Character Sketcher



Multi-Text Study

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Elijah of Buxton

By: Christopher Paul Curtis

“She said, ‘Well, son, you done proved what you said afore. You proved that if you wants something horrible bad enough, sometimes dreams has a way of find you.’”

Moses: When Harriet Tubman Led Her People to Freedom by Carole Boston Weatherford

Henry’s Freedom Box by Ellen Levine

Taylor Cairns

Candace Carpenter

Tiffany Mease

Chelsey Minish

Elijah of Buxton

Multi-text Outline

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Week 1

Day 1- Before Reading

Concept Map of Slavery (Page 4: Individual)

Stations on the Underground Railroad (Page 5: Small Group)

KWL- slavery and the Underground Railroad (Page 6: Small Group)

Day 2- Pre-reading activities

Before you read (Page 7: Individual)

Using the Title to Make Predictions (Page 8: Individual)

Vocabogram (Page 9-10: Individual)

Day 3- Chapters 1-3

Character Sketcher 1, 2, and 3 (Pages 11-16: Small Group)

Setting Graphic Organizer (Pages 17-18: Individual)

Day 4- Chapters 1-6

Vocabulary Table: Child friendly definitions (Pages 18: Individual)

Day 5- Chapters 1-6

DRC: Text and internet sources (Pages 19-20: Individual)

Week 2

Day 6- Chapters 7-8

Author’s Craft and Artistic Representation (Pages 21-22: Partner)

Day 7- Chapter 9-10

Vocabulary Activity (Page 23: Individual)

Wanted Poster (Pages 24-25: Individual)

Day 8- Chapter 11-12

Internet Workshop (Pages 26-28: Small Group)

Dialect DED (Pages 29-30: Individual)

Day 9- Chapter 13

Letter of Regret (Page 31: Individual)

Day 10- Chapters 13-18

Vocabulary Table: Child friendly definitions (Pages 32-33: Individual)

Week 3

Day 11- Chapters 13-18

Dialect DED (Pages 34-35: Individual)

Day 12- Chapter 19-21

I-poem on Elijah (Page 36: Individual)

Day 13- Chapter 22

Character Map/ Acrostic on Ms. Chloe (Pages 37-38: Individual)

Day 14- Chapters 23-24

Response Journal (Page 39: Individual)

Day 15- Culmination of book

CD Soundtrack (Pages 40-41: Small group)

Vocabulary Assessment ( Pages 42-43 :Individual)

Concept Map

Please use the following pattern to create a concept map; brainstorm ideas and connections you have to slavery. Create a bubble concept map (like the one below), and write these ideas in bubbles surrounding slavery.

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Stations on the Underground Railroad

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In your group, you will be given a book to read and discuss with your group as you learn about the Underground Railroad and slavery. This will be an introduction to a book we will begin reading called Elijah of Buxton. The first step in your station is to fill out the “K” in your KWL about what you know about the Underground Railroad and slavery. You will fill this out separately. Next, you will look at the front and back covers of the book you are given and fill out the “W” on what you want to learn. Finally, you will read the book with your group and pay attention to the specific information you learn about the Underground Railroad and slavery. You will be given one of the following books:

• Freedom River by Doreen Rappaport

• Barefoot: Escape on the Underground Railroad by Pamela Duncan Edwards

• Follow the Drinking Gourd by Jeanette Winter

• Night Boat to Freedom by Margot Theis Raven

K-W-L

You will be completing a K-W-L on slavery and the Underground Railroad. Think about what you know, what you want to know, and finally what you have learned. Your group may use the information found in the book at your station as well as any prior knowledge you have on the subject. Use the following words to help you come up with questions you would like answered for the “W” column.

WHO, WHAT, WHERE, WHEN, WHY, & HOW

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|K |W |L |

|What I Think I KNOW |What I WANT To Know |What I LEARNED |

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Before You Read: Look carefully at the front and back covers of Elijah of Buxton. Write down your predictions about the following:

Setting (Time and Place): When and Where do you think this book takes place?_______________________________

________________________________________________

Characters (The people, animals, or objects around which the action of the story is centered): Who do you believe the main characters in the book will be?_________________________________

________________________________________________

Problem(s) & Solution(s) (What goes wrong in the story and how is it solved?): What do you predict will be the most significant problems in this book? How do you believe the problems may be solved? _____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

Write down any other questions or predictions: ____________________________________________________________________________________________________________

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Using the Title to Make Predictions

• What do you think the title of this book means?

• Who do you think Elijah is?

• Where do you think Buxton is located? Why might this be significant?

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Vocab-o-gram/Predict-o-gram

Elijah of Buxton by Christopher Paul Curtis

Vocabulary: new-free folks, tragedy, conjuring, pistol, brogans, chains, paddy-rollers, runaways, haint, shackled, freeborn, Canada, conscience, revenge, posse, dumbstruck, fragile, full-blood

Use the words above and the title of the book to help you make predictions about the following elements of story.

|Setting |Characters |

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|What is the setting likely to be? |Who are possible characters in the novel? |

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|Problem |Characters’ Goals |

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|What might some problems be for the characters? |What are likely goals for some of the characters? |

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|Solution |Prediction/Questions |

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|What are possible solutions to the problems? |Any other predictions? |

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| |Do you have any questions about how the story might evolve? |

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[pic] Character Sketcher 1

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

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

❖ Reread page 8 and the first two paragraphs on page 9. Which words describe Elijah?______________________________________________

❖ He acts _____________________because_____________________

______________________________________________________.

Focus on page 8 paragraph five.

❖ Reread page 12 paragraphs five and six and page 13 paragraph one. Which words describe Elijah?_____________________________________

❖ He acts _____________________because_____________________

______________________________________________________.

❖ Reread page 19 paragraphs one through six. Which words describe Elijah?_____________________________________

❖ He acts _____________________because_____________________

_______________________________________________________.

In this novel, the descriptions of the characters are not stated explicitly. It is up to the reader to use context clues to make their own assumptions of how the characters look. Based on what you have read so far, draw a picture of Elijah and in a paragraph, provide an explanation of why you believe he looked this way based on what you have read. Include page and paragraph numbers for evidence.

Draw your picture in the space below.

[pic] Character Sketcher 2

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

❖ To begin, think about “descriptive words” that capture Ma’s personality and try to find passages in Chapter 1 that show how Ma is acting. Think about why or how those words describe Ma in the passages. Remember these will be implied traits. Use the traits below to help you.

❖ Choose 3 of the following traits and find passages in Chapter 1 that demonstrate Ma acting:

|scared |disgruntled |clever |assertive |

|witty |mischevious |fun-loving |surprised |

❖ On page _______ paragraph _______ Ma acts ______________________________________ because/when _________________________________________________________________

_________________________________________________________________.

❖ On page _______ paragraph _______ Ma acts ______________________________________ because/when _________________________________________________________________

_________________________________________________________________.

❖ On page _______ paragraph _______ Ma acts ______________________________________ because/when _________________________________________________________________

_________________________________________________________________.

In this novel, the descriptions of the characters are not stated explicitly. It is up to the reader to use context clues to make their own assumptions of how the characters look. Based on what you have read so far, draw a picture of Elijah and in a paragraph, provide an explanation of why you believe he looked this way based on what you have read. Include page and paragraph numbers for evidence.

Draw your picture in the space below.

[pic] Character Sketcher 3

Your job as Character Sketcher is to identify a character’s actions (traits) and explain or prove these traits, identify the character’s goal (which is what the character wants to do or accomplish), identify the problem and solution in the reading, and complete an artistic impression of the character.

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. You do NOT want to use words like good, bad, nice, and mean. Be sure to use your “Descriptive Character Traits” page for help.

Sometimes the solution to your character’s problem will not be in the section of the book that you are reading. In this case, you will need to come up with a possible solution for you character’s problem.

When you begin artistically representing your character, try to use any physical descriptions from the text to help you. Your “artistic impression” of the character will probably be on a separate piece of paper. The next page gives you an example of how your paper may look with the character information.

You will be learning about the Preacher. Think about the following traits as you read Chapters 1-3.

|convincing |mischievous |imaginative |

|dishonest |tricky |determined |

Implied Character Traits (3)

1. (Trait) _________________ p.______ par.________

(Explanation or proof of trait)

_____________________________________________________________________

_____________________________________________________________________

2. (Trait) _________________ p.______ par.________

(Explanation or proof of trait)

_____________________________________________________________________

_____________________________________________________________________

3. (Trait) _________________ p.______ par.________

(Explanation or proof of trait)

_____________________________________________________________________

_____________________________________________________________________

Character’s Goal: _______________’s goal is to

___________________________________________________________

______________________________.

Problem: _______________’s problem is

___________________________________________________________

_____________________________________.

Solution or Possible Solution: __________________________________________________________________________________________________________________

Setting Graphic Organizer

|DETAILS! |DETAILS! |DETAILS! |

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[pic] Vocabulary Table:

Consult the online dictionaries

Find the following words in Elijah of Buxton to see how they are used. Then, create your own student-friendly definitions for the words provided.

Finally, write your own student-friendly definitions: Make sure you check to see how the word is used in the book.

|Tier 2 Words |Page # |Student Friendly Definitions |

|commence |5 |start to move |

|fra-gile (fragile) |10 |delicate, gets upset easily |

|discouraging |11 |trying to prevent something |

|grieving |15 |hurt, pain, sorrow |

|plentiful |26 | |

|fretting |28 | |

|ornery |32 | |

|Write your own student-friendly definitions: Make sure you check to see how the word is used in the book. |

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Data Retrieval Chart [pic]

List fascinating facts for each category of information.  Be sure to continue this chart as you read and discover new information.

|Books/ Short Summary of Book |History/Facts about the |Life as a Slave |Life as a Freed |Life on the |

| |Underground Railroad | |Slave/ Free African |Underground |

| | | |American |Railroad |

| Elijah of Buxton by Christopher Paul Curtis |  | | |  |

|Summary:  | | | | |

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|  | | | | |

|Henry’s Freedom Box by Ellen Levine |  |  | |  |

|Summary: | | | | |

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|Moses: When Harriet Tubman Led Her People to | |  | | |

|Freedom by Carole Boston Weatherford and | | | | |

|Kadir Nelson | | | | |

|Summary: | | | | |

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|Internet Site: | | | | |

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|Summary: | | | | |

Author’s Craft

Christopher Paul Curtis chose his words very carefully, making use of one primary literary device. It appeals to the reader’s sense of humor by using such figurative language. Along with your partner, find at least four examples of a similie from your reading in Chapters 7 and 8. Then explain how each passage adds meaning to the story.

| |Example from the book: |Example from the book: |

|Simile: a comparison that includes the words | Page number: |Page number: |

|like or as. |Example: |Example: |

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|Example from Chapter 5 | | |

|“Fish bones snapped in his mouth like dry | | |

|twigs.” Page 77 |What this passage adds to the story: |What this passage adds to the story: |

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| |Page number: |Page number: |

| |Example: |Example: |

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| |What this passage adds to the story: |What this passage adds to the story: |

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Artistic Representation

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Now that you have chosen four examples of similes, please artistically represent one of these comparisons.

Vocabulary Activity

Ch. 9-10

What people, things, places or ideas come to your mind when you hear the word “conjurer”? (p. 118) Write your ideas in the bubbles below.

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Your job is to create a Wanted Poster for the Preacher after he kidnapped MaWee. (Ch. 10)

You will create an artistic representation of the suspect and then complete the following information for the wanted poster:

Wanted:

Character name

Time and Place Last Seen

Physical Description

How he acts

Likes

Dislikes

Where he hangs out

Suspected Whereabouts

Reward amount

~Remember that this information, plus the artistic creation of the suspect, must fit inside the white box in your wanted poster. If you choose, you may use your own creative template instead of the one given on the following page.

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Name __________________________

Internet Workshop:

Harriet Tubman and the Underground Railroad

You will complete an Internet Workshop on the Underground Railroad using the following site: . Be sure to thoroughly read all required sections on the website and fully answer each question. You are expected to be an active participant within your group during this assignment.

Famous People

Fredrick Douglas

Name one thing that Fredrick Douglas was famous for.

____________________________________________________________________

Harriet Tubman

What was Harriet Tubman’s role on the Underground Railroad?

____________________________________________________________________

What nickname was Harriet Tubman given?

____________________________________________________________________

How many trips did she make to the South to rescue slaves?

____________________________________________________________________

What did she do during the Civil War?

________________________________________________________________________________________________________________________________________

Dredd Scott

What was the trial called that involved Dredd Scott?

____________________________________________________________________

What did the jury decide?

____________________________________________________________________

Friends Against Slavery

Quakers

Why did the Quakers decide to help slaves escape using the Underground Railroad?

____________________________________________________________________

Abolitionists

What did abolitionists believe?

____________________________________________________________________

What did they do?

____________________________________________________________________

What did abolitionists risk for what they believed in?

____________________________________________________________________

The Underground Railroad

What did the conductors do?

____________________________________________________________________

Stations

What were stations?

____________________________________________________________________

What else did you learn about stations?

____________________________________________________________________

Journeys

Why did they name system the Underground Railroad?

____________________________________________________________________

Name one former slave that helped other slaves reach their freedom on the Underground Railroad?

____________________________________________________________________

Slaves and Their Freedom

In 10 years how many slaves did Harriet Tubman help to reach their freedom?

____________________________________________________________________

When did the Underground Railroad start? When did it end?

____________________________________________________________________

Double Entry Diary

Dialect within Elijah of Buxton

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You are invited to complete a Double-Entry Diary for this section of the book. You will look for specific instances in which the dialect is present. You will write down the passage in which you find it and write your response to it. Remember to write down the quotation or passage and the page number on the left side of your paper. On the right side of your paper, write your response or personal reactions and connections to what was written in the left column. You must include at least 3 passages with responses.

Here’s an example to start with:

|Quotation/Passage |Response: |

|and Page Number: |This passage makes me think MaWee is very scared. He is talking |

|“Once the ‘gator man got me roped good, that preacher tell ‘em |very fast and his sentences are running together. The African |

|this here’s Canada and folks is free and he taking me to Buxton |American dialect is present within this passage with the word |

|and he gunn kill anyone what try to stop him.” Page 151 |choice, such as “what try to stop him.” |

Double Entry Diary

|Quotation/Passage and Page Number: |Response: |

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Letter of Regret

Elijah of Buxton

You are invited to write a letter from Elijah Freeman’s point of view to Mrs. Holton to tell her how sorry he is for the loss of her husband. Be true to the character, setting, and story, and be sure to include the necessary parts of a friendly letter. Brainstorm your ideas here and then begin your letter on a separate piece of paper. Remember to write neatly and take your time! Here are a few questions for you to consider before you begin:

• What do you think Elijah wants to tell Mrs. Holton ?

• How is Elijah feeling as he is writing the letter?

• What kind of reassuring things might Elijah say to Mrs. Holton?

[pic] Vocabulary Table:

Consult the online dictionaries

Find the words in Elijah of Buxton to see how they are used.

Write student friendly definitions.

|Tier 2 Words |Page # |Student Friendly Definitions |

|chunking |182 |To throw very hard |

|mispronouncing |184 |Saying something the wrong way |

|rotten |187 |Mean, callous, almost evil |

|nonsense |184 |Ridiculous, not serious |

|tending |188 |Taking care of |

|daft |215 |Silly, crazy |

|commotion |217-218 |Disturbance, a large interruption |

|Write your own students friendly definition: Make sure you check to see how the word is used in the book. |

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Write Short Definitions of these words:

|p.216- unpleasant | |

|p. 236- unbuckled | |

|p. 237- unprepared | |

What does the prefix “un-“ mean?

Can you think of other words that have the un- as a prefix?

Write Short Definitions of these words:

|p.190- powerful | |

|p.231- careful | |

What does the suffix “-ful” mean?

Can you think of any other words that use the suffix –ful?

Synonyms and Antonyms:

|Synonyms |Word |Antonyms |

| |tolerable (p. 202) | |

| |recognizing (p. 207) | |

| |hollering (p.208) | |

| |daft (p.215) | |

| |commotion (p. 217-218) | |

| |conjurer (p.234) | |

| |bawling (p. 222) | |

|Find your own examples from the reading |

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Double Entry Diary

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You are invited to complete a Double-Entry Diary involving dialect from the section of the book you just read. Remember to write down the quotation or passage and the page number on the left side of your paper. On the right side of your paper, write your response or personal reactions and connections to what was written in the left column.

Include at least three passages and their responses from the section of the book that you just completed.

|Quotation/Passage |Your response, reactions, and connections to the quotation or passage: |

|and page number: | |

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“I Poem”

Write an I Poem from the point of view of Elijah from Elijah of Buxton. Try to get inside your character; help the reader identify with the character’s thoughts, actions, emotions, and personality. If possible, include personification and similes in your poem. You may wish to use the format presented below. Or, you may want to use your own format.

FIRST STANZA

I am (two special characteristics you have)

I wonder (something you are actually curious about)

I hear (an imaginary sound)

I see (an imaginary sight)

I want (an actual desire)

I am (the first line of the poem repeated)

SECOND STANZA

I pretend (something you actually pretend to do)

I feel (a feeling about something imaginary)

I touch (an imaginary touch)

I worry (something that really bothers you)

I cry (something that makes you very sad)

I am (the first line of the poem repeated)

THIRD STANZA

I understand (something you know is true)

I say (something you believe in)

I dream (something you actually dream about)

I try (something you really make an effort to do)

I hope (something you actually hope for)

I am (the first line of the poem repeated)

Character Map-Elijah of Buxton

Please use the following pattern to create a character map; brainstorm ideas and connections associated with Ms. Chloe. Fill in the bubbles with things you know about her. You may also want to include specific character traits and emotions or actions that define her. Please explain your choice of words in a few sentences outside the bubbles.

Response Journal

When Elijah is “kidnapped” and taken to Michigan, he is faced with many trials and hardships that eventually leave him all alone. He happens upon an old stable and meets the captured slaves. He helps them by giving them water, a weapon, and by carrying the baby to freedom. If Elijah kept a journal, write an entry that might explain what he was going through at this time. Explain how his experiences as the youngest conductor on the Underground Railroad changed his life. Also, predict what might happen in the future for Elijah, his family, and his settlement.

Elijah of Buxton Soundtrack

Post Reading Activity

Most movies today come with a soundtrack of songs and music heard in the film. These songs sometimes are incidental (i.e., not important) to the film, but other times they add meaning to the plot or highlight the emotional aspects of particular characters.

For this assignment, your group must create a soundtrack for Elijah of Buxton that represents theme, illustrates growth of character, and reflects the plot meaningfully. The soundtrack that you create should be appropriately and respectfully representative of the novel.

Here are specific criteria:

1. You must have a minimum of eight songs. You may choose any kind of music. You may want to think about having a “theme” to your music; that is, have all music be from one genre.

2. At least three of these songs must be for specific characters. That is, find a song that best represents each character you choose. In essence, this should be the character’s “theme song.”

3. At least three songs must be meant for specific scenes of the novel. Focus on specific, meaningful scenes. Ask yourself: if this scene were made into a movie, what music would be played in it?

4. At least one song must represent a theme found in the novel overall.

5. Not all the music you choose must have lyrics. Instrumental selections are also appropriate.

6. For each song you choose, you must write a paragraph explaining your choice. Comment on the connection between the music and the novel. The song must fit the character/scene/theme well. For each song, use at least one quotation from the book as support for your choice. Also, you will probably want to quote specific lyrics in your discussion. Make sure you offer insightful reasons to justify your selections and connections.

7. You must either provide lyrics for each song or make a tape/CD with the music on it. You may wish to just present the lyrics that would be heard in the movie, or you may provide the entire lyrics since the full song would appear on your soundtrack.

8. Create the cover jacket for the CD soundtrack jewel case (front and back). The cover should include the name of the CD and at least one visual reference to the novel; the visual(s) should also connect to the characters/scenes/themes that you emphasize on the soundtrack. Other text that you may wish to include on the front or back: a list of the songs/performing artists, credits, recording company information, dedications, lyrics. Push your creativity here.

Name _________________________

Vocabulary Assessment

Elijah of Buxton

Pick the best choice to describe to word or words in bold.

1. What does it mean to conjure or what does a conjurer do?

A) label C) follow

B) pursue D) call up

2. The reading of Mrs. Holton’s letter turned out to be a solemn occasion.

A) sad C) harmful

B) joyous D) chilling

3. What does it mean for Elijah to give his regards to an adult?

A) walk by them C) acknowledge them

B) follow them D) lead them

4. What does dangerous mean?

A) unsafe C) scary

B) wild D) crazy

5. Pick the best choice to describe enthusiasm.

A) eagerness C) dull

B) excited D) energetic

Write your own definition of each word as it was used in the book.

6. chunking-

7. fragile-

8. hollering-

9. commence-

10. fancy-

11. tolerable-

12. What did it mean when Elijah said the knife was sullied?

Synonyms and Antonyms

Follow the directions for each question.

13. Name a synonym of disappointed.

14. Name a synonym of peculiar.

15. Name an antonym of commotion.

16. Name an antonym of ignorant.

Suffixes and Prefixes

Follow the directions with each question.

17. Write the definition of disrespectful

18. What does the suffix “-ful” mean?

19. Write the definition of disappear.

20. What does the prefix “dis-” mean?

Why We Chose…

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Elijah of Buxton by Christopher Paul Curtis

Grade Level: 4-6

We felt that this novel would give students a peek into the perils and hardships that slaves faced during the time of slavery, and that it offered a unique perspective on slavery, given the fact that the main character, Elijah, was born free. Elijah does not understand slavery and the Underground Railroad as well as he would have if he would have experienced it first hand. Therefore, the readers can learn with Elijah as he discovers what his parents, friends, and neighbors went through in order to become “free.” Our students would be able to relate to Elijah because he is eleven years, old which would be the same age as many of our fifth graders. Elijah of Buxton was chosen as a 2008 Newbery Honor Book for its ability to appeal to children through masterful storytelling, effervescent humor, and heartrending insight into the realities of slavery and the meaning of freedom. After reading this novel, we could clearly tell that fifth graders would love this book for its humor and compelling content. This novel also introduces challenging vocabulary and gives students a chance to think about the impact dialect has in the story. We chose to do activities with our students that involve creating child-friendly definitions to deal with the challenging vocabulary and a DRC to organize the content of the novel. We are also providing opportunities for students to create character maps, I-poems, and acrostic poems so that they can truly understand the characters in the novel.

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Henry’s Freedom Box by Ellen Levine

Grade Level: 2-4

In Henry’s Freedom Box, students are introduced to slavery in a heart-wrenchingly blunt manner. The author talks about what life was like as a slave, including the fact that children were often taken from their parents and families were brutally separated forever. Most importantly to our unit, it talks about the true story of Henry Brown’s escape in a box from Richmond, VA to Philadelphia, PA. This book teaches students about how desperate slaves were to escape that they would do anything to gain their freedom. Although this is a picture book, it is geared towards the upper grades because of its intricate content and upper-level vocabulary. This book was awarded the Caldecott Honor for its vivid illustrations that epitomize the meaning of the story and Henry’s quest for freedom. Our students will be using this book to add to the information about slavery in their DRC. The perspective of slavery in this book will provide students with a greater understanding of what life was like for slaves.

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Moses: When Harriet Tubman Led Her People to Freedom by Carole Boston Weatherford

Grade Level: 2-4

We chose this book because it would introduce our students to Harriet Tubman and the Underground Railroad. Through its multiple genres, Moses tells the story of Harriet Tubman’s first trip north to escape slavery. As they read, students can see the importance of kind strangers, song, and faith to runaway slaves. Students could compare and contrast Harriet’s journey with that of Henry from Henry’s Freedom Box in a DRC. While reading this book we saw that it gave us an outlet to teach about the encouragement slaves found in their faith and how faith was a huge part of their culture. Moses is a picture book, however, it is geared towards upper grades because of its complex content and intricate vocabulary. Its illustrations earned it a Caldecott Honor Award and it also earned the Coretta Scott King Award for attempting to promote understanding and appreciation of the culture of all people. Our students will be using this book to add to information about the Underground Railroad in their DRC. This book also lets our students see the world through the eyes of Harriet Tubman, who played a crucial part in the Underground Railroad.

*Information on Awards were found at

* URL for Internet Workshop:

Additional Resources

Fiction:

Night Boat to Freedom. Written by Margot Theis Raven and Illustrated by E.B. Lewis. 2006. Farrar, Straus and Giroux.

• This book follows a young boy who journeys across the river into freedom. He rows his fellow slaves across into Ohio where they can be free from slavery. His grandma tells him of how she came into slavery. She was lured by pretty colors of cloth so she now sews a quilt of colors; the colors of freedom which the escaping slaves wear on the boat ride. Finally, Christmas John and his grandma get to escape to freedom and finish the Freedom Quilt. This book is an amazing accompaniment to Elijah of Buxton because both tell the story of young boys who were feeble and scared. Both boys became young conductors on the Underground Railroad and carried others to freedom.

Freedom River. Written by Doreen Rappaport and Illustrated by Bryan Collier. 2000. Hyperion.

• In this book, we follow John Ripley, a former slave, who made it to freedom and became a successful business man. He was well known for his help in leading slaves to freedom in the Underground Railroad. He had helped several people but one family stood out in his mind. He had tried to rescue a man, his wife, and their small child before but had failed. We read how John returned for the family, rescued their child from the master’s house and rowed them all to safety. This book describes a single family’s escape and once again, the successes of one man, one person who cared enough to try and help others.

Barefoot: Escape on the Underground Railroad. Written by Pamela Duncan Edwards and Illustrated by Henry Cole.1997. Harper Collins Publishers.

• This book told the wonderful story of a boy on his way to freedom. We meet him on his journey as he is walking through the woods. The animals of the forest and the marsh recognize the barefeet and know that they are seeking refuge. As Barefoot continues, he is threatened by the Heavy Boots. The animals, however, step in and help him. The mosquitoes bite the men, the deer leads them astray, and the fireflies light the way for Barefoot to reach safety. This book offers a different perspective and illustrates the fact that anyone, or anything, can help promote and achieve justice and freedom.

Sweet Clara and the Freedom Quilt. Written by Deborah Hopkinson and illustrated by James Ransome. 2005. Aladdin.

• This story is about a young girl named Clara who was sold into slavery and separated from her parents. While on the new plantation, she was looked after by Ms. Rachel, who taught her to sew so that she would not have to work in the fields. Clara was a natural at sewing and began sewing a quilt that would turn into a map to lead people to freedom. She worked hard on this quilt and received help from other slaves on the plantation or those that came to visit. She finished the quilt and left it with her Aunt Rachel when she left to escape. She journeyed to find her mother, reuniting with her, and running away to freedom. This book showed a great example of cooperation and community. Like Elijah of Buxton, the people worked together to help others and attain a common goal.

Show Way. Written by Jacqueline Woodson and illustrated by Hudson Talbott. 2005. Putnam.

• This book is the amazing story of the way in which a quilt can tell a story. The book tells of a family of African American women. The first mentioned, was sold into slavery. She was raised by a woman who told her stories and showed her how to sew. She sewed quilts of directions and stories of hope to show runaway slaves. The story continues with her daughter, her grand-daughter, and so on. Each girl sewed or told stories or wrote poems and books that described the journey and their past. The quilts and words told their “Show Way”. This story takes us from slavery, to civil rights, and to present day. This is a great progression in the life of one family and shows their journey to freedom and justice. The vivid illustrations and bright colors, the poetic and at times sing-song words, and the telling symbols make this poetic fiction book a great aside to our main text.

Dear Austin: Letters From The Underground Railroad. Written by Elvira Woodruff and illustrated by Nancy Carpenter. 1998. Scholastic.

• This was a collection of letters written to a young boy named Austin from his brother Levi. Levi is living in the North with some of his friends. When one of his friends’ sister gets sold into slavery, he goes to find her and gets a first hand look into the life and refuge of the Underground Railroad. Levi writes letters to Austin explaining the horrible conditions, the trials and fears they face, and the famous people, like Harriet Tubman, that they meet. The story is full of fun and excitement, which would draw the students in, and also contains lots of facts and examples of real life as a slave and dealings with the Underground Railroad. This historical fiction is a great choice for the fifth grade class that will be enjoying this unit.

Freedom’s Wings: Corey’s Underground Railroad Diary. Written by Sharon Dennis Wyeth. 2001. Scholastic.

• This book is the diary of a young boy named Corey who is a slave living on a farm in Kentucky. His father teaches him to read and write, which he has to hide from his master. He writes daily about his life and the things that happen on the farm. When his father runs away to avoid being sold, he and his mother are left alone. They then journey North as well, and find lots of people willing to help them reach their destination. This book is another great connection to Elijah of Buxton in that it tells the story of a young boy who is forced to grow up and deal with adult things. I also really liked how the book included lots of dialect specific to Corey and the are of the South he was in. This book gives the reader a great insight into the Underground Railroad and life in this time from the perspective of a young boy dealing with these things first hand.

Poetry:

Follow the Drinking Gourd. Written and Illustrated by Jeanette Winter. 1988. Scholastic.

• This book tells the story of an old sailor who worked on a slave plantation. He taught the slaves a song that would guide them to freedom. We follow a slave family that decided to escape and try to make it to safety. They sung the song and followed it’s directions, letting it lead them in their journey. They followed the drinking gourd in the sky that would eventually lead them north to Canada. They faced trials and hardships on the way but with the help of the sailor, his song, and some other helpful people, they made it to freedom in hopes of a new life. This book shows a great example of the spirituals sung by slaves and the many ways that they helped guide the people to escape. Singing and subtle “tricks” like these helped many people communicate while still working for their masters. They were then able to escape and help people reach the free land.

Non-Fiction:

The Underground Railroad. Written by Raymond Bial. 1995. Houghton Mufflin Company.

• This non-fiction text is filled with tons of information on the Underground Railroad. It includes lots of great vocabulary words and explains the beginning of the Underground Railroad. It tells where the Underground Railroad got its name, how it came to be, and how it worked to help slaves reach freedom. The book is filled with amazing pictures and tons of information on the topic. The book is exciting and is age appropriate for our focus grade.

These books included as extra resources in the unit offer a great variety of stories and tales about the Underground Railroad, life in slavery, as well as young children having to face great hardships and maturity. All of these themes are found in Elijah of Buxton and would be more deeply explored through the selection and use of these texts. Allowing students access to these books gives them a greater understanding and foundation for the story of Elijah, and would help them appreciate his journey, struggles, and his journey to maturity. They also give more elaboration to the themes only mentioned or discussed subtly in Elijah of Buxton. These books emphasis the importance, the emotions, and the successes of slaves and the Underground Railroad in an exciting and beautifully illustrated manner.

North Carolina Language Arts Standard Course of Study: Grade 5

|Unit Activity |NC Language Arts Grade 5 |

|Students define Tier 2 vocabulary with their student packet and |1.01 Expand and refine vocabulary through knowledge of prefixes, |

|complete vocabulary exercises throughout the unit. This word |suffixes, roots, derivatives, context clues, and etymologies (word|

|knowledge is assessed at the end of the unit using a multiple |origins) to assist comprehension. |

|choice vocabulary test. Students also examine the author’s craft | |

|by investigating similes within the novel Elijah of Buxton. Then, |1.02 Select key vocabulary critical to the text and apply |

|students create an artistic representation of a simile found |appropriate meanings as necessary for comprehension. |

|within the text. | |

| |1.03 Increase reading and writing vocabulary 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. |

|Students completed a K-W-L before we began the unit to assess what|2.02 Interact with the text before, during, and after reading, |

|they know, want to know, and learned about the Underground |listening, and viewing by: |

|Railroad. Students used an array of books to gather their |making predictions. |

|information. Students made predictions about the book by answering|formulating questions. |

|questions and completing a vocabogram before reading Elijah of |supporting answers from textual information, previous experience, |

|Buxton. Students also participated in an Internet Workshop to |and/or other sources. |

|seek additional information on the topic. Students completed a |drawing on personal, literary, and cultural understandings. |

|learning log/response journal as a means of connecting the text to|seeking additional information. |

|the student’s personal experiences. Students also completed two |making connections with previous experiences, information, and |

|Double Entry Diaries specifically noting the dialect within the |ideas. |

|book. Students complete a Wanted Poster on the Preacher, making | |

|references to the text by providing the required information. An | |

|I-Poem was created using specific information gathered from the | |

|text. A CD Soundtrack is also created using specific references | |

|to the text throughout the activity. | |

|Students completed a letter writing activity in which they were |3.01 Respond to fiction, nonfiction, poetry, and drama using |

|asked to take the point of view of Elijah in writing a letter of |interpretive, critical, and evaluative processes by: |

|apology to Mrs. Holton. Students also completed a character |analyzing word choice and content. |

|sketcher which asked students to focus on implied character traits|examining reasons for a character's actions, taking into account |

|by looking at a character’s actions and words. Students added to |the situation and basic motivation of the character. |

|this throughout the entire text. Students supported evidence of |creating and presenting a product that effectively demonstrates a |

|implied traits by the citing page numbers and passages on which |personal response to a selection or experience. |

|they found the supporting evidence. Students also completed a DRC|examining alternative perspectives. |

|using Elijah of Buxton as well as multiple nonfiction texts and an|evaluating the differences among genres. |

|internet resource. |examining relationships among characters. |

| |making and evaluating inferences and conclusions about characters,|

| |events, and themes. |

| |3.03 Justify evaluation of characters and events from different |

| |selections by citing supporting evidence in the text(s). |

| |3.06 Conduct research (with assistance) from a variety of sources |

| |for assigned or self-selected projects (e.g., print and non-print |

| |texts, artifacts, people, libraries, databases, computer |

| |networks). |

Rubric:

Elijah of Buxton

|Activity/Criteria |Your points/Total possible |

| |points |

|KWL | |

|Has all components completed. | |

|Thought is apparent when composing questions for W column. |/5 |

|Pre-reading Activities | |

|All are components are complete. |/10 |

|Thought is apparent in predictions made about the book. | |

|Setting Graphic Organizer | |

|Details are complete and include responses to each of the three categories listed. |/5 |

|Character Sketchers 1-3 | |

|Traits are included and thorough. | |

|Page numbers are included. | |

|Artistic representation is complete and thoughtful. |/15 |

| |(5 pts. each) |

|Vocabulary Activities 1,2,3 | |

|Definitions are “child-friendly” | |

|Activities are correct and complete | |

| |/15 |

| |(5pts. each) |

|DRC | |

| | |

|All 4 questions/categories are complete for each book and website. | |

|Short summary of each book and website is included. | |

|Student adds to information beyond what is initially asked. | |

| |/10 |

|Author’s Craft | |

|Chart includes 3 or more examples of personification, similie, or onomatopoeia with page numbers. | |

|Explanations are included about how the examples add to the text. | |

|Artistic representations of author’s craft are thoughtful and creative. | |

| | |

| |/5 |

|Wanted Poster | |

|Artistic representation is thoughtful and creative. | |

|Poster includes information about the Preacher including the following: name, time and place last | |

|seen, physical description, how the character acts, likes, dislikes, hangout spots, suspected | |

|whereabouts, reward amount. | |

| | |

| |/5 |

|Internet Workshop | |

|Responses to questions are complete and accurate. |/5 |

|Dialect DED’s | |

|6 passages with page numbers are present. |/10 |

|Thoughtful responses are present for each passage listed. |(5 pts. per DED) |

|Dialect is apparent within each passage chosen. | |

|Letter of Regret | |

|Letter includes the five parts of the friendly letter |/5 |

|Letter is thoughtful and written from the perspective of Elijah. | |

|I-poem | |

|Written from Elijah’s point of view. | |

|Follows the given format of an I-poem, or creates their own interpretation. | |

| | |

| | |

| |/5 |

|Character Map/Acrostic (Ms. Chloe) | |

|Bubbles are complete with character traits and emotions that define Ms. Chloe | |

|Explanation of word choice is present. |/5 |

|Response Journal | |

|Written from the perspective of Elijah. | |

|Explains what he went through and how his experiences as the youngest conductor of the Underground |/5 |

|Railroad changed his life. | |

|Predicts what might happen in the future with concern to Elijah, his family, and his settlement. | |

|CD Soundtrack | |

|Represents theme, illustrates growth of character, and reflects the plot meaningfully. | |

|Minimum of 8 songs is included (3 songs for specific characters, 3 songs for specific scenes, 1 song| |

|representing overall theme, 1 song is student’s choice) | |

|Paragraph explains each song choice thoroughly and connection between music and novel. | |

|CD with soundtrack is provided. | |

| | |

| | |

| |/10 |

| | |

|Vocabulary Assessment | |

|All answers are complete and correct. | |

|Each answer correct is equal to one point. |/20 |

|Total |/135 |

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Slavery

Conjurer

Ms. Chloe

Acrostic Poem

Create the following acrostic poem about freedom from Ms. Chloe’s point of view. Finish the poem with words, phrases, or ideas that she might have about freedom.

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Changes in the setting during the story: ______________________________________________________

When does the

story take place?

________________

Where does the story take place?

______________

_______________

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