search for this until mid-way through my project planning because I wanted more ideas for activities to use for my days. I found that the Elijah of Buxton study had similar choices that I too had chosen and most certainly do not want to be accused of plagiarism. Below is the website:



I used this website for my artistic representation at the beginning of this unit as well as to gain more understanding of the Settlement in Buxton, Canada:



North Carolina Standard Course of Study Curriculum:



Websites used for Internet workshop listed below:







I used the following website- Dr. Frye’s blog to assist me with various activities such as DED, Wanted Poster, Discussion Director, Vocab. activities and more.



I used this website to find both of my Word Wizard logos:

Multi-Text Outline

5th Grade Language Arts Block of 1 hour

Before Reading Activities

Day 1

- Launch Unit: What I Discovered

- Students will listen to music from the CD Rom titled Freedom Songs, watch at thirty minute children’s documentary of Buxton, Ontario Canada titled Many Roads to Buxton, view books about the Underground Railroad as well as view historical pictures and maps of the travels through America via the Underground Railroad.

- Students will complete the worksheet about what they discovered from the unit launch activities.

- KWL on Slavery-Underground Railroad (Individual and Whole Class)

During Reading Activities

Day 2

- Students will experience a Shared Reading of the first chapter then read silently and work on their comprehension activities indicated by ~

Section I: (mini-section) pgs. 1-21 Elijah of Buxton

- We will read pages 1-21 together through a Shared Reading. We will create our Dialect Dictionary from the words read in first section.

~ Character Sketcher of Elijah Freeman, and Vocabulary (Word Wizard Notebook)

Day 3 and 4

- Students will read silently and work on their comprehension activities indicated by ~

Section II: pgs. 22- 63 Elijah of Buxton

~Double Entry Diary (DED), Vocabulary (Word Wizard notebook), Character Sketcher of The Preacher

Frederick Douglass by Margo McLoone

- Read pages 5, 9, 11, 15

- Answer the questions in the chart listed at the end of Section II Activities

Day 5

- Discussion of Mini-Section I and Section II

- Students will discuss vocabulary activities, DED, and both character sketchers

Day 6 and 7

Section III: pgs. 64-102 Elijah of Buxton

~Vocabulary (Word Wizard Notebook), Discussion Director, Author’s Craft Study

Day 8

- Discussion of Section III

- Students will discuss vocabulary activities, Discussion Director and Author’s Craft Activity

Day 9 and 10

Section IV: pgs. 103-133 Elijah of Buxton

~Vocabulary (Word Wizard Notebook), Double Entry Diary (DED), Opinionator

Day 11

- Discussion of Section IV

- Students will discuss vocabulary activities, DED, and Opinionator

Day 12 and 13

Section V: pgs. 134-180 Elijah of Buxton

~Character Sketcher of MaWee, Vocabulary (Word Wizard Notebook), Letter of Encouragement, Discussion Director

Day 14

- Discussion of Section V

- Students will discuss character sketcher, vocabulary activities, Letter of Encouragement, and Discussion Director

Day 15 and 16

Section VI: pgs. 181-222 Elijah of Buxton

~Vocabulary (Word Wizard Notebook), Cause and Effect (Whole Group), DED

Day 17

- Discussion of Section VI

- Students will discuss vocabulary activities, DED and complete Cause and Effect

Day 18 and 19

Section VII: pgs. 223-260 Elijah of Buxton

~Vocabulary (Word Wizard Notebook), What Would You Say, and Wanted Poster

Day 20

- Discussion of Section VII

- Students will discuss vocabulary activities, What Would You Say? and Wanted Poster

Day 21 and 22

Section VIII: pgs. 261-308 Elijah of Buxton

~Opinionator (Whole Group), Vocabulary (Word Wizard Notebook), Author’s Craft: Figurative Language

Day 23

- Discussion of Section VIII

- Students will complete Opinionator, discuss vocabulary activities, and Author’s Craft

Day 24 and 25

Section IX: pgs. 309-341 Elijah of Buxton

~Persuasive Letter, DED, Vocabulary (Word Wizard Notebook)

Day 26

- Discussion of Section IX

- Students will discuss Persuasive Letter, DED and vocabulary activities

Frederick Douglass by Margo McLoone

- Read pages 17, 19, 21

- Answer the questions in the chart listed at the end of Section IX activities

Day 27 and 28

Post-reading Activities: Internet Workshop

Day 29

- Discussion of Internet Workshop

Day 30

- Vocabulary Assessment

What I Discovered

(Before Reading Activity)

Write down what you discovered while viewing, listening or reading in the areas below.

Area 1(Listening to the music)

Area 2(Viewing the maps of the Underground Railroad)

Area 3(Viewing historical pictures and texts/books)

Video (Titled Many Roads to Buxton)

K-W-L Chart

(Before Reading Activity)

Directions: You will be completing a K-W-L on Slavery and the Underground Railroad. First I want you to think about what you already know and what you want to know. Write that information in the “K” and “W” section of the chart. To help you come up with information for the “K” section and questions you would like answered for the “W” section please use the following words: WHO, WHAT, WHEN, WHERE, WHY and HOW. Finally, after you have read the entire book and explored various other resources, think about what you have learned. Write that information in the “L” section of the chart

 

Dialect Dictionary

Dialect Dictionary

This dictionary will be an on going dictionary that we will keep as a class on the wall. We will write the word, page number, and beside it the grammatically correct spelling and or definition. The purpose of this dictionary is to assist us while we read the text so we comprehend what the characters are saying.

|1. |afore (page 1) (page 2) |before |

|2. |‘bout (page 1) |about |

|3. |there’re (page 1) |there are |

|4. |‘round (page 2) |around |

|5. |‘mongst (page 2) |among |

|6. |‘em (page 2) |them |

|7. |atall (page 3) |at all |

|8. |‘stead (page 3) |instead |

|9. |wouldn’t’ve (page 3) |wouldn’t have |

|10. |hisself (page 4) |himself |

|11. |worst (page 4) |worse |

|12. |skeeter’d (page 5) |skeeter had |

|13. |‘gainst (page 5) |against |

|14. | | |

|15. | | |

|16. | | |

|17. | | |

|18. | | |

|19. | | |

|20. | | |

These are just a few of the words that will be placed on the Dialect Dictionary on our wall. I wanted to give you a few examples of what I am looking for and how I would like for the dictionary to be organized.

Please don’t forget to include the page number as well as the grammatically correct spelling and or definition. This bonus exercise will definitely help us understand the dialect of the characters as we read the story!

Also as you add words to the dictionary scroll through the words already listed to make sure that it has not already been written. If the word has been written simply write the page number of the one you found beside the already existing word. See the word ‘afore’ above on the chart for clarity.

Section I Activities

Character Sketcher: Elijah Freeman

In this section I would like for you to think very carefully about Elijah Freeman as you read. I know that we did a shared reading on this section however I would like for you to use the pages and passages provided below to find information about Elijah. Reread the passage carefully. As you are reading think about descriptive words (traits) that capture how Elijah acts or looks. You need to be aware that the character traits you will choose will be implied character traits. In other words, they are not directly stated in the passage. You will want to use descriptive words for your character traits. Please do NOT use words like good, nice, bad, and mean. In addition you will create an artistic impression of your character. When you begin artistically representing your character, try to use any physical descriptions from the text to help you. You may need to use a separate piece of paper for the “artistic impression”.

You are invited to learn more about Elijah Freeman. Please take notes on how Elijah Freeman acts and looks.

• To begin, reread the following passages and determine “descriptive words” that capture Elijah Freeman’s personality and explain why the words describe him.

• Reread page 8: paragraphs two through three “Afore I knowed…What’s wrong, baby?” Which character trait word best describes Elijah Freeman? __________________________

• What words in the passage were your context clues? _________________________________________________________

• Reread page 12: paragraph one, two and three.

