Title: Elijah of Buxton (Curtis, C. P. (2007). Elijah
of Buxton. New York: Scholastic Press).
Author: Christopher Paul Curtis
Copyright: 2007 by Christopher Paul Curtis
Published by: Scholastic Press, New York
Reading level: Interest level grades 3-5, Grade level
Equivalent 7.8, Accelerated Reader 5.4, Lexile 1070L
Awards: 2008 Coretta Scott King Award & 2008
Newbery Honor
Suggested delivery: Independent or guided reading
Honorable, Inspiring, Intriguing, Exciting,
Unforgettable
Electronic resources to
support reading:
a. This is an Elijah
of Buxton book movie trailer for students to view before they read the
book. The brief movie trailer will
inspire students to read this intriguing novel after meeting the author and
visually seeing and hearing about the book.
Motivating students to create a desire to read is imperative for the
ultimate engagement and comprehension of the text.
a. This website provides students with a complete study
guide and summary materials to deepen the understanding of Elijah of Buxton. This
website focuses on plot summaries, quotes, character analysis, and object/place
analysis. The students can use this on
their own to accompany their reading or the teacher can assign the students
frequent website visits here after each chapter to sharpen their interpretation
of the text. This website also includes
suggested topics for discussion and quizzes the teacher can use in the
classroom.
a. This is the official site for the North American black
historical museum which will help students make connections among Canadian
black history and United States black history.
Students can use this as a research website to collect evidence and
factual information to help build connections between the text and actual
history.
Teaching Suggestions:
1.
Vocabulary:
a. Brogans (pg 42)
b. Commotion (pg 43)
c. Ignorant (pg 91)
d. Rapscallion (pg 122)
e. Trifled (pg 123)
f.
Whilst (pg 133)
g. Clopped (pg 133)
h. Refuge (pg 195)
i.
Parlour (pg 200)
2.
Teaching
Strategies
a. Before reading:
i.
This book is
based in the 1800’s and it is imperative that students gain a historical
understanding of what life was like back then.
Students can research the 1800’s (specifically 1850- 1900- when this
story is based) and make a timeline to visually see a sequence of significant
events that took place in history. This
will help students identify with the characters in Elijah of Buxton and better understand emotions and actions
characters feel and contribute to the story.
ii.
Conduct a class
discussion about the Underground Railroad. Such questions can lead the
discussion: “Why was it called a "railroad"? What was the role of the
conductor? Ask students to visit some of the "stations" in various
states along the routes (www.cr.nps.gov/nr/travel/underground/states.htm).
How did the slaves know that these "stations" were safe?” (http://www.scholastic.com/teachers/lesson-plan/elijah-buxton-discussion-guide)
b. During reading:
i.
Students can
discuss throughout their reading after each chapter in small groups by
summarizing the plot, character emotions, and reason for actions, theme(s), and
finding evidence to support each claim.
The teacher can have each group make an outline of the chapter with
significant events and briefly present to the classroom their discoveries. This will especially support students who
possess a lower level of inferential comprehension by providing them the
opportunity to make connections with the text and theme(s) of the story during
their reading to help them better understand the text.
ii.
Additional during
reading discussion questions for teachers can be found on: http://www.scholastic.com/teachers/lesson-plan/elijah-buxton-discussion-guide
c. After reading:
Students can demonstrate their comprehension and interpretation of the
text by making a picture book, series of illustrations, poster board, or power
point to present to the class regarding what the major theme(s) of Elijah of Buxton were and characters
emotions throughout the text. Students
must provide specific examples from the text to support their ideas and
interpretation with factual evidence and must cite the text. This activity can be completed as an
individual assignment or within pairs or small groups.
3.
Writing Activity:
a. “Write a letter that Elijah Freeman might write to
Frederick Douglass relating his experience as the youngest conductor on the
Underground Railroad. Explain how this journey changes Elijah's life” (http://www.scholastic.com/teachers/lesson-plan/elijah-buxton-extension-activity). This activity has been modified from
Scholastic.com.
b. Students can also connect to writing in other content
areas, such as social studies, by “hav[ing] students take a virtual journey on
the Underground Railroad (www.nationalgeographic.com/railroad).
Write a brief paper titled "My Journey to Freedom." Find out about the Fugitive Slave Law of
1850. Why did this law make it risky for African Americans living in the
Settlement, which was in Canada, to cross over to Detroit, which was in the
USA? How did the law make it unsafe even for those born in freedom, like Elijah
Freeman?” (http://www.scholastic.com/teachers/lesson-plan/elijah-buxton-extension-activity).
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