Multitext Study - WordPress.com · Day 1: Class Activity Alphabet Boxes (Pre-assessment) In the boxes below, think of anything you know about slavery. It could be a person, place,

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Study By: Bethany Reynolds

Spring 2010

Seven Day Unit Calendar Outline

Day Books & Pages Assignments/Activities

Day 1:

* Henry’s Freedom Box by: Ellen Levine (Read Aloud)

HW: Elijah of Buxton by: Christopher Paul Curtis (EoB)

Chapter 1 (Pages 1-21)

Double Entry Journal Phrase Bank

Vocabulary: Word Map HW: Story Element Activity

* ABC’s of Slavery

Day 2:

*In the Hollow of Your Hand by:

Alice McGill HW: EoB Chapter 2 (Pages 23-28)


Vocabulary: Meet New Words HW: Character Sketch *Slave Lullaby Activity

Day 3:

*Slave Storm by:

*A Gathering of Days by: Joan W. Blos

HW: EoB Chapter 3 (Pages 29-52)


Vocabulary: Meaning Activity HW: Where I’m From Poem & Comprehension Questions

* Comic Strip Activity

Day 4:

*…If you Traveled on the Underground Railroad by Ellen

Levine HW: EoB Chapters 4 & 5 (Pages 53-

77)


Vocabulary: Meet New Words *Newspaper Article Activity

Day 5:

** The Wagon by: Tony Johnston HW: EoB Chapters 6 & 7 (Pages 78-

102)


Vocabulary: Meaning Activity HW: Elijah Acrostic Poem

*Freedom Letter to Lincoln

Day 6:

*Freedom River by: Doreen Rappaport

*Alec’s Primer by: Mildred Pitts Walter



Vocabulary: Word Map HW: Internet Workshop * Letter Home Activity

Day 7: *Enemies of Slavery by: David A. Alder



Vocabulary: Meet New Words *Biography Research Paper

*Post ABC Assessment

*In class activities

Elijah of Buxton Page Section Breakdown

These chapters will be read for homework each evening. Make sure to follow along to find interesting phrases or words, chapter vocabulary words, and three interesting things to make journal entries about.

Day 1 Chapter 1 (Pages 1-22) Day 2 Chapter 2 (Pages 23-28) Day 3 Chapter 3 (Pages 29-52) Day 4 Chapters 4 & 5 (Pages 53-77) Day 5 Chapters 6 & 7 (Pages 78-102) Day 6 Chapter 8 (Pages 103-115) Day 7 Chapter 9 (Pages 116-133) Day 8 Chapter 10 (Pages 134-153) Day 9 Chapter 11 (Pages 154-169) Day 10 Chapter 12 (Pages 170-180) Day 11 Chapter 13 (Pages 181-200) Day 12 Chapters 14 & 15 (Pages 201-223) Day 13 Chapter 16 (Pages 223-237) Day 14 Chapter 17 (Pages 238-250) Day 15 Chapters 18 & 19 (Pages 251-274) Day 16 Chapter 20 (Pages 275-286) Day 17 Chapter 21 (Pages 287-309) Day 18 Chapters 22 & 23 (Pages 309-326) Day 19 Chapter 24 (Pages 327-341)

Day 1: Class Activity

Alphabet Boxes (Pre-assessment) In the boxes below, think of anything you know about slavery. It could be a person, place, idea, word, or something else that comes to mind. Try to fill in all of the boxes!

A

B C D E F

G

H

I J K L

M

N O P Q R

S

T U V W X

Y Z Bonus Ideas

* This activity will be done before reading any books or having any discussions on slavery. This is the pre-assessment to see what prior knowledge students have of slavery.

Day 1: Homework (Chapter 1)

Double Entry Journal While reading the novel, Elijah of Buxton by Christopher Paul Curtis, you will be keeping a daily double entry journal. In this journal you will make three entries per day that come from your assigned reading section. On the left hand of the double entry you will list a quote with the page number and on the right hand side, you will write your thoughts, predictions, feelings, etc. This will be done during every reading assignment.

Entry from book including page number

Personal thoughts, predictions, feelings, etc.


Colloquial Phrase Bank As you read the novel Elijah of Buxton by Christopher Paul Curtis, you will find some different phrases and sayings that the individuals from Buxton used. This is part of their dialect just like the dialect we continue to have in our own personal societies. You will be keeping a phrase bank journal in which you will list the words or phrases used, the page number, and the actual meaning of what is being said. This will be kept throughout the entire book. Below are examples from the first chapter to get you started.