• Elijah acts _____________________________ because ________ ________________________________________________________.

• Reread page 19: paragraph one through eight “I pulled the cookie…like he’s having a fit.”

• Elijah acts ______________________ because _______________ ________________________________________________________.

• What word or phrase best describes Elijah’s Ma and Pa in the situation on page 19? _______________________________ ________________________________________________________.

On another piece of paper or here below, use the passages that describe Elijah Freeman’s actions and appearances to help you complete an artistic impression of him. Your artistic impression can be in any art form.

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Word Wizard (Section I)

In every section of our reading, you will be learning and using many new words! Through this you will become an amazing WORD WIZARD. I want you to create an entry in your Word Wizard Notebook for each new word.

Each entry will include:

- the word and the page and paragraph where the word is located

- a child-friendly definition for the word (context clues will be a big help with this!)

- synonyms you know (feel free to use the thesaurus)

- any associations/connections you may have with that word

- an illustration or sketch of the word

After you discuss the word, you may be asked to write a sentence using four or more of the following: who, what, when, where, why or how.

Section 1 Words from Elijah of Buxton

|vile |p. 5, line 2 |

|commence |p. 5, last par. |

|solemnly |p. 7, last par. |

|prolonged |p. 7, last par. |

|daft |p. 8, last par. |

|fragile |p. 10, line 2 |

|commotion |p. 16, par. 5 |

|stoop |p. 18, par. 7 |

Vocabulary Activities Section I Elijah of Buxton

Have You Ever?

Directions: Read the following sentences and answer them accordingly.

1. Describe a time when you felt fragile.

2. Have you ever heard a commotion? Where were you and what was happening?

3. At what point during the evening do you commence your homework?

4. Have you ever felt solemn? Explain.

5. Do you know someone who acts daft? What did they do to act this way?

6. Have you ever been to a house with a stoop? What did it look like? If you never have then explain what you think one would look like.

7. When did you ever feel like something was prolonged? What was causing it?

Section II Activities

Double Entry Diary: Section II

You will write a Double Entry Diary, also known as DED. You will be reading, writing and discussing throughout these entire books of historical fiction and nonfiction.

You will write a totally of FOUR entries from section II of Elijah of Buxton. You will find important words, quotations, or passages from the book. Then you will explain why those words, quotations, and passages are important. Another way of thinking about it is when you read them, what do those words mean to you?

You will write each entry in a table format as shown below:

|From the book (words, quotes, passages). Don’t forget the page |What it means to me: |

|and paragraph it is located. | |

| | |

|Passage: “I waren’t even a year old back when Mr. Frederick |Inference/Question: Later in the passage it states that Mr. |

|Douglass and Mr. John Brown visited Buxton.” (p.23) |Frederick Douglass used to be a slave. I wonder how he became |

| |free? I wonder why he became so important? |

You will find even further assistance with you DED on the next page.

Below are a few options that you may decide to write about and how you may organize your thoughts for the DED:

|Significant passage copied from the text; please include page and|Connections or reactions to chosen passage: |

|paragraph number. | |

|1. Quote |Reaction (How you feel about the quote) |

|2. Quote |Connection (Self, Text. World) |

|3. Quote/Picture |Inference (What you think it means) |

|4. Quote |Question |

|5. Prediction |What really happened (You will complete this after you know) |

|6. Question you have or something you don’t understand |Answer or possible answer |

|7. Fact |Your opinion |

|8. Effect (What happened?) |Cause (Why it happened?) |

|9. Author’s Craft (Simile, metaphor, personification) |Explanation of what it means and how it adds importance to the |

| |passage |

Please use the above ideas when writing you DED. Record your entries on the next page.

Please record you entries in the table below:

|From the book (words, quotes, passages). Don’t forget the page and paragraph |What it means to me: |

|it is located. | |

|1. | |

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|2. | |

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|3. | |

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Word Wizard (Section II)

In every section of our reading, you will be learning and using many new words! Through this you will become an amazing WORD WIZARD. I want you to create an entry in your Word Wizard Notebook for each new word.

Each entry will include:

- the word and the page and paragraph where the word is located

- a child-friendly definition for the word (context clues will be a big help with this!)

- synonyms you know (feel free to use the thesaurus)

- any associations/connections you may have with that word

- an illustration or sketch of the word

After you discuss the word, you may be asked to write a sentence using four or more of the following: who, what, when, where, why or how.

The vocabulary words for Section II are found on page 20.

Section II Words from Elijah of Buxton

| | |

|tragedy |p. 22, last par. |

| | |

|ornery |p. 32, par. 4 |

| | |

|assumptions |p. 34, par. 7 |

| | |

|druthers |p. 35, par. 5 |

| | |

|deceiving |p. 36, par. 3 |

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|peculiar |p. 36, par. 4 |

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|conjuring |p. 37, line 1 |

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|pondering |p. 37, par. 3 |

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|contemplating |p. 40, par. 6 |

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|brogans |p. 41, last line |

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|ruckus |p. 43, line 43 |

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|berserk |p. 43, par. 3 |

| | |

|speculating |p. 54, par. 2 |

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|skittish |p. 58, line 1 |

| | |

|scallywags |p. 58, par. 4 |

Vocabulary Activities Section II

Elijah of Buxton

Super Suffixes

Please write down, in your own words, the definition of the words below. Use your context clues to help you and think about what you know about the word parts to help you write the definitions.

|Word |Page and Paragraph Number |Definition |

|deceiving |p. 36, par. 3 | |

| | | |

| | | |

|conjuring |p. 37, line 1 | |

| | | |

| | | |

|pondering |p. 37, par. 3 | |

| | | |

| | | |

|contemplating |p. 40, par. 6 | |

| | | |

| | | |

|speculating |p. 54, par. 2 | |

| | | |

| | | |

What does the suffix “-ing” do to the word? How does it affect the word?

Making Choices

Section II

Directions: Tell whether each item or scenario is a description of the vocabulary word given. If so, put circle the phrase. If not, don’t write anything.

1. If any of the situations I describe might cause ornery behavior please circle the phrase. If not, don’t write anything.

- A cat scratching your couch to shreds

- A butterfly fluttering through the air

- Someone stealing your favorite snack

- A sibling lying to your parent trying to get you into trouble

2. If any of the scenarios were a tragedy please circle the scenario. If not, don’t write anything.

- A tsunami crashing again a country’s shore line

- You getting a paper cut from your homework

- War between countries which cause many to suffer or die

- Terrorists attaching the United States

3. If anything listed below is peculiar please circle the situation. If not, don’t write anything.

- A cat wearing a baseball hat

- A car driving down the road

- Water dropping from the ceiling but the ceiling is dry

- A person taking a jog through town

4. If any of the situations listed below is a ruckus please circle the situation. If not, don’t write anything.

- A student won’t stop talking while the teacher is instructing

- Two dogs get into a fight on the road

- A cat sleeps in the window seal

Have You Ever?

Section II

Directions: read the following sentences and answer them accordingly.

1. When have you ever gone berserk? What caused it?

2. Explain the last time you were skittish? What happened?

3. Who is a scallywag and what does one do to be called a scallywag?

4. What are brogans and have you ever worn any before?

Character Sketcher: The Preacher

Section II

In this section I would like for you to think very carefully about The Preacher as you read. I know that we did a shared reading on this section however I would like for you to use the pages and passages provided below to find information about the Preacher. Reread the passage carefully. As you are reading think about descriptive words (traits) that capture how the Preacher acts or looks. You need to be aware that the character traits you will choose will be implied character traits. In other words, they are not directly stated in the passage. You will want to use descriptive words for your character traits. Please do NOT use words like good, nice, bad, and mean. In addition you will create an artistic impression of your character. When you begin artistically representing your character, try to use any physical descriptions from the text to help you. You may need to use a separate piece of paper for the “artistic impression”.

