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Multi-Text Study

Elijah of BuxtonBy: Christopher Paul Curtis

“Maybe that’s why when growned folks see someone who’s long-lost, they don’t get riled ’bout it much as a young person would. Maybe it ain’t nothing but being afeared they’re gonna have to hear about all

the bad things the person they loved had went through whilst knowing there waren’t nothing they could do ’bout it. Maybe all the sad things

‘neath the scars and burns and the pieces that were missing off of their kin were stories best not looked at too hard.”

Sweet Clara and the Freedom Quilt by Deborah Hopkinson

Henry’s Freedom Box by Ellen Levine

Brittany JonesKara OwingsLucas Smith

Heather Holloway

Elijah of BuxtonTable of Contents

Week 1Day 1Vocabulary Booklets (page 6-individual)Sweet Clara and the Freedom Quilt (page 7-partners)Problem and Solution (page 8-individual)

Day 2Quilt Squares (page 9-individual)

Day 3Henry and the Freedom Box (pages 10&11-individual)Double Entry Diary (pages 10&11-individual)

Day 4 2

Internet Workshop (page 12-partners)

Day 5Before you Read (page 13-individual)Slavery Concept Map (page 14-small group)

Week 2Days 6 and 7- Section 1 (Chapters 1-4 )Word Wizard (page 15-individual)Synonyms and Antonyms (page 16-individual)Forms of a Word (page 16-individual)Elijah Character Sketcher (pages 17&18 individual)Discussion Director (page 19-individual)

Days 8 and 9-Section 2 (Chapters 5-9)Word Wizard (page 20-individual)Making Choices (page 21-whole group)Have You Ever? (page 22-individual)Carnival Poster (page 23-partners)Author’s Craft (page 24-individual)

Day 10Whole Class Discussion

3

Week 3Days 11 and 12- Section 3(Chapters 10-13)Word Wizard (page 25-individual)Vocabulary Table (page 26-individual)Flashcard Vocabulary (page 27-individual)Preacher Character Sketcher (pages 28&29-individual)Literary Luminary (page 30-individual)

Days 13 and 14- Section 4 (Chapters 14-18)Word Wizard (page 31-individual)Synonyms and Antonyms (page 32-individual)Have You Ever? (page 33-individual)Make a Prediction (page 34-individual)Wanted Poster (pages 35&36 -partners)


Week 4Days 16 and 17- Section 5 (Chapters 19-22)Word Wizard (page 37-individual)Forms of a Word (page 38-individual)

4

Applause! Applause! (page 39-whole group)Double Entry Diary (pages 40&41-individual)Mr. Leroy Character Sketcher (pages 42&43-individual)

Days 18 and 19- Section 6 (Chapters 23 and 24)Word Wizard (page 44-individual)Vocabulary Table (page 45-individual)Word Map (page 46-individual)Artful Artist (page 47-individual)Discussion Director (page 48-individual)


Week 5Day 21Freedom Acrostic Poem (page 49-individual)

Day 22I Poem (pages 50&51-individual)

5

Vocabulary Booklets

In your vocabulary booklet follow the steps provided. Throughout this unit, you will be filling in parts of your

booklet as we journey through the life of Elijah of Buxton, Henry, and Sweet Clara. Some of the pages will be split in

half. Use one term or question per half page.

Front page – Vocabulary Booklet Name

p. 1 – Underground Railroad

p. 2 – Runaways Conductor

p. 3 – Plantation Mistress/Master

p. 4 – North Star Patrollers

p. 5 – Overseers Seamstress

p. 6 – What is a problem that the slaves on the Underground Railroad might face?

What is a possible solution to that problem?

p. 7 – If you were a slave, would you choose to escape on the Underground Railroad? Why or why not?

6

Read Sweet Clara and the Freedom Quilt with a partner. As soon as you finish

reading the book, go back to your desk and complete the worksheet on your own.

Name: _____________________________________________________

Problem/SolutionPlease answer the following questions.