Phrase/Word and Page Number

Actual Meaning

afore (page 2)

before

‘stead (page 4)

instead

atall (page 5)

at all

afeard (page 9)

afraid

‘buking (page 16)

rebuking

twixt (page 17)

between

‘member

remember

n’ em (page 19)

of them


Vocabulary Word Map You will complete a word map for each of the following vocabulary words from chapter one.

Commence (page 5) Solemnly (page 7) Spectacles (page 13)

Tormentation (Torment) (page 15)

Commotion (page 16)

Example:

Ocean

Vocabulary Word:

Ocean

Definition:

A large body of salt water

Sentence Using the Word:

I love to go swimming in the ocean.


Elements of the Story Fill in the chart with the following information you read in chapter one. Use your book as a resource.

Setting:

Characters:

Problem:

Resolution/Predictions:




Your personal thoughts, predictions, feelings, etc.


Colloquial Phrase Bank As you read the novel Elijah of Buxton by Christopher Paul Curtis, you will find some different phrases and sayings that the individuals from Buxton use. This is part of their dialect just like the dialect we continue to have in our own society. You will be keeping a phrase bank journal in which you will list the words or phrases used, the page number, and the actual meaning of what is being said. This will be kept throughout the entire book. Below are examples from the first chapter to get you started.

Phrase/Word and Page Number

Actual Meaning


Your Slave Lullaby

In the Hollow of Your Hand: Slave Lullabies by: Alice McGill

Select your favorite slave lullaby from the book and find any picture that describes or represents that lullaby. You will record your chosen lullaby on the computer. Once you have selected your photograph, completed your recording, and typed your interpretation of the lullaby, you will create a PowerPoint of the three.


Character Sketch For this activity, you will be doing a character sketch on Elijah and the Preacher. To begin, you need to determine specific words that describe both of their personalities and/or appearances. For each word you use, make sure you can explain and show proof of why you chose that word to characterize that individual. You will be creating this sketch from information collected in chapter two.

After reading chapter two, what words best describe Elijah? How does he act and how do you know? Show proof!

Choose two other traits Elijah has and find proof of them in the chapter.

What are some words you would use to describe the Preacher? What kind of personality does he have?

Find two other traits the preacher has and find proof of these in chapter two.


Meeting New Vocabulary You will complete this sheet for the following chapter two words.

Settlement (page 22) Peculiar(page 24) Whitewash (page 24)

Speechifying (page 25) Considerable (page 26)

Word Meaning, Drawing or Symbol For Word

1. Predicted meaning of word:

_____________________________________________________

2. Based on that meaning, use this word in a sentence:

________________________________________________________________________

________________________________________________________________________

3. Definition from dictionary:

________________________________________________________________________

________________________________________________________________________

4. Based on the dictionary's meaning, use this word in a sentence:

________________________________________________________________________

________________________________________________________________________

http://www.cobbk12.org/Cheathamhill/LFS%20Update/Vocabulary%20and%20Word%20Walls.htm








Colloquial Phrase Bank As you read the novel Elijah of Buxton by Christopher Paul Curtis, you will find some different phrases and sayings that the individuals from Buxton use. This is part of their dialect just like the dialect we continue to have in our own societies. You will be keeping a phrase bank journal in which you will list the word or phrase used, the page number, and the actual meaning of what is being said. This will be kept throughout the entire book. Below are examples from the first chapter to get you started.

Phrase/Word and Page Number Actual Meaning


Chapter Three Vocabulary Words

Word & Page Number

Meaning

1. Ornery (page 32)

2. Assumptions (page 34)

3. Conjuring (page 37)

4. Contemplating (page 40)

5. Blaspheming (page 41)

6. Tithing (page 49)


Chapter Three Comprehension Questions Do you think Elijah’s chores are difficult? He actually enjoys some of

them. Are there any chores you do that you enjoy?

How do you feel about the Preacher making Elijah give him a tithing of fish? Do you think this was fair?

If you were Elijah how would you feel? What would you tell the people expecting fish that do not receive them?


Comic Strip Creation Slavery’s Storm: by Bentley Boyd

A Gathering of Days: by Joan W. Blos

After looking through the book of Slavery Storm, you have an idea of what comic strips look like. For this activity, you will be creating your own comic strip from a journal entry out of A Gathering of Days by Joan W. Blos. You will select one entry to transform into a comic strip of your own. Have fun and be creative! (A great site to use is toondoon.com)

Day 4: Homework (Chapters 4 & 5)








Meeting New Vocabulary You will complete this sheet for the following chapter four words.