You are invited to learn more about the Preacher. Please take notes on how the Preacher acts and looks.

• To begin, reread the following passages and determine “descriptive words” that capture the Preacher’s personality and explain why the words describe him.

• Reread page 36: paragraphs 3 through page 37 paragraph 6. “It was just last month (page 36)…waren’t nothing gonna stop me! (page 37)”

• How did the Preacher treat Elijah? _______________________ ________________________________________________________.

• Reread page 38: paragraph 4. Which character trait words best describe the Preacher? _______________________ _________________________________________________________

• Reread page 51 to 52: The Preacher ____________________ ___________________the fish because _____________________ ________________________________________________________.

• What word best describes the Preacher at this point in the book? ___________________________________________________

On another piece of paper or here below, use the passages that describe the Preacher’s actions and appearances to help you complete an artistic impression of him. Your artistic impression can be in any art form.

Mr. Frederick Douglass

Section II

Please read the following pages in the book Frederick Douglass by Margo McLoone and answer the questions in the response section.

|Page Number |Question |Response |

| | | |

| | | |

|p. 5 |Who is Frederick Douglass? | |

| | | |

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|p. 9 |How did Frederick learn to read and write? | |

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|p. 11 |How did Frederick escape from slavery? | |

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|p. 15 |Who did Frederick Douglass become? | |

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When Frederick Douglass came to visit Buxton, what do you think he told the people living at the Settlement? Write a paragraph below about what you think he said to the men, women, boys and girls at Buxton.

Section III Activities

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Word Wizard

Section III

In every section of our reading, you will be learning and using many new words! Through this you will become an amazing WORD WIZARD. I want you to create an entry in your Word Wizard Notebook for each new word.

Each entry will include:

- the word and the page and paragraph where the word is located

- a child-friendly definition for the word (context clues will be a big help with this!)

- synonyms you know (feel free to use the thesaurus)

- any associations/connections you may have with that word

- an illustration or sketch of the word

After you discuss the word, you may be asked to write a sentence using four or more of the following: who, what, when, where, why or how.

Vocabulary words for section III are listed on page 28 below.

Words for Section III from Elijah of Buxton:

| | |

|tolerable |p. 67, par. 2 |

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|divvy |p. 70, par. 4 |

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|timid |p. 77, par 1 |

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|antsy |p. 79, par. 3 |

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|riled |p. 79, par. 3 |

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|enthusiastic |p. 80, last par. |

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|raggedy |p. 87, par. 3 |

| | |

|lagging |p. 93, par. 2 |

| | |

|ignorant |p. 99, last par. |

Vocabulary Activities for Section III

Elijah of Buxton

Synonyms and Antonyms

Directions: Look at the vocabulary word under the column titled word. Recall its definition (feel free to look back at your definition). Think of other words associated with the vocabulary word and write them under “synonym” column. Think of other words no associated with, or the opposite of, the vocabulary word and write them under the “antonym” column.

|Synonym |Word |Antonym |

| | | |

|excited, hyper |antsy |calm, relaxed |

| | | |

| |riled | |

| | | |

| |enthusiastic | |

| | | |

| |raggedy | |

| | | |

| |ignorant | |

Forms of a Word

Section III

Directions: Look at the vocabulary in bold print. Recall its definition (feel free to look back at your definition). Think of the different forms of the word and write each in the appropriate column. Not all forms of the word will be completed each time as shown with the example given. If there is not a form for the word put a dash in that section as shown below.

|Noun |Verb |Adjective |Adverb |

| | | | |

|ignorance |- |ignorant |ignorantly |

| | | | |

| | |tolerable | |

| | | | |

| |divvy | | |

| | | | |

|lagging | | | |

| | | | |

| | |timid | |

Discussion Director

(Section III, p. 64-102)

          Your job is to involve the students in your group by thinking and talking about the section of the book you have just read.  You are going to ask questions that really help the students in your group think about the reading. Your questions should require students to discuss their interpretations of the text and connect background experience and knowledge with the text. You want all students involved in the discussion and talking about issues that come up during the reading.

          Your job as the Discussion Director is to come up with three (3) thinking questions.  You really want to make your group think about what you all have just read.  You are trying to make sure everyone in your group understands or comprehends the reading.  It is very important that you ask your group fat, juicy, thinking questions and not easy, right there, in the book questions.  Remember you may wish to begin your questions with the following words/phrases:

 

        Who?, What?, Where?, When?, Why?, How?, If_______ then________?

 

You need to write down the following:

1. the questions

2. your answers to the questions

3. the page numbers where the students can reference the text to justify their responses to your questions

 

Please think about the following events when thinking about and developing your questions:

• Why Mrs. Brown wears black and acts gloomy most days

• Why Mrs. Holton is called an unfortunate soul

• Elijah’s walk home with Mr. Leroy that caused Elijah to get backhanded

• Mr. Travis’ lesson that about got Cooter’s ear ripped off

Here are several examples of the kinds of questions you may ask:

MCEOG (Multiple Choice End of Grade Question)

         

          Which of the following best describes ______________

 

Fact/Opinion

          You may choose to give a fact from the story and have the group share an opinion about your fact, or you may read some sentences and see if the group can guess whether they are fact or opinion, or your teacher may ask you to find a fact and an opinion from the reading.

          Remember: A fact is true and you can prove it! An opinion is something you think or feel but it cannot be proven.

 

 

Problem/Solution

- What was ____________’s problem on p._________ or in Chapter_______?

- How did ________ solve his/her problem? 

- How do you predict _________will solve his/her problem? 

- How would you solve ________’s problem?

 

Effect/Cause or Cause/Effect

          The effect tells what happened.  The cause tells why it happened.  For example:  The girl ran into the door because she did not look where she was going.  Effect: The girl ran into the door.  Cause:  She did not look where she was going.

          When you are asking an effect/cause question, you can tell your group the effect and have them guess the cause.

 

Characterization (give words to describe characters and find evidence from the book that proves those are the traits; also, think about how the character has changed over time and the character's relationships with other characters)

 

Hero (good guy)

Heroine ( good girl hero)

Villain ( bad guy)

Setting (where and when the story takes place)

Compare/Contrast (alike/different)

Main Idea (the most important idea from this section)

Theme/Moral (a lesson learned about life)

Plot (the main events of the story including the problem and solution)

Sequence (the order of events)

Genre (fantasy, historical fiction, folktale, fairytale, tall tale, biography, informational, poetry, realistic fiction)

Italics (look for words written in italics and be able to explain why they are italicized)

Point of View ( who is telling the story)

Mood (What mood is the author trying to create? How does it make you feel?)

Figurative Language

- Simile (compares two unlike things using the words like or as: My hands are like ice.  My hands are as cold as ice.)

- Metaphor (compares two unlike objects: My hands are ice.

- Personification (gives human/person traits to non-human things.)

Here are a few good thinking questions:

• What did Cooter think Mr. Travis’ lesson was going to be about?

• How did Mr. Travis react to Cooter smiling during his lesson?

Author’s Craft Study

Section III

Directions: You are to pick out at least two passages from Elijah of Buxton and interpret the dialect using modern language. Please use the table format shown below. After you write down the passage please include the page number and paragraph as shown below.

| | |

|Passage |Interpretation using modern language |

|Example: “If you ever drag me out of the fields over some nonsense like |“I am going to beat you if you ever drag me out of the fields over such |

|this again, boy, I’m gunn hide you, then give you to your pa so he can do |nonsense, then I am going to give you to your Pa so he can do the same! Do you |

|the same! Do you see any haints in here? Do you see anyone what’s dead in |see any ghosts in here? Do you see anyone dead in here?” |

|here? (p. 91, par. 7) | |

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Section IV Activities

Word Wizard Section IV

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In every section of our reading, you will be learning and using many new words! Through this you will become an amazing WORD WIZARD. I want you to create an entry in your Word Wizard Notebook for each new word.