1. What was Clara’s goal throughout “Sweet Clara and the Freedom Quilt?”

2. What did Clara create to help her and others find their way to freedom?

Please fill out the following chart.

Problems Solutions

Now for some fun!

Create your own quilt square about a problem and solution that has occurred in your own

life. Use the materials found in the classroom, such as scraps of

cloth, markers, glue, scissors, and scraps of paper. Write a 3-5 sentence paragraph about the

problems and solutions you have faced.

DOUBLE ENTRY DIARY

You will write a Double Entry Diary, otherwise known as a DED. You will be reading, writing in your diary, rereading, and discussing throughout the entire book of Henry’s Freedom Box.

As you are assigned your reading, you will write a total of FOUR entries. You will find important words, quotations, or passages from the book. Then you will explain why those words, quotations, and passages are important—in other words, when you read them, what do those words mean to you?

You will write each entry so that it looks something like this table:

From the book (words, quotes, passages). Please include the page and paragraph.

What it means to me

Quote: “Henry was a slave. And slaves weren’t allowed to know their birthdays.” (p. 1)

Inference/Question: I celebrate my birthday every year on the same day. How do slaves celebrate their birthday if they don’t know their birthdays?

Below are options that you may choose to write about and how you might organize your thoughts:

Significant passage copied from the text; include page and paragraph #.

Connections or reactions to recorded statement

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 Opinion8. Effect (What happened?) Cause (Why did it happen?)9. Author’s Craft (Simile, metaphor,

personification)Explanation of what it means and how it adds importance to the passage

Underground Railroad Internet Workshop

This Internet workshop will introduce you to life on the Underground Railroad. You are invited to explore information on the Internet. You may want to take notes in your Vocabulary Booklet and answer the questions below. Come prepared to share your information at our workshop session.

Go to http://www.nationalgeographic.com/railroad/. Explore the information and take a tour of the Underground Railroad. As you explore, answer the following questions:

1. What are some problems and difficulties the escaping slaves might have faced? (List at least 3)

2. What might the escaping slaves have done to overcome (solutions) these problems? (List at least 3)

3. How do you think slaves knew which way North was?

4. Why did people risk their lives to help those on the Underground Railroad?

5. What are some things runaways used to help find their way to freedom?

http://www.nationalgeographic.com/railroad/

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: ____________________________________________________________________________________________________________________________

Concept MapPlease 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.

Word WizardSection I

In every section of our reading, you will be learning and using many new words. Your job is to become a WORD WIZARD and to create an entry in your Word Wizard Notebook for each new word.

Each entry will include the following:

a. the word and the page and paragraph where it is locatedb. a child-friendly definition for the word (remember to use your

context clues)c. synonyms you know (remember to use your character trait sheet and

the THESAURUS) d. any associations/connections you may have with that worde. an illustration or sketch of the word

After you discuss the word, you may be asked to write a sentence using 4 or more of the following: who, what, where, when, why or how.

Section 1 Words from Elijah of Buxton

peculiar p. 36 par. 3conjuring p. 37 line 1 fragile (fra-gile) p. 10 line 2commenced p. 16 par. 3fretting p. 28 par. 4 ornery p. 32 par. 5discouraging p. 11 last par.petrified p. 26 par. 1

Synonyms and AntonymsDirections: Look at the vocabulary word under the “word” column. Recall its definition (look back at your definition if needed). Think of other words associated with the vocabulary word and write them under the “synonym” column. Think of other words not associated with, or the opposite of, the

vocabulary word and write them under the “antonym” column.

Synonym Word Antonymsympathy; compassion pity dislike; disgust;

contempt

peculiar

conjuring

fragile

ornery

Forms of a WordDirections: Look at the vocabulary in bold print. Recall its definition (look back at your notebook if needed). 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 like the first example.Noun Verb Adjective Adverb

bafflement baffle baffled; baffling bafflingly

fretting

discouraging

petrified

Character Sketcher

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. Enjoy!

Discussion Director Section I (pp. 1-63)

Directions: 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 the reading. You are trying to make sure everyone in your group understands or comprehends the reading. It is very important that you ask your group critical thinking questions and NOT easy, right- there, in-the-book questions. You want the members of your group to stop, think, look back at the text, and synthesize and interpret what they have read. 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 questions2. your answers to your questions3. the page numbers where the students can reference the text to

justify their responses to your questions

Examples of a few good thinking questions might be:

1. How did the Preacher get so many of Elijah’s fish? 2. Where do you think the blood on the horse’s right hand flank came

from?

Word WizardSection II








familiarity p. 81 par. 3brogans p. 67 par. 4 ignorant p. 91 par. 4worrisome p. 85 par. 1whilst p. 71 par. 4 yearning p. 65 par. 9suspicious p. 83 par. 1contempt p. 102 par. 2

Vocabulary Section II

Making ChoicesDirections: Tell whether each item or scenario is a description of the vocabulary word given. If so, say the word. If not, don’t say anything.

1) If any of the situations I describe might cause worrisome behavior, say “I would be worrisome.” If not, don’t say anything.

My pet is sick Being home alone during a storm Having chocolate cake A bad grade

2) If any of the situations I say could cause you to act suspicious, say “I would become suspicious.” If not, don’t say anything.

A stranger knocked on your door Someone calls your house late at night Your mom gave you a hug

3) If any of the things I say could be familiar, say “familiar.” If not, don’t say anything. The alphabet Numbers 1-100 Seeing a polar bear in the street The area around Boone

4) If any of the things I say are ignorant behaviors, say “ignorant.” If not, don’t say anything. A temper tantrum in the grocery store Acing the spelling test Doing something after a person tells you not to Calling your brother a name

5) If any of the things I describe may make you yearn, say “I yearn for that.” If not, don’t say anything.

A friend coming over to play Candy Giving all of your belongings away New toys

Vocabulary Activities Section II Elijah of Buxton

Have you Ever?

Directions: Read the following sentences and answer them accordingly.

1) Describe a place that you are familiar with.

2) Describe your brogans and what they look like.

3) When was a time you have acted ignorant?

4) When might someone become worrisome?

5) What could you be doing whilst you were watching TV?

6) What is something you yearn for? What could you do to stop this yearning?

7) When did you last feel suspicious?

8) Name something you feel contempt for.

Carnival Time!!Design a poster for a carnival that is coming to your town. Use the characters you have been

introduced to in the book to entertain the guests that come to your carnival. Each character will have a role in the carnival and you must decide which roles they will have. Write a paragraph

explaining the different jobs of the carnival and why you chose certain characters for those jobs.

Author’s Craft – Section IIChristopher 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 simile from your reading in Chapters 5 through 9. 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 like or as.

Example from Chapter 5“Fish bones snapped in his mouth like dry twigs.” Page 77

Page number:Example:

What this passage adds to the story:

Page number: Example:






Word WizardSection III








intrigued p. 135 par. 8humbled p. 135 par. 3 tragically p. 136 par. 4astounding p. 137 last wordriled p. 180 par. 1 tending p. 175 par. 1infirmary p. 175 par. 4eavesdropping p. 190 par. 7

Vocabulary Table:

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.

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

Intrigued p. 135Humbled p. 135Tragically p. 136Astounding p. 137Riled p. 180Tending p. 175Infirmary p. 175Eavesdropping p. 190

Flash Card VocabularySection III

Take a notecard and write your vocabulary word on one side of the card. On the other side, draw a

picture to represent the definition of the vocabulary word. Be as creative as you can be.

Have fun!

Character Sketcher

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 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 10-13.

convincing mischievous imaginativedishonest tricky determined

Implied Character Traits (3)

1. (Trait) _________________ p.______ par.________(Explanation or proof of trait)

_____________________________________________________________________

_____________________________________________________________________


_____________________________________________________________________

_____________________________________________________________________


_____________________________________________________________________

_____________________________________________________________________

Character’s Goal: _______________’s goal is to

___________________________________________________________

______________________________.

Problem: _______________’s problem is

___________________________________________________________

_____________________________________.

Solution or Possible Solution: __________________________________________________________________________________________________________________

Literary LuminarySection III

Pick your favorite part of this section, Chapters 10-13. Write a paragraph explaining what it is about and why you like it. Draw a

picture that represents your favorite part.

Word WizardSection 4








anxious p. 208 par. 8frail p. 254 par. 7 ambush p. 202 par. 2dumbstruck p. 209 par. 6calamity p. 247 par. 7 abolitionist p. 211 last lineponder p. 215 par. 4

Synonyms and AntonymsDirections: Look at the vocabulary word under the “word” column. Recall its definition (look back at your definition if needed). Think of other words associated with the vocabulary word and write them under the “synonym” column. Think of other words not associated with, or the opposite of, the

vocabulary word and write them under the “antonym” column.

Synonym Word Antonymsympathy; compassion pity dislike; disgust;

contempt

anxious

frail

ponder

calamity

Have you Ever?Section 4

Directions: Read the following sentences and answer them accordingly.

1) Describe a time that you felt anxious.

2) Describe a time when you would ambush a friend with snowballs.

3) What would be an example of a calamity?

4) Name something that is frail.

5) When is a time that you felt dumbstruck?

6) What is an abolitionist? If you were an abolitionist, what would you believe and do?

7) Name a time when you would really have to ponder.

Make a Prediction!!!

Draw a picture of what or who you think might have captured Elijah. Then write a paragraph explaining why you think this,

and give evidence from the book to support your answer.

Your job is to create a Wanted

Poster for the Preacher after he shot Mr. Highgate and ran off with Mr. Leroy’s money.

(Ch. 17)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 SeenPhysical Description

How he acts Likes

DislikesWhere he hangs out

Suspected WhereaboutsReward amount









disputing p. 278 par. 2notion p. 287 par. 1 agitating p. 314 par. 4bushwhacks p. 320 par. 2intention p. 263 par. 4 commotion p. 295 par. 3

Forms of a Word

Directions: Look at the vocabulary in bold print. Recall its definition (look back at your notebook if needed). 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 like the first example.

Noun Verb Adjective Adverb

bafflement baffle baffled; baffling bafflingly

disputing

agitate

commotion

Applause! Applause!

Directions: For each question, clap not at all, a little bit, or a lot to show how much you agree with the following statements.

Clap to show how much you would like to be disputing with a friend. Clap to show how much you would like to have a notion about what’s

for supper tonight. Clap to show how much you would like to be agitated by a younger

sibling. Clap to show how much you would like to be bushwhacked. Clap to show how much you would like to have good intentions to

make good grades. Clap to show how much you would like to cause a commotion during

class.

Double Entry Diary

You are invited to complete a Double-Entry Diary 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/Passageand page number:

Your response, reactions, and connections to the quotation or passage:

Character Sketcher

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

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

Reread pages 93 through page 102. Which words describe Mr. Leroy in this section? ___________________________________________________

He acts _____________________because___________________________________________________________________________________.

Reread pages 219 through page 222. Which words describe Mr. Leroy in this setting? _________________________________________________

He acts _____________________because_____________________________________________________________________________________.

Reread pages 261 through page 266. Which words describe Mr. Leroy in this section? ________________________________________________

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. Enjoy!









sorrow p. 330 par. 1twixt p. 326 par. 1 conscience p. 327 par. 2plaguing p. 328 par. 2boastful p. 329 par. 2 sullied p. 339 last par.encouragement p. 332 par. 7

Vocabulary Table:

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.

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

Sorrow p. 330Twixt p. 326Conscience p. 327Plaguing p. 328Boastful p. 329Encouragement p. 332Sullied p. 339

Word Map What people, things, situations, or words come to

mind when you think about the word boastful?

Now pick another vocabulary word of your choiceNow pick another vocabulary word of your choice from this section and make another word map!!!! from this section and make another word map!!!!

Boastful

Artful Artist

Draw a timeline of the events that take place in Section 5 and 6 (Chapters 19-24) of Elijah of Buxton. Be as creative as you can

and make sure your drawings of events are in order. Present your timeline to the class and be able to explain what happened in

each drawing. Have fun and remember to be creative!

Discussion Director

Chapters 23-24 (pages 322-341)

Directions: 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 critical thinking questions and not easy, right there, in the book questions. You want the members of you group to stop, think, look back at the text, and synthesize and interpret what they have read. Remember you may wish to begin your questions with the following words/phrases:

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

As your teacher, I really want you to help the students in your group to go back to the book to find their answers if they

don’t know them. So, to help this run very smoothly, you need to write down the questions, your answers to your questions,

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

Acrostic PoemCreate 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.

http://www.enchantedlearning.com/poetry/acrostic/%00%E5%A1%B9%EF%92%81%E1%B4%BB%E4%A1%BF%E2%B2%AF%E5%B6%82%E8%97%84%E6%8C%A7%00%00%EA%AE%A5

“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 STANZAI 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 STANZAI 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 STANZAI 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)

Name _________________________

Vocabulary AssessmentElijah 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) followB) pursue D) call up

2. Elijah was expecting something peculiar to be going on when the Preacher was standing still in the barn. Peculiar means something is _______.A) sad C) harmfulB) strange D) chilling

3. What does humbled mean? A) not proud, but respectful C) carefreeB) rude D) special

4. If the adults at the meeting about Mr. Leroy’s money were disputing, what were they doing?A) arguing C) cryingB) laughing D) worshiping

5. Pick the best choice to describe boastful.A) excited C) dullB) bragging D) energetic

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

6. calamity-

7. fragile-

8. brogans-

9. commence-

10. bushwhacks-

11. anxious-

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

Synonyms and AntonymsFollow the directions for each question.

13. Name a synonym for suspicious.

14. Name a synonym for frail.

15. Name a synonym for familiarity.

16. Name an antonym for yearning.

17. Name an antonym for ornery.

18. Name an antonym for ponder.

Definitions

19. Give a definition for petrified. Give an example from the book.

20. Give a definition for riled. Use it in a sentence.

Rubric:Elijah of Buxton

Activity/CriteriaYour points/Total possible points

Pre-reading Activities All components are complete. Thought is apparent in predictions made about the

book.

/10

Slavery Concept Map All sections are filled in and thought is evident. /5

Character Sketchers 1-3 Traits are included and thorough. Page numbers are included. Artistic representation is complete and thoughtful.

/15(5 pts. each)

Word Wizards (Sections 1-6)

Definitions are “child-friendly” Activities are correct and complete /30

(5pts. each)

Vocabulary Activities (2 per section)

All activities are complete and accurate. Details and definitions are evident and “child-friendly” Creativity is evident /60

(5 pts. each)

Author’s Craft Chart includes 3 or more examples of personification,

simile, 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/Carnival 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.

/10(5 pts. each)

Internet Workshop

Responses to questions are complete and accurate.

/5

DED Passages with page numbers are present. Thoughtful responses are present for each passage

listed./10

(5 pts. per

DED)

I Poem Written from Elijah’s point of view. Follows the given format of an I Poem, or creates their

own interpretation./5

Freedom Acrostic (Ms. Chloe)

Use of thoughtful word choice is present. Creativity and thought are evident.

/5

Vocabulary Assessment

All answers are complete and correct. Each answer correct is equal to one point. /20

Discussion Director (2)

Questions are thorough and require thought.

Answers, page numbers, and paragraphs are written. /10(5 pts. each)

Literary Luminary/Artful Artist

Creativity shown in drawings Paragraph explains drawings thoroughly

/10(5 pts. each)

Make a Prediction (Section 4)

Creativity shown in drawings Paragraph explains drawings thoroughly /5Problem/Solution Worksheet

One point given per correct answer for each question. Five total.

Questions are answered thoroughly. /5Vocabulary Booklets

Creativity shown in drawings and drawings support written work.

Terms and questions are answered thoroughly. Understanding and knowledge of content is evident. /10Quilt Squares

Creativity shown in quilt squares. Different materials are used. Detailed paragraph thoroughly describes quilt square. /5Total /225

North Carolina Language Arts Standard Course of Study: Grade 5

Unit Activity NC Language Arts Grade 5Students define Tier 2 vocabulary with their student packet and complete vocabulary exercises throughout the unit. This word knowledge is assessed at the end of the unit using a vocabulary test with different types of questions. Students also examine the author’s craft by investigating similes within the novel Elijah of Buxton.

1.01 Expand and refine vocabulary through knowledge of prefixes, suffixes, roots, derivatives, context clues, and etymologies (word origins) to assist comprehension.

1.02 Select key vocabulary critical to the text and apply appropriate meanings as necessary for comprehension.

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 used an array of books and an Internet Workshop to gather new information about the Underground Railroad before they began to read Elijah of Buxton. Students made predictions about the book by answering questions before reading. Students completed Double Entry Diaries as a means of connecting the text to the student’s personal experiences. Students completed a Wanted Poster for the Preacher, making references to the text by providing the required information. An I Poem was created using

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

making predictions. 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.

specific information gathered from the text. Students completed a character sketcher which asked students to focus on implied character traits by looking at a character’s actions and words. Students added to this throughout the entire text. Students supported evidence of implied traits by the citing of page numbers and passages on which they found the supporting evidence. Students also completed an acrostic on Freedom using all of the information they had gathered.

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.

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).

Why We Chose…

Sweet Clara and the Freedom Quilt by Deborah HopkinsonReading Level: 4.5Interest Level: 3-5

The perspective of Sweet Clara and the Freedom Quilt is from a young girl who wanted to find a way to lead her and others to freedom. We felt this book was appropriate because this book focuses more on the Underground Railroad and the escape to freedom. The author uses language in that book that serves as a purpose for children to be able to understand and relate to Clara and what she encounters. Students can relate to Clara in many different ways. Clara encounters struggles throughout the story that first sends her to a plantation to become a slave and provide another hand on the farm. But a beam of light in her walk leads her to become a seamstress in the Big House. Her quest for freedom is all made possible through the labor that she does at the Big House. She creates a quilt that helps to show her the way to freedom up north. Students can use these experiences from Clara’s life to help relate to experiences in their own lives and things that they have longed for, problems in their lives and solutions to their problems. We hope the students will learn about the troubled road to freedom that many slaves had to take. Learning this through the perspective of a child will be key in their understanding of how the Underground Railroad worked.

Hopkinson, D. (1993). Sweet Clara and the Freedom Quilt. New York, New York:

Dragonfly Books.

Henry’s Freedom Box by Ellen LevineReading Level: 1.9Interest Level: 3-5

In Henry’s Freedom Box, students are introduced to slavery in a way that doesn’t sugarcoat anything. This book tells the story of a once enslaved but now free man. We feel that despite the low reading level and the numerous pictures in the book the importance of escaping to freedom is told through a different point of view that doesn’t hold anything back. Students will be able to relate to his book again in that it is written in the perspective of a young boy. The struggles that Henry goes through relate to some of the same struggles in Elijah of Buxton and Sweet Clara. These connections between the three books can help to reiterate the meaning of slavery. It will also help students to understand slavery, the hardships slavery brings, and the longing for freedom. We hope the students will learn that not only adults were involved in slavery, but children as well.

Levine, E. (2007). Henry’s Freedom Box. New York, New York: Oxford University

Press.

Elijah of Buxton by Christopher Paul Curtis Reading Level: 7.8Interest Level: 3-5

We felt that Elijah of Buxton was a good book to use in a multi-text study because Christopher Paul Curtis wrote this book from the perspective of a young freeborn African-American boy. Students in classrooms will find it easier to relate to his story since the novel was written for 9 and 10 year olds to understand. Within the text, other issues concerning slavery are also addressed through the life of Elijah. The Underground Railroad, treatment of slaves, as well as the difficulties of family members who are free and wish to save their loved ones from slavery are just a few of the important aspects of slavery we felt were appropriate to address through this book. The language the author uses is another reason we decided to use Elijah of Buxton. The way the words are written help students understand how people may have spoken without formal education.

We hope students will be able to relate to Elijah and apply some of the “growned” up responsibilities to their own lives. The

issues he goes through in the book are more than likely similar experiences that students have went through in their own lives or lives of someone they may know. We also hope that through this novel, students gain and understanding of what life as a slave and a freeborn person may have experienced before and during the Civil War.

Curtis, C. P. (2007). Elijah of Buxton. New York, New York: Scholastic Press.

Additional Resources Book List

1. Follow the Drinking Gourd . Author and Illustrator: Jeanette Winter. 1988. Dragonfly

Books.

o This book is about an old sailor who works on a plantation and teaches other

slaves a song that will lead them to freedom. Follow the Drinking Gourd relates

to Elijah of Buxton because the sailor helps get people to freedom using the

Underground Railroad, while Elijah takes Hope to freedom in his arms.

2. Moses: When Harriet Tubman Lead Her People to Freedom . Author: Carole Boston

Weatherford. Illustrator: Kadir Nelson. 2006. Hyperion Book CH.

o Harriet Tubman was a conductor on the Underground Railroad. This book

describes her journey through intricate pictures and written text. Elijah of Buxton

connects to this book through the need and wants for freedom like Mrs. Chloe

wants for her family.

3. …If You Traveled On the Underground Railroad . Author: Ellen Levine and Larry

Johnson. 1988. Scholastic Inc.

o This book is a question and answer book that allows students to better understand

how the Underground Railroad was used between 1830 and 1860. This connects

to Elijah of Buxton once again through the discussion of the Underground

Railroad and the search for freedom.

4. Freedom’s Wings: Corey’s Underground Railroad Diary . Author: Sharon Dennis Wyeth.

2001. Scholastic.

o 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. In this story,

Corey writes about life on the farm he grows up on in Kentucky as well as the trip

north to freedom.

5. The Patchwork Quilt: A Quilt Map to Freedom . Author: Betty Stroud Illustrator: Erin

Susanne Bennett. 2005. Candlewick.

o This is a story about a young girl and a father who escape to freedom using coded

symbols on a quilt. This connects to Elijah of Buxton through the father child

relationship.

6. Night Boat to Freedom . Author: Margot Theis Raven. Illustrator: E.B. Lewis. 2006.

Farrar, Straus and Giroux.

o This book tells the story of a young boy who crosses a river into freedom. It

relates to Elijah of Buxton because both tell the story of young boys who were

feeble and scared. It also discusses how one river means the difference between a

hard life and freedom.

7. Barefoot: Escape on the Underground Railroad . Authors: Pamela Duncan Edwards and

Illustrator: Henry Cole.1997. Harper Collins Publishers.

o In this book, a young boy is traveling on the Underground Railroad and the

swampy land recognizes his feet as belonging to someone who is seeking

freedom. In Elijah of Buxton, the slaves he meets in Michigan have rough feet,

hands, and lips. This book will provide students with a more clear reason as to

why.

8. Journey to Freedom: A Story of the Underground Railroad . Author: Courtni C. Wright.

Illustrator: Gershom Griffith. 1994. Holiday House.

o The relation between Elijah of Buxton and Journey to Freedom: A Story of the

Underground Railroad is geographic. The family flees from Kentucky into

Canada. This geographic relation will help students understand why Canada was

so important to African Americans. This story tells of a family who to the journey

from their “home” into freedom through the eyes of a young boy.

By allowing students to self-select texts, they will be able to find books that they are personally

interested in rather than being told what to read. The additional resources are written on

different levels and through different perspectives which will also appeal to the students.

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