Jackleg (page 53) Speculating (page 54) Cloakroom (page 56)

Scallywags (page 58) Scythe (page 63)



_____________________________________________________


________________________________________________________________________

________________________________________________________________________


________________________________________________________________________

________________________________________________________________________


________________________________________________________________________

________________________________________________________________________





Meeting New Vocabulary You will complete this sheet for the following chapter five words.

Plaguing (page 66) Tolerable (page 67) Brogans (page 67)

Whittling (page 71) Curlicues (page 73)

Word Meaning, Drawing, or Symbol For Word


_____________________________________________________


________________________________________________________________________

________________________________________________________________________


________________________________________________________________________

________________________________________________________________________


________________________________________________________________________

________________________________________________________________________




Day 4: Homework

Where I’m From Poem For this activity, you will be writing a poem similar to the example below except you will be writing it from the perspective of a slave. Be creative with your thinking and incorporate any new ideas or vocabulary into your poem that you can.

Where I’m from…By: Bethany Reynolds

I am from years of prayers with special doctor’s care, abiding love and arms open with love to share.

I am from the ultimate Creator designed by His glory, letting my light so shine to share His amazing story.

I am from a single mother at Fieldstream Drive, determined to give her four kids enough love to survive.

I am from Barney and sing-a-longs, books and my baby doll; helping build our tree house which still

stands tall.

I am from the mountains of Boone and from the ocean shore the first day of June.

I am from waves crashing, riding them into the sand; sunbathing, castles and shells packed in our hands.

I am from Christmas tree decorations, each crafted one by one; memories on every limb and family

pictures when we’re done.

I am from secret family recipes of chocolate fudge, cookies, and cakes; wearing aprons and listening to

carols while our delicious Christmas treats bake.

I am from the little white cottage sitting up on the hill, with Poppop’s garden that veggies and fruit always

fill.

I am from Nannie’s cozy kitchen, filled with smiles all the time; and the smells of homemade cooking that

taste so divine.

I am from siblings hanging on the big climbing tree; to winter trips up to Beech Mountain to ski.

I am from both court and field always competing; from ETSU to ASU, new people I’m constantly meeting.

I am from mission work and plane rides overseas; spending time with my special boys, hoping one day

they’ll be free.

I am from a wooden table branded with memories over the years; gathering together sharing meals and

long nights full of laughter and tears.

I am from my family, friends, soul mate and pups; together all giving me a life full of love.

I am from trials and heartbreak, accidents and divorce; still yet creating a unity and bond that will help

my family take our future life’s course.

Day 4: Homework

Secret Newspaper Article

...If you Traveled on the Underground Railroad by: Ellen Levine

After reading the informational text ...If you Traveled on the Underground Railroad by: Ellen Levine, you will be writing a newspaper entry into the secret slave newspaper. In this article you want to include specific information about what the Underground Railroad is, where it is located and how to find it, who some of the important helpers are, any special codes they may need to know, and of course what lies on the other side. Your article could be the key to someone’s freedom!


Double Entry Journal While reading the novel, Elijah of Buxton by Christopher Paul Curtis, you will be keeping a daily double entry journal. In this journal you will make three entries per day that come from your assigned reading section. On the left hand of the double entry you will list a quote with the number and on the right hand side, you will write your thoughts, predictions, feelings, etc. This will be done during every reading assignment.



Day 5: Homework (Chapter 6 & 7)




Chapters Six Vocabulary Words

Word and Page Number

Meaning

1. Sabbath (page 78)

2. Sassed (page 79)

3. Familiarity (page 81)

4. Notion (page 82)

5. Persnickety (page 83)

6. Fortunate (page 87)

7. Bondage (page 91)


Chapters Seven Vocabulary Words

Word and Page Number

Meaning

1. Custom (page 93)

2. Ignorance (page 96)

3. Jawing (page 97)

4. Freeborn (page 99)

5. Peculiarities (page 101)

6. Grudges (page 102)

7. Contempt (page 102)

Day 5: Homework

ELIJAH Acrostic Poem For this activity, you will be writing an acrostic poem on the main character of Elijah of Buxton by Christopher Paul Curtis, Elijah. Make sure you are using appropriate character traits for this character.