Each entry will include:

- the word and the page and paragraph where the word is located

- a child-friendly definition for the word (context clues will be a big help with this!)

- synonyms you know (feel free to use the thesaurus)

- any associations/connections you may have with that word

- an illustration or sketch of the word

After you discuss the word, you may be asked to write a sentence using four or more of the following: who, what, when, where, why or how.

The words for Section IV are found below on page 36.

Words for Section IV from Elijah of Buxton:

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|oddities |p. 103, last line |

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|traversing |p. 104, line 1 |

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|marvel |p. 106, last par. |

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|astounding |p. 107, line 5 |

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|fiercest |p. 107, line 7 |

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|ridiculously |p. 107, par. 3 |

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|dexterity |p. 108, par 4 |

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|extinguish |p. 109, par. 3 |

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|foully |p. 112, par. 2 |

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|rigmarole |p. 119, par. 2 |

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|rapscallion |p. 122, last par. |

Vocabulary Activities for Section IV

Have You Ever?

Directions: Read the following sentences and answer them accordingly.

1. Describe at time when you traversed across North Carolina, the USA or the World. If you haven’t then describe where you would like to traverse across North Carolina, the USA or the World.

2. What do you find simply astounding? Explain.

3. When did you last marvel at something? What was it?

4. Describe the fiercest thing you have ever seen? Explain.

5. In what do you have dexterity? A task or skill?

6. Have you or someone else ever been accused of being a rapscallion? What did you/they do to cause this?

Synonyms and Antonyms

Section IV

Directions: Look at the vocabulary word under the column titled word. Recall its definition (feel free to look back at your definition). Think of other words associated with the vocabulary word and write them under “synonym” column. Think of other words no associated with, or the opposite of, the vocabulary word and write them under the “antonym” column.

|Synonym |Word |Antonym |

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|strange, peculiar |oddity |normal, common |

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| |ridiculous | |

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| |extinguish | |

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| |foully | |

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| |rigmarole | |

Double Entry Diary: Section IV

You will write a Double Entry Diary, also known as DED. You will be reading, writing and discussing throughout these entire books of historical fiction and nonfiction.

You will write a totally of FOUR entries from Section IV of Elijah of Buxton. You will find important words, quotations, or passages from the book. Then you will explain why those words, quotations, and passages are important. Another way of thinking about it is when you read them, what do those words mean to you?

You will write each entry in a table format as shown below:

|From the book (words, quotes, passages). Don’t forget the page |What it means to me: |

|and paragraph it is located. | |

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|Quote: “The sheet said, The Jungles of Sweden.” (p. 108, par. 2) |Reaction: I immediately wondered if Sweden even has jungles. I do|

| |not believe that it does. |

You will find even further assistance with you DED on the next page.

Below are a few options that you may decide to write about and how you may organize your thoughts for the DED:

|Significant passage copied from the text; please include page and|Connections or reactions to chosen passage: |

|paragraph number. | |

|1. Quote |Reaction (How you feel about the quote) |

|2. Quote |Connection (Self, Text. World) |

|3. Quote/Picture |Inference (What you think it means) |

|4. Quote |Question |

|5. Prediction |What really happened (You will complete this after you know) |

|6. Question you have or something you don’t understand |Answer or possible answer |

|7. Fact |Your opinion |

|8. Effect (What happened?) |Cause (Why it happened?) |

|9. Author’s Craft (Simile, metaphor, personification) |Explanation of what it means and how it adds importance to the |

| |passage |

Please use the above ideas when writing you DED. Record your entries on the next page.

Please record you entries in the table below:

|From the book (words, quotes, passages). Don’t forget the page and paragraph |What it means to me: |

|it is located. | |

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Opinionator

Section IV

Directions: Choose TWO (2) passage of the book and write how it made you feel or what you think it meant. This is strictly your opinion, not factual. Below is the chart you are to use as well as an example. Be sure to include page number and paragraph of the passage you chose.

|Passage with p. and par. # |My Opinion |

|“The man said, “Please, ladies and gentlemen, boys and girls, help me welcome |I do not believe that Madame Sabbar has a deadly slingshot. I do not believe that|

|Madame Sabbar, and perhaps she will show us her dexterity with these deadly |she has ever killed five hundred lions. I do not think it is humanly possible to |

|slingshots.”” (p. 108, par. 3) |kill five hundred lions! She may have talent with a slingshot but I doubt she is |

| |a perfect shot. I am sure she practices a LOT to be able to perform in the |

| |carnival. |

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Section V Activities

Character Sketcher: MaWee

In this section I would like for you to think very carefully about MaWee as you read. I know that we did a shared reading on this section however I would like for you to use the pages and passages provided below to find information about MaWee. Reread the passage carefully. As you are reading think about descriptive words (traits) that capture how MaWee acts or looks. You need to be aware that the character traits you will choose will be implied character traits. In other words, they are not directly stated in the passage. You will want to use descriptive words for your character traits. Please do NOT use words like good, nice, bad, and mean. In addition you will create an artistic impression of your character. When you begin artistically representing your character, try to use any physical descriptions from the text to help you. You may need to use a separate piece of paper for the “artistic impression”.

You are invited to learn more about MaWee. Please take notes on how MaWee acts and looks.

• To begin, reread the following passages and determine “descriptive words” that capture MaWee’s personality and explain why the words describe him.

• Reread page 138: first paragraph. What did MaWee look like? What was he wearing? _____________________________ ________________________________________________________.

• Reread page 139: par. 3 MaWee acts ____________________ because ________________________________________________.

• Reread page 140: Which character trait words describe MaWee? _________________________________________________

• What words in the passage were your context clues?

_________________________________________________________

• Reread page 150: MaWee acts __________________________ because ________________________________________________.

• What words in the passage were your context clues?

_________________________________________________________

• Reread page 153: par. three, four and five. What word best describes MaWee _______________________________

• Mr. Travis acts _______________________________________ because _____________________________________________.

• What words in the passage were your context clues?

______________________________________________________

On another piece of paper or here below, use the passages that describe MaWee’s actions and appearances to help you complete an artistic impression of him. Your artistic impression can be in any art form.

Word Wizard - Section V

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In every section of our reading, you will be learning and using many new words! Through this you will become an amazing WORD WIZARD. I want you to create an entry in your Word Wizard Notebook for each new word.

Each entry will include:

- the word and the page and paragraph where the word is located

- a child-friendly definition for the word (context clues will be a big help with this!)

- synonyms you know (feel free to use the thesaurus)

- any associations/connections you may have with that word

- an illustration or sketch of the word

After you discuss the word, you may be asked to write a sentence using four or more of the following: who, what, when, where, why or how.

The vocabulary words for Section V are found below.

