7-8 ELA Novel - Amos Fortune (2) 6-24-09

Los Angeles County Office of EducationEducational Programs

Curriculum Guide: English Language Arts – 7th -8th Grades

Novel

“Amos Fortune: Free Man”by Elizabeth Yates

Developed by:LACOE: DAE/JCS/DSE

Summer 2008with support from

The BridgeWorks Group

English Language Arts – 7th-8th

Novel Curriculum Guide Determination, which is comprised of hope, fear and courage

Unit Theme: Determination, which is comprised of hope, fear and courage

Literary Selection: NovelTitle: Amos Fortune: Free ManAuthor: Elizabeth YatesGenre: BiographyPages: 3-33Suggested Teaching Time: Two (2) days

Connection to Theme: In Amos Fortune, At-mun, a proud prince, is captured with his subjects into a life of slavery. He is hopeful that he may lead his tribe to freedom before sailing off to America. The connection to the theme of determination is witnessed as he experiences the fear and hope of what his future holds for him.

Academic Language: identify, idiom, analogy, metaphor, simile, prose, Greek, Latin-Anglo/Saxon roots and affixes, content area vocabulary, clarify, define, example, restatements, contrast, articulate, expressed purpose, characteristics, short story, novel, novella, essay, events that advance the plot, how events explain actions, analyze characterization, as delineated by, speech, patterns, narrator’s descriptions, recurring themes, contrast points of view, first person, third person, omniscient, narrative text, range of responses, literary elements, shape a work.

Opening Discussion: Standards Addressed: Suggested Writing: Grammar & Support:Imagine yourself completely innocent of a crime…yet, you are arrested, severely beaten, transported to another country and then sentenced to life in prison without a trial.

Expand your imagination by now imagining a prince in his own country, who is kidnapped, transported across an ocean, and then

Word Analysis1.1 Identify idioms, analogies, metaphors, and similes in prose and poetry.

1.2 Use knowledge of Greek, Latin, and Anglo-Saxon roots and affixes to understand content-area vocabulary.

1.3 Clarify word meanings

Use the three (3) paragraph format to show your understanding and to respond to this piece of literature.

P1- Create a summary of section read or recited that you found interesting and explain what elements made it interesting.

P2- Summarize what you have learned about the different characters in this

*Grammar Usagep. 85/86p. 148, 149

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sold into a lifetime of slavery. Gone within a minute is his status, his family, his religion, his possessions, his cultural identity. Worse than that, his sense of dignity, freedom, and hope are all relinquished.

The story of Amos Fortune characterizes the story of a man, who is thrust into the above situation. The story tells how he adjusts to such terrible circumstances in order to keep his determination.

through the use of definition, example, restatement, or contrast.

Literary Response and Analysis3.1 Articulate the relationship between the expressed purposes and the characteristics of different forms of prose.

3.2 Identify events that advance the plot and determine how each event explains past or present action(s) or foreshadows future action(s).

3.3 Analyze characterization as delineated through a character’s thoughts, words, speech patterns, and actions; the narrator’s description; and the thoughts, words, and actions of other characters.

3.4 Identify and analyze recurring themes across works.

section.P3- Summarize what you

learned about slavery after reading this section.

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3.5 Contrast points of view.

3.6 Analyze a range of responses to a literary work and determine the extent to which the literary elements in the work shaped those responses.

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Adapted Release Questions:Amos Fortune: Free Man

Word Analysis1.1Explain the meaning of the following quotes:p. 15 “a quiver of hope ran uniting them to him”p. 16 “current was swift and loud”p. 16 “rain of heat- rain of fire”

1.2What does the writer mean by “docile” (p. 24) and “docility” (p. 27)?

1.3On p. 18, what does the word “gnawed” mean?

Literary Response and Analysis3.1What elements of this section make this a novel?

3.2 Identify an excerpt that suggests or implies foreshadowing or future actions.

3.3What are the thoughts of At-mun on seeing the ship?

3.4“What the pits didn’t do for him the ship will.” Identify what thematic element occurs (p. 23) to make this an accurate statement.

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3.5Explain ”He had been given a pair of trousers to wear before coming off the ship and found them even more restrictive than chains.” (p. 29-30).