E

L

I

J

A

H


Freedom Letter to President Lincoln

The Wagon: by Tony Johnston

After reading aloud The Wagon by Tony Johnston, you are to write a freedom letter to the President. What would you tell President Abraham Lincoln and what would be the first thing you would want to do in the free land?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________









Vocabulary Word Map You will complete a word map for each of the following vocabulary words from chapter eight.

Oddities (page 103) Hypnotized (page 105) Dexterity (page 108) Reputation (page 111)

Conjuring (page 111) Barbarian (page 13) Accurate (page 115)

Vocabulary Word:

Example:

Definition:

Sentence Using the Word:

Day 6: Homework

Internet Workshop For this activity you will be using website to collect information on slavery. Complete each question with detailed answers.

**Click on this link http://www.digitalhistory.uh.edu/modules/slavery/index.cfm

1. In what century were slaves found in every colonized European area?

2. Why did slavery come about?

3. What was one of the slavery systems?

4. Name the four crops that slaves were in charge of maintaining.

5. Thousands of slaves freed themselves by ____________________________.

6. What was the largest crop exported in the United States before the Civil War?

7. Presidents ___________________________, _____________________________,

______________________________, ________________________________, and ___________________________ were all slave holders.

8. Name all the prehistoric locations in which slavery could be found.

http://www.digitalhistory.uh.edu/modules/slavery/index.cfm


Freedom Letter Home

Freedom River by: Doreen Rappaport

Alec’s Primer by: Mildred Pitts Walter

Free at last!! You must get word back to your family and friends that you have made it to the land of the free! Write a formal letter sharing all about your escape as well how living free feels. Maybe you could even help plan an escape for them to join you.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________









Meeting New Vocabulary You will complete this sheet for the following chapter nine words.

Bizarre (page 118) Conjure (page 118) Rigmarole (page 119) Bevy (page 121)

Plague (page 125) Pendulum (page 126) Mesmerist (page 128)



_____________________________________________________


________________________________________________________________________

________________________________________________________________________


________________________________________________________________________

________________________________________________________________________


________________________________________________________________________

________________________________________________________________________


Anti-slavery Autobiography Research Paper

Enemies of Slavery by: David A. Alder

After selecting an individual from the book above, you will conduct research on the individual and write an informational research paper. This paper should be two to three pages in length and should be double spaced. Include vital information about your anti-slave person and use the internet to assist your findings.


Alphabet Boxes (Post-assessment) In the boxes below, think of anything you know about slavery. It could be a person, place, idea, word, or something else that comes to mind. Try to fill in all of the boxes!

A

B C D E F

G

H

I J K L

M

N O P Q R

S

T U V W X

Y Z Bonus Ideas

* This activity will be done after the slavery unit to see what information they have learned through these books and activities.

North Carolina Language Arts Standard Course of Study

Competency Goal 1: The learner will apply enabling strategies and skills to read and write. 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.

1.04 Use word reference materials (e.g., glossary, dictionary, thesaurus, online reference tools) to identify and comprehend unknown words.

Competency Goal 2: The learner will apply strategies and skills to comprehend text that is read, heard, and viewed.

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.

2.03 Read a variety of texts, such as:

fiction (tall tales, myths). nonfiction (books of true experience, newspaper and magazine articles,

schedules). poetry (narrative, lyric, and cinquains). drama (plays and skits).

2.06 Analyze choice of reading materials congruent with purposes (e.g., reading for information, reading to extend content area learning, reading for pleasure, entertainment).

Competency Goal 3: The learner will make connections through the use of oral language, written language, and media and technology.

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.

3.06 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).

Competency Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts.

4.01 Read aloud grade-appropriate text with fluency, comprehension, expression, and personal style demonstrating an awareness of volume, pace, audience, and purpose. 4.02 Use oral and written language to:

formulate hypotheses. evaluate information and ideas. present and support arguments.

4.09 Produce work that follows the conventions of particular genres (e.g., essay, feature story, business letter).

4.10 Use technology as a tool to enhance and/or publish a product.

Competency Goal 5: The learner will apply grammar and language conventions to communicate effectively.

5.01 Consistently use correct capitalization (e.g., names of magazines, newspapers, organizations) and punctuation (e.g., colon to introduce a list, commas in apposition, commas used in compound sentences). 5.08 Create readable documents through legible handwriting (cursive) and word processing.