Section V Vocabulary words from Elijah of Buxton:

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|intrigued |p. 135, par. 8 |

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|diversion |p. 135, par. 3 |

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|augmented |p. 146, par. 4 |

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|scold |p. 153. par. 4 |

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|Underground Railroad |p. 155, last par. |

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|envy |p. 157, par. 3 |

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|plaits |p. 157, line 7 |

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|lollygagging |p. 159, par 3 |

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|ailing |p. 163, par. 6 |

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|paddy-rollers |p. 163, last par. |

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|sullied |p. 166, last line |

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|Liberty Bell |p. 169, last line |

Match Those Words

Section V

Directions: Match the letter of the word with the corresponding definition by simply writing in the letter beside the definition that matches the correct word. There is an example below.

|A. intrigued |B. diversion |

|C. augmented |D. scold |

|E. Underground Railroad |F. envy |

|G. plaits |H. lollygagging |

|I. ailing |J. paddy-rollers |

|K. sullied |L. Liberty Bell |

_______1. a path that slaves traveled to reach freedom

_______2. disapprove someone angrily either verbally or physically

_______3. to be in poor health

_______4. to take one’s time in going somewhere

_______5. to be curious or fascinated by

_______6. to be jealous of someone or something

_______7. to damage the integrity or purity of

_______8. braids of hair

_______9. made greater in size or in value

_______10. something special given to the Settlement from people in Pittsburgh; it rang every time a person became free

_______11. a group of people who chased after runaway slaves

_______12. an instance of turning one’s attention away from its original course

Letter of Encouragement

Section V

“When Mr. Frederick Douglass is speechifying he says that the second hardest step in making yourself free is the first one that you take. He says after you make up your mind and take the first step, most of the rest of ‘em come pretty easy. But he says that the most hardest step to take is the very last one. He says that finally crossing over from slavery to freedom is the most horrifyingest, most bravest thing a slave will ever have to do.” (p. 158)

The text of Section V a family crosses over into Buxton unaware of where they are and hoping it begins a new chapter in their lives. A few key things happen in this situation on pages 160-165:

- Emma Collins went to the maple tree and sweetly invited the new family to be free

- A man, woman, boy, girl and baby girl all made it to Buxton and are no longer slaves

- The baby girl has been asleep for over a day

- The boy soiled his britches with overwhelming feelings of finally being free

- Emma gives the little girl her doll

- Mr. Freeman gives a grand speech to the free family

Now I want you to reread pages 160-165 paying close attention to the events listed above. The newly free family has been through so much to get where they are; they might need a little congratulations and encouragement.

Using what you know about the people in the Settlement and the town itself, write a letter to the family encouraging them as they enter this new chapter in their lives. Think about the people who live in the Settlement, what the Settlement has to offer for them. If you are having trouble then think as if you are Elijah Freeman and what he would write to the family.

Dear Friends,

Sincerely,

Discussion Director

(Section V, p. 134-180)

          Your job is to involve the students in your group by thinking and talking about the section of the book you have just read.  You are going to ask questions that really help the students in your group think about the reading. Your questions should require students to discuss their interpretations of the text and connect background experience and knowledge with the text. You want all students involved in the discussion and talking about issues that come up during the reading.

          Your job as the Discussion Director is to come up with five (5) thinking questions.  You really want to make your group think about what you all have just read.  You are trying to make sure everyone in your group understands or comprehends the reading.  It is very important that you ask your group fat, juicy, thinking questions and not easy, right there, in the book questions.  Remember you may wish to begin your questions with the following words/phrases:

 

        Who?, What?, Where?, When?, Why?, How?, If_______ then________?

 

You need to write down the following:

4. the questions

5. your answers to the questions

6. the page numbers where the students can reference the text to justify their responses to your questions

 

Please think about the following events when thinking about and developing your questions:

• The Preacher lied to the Carnival owner about Elijah

• MaWee was captured into freedom and extremely upset about it

• Elijah spotted a stranger or two hiding behind a maple tree

• Emma Collins sweetly walked a family into freedom

• Elijah and Cooter rand the Freedom Bell one hundred times to celebrate the five people whom made it to freedom

• The newly freed woman is Miss Duncan-the-first and Miss Duncan-the-second’s baby sister.

• Miss Duncan-the-first and Miss Duncan-the-second decide to not inform this woman so soon that they are her sisters

A couple good questions would be:

- Who did the Preacher claim Elijah was to the carnival owner?

- Why did Elijah and Cooter ring the Freedom Bell one hundred times for only five people?

*Please see Section III Discussion Director for a list of help with discussion topics!*

Section VI Activities

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Word Wizard - Section VI

In every section of our reading, you will be learning and using many new words! Through this you will become an amazing WORD WIZARD. I want you to create an entry in your Word Wizard Notebook for each new word.

Each entry will include:

- the word and the page and paragraph where the word is located

- a child-friendly definition for the word (context clues will be a big help with this!)

- synonyms you know (feel free to use the thesaurus)

- any associations/connections you may have with that word

- an illustration or sketch of the word

After you discuss the word, you may be asked to write a sentence using four or more of the following: who, what, when, where, why or how.

The vocabulary words for Section VI are found on the next page.

Section VI Words from Elijah of Buxton

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|graceful |p. 186, line 1 |

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|missive |p. 195, line 11 |

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|retaliation |p. 195, last line |

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|eavesdropping |p. 203, last line |

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|buckboard |p. 202, line 5 |

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|abolitionists |p. 211, last line |

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|pathetic |p. 220, par. 6 |

Have You Ever?

Section VI

Directions: Read the following sentences and answer them accordingly.

1. Describe a graceful person or thing that you have seen or heard of.

2. When was the last time you received a missive or written one yourself? Who was it from or to?

3. Explain what a buckboard is and what it looks like.

4. Who are abolitionists and what do they desire?

5. What did you hear the last time you were eavesdropping on someone’s conversation?

Synonyms and Antonyms

Section VI

Directions: Look at the vocabulary word under the column titled word. Recall its definition (feel free to look back at your definition). Think of other words associated with the vocabulary word and write them under “synonym” column. Think of other words no associated with, or the opposite of, the vocabulary word and write them under the “antonym” column.

|Synonym |Word |Antonym |

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|repay |retaliation |peacemaker |

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| |pathetic | |

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| |graceful | |

Forms of a Word

Section VI

Directions: Look at the vocabulary in bold print. Recall its definition (feel free to look back at your definition). Think of the different forms of the word and write each in the appropriate column. Not all forms of the word will be completed each time as shown with the example given. If there is not a form for the word put a dash in that section as shown below.

|Noun |Verb |Adjective |Adverb |

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|retaliation |retaliate |- |- |

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| | |graceful | |

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| | |pathetic | |

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| |eavesdropping | | |

Cause and Effect

Section VI

(Whole Group)

Directions: Throughout Section VI we read a lot of situations with cause and effect. To determine the effect ask yourself “What happened?”. To determine the cause ask yourself “Why did it happen?”. Each of you will find one (1) cause and effect situation in Section VI. Once all of you have found yours please share with the group your situation. Please record your findings on the chart below, include the page and paragraph #

|Effect- What happened? |Cause- Why did it happen? |

| |Elijah’s heart sunk because the name and address was written in |

| |“regular old plain letters” which meant that the letter was |

|Elijah’s heart sunk when he read whom the mail was sent to. (p. |terrible news about someone’s family member down south. |

|187, line 4) | |

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Double Entry Diary: Section VI

You will write a Double Entry Diary, also known as DED. You will be reading, writing and discussing throughout these entire books of historical fiction and nonfiction.

You will write a totally of FOUR entries from section VI of Elijah of Buxton. You will find important words, quotations, or passages from the book. Then you will explain why those words, quotations, and passages are important. Another way of thinking about it is when you read them, what do those words mean to you?

You will write each entry in a table format as shown below:

|From the book (words, quotes, passages). Don’t forget the page |What it means to me: |

|and paragraph it is located. | |

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|Quote: “Mama hear me hollering and drop her load and ran just as |Reaction: I became teary eyed at the sweet picture of a mother |

|hard out at me. I feels like I’s swimming I’s looking through so |and daughter running at each other like they haven’t seen one |

|many tears.” (p. 208, par. 9) |another in ages. This scene was beautiful to me! |

You will find even further assistance with you DED on the next page.

Below are a few options that you may decide to write about and how you may organize your thoughts for the DED:

|Significant passage copied from the text; please include page and|Connections or reactions to chosen passage: |

|paragraph number. | |

|1. Quote |Reaction (How you feel about the quote) |

|2. Quote |Connection (Self, Text. World) |

|3. Quote/Picture |Inference (What you think it means) |

|4. Quote |Question |

|5. Prediction |What really happened (You will complete this after you know) |

|6. Question you have or something you don’t understand |Answer or possible answer |

|7. Fact |Your opinion |

|8. Effect (What happened?) |Cause (Why it happened?) |

|9. Author’s Craft (Simile, metaphor, personification) |Explanation of what it means and how it adds importance to the |

| |passage |

Please use the above ideas when writing you DED. Record your entries on the next page.

