Elijah of Buxton

Elijah of Buxton

Author: Christopher Paul Curtis

Copyright 2007

Scholastic Press

Awards: Newberry Medal Winner

Justice - Freedom - Fairness - Courageous 

Interest Level: Grade 7

Reading Level

Grade Level Equivalent: 6

Lexile Measure:1070L

DRA: N/A

Guided Reading: W

Genre: Historical Fiction

Delivery: Independent/ Small group “book clubs.”

Summary:

Electronic Resources:

Book Trailor:

http://www.scholastic.com/teacher/videos/teacher-videos.htm#3190980651001/1731910630

Vocabulary:

1. Brogan: a thick heavy, shoe.

2. Blasphemy: profane language.

3. Abolitionist: a reformer who favors putting an end to slavery.

4. Rapscallion: one who is playfully mischievous.

5. Cipher: a secret mode of writing.

6. Prestidigitation: a manual dexterity of carrying out tricks.

ELA Teaching Suggestions (From Scholastic.com)

Comprehension

Before Reading:

-Pass out books to students and have them look at the front and back cover, encourage them to flip through the pages but not begin reading yet.

-Explain to the students what the gist of the book is but not summarize it completely.

-Show students the video of the book trailer. Encourage students to ask questions and predict what they believe will take place in Elijah’s story.

During:

-Read aloud the first couple pages, or maybe even the first chapter with the students. Talk about the language of the narrorator and the other characters in the book. Encourage students to ask questions about jargon they don’t understand.

-As students go through their readings have them stop and jot words, slag and etc. that they don’t know to discuss in their “reading groups” later.

-Match up ELA teachings with Social Studies content of The Underground Railroad and the slavery going on in America.

After Reading: /Writing Activity:

CCSS.ELA-LITERACY.W.5.3
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

-Have students write a letter from the point of view of Elijah, describing his trip to the United States. Suggest that students write to his friend Cooter, his parents or even Fredrick Douglass.

-Have students think critically in how their construct their letter and using Elijah’s language, as well as describing his experiences.