Slavery Unit Rubric

Activity Possible Points Double Entry Journal

There are at least three entries per page section. Entries are detailed and include the quote, page number, and a detailed response.

/50

Phrase Box Student has kept a continuous phrase bank throughout the novel. The true meaning of the phrase is written in.

/25

Vocabulary Assignments Assignments are completed and definitions are present for each word. Page numbers are also included.

/30

Story Element Students understand what the setting, characters, problem, and resolution or predications are in the first chapter. Assignment is completed.

/5

ABC Pre-assessment Students used their time wisely and worked efficiently to fill in each of the boxes. Their

effort is clear in the assignment.

/10

Character Sketch Student correctly places attributes with the appropriate character. Students also show proof of how they came to label the character with that trait.

/5

Slave Lullaby Students selected a poem from the book and found a photograph that represented the lullaby’s meaning. The PowerPoint is correctly done with the recording, picture, and a write up of their overall thoughts on the lullaby.

/20

Where I’m From Poem Students use creativity to develop their poem. Poem is written from the perspective of a slave using knowledge they have learned from the unit.

/10

Comprehension Questions Students have completed the questions with thoughtful and relevant answers relating to the chapter.

/5

Comic Strip Students have taken a diary entry from the book and created an appropriate comic strip representing the entry. Creativity is clear.

/20

Newspaper Article The article is written from the perspective of a slave and to those still in bondage. It is detailed and contains appropriate material.

/20

Elijah Acrostic Poem Traits clearly define the character of Elijah.

/5

Freedom Letter to the President Students should have written a heartfelt letter, using appropriate letter writing skills.

/20

Internet Workshop Correctly complete the worksheets by looking up information off of the internet sites provided.

/20

Biography Research Paper The individual chosen is indeed has the view of anti-slavery. Material is clear and well written with two to three pages. Correct grammar, spelling, and vocabulary is present.

/20

ABC Post-assessment Students used their time wisely and show clear growth from the pre-assessment.

/10

Total Possible Points: /275

Books Used in Slavery Unit 1. Elijah of Buxton by: Christopher Paul Curtis (5th grade reading level)

This book was a wonderful novel that received a Newberry Award as well as the Coretta Scott King Award. Elijah of Buxton is filled with an abundant supply of vocabulary words to be used with fifth graders as well as wonderful life lessons. Being the first free child born in Buxton, Elijah learns of the reality slaves face when trying to get to freedom.

2. …If You Traveled on the Underground Railroad by: Ellen Levine (Informational text, 3-4th grade reading level)

This informational text on the Underground Railroad is a great introduction to the history of this escape plan that was used by so many. It tells about what slavery was, the codes slaves used when escaping, how slaves escaped to even get to the railroad, and how you would survive on your journey to freedom. 3. A Gathering of Days by: Joan W. Blos (5th grade reading level)

A personal journal of a young girl who sees firsthand the life of a young slave girl, A Gathering of Days shares the heart wrenching story of Catherine who lives in New Hampshire.

4. Enemies of Slavery by: David A. Alder (3rd-4th grade reading level)

This book is packed full of information on fourteen different individuals who’s fight for ending slavery couldn’t end soon enough. With a personal story from each, students can learn that there were many important people who were trying to make a difference in a terrible world that was treating individuals so unfairly.

5. Henry’s Freedom Box by: Ellen Levine (Young children’s picture book)

One of my favorite books in the whole unit, this book shares the story of a young boy who builds a box that one day transports him to freedom. After his

wife and children have been sold with no warning or goodbye, he is determined to make it to freedom. A wonderful story of his journey and his success!

6. In the Hollow of Your Hand: Slave Lullabies by: Alice McGill (Young adolescents reading level)

A beautiful book filled with dozens of heartfelt lullabies that used to bring comfort to thousands of slaves. The stories included under the lullabies bring personalization and reality to light. Lullabies were a way for the slaves to share messages as well as let out emotions and feelings they had.

7. The Wagon by: Tony Johnston (Children’s picture book)

This book is about a father and son who work very hard for their master building a wagon to haul animals, slaves, and materials to and from town in. Always dreaming of freedom and praying for the president to make a difference and announce the end to slavery, the young boy endures beatings, yet clings to his dream. Finally the good news arrives and they head off to thank their President, only to find out he has been killed. Instead of turning around, they head on, to pay their respects to the man who set them free.