Please record you entries in the table below:

|From the book (words, quotes, passages). Don’t forget the page and paragraph |What it means to me: |

|it is located. | |

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Section VII Activities

Word Wizard Section VII

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In every section of our reading, you will be learning and using many new words! Through this you will become an amazing WORD WIZARD. I want you to create an entry in your Word Wizard Notebook for each new word.

Each entry will include:

- the word and the page and paragraph where the word is located

- a child-friendly definition for the word (context clues will be a big help with this!)

- synonyms you know (feel free to use the thesaurus)

- any associations/connections you may have with that word

- an illustration or sketch of the word

After you discuss the word, you may be asked to write a sentence using four or more of the following: who, what, when, where, why or how.

The vocabulary words for Section VII are found below.

Section VII Vocabulary words from Elijah of Buxton:

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|temptation |p. 231, par. 4 |

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|manumission papers |p. 233, par. 5 |

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|fumbled |p. 246, line 8 |

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|tarry |p. 250, par. 3 |

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|proper |p. 251, line 4 |

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|dunce |p. 257, par. 3 |

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|disrespect |p. 257, par 7 |

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|tussling |p. 260, par. 2 |

Match Those Words

Section VII

Directions: Match the letter of the word with the corresponding definition by simply writing in the letter beside the definition that matches the correct word. There is an example below.

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|A. temptation- |B. tussling- |

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|C. manumission papers- |D. fumbled- |

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|E. tarry- |F. proper- |

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|G. dunce- |H. disrespect |

_______1. to stumble across something

_______2. suitable or appropriate

_______3. a person who causing trouble in school by acting dull

_______4. a struggle

_______5. a strong desire to do something

_______6. forms which were given to prove a person is free from slavery

_______7. to delay or stay longer than wished

_______8. to insult or show no respect

What Would You Say?

Section VII

A crucial point in the story occurs at the bottom of page 233 to the top of page 234. Mr. Leroy asked Elijah if he could trust the Preacher with the task of protecting his money and buying his family from slavery. Elijah begins to ponder over the question and after thinking says that the Preacher would never steal Mr. Leroy’s money.

What I want you to do is write what you would respond to Mr. Leroy if he were asking you, “Do you think that man would thief my money?

As you read in Section VII, you know what happens to the Preacher and Mr. Leroy’s money. Put what you know happens aside and think prior to Section VII about what the Preacher has done that seems hazy.

When writing your response use at least three (3) examples from the story of why you would or wouldn’t trust the Preacher.

Please write your response in the spaces provided below:

Wanted Poster

Direction: Create a Wanted Poster for the Preacher. Consider all he has done including stealing Mr. Leroy’s money for gambling. He also shot Mr. Highgate.

Please include on the poster:

- Character’s Name

- Wanted For

- Personality

- Suspected Whereabouts

- Time and Place Last Seen

- Reward For Who Finds Him

Please include an artistic representation of the character so people will know what he looks like!

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Discussion Director

(Section VII, p. 223-260)

          Your job is to involve the students in your group by thinking and talking about the section of the book you have just read.  You are going to ask questions that really help the students in your group think about the reading. Your questions should require students to discuss their interpretations of the text and connect background experience and knowledge with the text. You want all students involved in the discussion and talking about issues that come up during the reading.

          Your job as the Discussion Director is to come up with five (5) thinking questions.  You really want to make your group think about what you all have just read.  You are trying to make sure everyone in your group understands or comprehends the reading.  It is very important that you ask your group fat, juicy, thinking questions and not easy, right there, in the book questions.  Remember you may wish to begin your questions with the following words/phrases:

 

        Who?, What?, Where?, When?, Why?, How?, If_______ then________?

 

You need to write down the following:

7. the questions

8. your answers to the questions

9. the page numbers where the students can reference the text to justify their responses to your questions

 

Please think about the following events when thinking about and developing your questions:

• Mr. Leroy is trusting the Preacher to handle his money and buy his family from slavery

• Mr. Freeman talks Mr. Leroy to asking Mr. Highgate to go with the Preacher on this journey

• The Preacher shot Mr. Highgate

• The Preacher stole all the money and is gambling it away

• The Settlement has a meeting to decide what to do about the Preacher and Mr. Leroy’s money

• Elijah sneaks out to listen to the meeting and someone kidnaps him.

A couple good questions would be:

- What did the Preacher promise Mr. Leroy?

- How did Mr. Highgate get shot?

*Please see Section III Discussion Director for a list of help with discussion topics!*

Section VIII Activities

Opinionator

Section VIII

(Group Activity)

Directions: Choose TWO (2) passage of the book and write how it made you feel or what you think it meant. This is strictly your opinion, not factual. Below is the chart you are to use as well as an example. Be sure to include page number and paragraph of the passage you chose.

|Passage with p. and par. # |My Opinion |

|“Whatever snatched me up was starting to get tired. The way it had me mashed |When I read this sentence I thought that Elijah’s father was the one who found |

|up ‘gainst it I could feel its heart flopping ‘round in its check like a fish |him. I thought he had saw him hiding beside the schoolhouse and went to skin his |

|that had got throwed up on the land.” (p. 261, first par.) |hide. |

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Continued Group Activity:

After you have written your own individual opinion response please share with the group your opinion. Next as a group discuss the following questions and write what your group as a whole thinks.

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|What do you think happened to Mr. Leroy? (p. 283) | |

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|Why did Elijah lie about having an aunt in town? (p. 286) | |

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|Why do you think the Preacher was at the stable where the slavers | |

|were staying? (p. 282) | |

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|How do you think Elijah is going to try to get the woman and Africans| |

|out of the stable? (p. 308) | |

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Word Wizard (Section VIII)

In every section of our reading, you will be learning and using many new words! Through this you will become an amazing WORD WIZARD. I want you to create an entry in your Word Wizard Notebook for each new word.

Each entry will include:

- the word and the page and paragraph where the word is located

- a child-friendly definition for the word (context clues will be a big help with this!)

- synonyms you know (feel free to use the thesaurus)

- any associations/connections you may have with that word

- an illustration or sketch of the word

After you discuss the word, you may be asked to write a sentence using four or more of the following: who, what, when, where, why or how.

The vocabulary words for Section VIII are found on the next page.

Section VIII Words from Elijah of Buxton

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|notion |p. 295, line 2 |

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|bellows |p. 293, last line |

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|disagreement |p. 287, par. 1 |

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|trifled |p. 282, par. 4 |

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|disputing |p. 278, line 5 |

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|fierce |p. 276, par. 3 |

Have You Ever?

Section VIII

Directions: Read the following sentences and answer them accordingly.

1. When was the last time you had a notion for something?

2. Describe what bellows are and what they look like?

3. Explain the last time you disputed with someone which resulted in a disagreement.

4. Who do you know that is not to be trifled with?

5. What is something that you know or have seen that is fierce?

Author’s Craft: Figurative Language

Section VIII

Author’s love to create visual images in the reader’s head. A lot of times the authors use simile and metaphors to create such pictures. A simile is a comparison between two different things using the words like or as. A metaphor is comparing or contrasting two nouns to one another without using like or as.

Within Section VIII there are countless similes and metaphors found within the text. Your job is to find at least four (4) and explain their meaning. Please include the page and paragraph number. Use the table below:

- state whether it is a simile or metaphor,

- give p. and par. #

- then explain the meaning.

|Simile or Metaphor |Meaning |

|Simile: “I could feel its hear flopping ‘round in its chest like |Elijah is stating that whoever captured him- their heart is |

|a fish that had got throwed up on the land.” (p. 261, first par.)|beating extremely hard in their chest. |

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Section IX Activities

Word Wizard Section IX

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In every section of our reading, you will be learning and using many new words! Through this you will become an amazing WORD WIZARD. I want you to create an entry in your Word Wizard Notebook for each new word.

Each entry will include:

- the word and the page and paragraph where the word is located

- a child-friendly definition for the word (context clues will be a big help with this!)

- synonyms you know (feel free to use the thesaurus)

- any associations/connections you may have with that word

- an illustration or sketch of the word

After you discuss the word, you may be asked to write a sentence using four or more of the following: who, what, when, where, why or how.

The vocabulary words for Section IX are found below.

Section IX Vocabulary words from Elijah of Buxton:

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|spoilt |p. 319, par. 2 |

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|risking |p. 321, par. 8 |

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|seize |p. 320, par. 2 |

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|gentle |p. 311, line 4 |

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|tangled |p. 324, par. 1 |

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|dumbstruck |p. 325, line 7 |

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|cipher |p. 329, line 3 |

Making Choices

Section IX

Directions: Tell whether each item or scenario is a description of the vocabulary word given. If so, put circle the phrase. If not, don’t write anything.

5. If any of the situations I describe might cause dumbstruck behavior please circle the phrase. If not, don’t write anything.

- A bird flies over your head and you get pooped on

- A butterfly fluttering through the air

- Someone stealing your favorite snack

- A best friend lying to your face

6. If any of the scenarios are gentle please circle the scenario. If not, don’t write anything.

- A tsunami crashing again a country’s shore line

- A kitten rubbing against your ankles

- Sleeping on a very soft pillow

- You sitting on a float in a pool relaxing

7. If anything listed below is risky please circle the situation. If not, don’t write anything.

- A cat walking on top of a fence

- A car driving down the road going 20 mph over the speed limit

- You walking to class

- A person riding their bike through town without a helmet on

8. If any of the situations listed below is spoilt please circle the situation. If not, don’t write anything.

- Milk sitting out on the counter all night

- A smile turned into a frown because a bird was hit by a car

- A cat sleeps in the window seal

Match That Word

Section IX

Directions: Match the letter of the word with the corresponding definition by simply writing in the letter beside the definition that matches the correct word. There is an example below.

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|A. seize |B. tangled |

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|C. cipher | |

_______1. something written in code

_______2. to suddenly take hold of

_______3. become twisted together in a confused mess

Double Entry Diary: Section IX

You will write a Double Entry Diary, also known as DED. You will be reading, writing and discussing throughout these entire books of historical fiction and nonfiction.

You will write a totally of FOUR entries from Section IV of Elijah of Buxton. You will find important words, quotations, or passages from the book. Then you will explain why those words, quotations, and passages are important. Another way of thinking about it is when you read them, what do those words mean to you?

You will write each entry in a table format as shown below:

|From the book (words, quotes, passages). Don’t forget the page |What it means to me: |

|and paragraph it is located. | |

| |Reaction: I could not believe that a freed slave would say this.|

|Quote: “Why’m I gunn risk my neck for some folks I don’t know |After I thought about it for a while I realized that this man |

|what’s stupid enough to get caught? |would have said or done anything to prevent himself from going |

| |into slavery again. Its unfortunate his hatred but justified. |

You will find even further assistance with you DED on the next page.

Below are a few options that you may decide to write about and how you may organize your thoughts for the DED:

|Significant passage copied from the text; please include page and|Connections or reactions to chosen passage: |

|paragraph number. | |

|1. Quote |Reaction (How you feel about the quote) |

|2. Quote |Connection (Self, Text. World) |

|3. Quote/Picture |Inference (What you think it means) |

|4. Quote |Question |

|5. Prediction |What really happened (You will complete this after you know) |

|6. Question you have or something you don’t understand |Answer or possible answer |

|7. Fact |Your opinion |

|8. Effect (What happened?) |Cause (Why it happened?) |

|9. Author’s Craft (Simile, metaphor, personification) |Explanation of what it means and how it adds importance to the |

| |passage |

Please use the above ideas when writing you DED. Record your entries on the next page.

Please record you entries in the table below:

|From the book (words, quotes, passages). Don’t forget the page and paragraph |What it means to me: |

|it is located. | |

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Mr. Frederick Douglass

Section IX

Please read the following pages in the book Frederick Douglass by Margo McLoone and answer the questions in the response section.

|Page Number |Question |Response |

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|p. 17 |What did Frederick begin when he returned to | |

| |Rochester, New York? | |

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|p. 17 |Who did Frederick talk with about black soldiers| |

| |and runaway slaves? | |

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|p. 19 |What became Frederick’s goal after the war? | |

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|p. 21 |How did Frederick Douglass pass away? | |

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Consider what Frederick Douglass has been through and all he strived to gain in his life. Think about his passion to abolish slavery and to let his voice be heard. Who does Frederick Douglass remind you of?

Persuasive Letter

Section IX

Directions: You have read to the final pages of Elijah of Buxton and through that you have read what some people have been through to become free. I am sure like many other you have become ill at the sound of “paddy-rollers” or “slavers”. It is hard to believe that human beings were owned as property. What I want you to do is to write a persuasive letter to President Lincoln. This is the year 1861 and Abraham Lincoln has been the President for a year. He has the power to abolish slavery and it is your job to convince him that slavery is horrible.

President Lincoln,

Sincerely,

Internet Workshop

Post-reading Assignment

This Internet workshop will introduce you to slavery and specifically the Underground Railroad. Come prepared to share your findings and answers at our workshop discussion!

Please answer the following questions:

1. Go to the bookmark set for the following Web site:



Explore the information about the Underground Railroad.

- In your own words, what is the Underground Railroad?

- What was it like to travel on the Underground Railroad to freedom?

2. Go to the bookmark set for the following Web site:



Click Begin the Journey and get ready for an adventure.

- Who did you encounter on the Underground Railroad?

- How did you escape from slavery?

- Where did you reach freedom? In what State?

3. Go to the bookmark set for the following Web site:



View the site by clicking on the blue underlined sub-headings to answer the questions below:

- What was the Underground Railroad?

- Where does the term Underground Railroad come from?

- Give at least one myth about the Underground Railroad.

- Give two routes along the Underground Railroad

- Who was Harriet Tubman?

- Who was Henry Brown?

Vocabulary Assessment

Directions: Please read the statements below and select the correct word needed to complete the sentence. Then write the letter of the word, either A, B, C, or D, in the blank provided.

1. My dog _________________ eating his supper because he wanted to wait and see if he would get any table scraps.

A. vile

B. daft

C. prolonged

D. solemnly

2. At the beginning of Elijah of Buxton we learn that Elijah is a very ________________ boy. We know this because he can’t help but to cry over the smallest things.

A. vile

B. fragile

C. commotion

D. daft

3. A classroom of talkative students caused quite the ___________________.

A. stoop

B. vile

C. solemnly

D. commotion

4. Some animals or just mean and _________________.

A. druthers

B. ornery

C. ruckus

D. speculating

5. I sat on my couch ____________________ when I should begin my homework.

A. contemplating

B. tragedy

C. conjuring

D. deceiving

6. Sometimes we are __________________ when we pretend we know everything.

A. ignorant

B. tolerable

C. raggedy

D. lagging

7. The old towel is all torn up and __________________.

A. timid

B. riled

C. divvy

D. raggedy

8. The bride’s wedding dress was ___________________ on her.

A. astounding

B. traversing

C. marvel

D. oddities

9. A student was being a ______________________ by his mischievous acts.

A. dexterity

B. fiercest

C. rapscallion

D. foully

10. He went through the ___________________ of building his barn by himself.

A. rigmarole

B. dexterity

C. oddities

D. traversing

11. Every time a slave walked into Buxton they became free. What did the Settlement sound to let everyone know about the new settlers?

A. a horn

B. their voices

C. the band

D. the Liberty Bell

Directions: read the following statements and answer them accordingly. Make sure that your response represents your knowledge and understanding of the bolded vocabulary word.

12. Describe a time when you or someone you know went berserk and explain what happened.

13. Have you ever experienced a tragedy? If so please explain. If not please define what a tragedy is and give me a historical tragedy.

14. When was the last time that you were antsy about something? Explain what was going on.

15. What is the Underground Railroad and what was its purpose? Explain.

16. Who were paddy-rollers and why were slaves afraid of them?

17. Describe a time when you have been intrigued with someone or something. Explain.

18. How would you describe an ailing person?

19. Who or what is graceful? What makes them or it graceful?

20. Who are abolitionists and what do they fight for?

21. Explain the last time you disputed with someone which resulted in a disagreement.

Rubric

|Activities |Points Earned/ Total Possible Points |

|Pre-reading Activities: | |

| |/5 |

|What I discovered Activity | |

|Areas are filled in and complete | |

|Student is in depth with responses | |

|K-W-L Chart | |

|Chart is thorough |/8 |

|Chart is complete | |

|Student finished what learned | |

|During Reading Activities: | |

| |/2 |

|Dialect Dictionary | |

|Student has at least two words written by themselves on the chart | |

|Character Sketchers | |

|Artistic impression is creative and thoughtful | |

|Responses are clear and applicable to text | |

|All three are complete |/15 |

|Vocabulary Activities | |

|All activities are complete | |

|Definitions are in student’s own words |/65 |

|Word Wizard Notebook is full and complete with all nine vocabulary entries | |

|Double Entry Diaries (DED) | |

|Completed number of entries required for all four DED | |

|Page and paragraph numbers are given for quotes/passages |/20 |

|Responses are thoughtful | |

|Information Text Activities | |

|Questions are answered |/10 |

|Shows comprehension of Frederick Douglass | |

|Discussion Director (two) | |

|Questions are thought provoking, | |

|Page and paragraph numbers are included | |

|Student includes responses to questions | |

| |/20 |

|Author’s Craft Study | |

|Both activities are complete | |

|Dialect chosen is correctly translated |/10 |

|Figurative language chosen is correct | |

|Page and paragraph numbers are included | |

|Opinionator | |

|Passages chosen and responses are complete with page and par. numbers | |

|Whole group discussion is in depth and answers are complete |/15 |

|Letters | |

|Encouragement letter is thoughtful | |

|Both letters give reference to in text situations | |

|Persuasive letter is correctly written |/25 |

|Grammar is correct | |

|Cause and Effect | |

|Whole group discussion runs smoothly |/5 |

|Responses are complete | |

|Successful group cooperation | |

|What Would you Say? Activity | |

|Response to Mr. Leroy is complete |/2 |

|Thorough and honest | |

|Wanted Poster | |

|Poster meets all criteria listed in directions | |

|Artistic representation of the Preacher is creative and unique |/8 |

|Post-reading Activities: | |

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| |/50 |

|Internet Workshop | |

|Responses to questions are complete | |

|Considerable effort into responses | |

|All questions answered and correct | |

|Vocabulary Assessment | |

|Completed assessment |/40 |

|Answers are correct | |

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|Total |/300 |

Book List

This book list will continue to expand the students’ knowledge of slavery, Underground Railroad and Buxton. These books all have a common theme and will help the student’s individual growth on the subject matter.

1.

Title: Moses

Author: Carole Boston Weatherford

Illustrator: Kadir Nelson

Copyright Date: 2006

Publisher: Hyperion Books for Children

Description: This is a heart wrenching book about Harriet Tubman and the journey she endured to freedom as well as the adventures of freeing others.

2.

Title: Aunt Harriet’s Underground Railroad in the Sky

Author: Faith Ringgold

Illustrator: Faith Ringgold

Copyright Date: 1992

Publisher: Crown

Description: This is a story of a girl who when reached the Underground Railroad was separated from her brother only to be re-united at the end.

3.

Title: Follow the Drinking Gourd

Author: Jeanette Winter

Illustrator: Jeanette Winter

Copyright Date: 1988

Publisher: Dragonfly Books

Description: This story tells the way for slaves to freedom through a song about the drinking gourd (the Big Dipper).

4.

Title: The Watsons Go To Birmingham

Author: Christopher Paul Curtis

Illustrator: n/a

Copyright Date: 1995

Publisher: Delacorte Press

Description: This is a chapter book narrated by a nine-year-old named Kenny. The story tells the story of a middle-class black family who heads South the Birmingham to visit their Grandmother.

5.

Title: Life on the Underground Railroad

Author: Stuart A. Kallen

Illustrator: n/s

Copyright Date: 2000

Publisher: Lucent Books

Description: This is an informational text that gives maps, descriptions and facts about what it was like to be on or involved with the Underground Railroad.

6.

Title: If You Traveled on the Underground Railroad

Author: Ellen Levine

Illustrator: Larry Johnson

Copyright Date: 1992

Publisher: Scholastic

Description: This is an informational text that explains slavery and what terrible things the slaves endured to reach the Underground Railroad to freedom.

7.

Title: A Picture Book of Harriet Tubman

Author: David A. Adler

Illustrator: Samuel Byrd

Copyright Date: 1992

Publisher: Holiday House

Description: This book is a simple biography of Harriet Tubman and her mission as a conductor on the Underground Railroad

8.

Title: The Underground Railroad in American History

Author: Kem Knapp Sawyer

Illustrator: n/a

Copyright Date: 1997

Publisher: Enslow Publishers

Description: This is an informational text providing historical events leading to the Underground Railroad as well as explaining some of the conductors’ stories.

NCSCOS Chart

|Unit Activity |NCSCOS for Grade 5 |

| |Language Arts Competency Goal 1: |

| |The learner will apply enabling strategies and skills to read and write. |

|Vocabulary Activities from Elijah of Buxton such as: | |

|Match That Word, Making Choices, Synonyms, Antonyms, Forms of a Word |Objective 1.02 |

| |Select key vocabulary critical to the text and apply appropriate meanings as necessary for |

| |comprehension. |

| |Language Arts Competency Goal 1 |

| |The learner will apply enabling strategies and skills to read and write. |

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|Author’s Craft examination from Elijah of Buxton |Objective 1.03 |

| |Increase reading and writing through: wide reading, word study, word reference materials, content |

| |area study, writing process elements, writing as a tool, debate, discussions, seminars, examining |

| |the author’s craft |

| |Language Arts Competency Goal 2 |

| |The learner will apply strategies and skills to comprehend text that is read, heard, and viewed. |

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| |Objective 2.02 |

| |Interact with the text before, during, and after reading, listening, and viewing by: making |

|The entire Multi-text Study of Elijah of Buxton especially group |predictions, formulating questions, supporting answers from textual information, previous experience|

|discussions, daily assignments and applying vocabulary to personal |and or other sources, drawing on personal, literary, and cultural understandings, seeking additional|

|experiences |information, making connections with previous experiences, information, and ideas |

| |Language Arts Competency Goal 3 |

| |The learner will make connections through the use of oral language, written language, and media and |

| |technology. |

|Opinionator, Friendly Letter and Persuasive Letter, and Internet | |

|Workshop, Character Sketcher |Objective 3.01 |

| |Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative |

| |processes by: analyzing word choice and content, examining reasons for a character’s actions, taking|

| |into account the situation and basic motivation of the character, creating and presenting a product |

| |that effectively demonstrates a personal response to a selection or experience, examining |

| |alternative perspectives, evaluating the differences among genres, examining relationships among |

| |characters, making and evaluating inferences and conclusions about characters, events, and themes. |

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L – What I Learned

W – What I Want to Know

K - What I Think I Know

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