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Underground to Canada Nadia Mostaghel
Subject/Grade: English Language Arts/ Grade Five
Dates: March 3rd – April 15th 2014 (6 weeks)
Period length: Ranges from 30 min – 90 min
School: Mike Mountain Horse Elementary
Teacher Associate: Karen Bourassa
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Table of Contents Section Page Number Overview
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Rationale
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Resources
4
Outcomes
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Intended Learner Outcomes
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Connections to LA Strands
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Essential Unit Questions
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Month-‐At-‐A-‐Glance
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Activity Overview
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Differentiation
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Assessment
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Connections to Other Curriculum Areas
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Bulletin Board/ Classroom Board Plan
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Daily Activities
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Communication
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Learning Activities and Instructional Strategies
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Worksheets
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Overview:
This unit is a novel study on Barbara Smucker’s novel “Underground to Canada.” The novel follows a young girl named Julilly who has grown up as a slave. Once she is forced to work at a brutal plantation, Julilly decides to escape to Canada, where slaves are free. Julilly and her friend Liza meet a lot of helpful individuals on their journey through the Underground Railroad, but there is a looming threat of being caught. Some of the main themes that the novel addresses are slavery, prejudice, discrimination, determination and freedom. Students will be working on comprehension, vocabulary and grammar activities throughout the reading of the story and will complete three major assignments. Students will explore the main themes of the story as they work through different chapter activities. Through the activities and the assignments, all of the six language arts will be addressed. The main learning objectives focus around the students being able to personally respond to a text and develop their comprehension skills. I will be reading the story aloud to the students for the majority of the novel, but there will be a chance for the students to engage with the text individually.
Rationale: Student Needs and Interests:
-‐ Students will make personal connections to “Underground to Canada” -‐ Students will develop comprehension, analysis, and writing skills -‐ Students will work with their peers to complete one major assignment and
other chapter activities -‐ Students will learn about Canadian and US history and serious issues
(prejudice, discrimination, slavery). They will learn about the difference in slavery laws in Canada and the United States
-‐ Students will engage deeply with Smucker’s novel -‐ Students will have some choice in the three major assignments, so they can
incorporate some of their interests. For example, students will choose the character that they want to write about in assignment three
Connections: -‐ Students will build off previous comprehension skills and utilize these skills
within the chapter activities and assignments -‐ Students will use their knowledge of grammar, capitalization and
punctuation in the activities in the chapter booklets -‐ Students will use their personal experiences to connect with the novel. For
example, students will describe times that they have ever experienced similar emotions to the main characters
-‐ The themes and concepts looked at connect with other subjects. For example, learning about Canadian history connects to the Social Studies curriculum
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Content and Activities: -‐ Students will learn about important history and important concepts.
Students will learn about the slavery laws that Canada and the United States reinforced. Students will learn about the Underground Railroad, its significance, and how it worked. Students will also learn about prejudice, discrimination, determination, slavery, and freedom. We will discuss what these concepts are, their historical relevance, and how they are depicted in the novel.
-‐ There will be a mixture of group, individual and whole class activities. Students will complete some chapter activities individually and some in partners. The first assignment will be done in a group, while assignment two and three will be done individually. We will be having a lot of discussions as a class and look at specific songs and historical figures as a class.
-‐ Activities vary by chapter. Some activities include: comprehension questions, vocabulary, timelines, acrostic poems, predictions, editing sentences, etc.
-‐ The three main assignments focus on representing, viewing, speaking, listening, reading, and writing.
-‐ I will also use a mixture of formative (pre-‐assessment, class discussion, exit slips) and summative (three major assignments) activities
Resources:
-‐ “Underground to Canada” by Barbara Smucker (class set) -‐ Story: “Henry’s Freedom Box” By Ellen Levine -‐ Pre-‐assessment activity worksheets -‐ Duo tangs (title page on the front, activity/assignment checklist on the
inside) -‐ Chapter Booklets (1 – 3, 4 – 6, 7 – 8, 9, 10 – 12, 13 – 15, 16 – 17, 18 – 19) -‐ Access to the following songs:
o Follow the Drinkin Gourd § http://www.youtube.com/watch?v=kjBZEMkmwYA § lyrics: http://www.metrolyrics.com/the-‐drinking-‐gourd-‐
lyrics-‐mark-‐erelli.html o Go Down Moses (Ch. 1)
§ http://www.youtube.com/watch?v=vf6jBP4YXwo § lyrics:
http://www.lyricsfreak.com/l/louis+armstrong/go+down+moses_20085333.html
o Swing Low, Sweet Chariot (Ch 19) § http://www.youtube.com/watch?v=yP1STtimU8k § Lyrics: http://www.scoutsongs.com/lyrics/swinglow.html
o I am Bound for the Promised Land (Ch. 4) § http://www.youtube.com/watch?v=4GogiVjoc3s
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§ lyrics: http://www.metrolyrics.com/im-‐bound-‐for-‐the-‐promised-‐land-‐lyrics-‐johnny-‐cash.html
o Jimmy Crack Corn (Ch. 4) § http://www.youtube.com/watch?v=0AK-‐C0ujQck § Lyrics:
http://en.wikipedia.org/wiki/Jimmy_Crack_Corn_(children's_song)
-‐ Access to SmartBoard and SmartBoard presentations More resources pertaining to specific lessons can be found in the lesson plans.
Outcomes: SLOs with an asterisk (*) are being specifically assessed.
-‐ GLO#1: Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and experiences
o 1.1 Discover and Explore § *express ideas and develop understanding
o 1.2 Clarify and Extend § consider the ideas of others § *combine ideas
-‐ GLO #2: Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print, and other media texts
o 2.1 Use Strategies and Cues § use prior knowledge § *use comprehension strategies § use phonics and structural analysis § *use references
o 2.2 Respond to Texts § *experience various texts § *construct meaning from texts
o 2.3 Understand Forms, Elements and Techniques § experiment with language
o 2.4 Create Original Text § *generate ideas § *structure texts
-‐ GLO #3: Students will listen, speak, read, write, view and represent to manage ideas and information.
o 3.1 Plan and Focus § *Focus attention
o 3.3 Organize, Record and Evaluate § *organize information
o 3.4 Share and Review
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§ *share ideas and information -‐ GLO #4: Students will listen, speak, read, write, view and represent to
enhance the clarity and artistry of communication. o 4.1 Enhance and Improve
§ revise and edit § expand knowledge of language
o 4.2 Attend to Conventions § attend to grammar and usage § *attend to capitalization and punctuation
o 4.3 Present and Share § *present information § *use effective oral and visual communication
-‐ GLO #5: Students will listen, speak, read, write, view and represent to respect, support and collaborate with others
o 5.1 Respect Others and Strengthen Community § Appreciate diversity § Use language to show respect
o 5.2 Work within a Group § *cooperate with others
Intended Learner Outcomes: -‐ Students will be able to engage personally with a novel -‐ Students will work with others to come to a understanding/ conclusion -‐ Students will learn about important historical facts and compare to what
things are like today -‐ Students will represent events in the story and personal connections to the
text -‐ Students will derive meaning and make connections from songs about
slavery -‐ Students will use details from the text to create a new event and describe it
through a diary entry. They will use their creativity and knowledge of grammar to create an engaging entry
-‐ Students will use their comprehension skills & grammar skills to complete booklets
-‐ Students will be able to think critically about a text
Connections to LA strands: -‐ Reading:
o Reading the novel o Reading the lyrics in Assignment #2 o Reading instructions
-‐ Writing:
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o Writing in various activities in chapter booklets o Writing in Assignment #3 o Writing exit slips o Chapter booklets
-‐ Speaking: o Speak when present tableaux (Assignment #1) o Speaking with group members
-‐ Listening: o Listening to me read o Listening to other groups/ people present o Listening to the songs in Assignment #2
-‐ Representing: o Representing in Assignment #1 – Tableaux o Representing in Assignment #3 – with own diary entry (writing) o Representing in various booklet activities o Representing through title page of duo tang o Chapter booklets
-‐ Viewing: o Viewing other people’s presentation/ assignments o Viewing various hook videos & other additional visuals
Essential Unit Questions: -‐ Why is it important to explore thoughts, ideas, and experiences in connection
to texts with significance? -‐ Why is it important to personally and critically respond to texts with
historical significance? -‐ How can we organize our ideas and information in order for it to be useful
and helpful in our learning? -‐ Why is it important to create unique pieces that explore our own
understandings and responses to texts with historical significance? -‐ Why is it important to work with our peers? How can we effectively work
with others? Prejudice; Discrimination; Freedom; Determination: how do these elements affect or change who you are and how you make your decisions?
Month-‐At-‐A-‐Glance: • No Language Arts on Fridays
Monday March 3rd: Objective: Introduce the students to slavery and the Underground Railroad. Activities:
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I will read the story “Henry’s Freedom Box.” Students will then complete the worksheet “My Thoughts on: Slavery and the Underground Railroad.” Students will write what they think they know about the topic, questions that they have, interesting facts that they have researched (prior to when I began my practicum), and any connections between their research and the story. I will collect these sheets and use it as formative assessment. Tuesday March 4th: Objective: Debrief yesterday’s activity and begin “Underground to Canada.” Activities: The students will receive their duo tangs, and begin the chapter 1 – 3 vocabulary in a dictionary race style, in partners. Wednesday March 5th: Objective: We will begin reading Chapter 1 – 3. Activities: We will all grab our books and I will read the first three chapters to them. I will debrief the story with them (ask for initial reactions, ask for thoughts, connections to personal experience). We will also talk about historical relevance of the story and why it is important to study this. I will explain the different activities that the students will need to complete in their booklet (includes Acrostic Poem Smart board presentation). The students will then complete the activities. Thursday March 6th: Objective: The students will finish their Chapter 1 – 3 booklet, and I will prep them for their art lesson on Friday that connects to this unit. Activities: The students will continue working on their Chapter 1 -‐3 booklet. Monday March 10th: Objectives: Finish Chapter 1 – 3 Booklets Activities: The students will finish the Chapter 1 -‐ 3 booklets. Tuesday March 11th: Objectives: Begin to read Chapters 4 – 6. The students will work on their Chapter 4 – 6 booklet. Activities: Students will finish Chapter 1 – 3 booklet. Then I will read Chapter 4 to them. Wednesday March 12th: Objectives:
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Read Chapters 5 & 6, students then begin working on booklet. Activities: I will continue reading Chapter 5 & 6. I will then explain the activities in the booklet and have the students begin working on their booklets. Thursday March 13th: Objectives: Read Chapters 7 & 8. Activities: Recap Chapter 6, and then read Chapter 7. Monday March 17th: Objectives: Discuss Chapter 7, Read Chapter 8 and Begin activities. Activities: We will recap Chapter 7, read Chapter 8 and then I will explain the activities. Students will begin working on this booklet. Tuesday March 18th: Objectives: Continue working on the Chapter 7 & 8 activities. Activities: Students will continue to work on the activities from the booklet. Wednesday March 19th: Objectives: Begin Chapter 9. Activities: I will describe the process for Chapter 9: students will read the chapter on their own. They will then begin reading and completing the booklet at the same time. Thursday March 20th: Objectives: Continuation of Chapter 9. Activities: The students will continue working on their Chapter 9 booklet. Tuesday March 25th: Objectives: Students will be introduced to the tableaux assignment. Activities: I will describe to the students what tableaux are. We will then go over the requirements for the assignment. