5th Grade: Slavery through Literature



Freedom’s Journey

“Never before had she felt so much love for this man who seemed to live to give freedom to others.” (Yates, 180.)

5th Grade Study of Slavery through Literature

Amos Fortune, Free Man

By: Elizabeth Yates

…If you Traveled on the Underground Railroad

By: Ellen Levine

By: Katie Tyndall

Day-by-Day Activity Guide

Day 1: Introduction to slavery- Word Splash

KWL on slavery

KWL on Underground Railroad

Video: Causes of War- The Underground Railroad

Day 2: Introduction to Amos Fortune, Free Man

Chapter 1- Read Aloud

Character Sketcher Quilt Assignment Explained

Vocabulary 1 Assigned

Day 3: Chapter 2

Discussion Director Assignment

Introduce ABC book assignment

Day 4: Chapter 3

Double Entry Diary Assignment

Read Aloud …If you traveled on the Underground Railroad (Sections 1-6)

Day 5: Vocabulary Web Sharing

Read Aloud Night Boat to Freedom

Vocabulary Crossword Puzzle for List 1 due

Day 6: Chapter 4

Double Entry Diary #2

Vocabulary 2 Assigned

Day 7: Chapter 5

Multiple Perspectives Writing Day 1

Day 8: Chapter 6

Multiple Perspectives Writing Day 1

Double Entry Diary # 3

Vocabulary webs on List 2 due

Day 9: I POEM: character from a book or slave

Read Aloud …If you traveled on the Underground Railroad (Sections 7-11)

Vocabulary List 3 Assigned

Day 10: Chapter 7

Draft of ABC book page due

Read Aloud …If you traveled on the Underground Railroad (Sections 12-17)

Day 11: Chapter 8

Double Entry Diary # 4

Vocabulary Webs on List 3 due

Day 12: Diary Entries

Read Aloud …If you traveled on the Underground Railroad (Sections 17-22)

Vocabulary List 4 Assigned

Day 13: Chapter 9

Discussion Director #2

Read Aloud …If you traveled on the Underground Railroad (Sections 22-27)

Vocabulary Webs due

Day 14: Chapter 10

Double Entry Diary # 5

Book Closure and Discussion

Sharing of All Vocabulary Webs (2-4)

Exchange of Vocabulary Crossword Puzzles from List 1

Day 15: Character Sketcher Quilt

Read Aloud Henry’s Freedom Box

Day 16: Internet Workshop Day

Read Aloud An Apple for Harriet Tubman

Vocabulary Assessment

Day 17: Data Retrieval Chart

Read Aloud …If you traveled on the Underground Railroad (Sections 27-30)

Day 18: Edit and re-write I POEM

Venn-diagram: escaping to freedom v. being freed

Day 19: Persuasive Paper: Options 1-4

Day 20: Closure

Group Share of ABC Book

Purpose

This multi-text unit is developed for fifth grade teachers. It intricately integrates social studies while working on reading and writing strategies with students. In fifth grade students are learning about people of the past in America. Slavery is a vital part of our nation’s history for students to understand; it explains the segregation and Civil Rights Movement more recent in our county and even the racism that still exists today. The books for this unit were chosen based on their readability for fifth grade students and the content within each book.

The main text for this unit is Amos Fortune, Free Man byElizabeth Yates. It was published in 1950 by Dell Publishing Co, Inc. This text is written on a solid fifth grade reading level. It would be a challenge for some students who may be in 4th grade or lower based on their reading level and it may be a little easy for students on a 6th grade or above reading level. I chose this novel because it shows a full cycle of slavery. It begins with Atmun in Africa and then walks students through his life as he is sold to America and taken by ship to a slave auction where he is purchased. The descriptions in the book allow students to begin to develop an understanding of the different views that existed in this time period; it shows the slaves wanting freedom and the slave owners making a living and surviving because of the work their slaves accomplished. Also this book is a great foundation for a slavery study because in the end Atmun, now Amos, does not escape to freedom. He is freed by his owner. This contrasts nicely with the other books used in this unit that tend to focus on the Underground Railroad and slaves escaping to freedom. Through reading about experiences in each of these scenarios students can begin to compare and contrast the lives of the people who had to escape and those who worked longer and became freed by their masters. This is a great exercise in thinking from multiple perspectives for students in 5th grade.