3.6Is the tone (style) based mostly on description, analogy, setting or dialogue? Support your answer with examples from the section.

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TEACHER NOTES:Teacher Comments on Lesson /Student Interest

Please use the spaces below to identify and/or record additional ideas for future use of this reading.Instructional Strategies Media/Realia Alternative Activities Additional or

Substituted Worksheets/ Writing/ Group Work

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Unit Theme: Determination, which is comprised of hope, fear, and courage.

Literary Selection: NovelTitle: Amos Fortune: Free ManAuthor: Elizabeth YatesGenre: BiographyPages: p. 34-52Suggested Teaching Time: Two (2) days

Connection to Theme: In this section, Amos’s courage is magnified through his unfailing optimism and sense of self-worth. Despite being sold into slavery, he maintains his identity of his birthright. His hope that he will find his sister demonstrates his devotion and determination to maintaining his family connection. He has the courage to challenge the system by using it to free his sister.

Academic Language: identify, idiom, analogy, metaphor, simile, prose, Greek, Latin, and Anglo-Saxon roots and affixes, content area vocabulary, clarify, define, example, restatement, contrast, articulate, expressed purpose, characteristics, short story, novel, novella, essay, events that advance the plot, how events explain actions, analyze characterization, as delineated by, speech, patterns, narrator’s descriptions, recurring themes, contrast points of view, first person, third person, omniscient, narrative text, range of responses, literary elements, shape a work.

Opening Discussion: Standards Addressed: Suggested Writing: Grammar & Support:As you learned in the first two sections, the slave trade was in full swing. The slaves were first sold in the South. Those that were left were sold in Boston along with molasses, sugar and cotton. It is important to note that any minority was unable to purchase slaves…they were only sold to rich, white males.



Use the three (3) paragraph format to address the above.

P1- Create a summary of the plot.

P2- As you think about this section, what are you learning about the world? How people think? How they act? What they believe?

Grammar, Usage, and Mechanics (Grade 7):

*p. 83- Identify direct and indirect objects

*p. 83- Complete transitive verbs by adding direct objects

*p. 84- Changing intransitive verbs to transitive verbs

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Quakers were a religious group who believed that slavery was an unjust practice. The Quakers were a people that fostered peace, equality, and generosity.

In this section, we encounter a Quaker who purchases Amos. Although Amos is considered a slave, he is different from other slaves. Let’s find out how.

1.3 Clarify word meanings through the use of definition, example, restatement, or contrast.

Literary Response and Analysis3.1 Articulate the expressed purposes and characteristics of different forms of prose.

3.2 Identify events that advance the plot and determine how each event explains past or present action(s) or foreshadows future actions.



.P3- As you read this

section, what are you learning about yourself and how this section relates to our theme of determination, which is comprised of hope, fear and courage?

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Adapted Release Questions:“Amos Fortune”

Word Analysis1.1On p. 46, the last sentence says “Yet hope filtered through them like the sun through a dark day’s clouds...” What is the function of this simile (i.e., what is the author saying and how does it relate to the theme)?

1.2“Manumission”- “man” comes from Latin, meaning “hand” (Write this on the board.)

“miss” means “to give”“ion” means “act of”

Using the meaning of this root and these affixes, what would you guess this word means or what it is about?

1.3Read the following passage: “Amos thought of himself as one of them and whenever Caleb spoke to him of manumission he said he did not want it yet. What is the meaning of the underlined word?

Literary Response and Analysis3.1How is a novel different from a short story? What elements of this section are examples of a novel?

3.2Name the event of this section that advances the plot. Explain how each event explains a past, present, or a foreshadowed action.

3.3Analyze how the author reveals the character of Amos, through his narration, by Amos’s action and/or other character’s actions, words, and thoughts.

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3.4Identify and analyze the recurring theme of “determination” that is found in this section.

3.5Contrast two points of view (Celeb’s, Celia’s, Amos’s, the Copeland little girl’s or the narrator’s) that the author uses in this section and explain how each affects the theme of “determination”.

3.6Re-read pages 38-39 and then discuss how Amos’s behavioral and/or verbal responses to Celia contribute to the theme of the story. Support your answer with details from the text.

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Literary Selection: NovelTitle: Amos Fortune: Free ManAuthor: Elizabeth YatesGenre: BiographyPages: 53-80Suggested Teaching Days: Two (2) days

Connection to Theme: This is a story of a man before, during and after living as a slave during the Revolutionary War in early America. Amos Fortune was born the son of a king in the At-mun-shi tribe in Africa. He was captured and auctioned by slave traders in Massachusetts when he was just fifteen years old. He faces many obstacles assimilating to life as a slave, but never loses his courage and dignity. He has dreams of freedom, as well as buying the freedom of his friends. When he reaches the age of sixty, he assumes that life long dreams of hope and freedom that requires his continued determination to move forward with his dreams. The connections of family, faith, and reverence join forces; aiding Amos on his historic journey to freedom.

Academic Language: analyze, idiom, analogy, metaphor, simile, infer, literal, figurative, origins, determine, historical influences, appropriate context, verify, restatement, example, comparison, context, evaluate, structural elements of the plot, parallel episode, climax, plot’s development, conflict resolution, motivations, reactions, confront, relevance of the setting, place, time, customs, mood, tone, meaning, recurring themes, literary devices, symbolism, dialect, irony, writers style, heritage, traditions, attitudes and beliefs.

Opening Discussion: Standards Addressed: Suggested Writing: Grammar & Support:As a teenager, you know that turning “18 years old” means you are now an adult and can be “free” to make your own

Word Analysis1.1 Analyze idioms, analogies, metaphors, and similes to infer the literal and

Use the three (3) paragraph format to address the below noted questions.

P1- Create a short

Grammar, Usage, and Mechanics (Grade 7):*p. 85 & 86

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decisions. Define what “freedom” means to you. As you explore this section, focus on the composure of Amos and his patience as it relates to him becoming free. Next, compare that patience to your journey towards adulthood. Discuss and explain in detail any similarities or differences you may feel or find.

As you read this section, think about how the different aspects from the story of Moses (mentioned on p. 69) compare to the plight of Amos as he nears his freedom. Then use this to identify an example of a cause and effect pattern represented in the reading. Think about factors of the theme (hope, fear, courage, and pride) and relate them to you and your future freedoms.

figurative meaning of phrases.

1.2 Understand the most important points in the history of English language and use common word origins to determine the historical influences on English word meanings.

1.3 Use word meanings within the appropriate context and show ability to verify those meanings by definition, restatement, example, comparison, or contrast.


3.2 Evaluate the structural elements of the plot.

3.3 Compare and contrast motivations and reactions of literary characters from different historical eras

summary of what you’ve read in this section. Find or quote 1-2 passages that you found interesting and give your reasons why.

P2-From reading this section, explain how your view of the world and people has changed.

P3- From reading this section, explain what you are learning about yourself as a human being. Explain how ‘determination’ helps to shape your dreams and future.

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confronting similar situations or conflicts.

3.4 Analyze the relevance of the setting.

3.5 Identify and analyze recurring themes.

3.6 Identify significant literary devices.

3.7 Analyze a work of literature, showing how it reflects the heritage, traditions, attitudes, and beliefs of its author.

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Word Analysis1.1What forms of academic language does the author use in the following excerpt? “Some of them gave their lives on the battlefield. There was no difference then in the blood that poured from

severed veins, that of a black man or a white could water as well the soil from which freedom was growing.”1.2In the last paragraph on p. 78, the word “wretched” is used by Lydia when describing how she and other slaves felt during the voyage from Africa to America. The word “wretched” used to describe:

a) happinessb) willingnessc) distressd) swift

1.3Amos will often reference or quote the Bible. For example (on p. 69), he says “His eye was not dim,nor his natural force abated.” Define “abated” and give both a synonym and antonym for the word.

Literary Response and Analysis3.1What elements found in this section lend themselves to Amos Fortune being a novel as opposed to a short story?

3.2 Explain how the following quote found on p. 76, “All men are created equal” foreshadows the excerpt from p. 77.

3.3 Find a passage that reflects the theme of ‘determination’. Explain your choice.

3.4Identify and give examples of the factors of the recurring themes of hope, fear, courage, and pride from this section.

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3.5 Contrast the points of view of Amos and Lydia on what freedom was and what freedom meant to each of them.

3.6 Give an example of a cause and effect pattern from this section.

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Literary Selection: NovelTitle: Amos Fortune: Free ManAuthor: Elizabeth YatesGenre: BiographyPages: 81-92Suggested Teaching Days: Two (2) days

Connection to Theme: Amos goes to Keene to sell his tanned leather to help raise money to free Violet, his soon to be third free wife. On his journey to Keene, he arrives at a piece of land that God intended for him to find. His determination is strengthened by the presence of his faith. Hope keeps him moving to his nearing destination of happiness with his new family. He walks away from Keene full of pride and continued determination.

Academic Language: identify, idiom, analogy, metaphor, simile, prose, Greek/Latin Anglo-Saxon roots and affixes, content area vocabulary, clarify, define, example, restatement, contrast, articulate, expressed purpose, characteristics, short story, novel, novella, essay, events that advance the plot, how events explain actions, analyze characterization, as delineated by, speech patterns, narrator’s descriptions, recurring themes, contrast points of view, first person, third person, omniscient, narrative text, range of responses, literary elements, shape a work.

Opening Discussion: Standards Addressed: Suggested Writing: Grammar & Support:Throughout his life, Amos has learned the principles of caring for others and valuing the sanctity of life in general. For example, one time he purchased a one-eyed horse so that its life would be spared. Another time he freed slaves to give them a sense of pride and hope, despite the



Respond in a three (3) paragraph format.

P1- Write a summary of the chapter. Include two quotes from the reading showing Amos’ determination in reaching his life goals.

P2- Write a summary of the new characteristics you

*Grammar Book: p. 87-88

*Vocabulary Words:fortunedestinationmeditatebarrierconvenientpridetransaction

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impact on his personal wages. Look at your own life. What principles do you value? What type of work ethic has been modeled to you by others? As you read this section, pay attention to how Amos’ principles guide his actions.


Literary Response & Analysis3.1 Articulate the expressed purposes and characteristics of different forms of prose.



3.4 Identify and analyze recurring themes across

have learned about Amos. Have your views about him changed? Please explain.

P3- Write a summary comparing and contrasting your work ethic with that of Amos.

tentativelyretracingquiver

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works.

3.5 Contrast points of view in narrative text and explain how they affect the overall theme of the work.


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Word Analysis1.1On p. 82 it reads, “A strange thing freedom was, he thought, with its side of shadow as well as of light.” What does the author mean when she describes freedom having two sides?

1.2The word “tanner” contains the suffix ‘er’ meaning ‘someone who or something that’. In your own words, explain what ‘tanner’ means using the suffix meaning as context. List two more words that end with ‘er’ and give their meanings.

1.3On p. 86, the author states, “the old horse took a new hold on life…” What does the author meanby this phrase?

Literary Response and Analysis3.1Compare and contrast characteristics between a novel and an essay.

3.2What is one thing that Amos accomplished in this section? What actions did he take to achieve this goal?

3.3Using your own personal experiences, describe another individual that resembles Amos Fortune through their actions and/or speech.

3.4Think of another character from your past English class readings and discuss how Amos and that particular character share the same characteristic of determination.

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3.5 This novel is written in an omniscient point of view because we know what Amos is thinking. What important information do we know about Amos because we can read his thoughts?

3.6How does this section give you insight on the attitudes and beliefs of enslaved African-Americans? Support your ideas with quotes from the reading, and refer to the theme of “determination” in your answer.

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Literary Selection: NovelTitle: Amos Fortune: Free ManAuthor: Elizabeth YatesGenre: BiographyPages: p. 93-108Suggested Teaching Days: Two (2) days

Connection to Theme: In this section, Amos’ determination gets him a new ‘free’ family and a piece of land to start his new life. The family is fostering a sense of hope as they journey to Jaffrey. The fears that they once were experiencing are diminished as they encounter their new community members in Jaffrey. Amos is secure in knowing that all his tribulations and lessons learned from these obstacles will enable him and his family to find a life of peace and prosperity in his new community.

Academic Language: identify, idiom, analogy, metaphor, simile, prose, Greek/Latin-Anglo Saxon roots and affixes, content area vocabulary, clarify, define, example, restatement, contrast, articulate, expressed purpose, characteristics, short story, novel, novella, essay, events that advance the plot, how events explain actions, analyze characterization, as delineated by, speech patterns, narrator’s descriptions, recurring themes, contrast points of view, first person, third person, omniscient, narrative text, range of responses, literary elements, shape a work.

Opening Discussion: Standards Addressed: Suggested Writing: Grammar & Support:Many of us have moved to a new house or a new town. When we pack to move, we often are forced to leave some of our personal possessions behind and there are always loved ones that stay behind. Moving often creates a mix of




P1- Provide a summary of the section.

P2- Describe how each of the three members of the Fortune family handles, or

Grammar, Usage, and Mechanics (Grade 7):

*p. 89 & 90

.

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emotions for we are excited of our new future yet, we are also sad to leave what we have called home. This is when courage and determination enable us to move forward despite the fear we are experiencing of the unknown.






responds to the move.P3- Discuss which

character handles “change” in the same manner as you do. Explain your response.

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Word Analysis1.1On p. 98, Amos and his family arrive at Jaffrey and the author states, “the mountain that seemed to lie like a great wall across their path”. What is the author trying to convey within this simile?

1.2The author uses the word “impoverished” knowing that the prefix “im” means “Into” or “towards” and the suffix “ish” means “relating to” or “being”. What do you think ‘impoverished’ means from the context?

1.3What does “frugally” mean based on this sentence.” So he labored diligently and lived frugally that he might accumulate the money for his needs.”

Literary Response and Analysis3.1Amos Fortune: Free Man is a novel. How does a novel differ from a short story?

3.2 The last paragraph of p. 104 begins Amos’ meeting with Parson Ainsworth. From this point of the section to the end of p. 105, what is foreshadowed about the Fortune’s future in Jaffrey?

3.3In the last paragraph on p. 107, the author describes how the community in Jaffrey helps Amos and his family settle into their new home. As a reader, what can you assume about this community? Will Amos and his family be happy there? Support your thoughts with quotes from the book.

3.4The theme of this novel is “Determination: hope, fear, courage, and pride.” What part of this theme does this section of the novel concentrate on? Support your ideas with examples.

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3.5 In what point of view is this section written in? What words reveal to us that it is written in that specific point of view?

3.6What type of tone does the author create in this specific section? Cite examples from the section to support your answer.

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Literary Selection: NovelTitle: Amos Fortune: Free ManAuthor: Elizabeth YatesGenre: BiographyPages: p. 109-129# of Pages: 3 pagesSuggested Teaching Days: Two (2) days

Connection to Theme: Amos was a prince in his native village in Africa. He was destined to eventually become King. He is captured and sold into slavery in Boston, in 1725. His owners treated him kindly and he was taught skills that he would later utilize as a free man. In this section, Amos enjoys the splendor of his freedom as a husband, father, and a master tanner. Although he lacks the equipment for tanning, through determination he eventually builds a flourishing business, which earns him great respect in his community.


Opening Discussion: Standards Addressed: Suggested Writing: Grammar & Support:What talent do you have that you are proud of? What ability do you possess that makes you different from others? Are you good at singing, writing, sports, or art? Do you have the ability to get along with all types of


1.2 Use knowledge of Greek, Latin, and Anglo-Saxon roots and affixes to understand

Please respond to this reading in the three (3) paragraph format.

P1- Write a summary of the plot in this section. Please quote two passages you find interesting and why you find them interesting.

Grammar, Usage, and Mechanics (Grade 7):*p. 91-92.

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people, despite your differences? (Teachers, have a 2-3 minute discussion of what your students are good at and write these on the board.)

In this section, Amos establishes himself as an expert tanner in Jaffrey. He does his work by hand without the use of proper machinery. The lack of machinery causes his work to be quite slow for he must scrape, soak, and dry the hides for a period of months. Despite the tedious process, Amos takes pride in his craft and his determination to be self-sufficient causes him to be a success.

content-area vocabulary.






P2- Please explain what this section tells you about the society in which Amos lived.

P3- Please describe how you would compare yourself to Amos.

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Word Analysis1.1On page 115, Violet uses simile and metaphor to describe Amos: “Always she thought of him as climbing some mountain in his mind, like that great one to the west on whichhis eyes would dwell so often and from which he seemed to derive something that was even more thanstrength.”How does this excerpt show Amos’s determination and courage?

1.2The prefix “con” comes from Latin, meaning “with”. The root “vex” means “crooked or carved”. What would you guess the word “convex” means, which is found in the middle of the second paragraph on p. 117.

1.3On p. 123, “Violet had small liking and less sympathy for Lois. She scorned Lois’ inability to care for her family. How do the underlined phrases help you understand Violet’s feelings toward Lois?

Literary Response and Analysis3.1The author uses Lois, a minor character, to reveal aspects of Violet’s personality. On p. 123, we read what Violet thinks of Lois. What do Violet’s thoughts about Lois tell you about Violet?

3.2On p. 129, Violet buries the family’s iron kettle full of hard earned savings in the woods and carefully marks it so that only she knows where it is. What does this action foreshadow in the story?

3.3 On p. 122, the last paragraph tells us about Lois’ predicament and Amos’ response towards her. On p. 128, Amos talks to Lois and promises her something. What does the way Amos treats Lois tell us about Amos’ character?

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3.4How do Amos’ actions toward Lois, the children, and the young man from Peterborough (p. 116-117) help us to understand and relate to the theme of hope, courage, and determination?

3.5 In this section, Amos demonstrated a great sense of family values through his relentless hope and determination in securing a good future for his family. How do Amos’ family values help you understand your own family values? Compare both sets of values and explain your answer.

3.6Search and find examples in this section of the book (p. 109-129) that display determination, hope, fear, and courage.Use a quote (or quotes) from the book to support your answers.

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00Unit Theme: Determination, which is comprised of hope, fear, and courage.


Connection to Theme: Amos is faced with the dilemma of spending his limited resources in the kettle on a friend or achieving his dream. Amos’ spouse Violet hides the kettle, forcing Amos into a retreat on the mountain to ponder his conflict. Amos decides to reach for his dream.


Opening Discussion: Standards Addressed: Suggested Writing: Grammar & Support:Amos has a dream of owning a piece of land that he can call his own. He has saved the money needed to do this yet, he finds himself in a dilemma. Amos is a big-hearted man with a desire to help the less fortunate. His wife worries that he will spend the money to help others so she decides to hide the money. Amos retreats



1.3 Clarify word meanings through the use of definition,


P1-Choose a quote that you believe was powerful and explain your reasoning.

P2- How does this section help you understand the main character’s dream of owning a piece of land.

P3- What life lessons from this section can you

Grammar, Usage, and Mechanics (Grade7):

*p. 93/94.

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example, restatement, or contrast.






apply to your own life?

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Word Analysis1.1On p. 134, what does “fleet-footed” mean?

On p. 137, what does “tried to drown his feelings” mean?

1.2How do you understand the following words in context: excavated, treadles, dispersed, intimidation, clamoring?

1.3What does the following mean:p. 139 “He saw, with a sudden start of realization, that just as he had come a far way up the mountain to gainits crest, so had he traveled a far way through the years to gain the point at which he stood”.

Literary Response and Analysis3.1What elements of this section make it a novel?

3.2 In this section, why is the missing kettle so important?

3.3What about Amos’ character is implied by him going up the mountain?

3.4How does the missing kettle enhance the theme of determination, hope, and pride, especially in the characters of Amosand Violet?

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3.5The theme of fear appears quite often in this section. Provide examples to support this.

3.6This section implies a lot about Amos’ character and beliefs. Give examples to support this statement.

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Literary Selection: NovelTitle: Amos Fortune: Free ManAuthor: Elizabeth YatesGenre: BiographyPages: p. 146-163Suggested Teaching Days: Two (2) days

Connection to Theme: Amos is faced with a decision that disrupts the status quo with his wife and family. He decides to buy the year long service of Polly, a poor girl with whom he is familiar. He has a sense of what is to come in Polly’s future, and shows determination, will, courage, and pride in his decisions. He feels and sees much of his distant past in Polly’s eyes. His obligations and hopes run very deep. Pay close attention to the recurring theme of the determination to help others whenever possible. As the chapter winds down, connect the main theme of hope, fear, courage, and pride to Amos’ self-proclamation of why he chose the path he did towards freedom.


Opening Discussion: Standards Addressed: Suggested Writing: Grammar & Support:There are different forms of freedoms we experience in our lives; the freedom of choice and the freedom of speech are examples of the many choices we have. With



P1- Create a short summary of what you read.

Grammar, Usage, andMechanics (Grade 7):*p. 95 & 96

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your students, discuss how the freedoms that Amos is striving for differ from those that Polly has attained. Further your discussion with students on what freedom means to them.






P2- Describe what you have learned about the world and human interactions.

P3-Describe what new knowledge you have gained about yourself by reading this story.

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Word Analysis1.1What form of academic language does the author use in the following excerpt?

“We owe no one and there are coins in the kettle like a family of rabbits in a burrow.” (p. 148)“

1.2On page 147, the narrator mentions Amos’ apprentice, Simon Peter, as being “indentured” to him for a period of three years. What set of words best describes the narrator’s use of “indentured”?

a. owned by someone elseb. a gift by one person to anotherc. owed money or propertyd. bound by contract by one person to another

1.3We can see and understand as we read that we all may have a different view or idea about what freedom means to each of us. In the following quote by Amos, what is his Intended definition of freedom?

“I wanted her to die free. I knew she didn’t have long when I bid on her, but she’s had almost a year of freedom”.

Literary Response and Analysis3.1Why would Amos Fortune, free man be considered a novel? Please explain.

3.2 It was out of character for Amos to be present or even to take part in an auction for another person. On p. 155, Amos whispers into Lois’ ear after the first bid for Polly comes in and says, “It’s the last bid that matters, not the first.”

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We further read that Polly was very thin and had a bad cough. How do these events foreshadow what Amos doesnext? What kind of forethought does this show by Amos in regards to Polly’s future? Please explain.

3.3When Violet told Amos that two of the Burdoo children were to be auctioned, Amos became distressed. The mother described Polly as thin, frail, and ill. Amos then proceeds to bid and buy Polly. Why do you think Amos took such an interest in Polly and her well being?

3.4 One of the major recurring themes that embed themselves in this story is hope. Describe how this theme relates to the relationship Amos has and forms with Polly. Please explain.

3.5 Amos has a dramatically different outlook on life than Lois Burdoo. How are the recurring themes of hope, fear, courage, and pride portrayed in both Amos and Lois?

3.6Amos lived a long life. Throughout his journey, he was faced with many physical and mental obstacles that directly correlate with our theme of determination. Please read the last paragraph on p. 148 and give three examples of how the theme relates to people or events that are mentioned in this paragraph.

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Connection to Theme: Amos Fortune lived for 91 years. This book begins with Amos as a boy and traces his adventures, which are both happy and sad. The last chapter of the book depicts the last chapter of his life. He knows the end is near and works to put all his affairs in order.

Academic Language: identify, idiom, analogy, metaphor, simile, Greek, Latin, Anglo-Saxon roots and affixes, content area vocabulary, clarify, define, example, restatement, contrast, articulate, expressed purpose, characteristics, short story, novel, essay, events that advance the plot, how events explain actions, analyze, characterization, as delineated by speech patterns, narrator’s descriptions, recurring themes, contrast points of view, first person narrative.

Opening Discussion: Standards Addressed: Suggested Writing: Activities:This book traces the life of Amos Fortune from his early life in Africa through his last days in Jaffrey, New Hampshire. The final chapter shows Amos preparing for his death. He is reflecting on his life and the numerous trials he endured. In the end, he still evokes a positive attitude that we all can admire and learn from.



Literary Response & Analysis3.1 Articulate the


P1-Create a summary of the section you have just read. Cite or quote 1-2 passages you found interesting and give a reason why.

P2- What have you learned about the characters in this section. Provide at least two examples.

P3- Please explain what you have learned about

Grammar & Support:*p. 97-98.

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expressed purposes and characteristics of different forms of prose.


yourself through reading this novel.

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Word Analysis1.1On p. 169 you will find the quote, “…he was drawing near the end of the road” . What can you infer about Amos?

1.3Please clarify what the following excerpt means, “two things stand out in my life…” (p. 178).

Literary Response and Analysis3.1What elements of this section make this a novel rather than a short story or essay?

3.2Identify events within this section that advance the plot. Determine how each event explains the past or present.

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Documents

7-8 ELA Novel - Amos Fortune (2) 6-24-09