8. Slavery’s Storm by: Bentley Boyd (3-5th grade comic book)

This comic book about Nat Turner’s slavery revolt as well as other important revolts and battles over slavery shares a new genre of writing with students that may indeed draw some to learning at a whole new level.

9. Freedom River by: Doreen Rappaport (Children’s picture book)

The young man in this book becomes an assistant to slaves trying to enter freedom. With people becoming suspicious of his involvement, he must take extra precautions and work hard to make sure those he is helping make it to the land of the free.

10. Alec’s Primer by: Mildred Pitts Walter (Children’s Picture Book)

This is a beautiful book about a plantation child who teaches a little slave boy to read. One day he decides to fight for his freedom, and all because of what he has learned, he becomes a free man!

Books Selection In selecting the following books, I first began with the main novel

students will be reading throughout the entire unit. This novel won the

Newberry Honor Award as well as the Coretta Scott King Award. It is a widely

acclaimed novel with a great story line and great overall view of what slavery

entails. I tried to select books that ranged in topic as well as level and layout. I

chose to use an information book for students to learn facts about the

Underground Railroad. I selected a few children’s picture books to use for

read-aloud as they had good story lines and provided a good message that I

could develop activities around. The comic book is a genre most children are

not introduced to however it could be a genre that many young children enjoy

and learn a great deal from. For many they do not realize just how much they

are learning because of the layout of book. By using a journal/diary book, this is

a personal narrative of the life of a young girl who witnesses the effects of

slavery on a young girl her age. The final genre I chose to implement in this unit

was the biography book, Enemies of Slaver. This too served as an information

text as well as a biography of numerous individuals who were against slavery. It

provides a different layout and knowledge base while still bringing lots of

information throughout the pages. I enjoyed each of these book and feel like

they each brought a different component to this lesson plan.

Works Cited/Resources Book Pictures:

http://www.canlitawards.com/images/book%20covers/elijah_of_buxton.jpg

http://capitolchoices.communitypoint.org/images/resources/Book/hollow_your_hand_lg.jpg

http://images.alibris.com/isbn/9780688135379.gif

http://images.bestwebbuys.com/muze/books/40/9781423106340.jpg

http://images.swaptree.com/images/books/61/0590451561.jpg

http://www2.scholastic.com/content/media/products/07/439728207_xlg.jpg

http://sites.google.com/a/rssu.org/shrewbury-mountain-school-library/_/rsrc/1222472541571/Home/red-clover-page/Freedom%20Box.front.jpg

http://www.syndetics.com/index.aspx?type=xw12&isbn=0684163403/LC.GIF&client=mounp

http://www.washingtonbk.com/wbdaug04/chester1slavery.jpg

http://i.biblio.com/z/206/718/9780916718206.jpg

Books:

Alder, D.A. (2004). Enemies of slavery. New york: Holiday house.

Blos, J.W. (1979). A Gathering of days. New york: Charles scribner's sons.

Boyd, B. (2003). Slavery's storm. Chester comics.

Curtis, C.P. (2007). Elijah of buxton. New york: Scholastic press.

Johnston, T. (1996). The Wagon. New york: Tambourine books.

Levine, E. (1993). ...if you traveled on the underground railroad. New york:

Scholastic inc.

http://www.canlitawards.com/images/book%20covers/elijah_of_buxton.jpg



http://images.alibris.com/isbn/9780688135379.gif

http://images.bestwebbuys.com/muze/books/40/9781423106340.jpg

http://images.swaptree.com/images/books/61/0590451561.jpg

http://www2.scholastic.com/content/media/products/07/439728207_xlg.jpg





http://www.washingtonbk.com/wbdaug04/chester1slavery.jpg

http://i.biblio.com/z/206/718/9780916718206.jpg

Levine, E. (2007). Henry's freedom box. New york: Scholastic press.

Mcgill, A. . (2000). In the hollow of your hands: slave lullabies. Boston:

Houghton mifflin company.

Rappaport, D. (2000). Freedom river. New york: Hyperion books for children.

Walter, M.P. (2004). Alec's primer. Middlebury: The vermont folklife center .

Sites:


http://www.toondoon.com

http://citationmachine.net/


People:

Dr. Carla Meyer, Reading Professor at Appalachian State University



http://www.toondoon.com/

http://citationmachine.net/


Documents

Multitext Study - WordPress.com · Day 1: Class Activity Alphabet Boxes (Pre-assessment) In the boxes below, think of anything you know about slavery. It could be a person, place,