The supportive non-fiction text is …If you Traveled on the Underground Railroad by Ellen Levine. It was published by Scholastic in 1988. This text is on a 3rd grade reading level. It is appropriate for this unit because it gives details about the Underground Railroad. The book is designed in a way that would capture students’ interest because they can find any questions they have about the Underground Railroad and then find that question on the table of contents and read that section to find their answer. In a unit based on literature that focuses on slavery it is important that the non-fiction main text is written a little below grade level. This means that students can read this text for content without struggling with the act of reading it. This book will be a great resource for them to compare different aspects of slavery because it divides it into sections that they can use for ideas. For example, if students chose “Why did slaves run away?” they can compare the text in this book to what they have read in Amos Fortune, Free Man as well as Henry’s Freedom Box or any other novels or websites by looking at the reasons for running away that are used in the other media sources.

National Geographic has designed a phenomenal internet workshop for students to discover information about the Underground Railroad. It can be found at . The students enter the site and then are taken on a journey where they have to make decisions such as whether to risk getting caught and keep running or to hide in the woods during the day. After the students have selected their choice, they receive information as to what could have happened if they were really slaves trying to escape. Once the students have reached safety in Canada, there is a menu where they can select “faces of freedom” where they can learn about the people who were important during the Underground Railroad. This will allow students to see that there were more people involved in the Underground Railroad than Harriet Tubman who is often the only person studied in regards to slavery.

These experiences in conjunction with the texts used in this unit will give students an opportunity to learn about what slavery was and also to think from the perspectives of slave owners, slaves, and Underground Railroad conductors. Ultimately the students will have a learning experience that they can always remember and use as a foundation for understanding our nation’s history and the importance of respecting people no matter how different they may be.

Additional Resources:

Historical Fiction- Picture Books

An Apple for Harriet Tubman Tilley Turner. Albert Whitman & Company - 2006. Reading Level---3rd grade

Like other enslaved African-American children, young Harriet Tubman had to work hard. In her master's orchard, she spent long hours picking the juicy apples she loved but was forbidden to eat. When she was grown, she made her escape to the North. Then, repeatedly risking her life, she returned to lead many other African-Americans to freedom. Many people know about Harriet Tubman's courage and daring. But few know about her love for apples, and the freedom they symbolized. This book will give students a closer look at Harriet Tubman as a person, rather than the symbol that she’s become over the years.

Night Boat to Freedom, Margot Theis Raven. Douglas & McIntyre Ltd- 2006. Reading Level --- 4th grade

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 goes along with this unit because it shows an example of how gaining freedom required the efforts of many. This young boy became a conductor of the Underground Railroad and saved his grandmother.

Henry’s Freedom Box Ellen Levine. Scholastic Press- 2007. Reading Level---3rd/4th grade

In Henry’s Freedom Box, students are introduced to slavery through an overt description of a true story. 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. Henry Brown’s escape in a box from Richmond, VA to Philadelphia, PA is a real life event that students will learn about. This book teaches students about how desperate slaves were to escape that they would do anything to gain their freedom. This picture book is appropriate for the upper grades because it has some content that is difficult to grasp and may even be too overwhelming for students in older grades. It is important to know the students well before beginning a unit about a graphic topic such as slavery. This book was awarded the Caldecott Honor for its vivid illustrations that epitomize the meaning of the story and Henry’s quest for freedom. The perspective of slavery in this book will provide students with a greater understanding of what life was like for slaves.

Freedom River Doreen Rappaport. Doreen Rappaport- 2000. Reading Level--- 3rd/4th grade

John Ripley, a former slave, is the main character 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. This goes along with the other novels by showing another example of the compassion of a person helping many others gain freedom and ultimately the opportunity to live.

Historical Fiction- novels

Elijah of Buxton Christopher Paul Curtis. Scholastic Press- 2007. Reading Level--- 4th/5th grade

This book gives students a look 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.

Dear Austin: Letters from the Underground Railroad Woodruff, Elvira. Random House. New York: 1998. Reading level--- 4th/5th grade

This fiction novel is written in the form of letters between a young boy and his older brother where he describes his experiences with the Underground Railroad. This book allows students to get a child’s perspective on slavery and trying to help slaves escape that they can contrast with Amos’s point of view in the main novel.

Nonfiction

Freedom Struggle Ann Rossi. National Geographic-2005. Reading Level---5th grade

This book can be used as a text book for students to read and gather information. It is designed to help explain slavery from before it existed through the events while it was legal and then into the years following as slavery was abolished. This book focuses on the Presidents and other main people who helped shape the history of this nation through their participation in or actions against slavery. This book will help students have concrete evidence that this time period did exist and is not just another event that is over dramatized in school.

The Last Safe House Barbara Greenwood. Kids Can Press Ltd.- 1998. Reading Level---5th/6th grade

This non- fiction book tells the story about one of the last groups to travel on the Underground Railroad. It gives information about the lives of the people escaping such as examples of paper dolls the girls would play with. This is a great companion novel to Amos Fortune, Free Man and could be substituted for …If you Traveled on the Underground Railroad during this unit if it would fit the interests of the students more closely. This book is a more specific look at what happened to one group trying to escape whereas the other companion novel is a general look into the Underground Railroad.

Poetry

Follow the Drinking Gourd Jeanette Winter. Scholastic1988. Reading Level---2nd grade

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. Spirituals and secret codes were a vital part of the Underground Railroad. This book would complement the section on codes in …If you Traveled on the Underground Railroad.

North Carolina Standard Course of Study

Language Arts Correlations

|Word splash on slavery. |2.02 Interact with the text before, during, and after reading, |

| |listening, and viewing by: |

| |formulating questions. |

| |supporting answers from textual information, previous experience,|

| |and/or other sources. |

| |drawing on personal, literary, and cultural understandings. |

| |seeking additional information. Making connections with previous |

| |experiences, information, and ideas |

|Research slavery and Underground Railroad using the informational|3.05 Integrate main idea and supporting details from multiple |

|text and online resources. |sources to expand understanding of texts. |

| |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). |

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

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

|Create a Venn-diagram comparing escaping to freedom and being |2.02 Interact with the text before, during, and after reading, |

|freed. |listening, and viewing by: |

| |supporting answers from textual information, previous experience,|

| |and/or other sources. |

| |drawing on personal, literary, and cultural understandings. |

| |seeking additional information. Making connections with previous |

| |experiences, information, and ideas |

|Multiple Perspectives Writing |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. |

| |examining relationships among characters. |

| |making and evaluating inferences and conclusions about |

| |characters, events, and themes. |

| |4.09 Produce work that follows the conventions of particular |

| |genres (e.g., essay, feature story, business letter). |

|Persuasive paper using one of the four options given. |2.04 Identify elements of fiction and nonfiction and support by |

| |referencing the text to determine the: |

| |plot development. |

| |author's choice of words. |

| |effectiveness of figurative language (e.g., personification, |

| |flashback). |

| |tone. |

North Carolina Standard Course of Study

Social Studies Connections- Slavery

1.07 Analyze the past movement of people, goods, and ideas within and among the United States, Canada, Mexico, and Central America and compare it to movement today.

3.01 Locate and describe people of diverse ethnic and religious cultures, past and present, in the United States.

3.02 Examine how changes in the movement of people, goods, and ideas have affected ways of living in the United States.

3.03 Identify examples of cultural interaction within and among the regions of the United States.

4.02 Explain when, where, why, and how groups of people settled in different regions of the United States.

4.03 Describe the contributions of people of diverse cultures throughout the history of the United States.

Activity Outline

* These can be found in the following order after this page in the packet*

Pre-Reading Activities

• Word Splash “Slavery”

• K-W-L on slavery

• K-W-L on Underground Railroad

• Video: Causes of War- The Underground Railroad * see URL from day-by-day outline

During Reading Activities

• Discussion Director

• Double Entry Diaries

• Data Retrieval Chart

• Multiple Perspectives Writing

• ABC book

• I POEM

• Internet Workshop

Post Reading Activities

• Character Sketcher Quilt

• Venn-diagram “being freed vs. escaping to freedom”

• Persuasive Paper- choice of 4 topics

Vocabulary Activities

• Lists of Words

• Vocabulary Webs

• Crossword Puzzles

• Assessment

Word Splash: Slavery

Directions:

When I say the word ”Slavery” write down any words that come to mind. It has to connect to slavery somehow but the connection doesn’t have to be from school. For example, if you have watched a movie on slavery you can write the name of the movie. Emotions, memories, people’s names, and other descriptive words are great to us as well.

You may write the words in different colors if you want to. They can be in any order you want.

Name: __________________________

[pic]

K-W-L Chart

Directions:

Option 1:

Each student should have a copy of the following two charts; one for slavery and one for the Underground Railroad. They should fill in the “K” column with facts they already know. If there’s a fact that a student thinks they know but aren’t sure about have them write it down in this column anyway and mark it with a question mark. Students then fill in the “W” column with questions they want to answer or facts they want to know more about. These two sections will be completed prior to teaching the unit. The “L” portion is filled in with what the students have learned and is completed after teaching the unit is completed.

Option 2:

Have two large pieces of poster board or a SmartBoard. Draw the following charts on whichever you choose. Have a class discussion where students can share their ideas about what they know. Write these facts in the “K” column. Then ask the students what they want to know more about. Then fill in their questions under the “W” column. After the unit has been taught have another discussion where students share what they have learned. Write these in the “L” column.

Option 3:

Combine the first two options. Students have their own copy to complete first and then share their written responses to add to a class chart. This allows the students to have individual questions as well as allows for the teacher to get a general sense of where the interest in this subject lies with the entire class as a group.

Name:________________________

Slavery

|K- What I Know! |W- What I want to know! |L- What I learned! |

| | | |

Name:__________________

Underground Railroad

|K- What I Know! |W- What I want to know! |L- What I learned! |

| | | |

Discussion Director

Directions: As you read today’s chapter write down 5 questions from the text. These can be “right there” questions or questions that you thought of from what you read. You will share these in class tomorrow as we look deeper into this section.

1.____________________________________________________________________________________________________________________________________________________________________________________

Page ____________ Paragraph ________________________

2._______________________________________________________________________________________________________________________________________________________________________________________

Page ____________ Paragraph ________________________

3._______________________________________________________________________________________________________________________________________________________________________________________

Page ____________ Paragraph ________________________

4._______________________________________________________________________________________________________________________________________________________________________________________

Page ____________ Paragraph ________________________

5._______________________________________________________________________________________________________________________________________________________________________________________

Page ____________ Paragraph ________________________

Double Entry Diaries

Directions:

As you read the chapter today, write down anything that you find interesting in the left column. In the right column write down WHY you thought it was interesting.

Be sure to look for ways the story connects to other text, your life, and the world. Also look for important characters or events. You will share these in class tomorrow when we discuss Amos Fortune, Free Man.

Name: ________________

Double Entry Diary

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Name: ________________

Data Retrieval Chart

| | |What was the Underground |When did slavery |One other interesting Fact |

|Source |What is slavery? |Railroad? |exist? | |

| | | | | |

| | | | | |

| | | | | |

|Amos Fortune, Free Man | | | | |

| | | | | |

|…If you Traveled on the Underground Railroad | | | | |

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| | | | | |

|National Geographic Internet Workshop | | | | |

| | | | | |

|Choose one other book we have read. | | | | |

| | | | | |

|Title: ______________________ | | | | |

| | | | | |

| | | | | |

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| | | | | |

Multiple Perspectives Writing

Time needed: About 30 minutes to write two days in a row.

Directions for Teacher: Students choose whether they wish to write their day as a letter, journal, or narrative. You can assign these if you wish but giving a choice will result in more motivation for the students to place themselves into these situations and think from that person’s perspective.

Student Directions Day 1: You are going to create a day in the life of two characters in the book from their perspective. First, write a day in the life of Amos from his perspective as a slave. Be sure to use the information that you know about the character to make your day as accurate as possible. Include activities, thoughts, and emotions of the day.

Student Directions Day 2: Write a day in the life of one of his masters from his perspective as a slave owner. Be sure to use the information that you know about the character to make your day as accurate as possible. Include activities, thoughts, and emotions of the day.

ABC Book Assignment

You will be responsible for designing a page for our class book. You should find a word that represents what we have learned or a book we have read to base your page from. The word should be prominently displayed on your page along with the letter you are using. We will choose letters in class. You will also be responsible for designing a cover for the book that gives it a title. We will choose a title once the pages have been completed.

The following words can be used but are NOT an exclusive list of possible words to choose from.

|A |B |C |D |E |F |

|Africa |Boston |Captives |Dream |Educate |Freedom |

|Amos |Burdoo |Copeland | |Escape |Free |

|Auction |Bondage |Cyclops | |Equatorial |Family |

|G |H |I |J |K |L |

|Gather |Hard labor |Ichabod |Josiah |Keene |Lily |

| |Home |Indenture |Jaffrey | |Lame |

|M |N |O |P |Q |R |

|Manacle |Negro |Overwhelmed |Prince |Quaker |Replica |

|Manumission |Never |Omen | |Quill |Rugged |

| |Night | | |Quit | |

|S |T |U |V |W |X |

|Saala |Tanner |Unafraid |Voyage |White Falcon |eXchange |

|Slave | | | |Wharf |eXamine |

|Servitude | | | |Wilderness |eXtreme |

|Y |Z |

|Years |Zest |

|Yearn | |

I POEM

Directions:

Students will write an I Poem about one of the main characters from the books we have read such as: Amos, Harriet Tubman, or Henry. OR students will choose a group of people such as slaves or Underground Railroad conductors.

They will complete the poems using the format below. Toward the end of the unit students will edit their poems and be given some flexibility to move away from the format to improve the quality of their final poem.

Write an I Am Poem

I am _____________________________________________

I wonder _________________________________________

I hear ____________________________________________

I see ____________________________________________

I want ___________________________________________

I am _____________________________________________

I pretend _________________________________________

I feel ____________________________________________

I touch ___________________________________________

I worry __________________________________________

I cry _____________________________________________

I am _____________________________________________

I understand _______________________________________

I say _____________________________________________

I dream __________________________________________I

I am _____________________________________________

Name: _______________

I AM ________________

I am _______________________________________

I wonder____________________________________

I hear______________________________________

I see_______________________________________

I want______________________________________

I am _______________________________________

I pretend __________________________________

I feel _____________________________________

I touch _____________________________________

I worry _____________________________________

I cry _______________________________________

I am _______________________________________

I understand ________________________________

I say ______________________________________

I dream ________________________________________I

I am ___________________________________________

Internet Workshop



Students will go to the national geographic website for the Underground Railroad.

They should click Enter the Site

Go through the journey where students choose to risk getting caught or to try and hide while trying to go to freedom and get information about what would have happened to them if they were really a slave.

Once journey is complete and they make it to Canada, students will choose “Faces of Freedom” from the drop down menu and explore that part of the site to answer the remaining question.

1. Who did the Underground Railroad name “Moses”? What did he/she do? How was he/she involved in this dangerous process?

2. What were some of the decisions that slaves had to make on their journey? How do you think they felt about making these decisions? What would your choice have been if you were trying to make it to freedom?

3. Who was one of the main people involved in the Underground Railroad (other than “Moses”)? Tell about their life, accomplishments, and role in the journey. Use this webpage as well as others to gain information.

More Sites on the Underground Railroad for Further Exploration:









Character Sketcher Quilt

Directions: Students will choose a character from any of the books used in this unit. They will then take a format page (see following) and place a picture of their character in the middle. They will write their name in the top center of the square. They MUST write at least one descriptive statement about the character’s appearance and one statement about the character’s actions. These can be written anywhere on their square. The students will then decorate their square according to the character they chose and the book that character was from. For example, if the character was Amos, they may want to draw tanner equipment and color it warm colors because the story had a happy ending. Any color is fine as long as the student can justify it. On the back of their square they should put their name and a short explanation of why their square is decorated in the manner that they chose.

Character Sketcher Quilt Format

1. Write your character’s name in the center at the top of the square.

2. Draw a picture of your character in the center.

3. Write at least one descriptive statement about the character’s appearance and at least one statement about the character’s actions or personality.

4. Decorate the square however you chose. Write about WHY you chose to decorate it on the back after you are finished.

5. Write your name on the back.

Venn-diagram Activity

Directions:

Students will compare and contrast being freed with escaping to freedom. This will allow students to think about how it was different for people to try and escape versus trying to work hard and have their master free them.

Above the left circle students should write Being Freed. In this section students will write characteristics that only apply to people being freed.

Above the right circle students should write Escaping to Freedom. In this section students will write characteristics that only apply to people escaping to freedom.

In the middle section students will write characteristics that are similar between both being freed and escaping to freedom.

Students should come up with a title for their Venn-diagram and write it at the top in the center along with their name.

Persuasive Writing Assignment

Directions: Students will choose one of the four options. They will write a fully developed persuasive essay about their chosen topic. They should be sure and use persuasive transitional phrases.

Option 1: Amos Fortune, Free Man is written in third person. Would it be a more effective novel about slavery if it were written in first person?

Option 2: Was it understandable for the slaves to run away?

Option 3: Was it ok for slave owners to go after slaves once they had escaped to freedom?

Option 4: Was the Underground Railroad a good method for helping slaves escape? Are there better ways that would have helped more people?

Vocabulary List 1

1. solemn

2. enslaved

3. impaired

4. subdued

5. shackles

6. mysterious

7. permission

Vocabulary List 2

1. apprentice

2. destination

3. authority

4. transaction

5. plantations

6. spare

7. caught

Vocabulary List 3

1. pliable

2. prostrate

3. zest

4. fleet

5. cultivate

6. danger

7. deeds

Vocabulary List 4

1. disposition

2. shuttle

3. swap

4. wretched

5. branded

6. obliged

7. abuse

Create a Crossword

Directions:

Students will use the grid on the following page to create their own crossword puzzle for words in vocabulary list 1. They will then switch with a partner and the partner will try to successfully complete the crossword puzzle.

If the partner can successfully complete the puzzle, the student will then transfer it onto another grid for their final copy. These will be used toward the end of the unit to review vocabulary words.

If the partner can NOT successfully complete the puzzle, the student must check their work and fix the problem. Then they will transfer the corrected copy onto another grid for their final copy. These will be used toward the end of the unit to review vocabulary words.

Name: ______________

Vocabulary List :_______

Across: Down:

___________________ _______________________

___________________ ______________________

___________________ ______________________

___________________ _______________________

___________________ ______________________

Vocabulary Webs

Directions: Students will be assigned a word from their current vocabulary list. They will place this word in the center of their blank computer paper.

In the top left corner, the students will write a prediction of what the word means.

In the bottom left corner, they will write the correct definition in their own words from the dictionary.

In the top right corner, they will write a sentence using the word correctly.

In the bottom right corner, students will draw a picture that illustrates the meaning of the word in the center.

When sharing these with the class, all the students who have the same word will stand at the front at the same time. They will share their predicted definitions. Then each will share the definition they found, their sentence and picture with the class.

Name:____________________

Vocabulary Assessment

Match the following words with their definitions.

|Enslaved |Puzzling |

|Shackles |Formal consent |

|Mysterious |One who is controlled by others; not free |

|Permission |A person who works for another to learn a trade |

|Apprentice |A ring or other fastener made to go around the wrists or ankles. |

|Authority |An act |

|Deeds |Power; in control |

Enslaved one who is

For the following word, write the definition in your own words:

Solemn:

Caught:

Swap:

Rubric

|Assignment- Expectations for full credit |Full Points Possible |

|Word Splash/ Slavery: Slavery is written on the paper. Words are |5 |

|written around slavery. All words have some connection to slavery.| |

|More than 5 words are written. | |

|KWL slavery: Student has completed all three sections. Each |15 |

|section is fully developed and includes at least three entries. | |

|The Learned column answers at least one of the questions from the | |

|Want to Know column. | |

|KWL Underground Railroad: Student has completed all three sections.|15 |

|Each section is fully developed and includes at least three | |

|entries. The Learned column answers at least one of the questions | |

|from the Want to Know column. | |

|Discussion Director # 1: Student has written five questions that|10 |

|are from this section of the text. The student has listed the | |

|page number and paragraph to make it easier to find them again. | |

|Also student’s questions are clear and written with question | |

|marks. | |

|Discussion Director #2: Student has written five questions that |10 |

|are from this section of the text. The student has listed the | |

|page number and paragraph to make it easier to find them again. | |

|Also student’s questions are clear and written with question | |

|marks. | |

|Double Entry Diaries #1: The student has listed at least three |10 |

|interesting facts from this section and in the right column | |

|listed their reason for choosing that fact. Students have chosen| |

|at least one fact that connects to another text, self, or the | |

|world. | |

|Double Entry Diaries #2: The student has listed at least three |10 |

|interesting facts from this section and in the right column | |

|listed their reason for choosing that fact. Students have chosen| |

|at least one fact that connects to another text, self, or the | |

|world. | |

|Double Entry Diaries #3: The student has listed at least three |10 |

|interesting facts from this section and in the right column | |

|listed their reason for choosing that fact. Students have chosen| |

|at least one fact that connects to another text, self, or the | |

|world. | |

|Double Entry Diaries #4: The student has listed at least three |10 |

|interesting facts from this section and in the right column | |

|listed their reason for choosing that fact. Students have chosen| |

|at least one fact that connects to another text, self, or the | |

|world. | |

|Double Entry Diaries #5: The student has listed at least three |10 |

|interesting facts from this section and in the right column listed | |

|their reason for choosing that fact. Students have chosen at least | |

|one fact that connects to another text, self, or the world. | |

|Data Retrieval Chart: Student has completed all four rows. Each |20 |

|question has been answered to the best of their ability from | |

|information given in the text or website. The student’s responses | |

|make sense and answer the question in that column. | |

|Multiple Perspective Writing #1: The student shows an |20 |

|understanding of putting themselves into the situation of being a| |

|slave. Writing includes detailed description of daily events and| |

|how it relates to them as a slave. Everything included is | |

|accurate with the life of a slave. | |

|Multiple Perspective Writing #2: The student shows an |20 |

|understanding of putting themselves into the situation of being a| |

|slave owner. Writing includes detailed description of daily | |

|events and how it relates to them as a slave owner. Everything | |

|included is accurate with the life of a slave owner. | |

|ABC Book: The student has completed their assigned page. The |20 |

|letter is displayed on the page. A word that begins with that | |

|letter is prominently written on the page. The page is | |

|illustrated. The student has turned in a title page with an | |

|illustration. | |

|I Poem: The student has used descriptive words in each line of |10 |

|the poem. The poem includes at least one simile. The poem | |

|follows the format given. The poem is coherent and is centered | |

|on the chosen person or category of people. | |

|Revised I Poem: The poem shows that the student edited in a way |10 |

|that improves the quality of language used and the format. | |

|Student makes corrections and uses clear descriptions. | |

|Character Sketcher Quilt: The student has written the name of |20 |

|their character at the top in the center. They have drawn their | |

|character in the center. They have at least one statement | |

|describing the character’s appearance and at least one that | |

|describes the character’s actions. The square is decorated and | |

|an explanation for the method of decoration is on the back along | |

|with the student’s name. | |

|Venn Diagram: The student has written a title at the top. The |10 |

|student has one circle with escape from slavery characteristics | |

|and the other with being freed characteristics. They have at | |

|least one similarity in the center. | |

|Persuasive Paper: The student has a well developed persuasive |20 |

|paper. It includes transitional phrases and a strong argument. | |

|The student stays on topic and writes a pro or con paper on the | |

|topic. | |

|Vocabulary List 1: Student writes in their own words the |10 |

|definitions for each word. | |

|Vocabulary List 2: Student writes in their own words the |10 |

|definitions for each word. | |

|Vocabulary List 3: Student writes in their own words the |10 |

|definitions for each word. | |

|Vocabulary List 4: Student writes in their own words the |10 |

|definitions for each word. | |

|Vocabulary Web 1: Student has the word in the center. They have |10 |

|their predicted definition, definition in their own word, | |

|sentence and illustration in the appropriate places. | |

|Vocabulary Web 2: Student has the word in the center. They have |10 |

|their predicted definition, definition in their own word, | |

|sentence and illustration in the appropriate places. | |

|Vocabulary Web 3: Student has the word in the center. They have |10 |

|their predicted definition, definition in their own word, | |

|sentence and illustration in the appropriate places. | |

|Make your own Crossword Puzzle: The student uses most of the |10 |

|words from their vocabulary list. The clues are accurate and | |

|match the definition of the words in the puzzle. Students | |

|complete the final copy and there are no errors in their spelling| |

|of the words in the puzzle or the clue. | |

|Vocabulary Assessment: Students correctly match each word to its |20 |

|correct definition. Student also writes a definition for each of | |

|the words at the bottom in their own words. All definitions are | |

|correct. | |

|Spelling, Grammar, and Conventions: Student has no grammatical | |

|errors in assignments. All assignments are completed correctly. |50 |

|There are no more than one spelling error in all completed | |

|assignments. | |

|Name and On time: Student has placed their name on every |10 |

|assignment and turned them in on time. | |

| | |

| | |

|Total Points | |

|Unit out of 400 points. This gives students 15 points of | |

|breathing room for a missing assignment or not putting names on | |

|papers, etc. | |

| |400 |

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Slavery

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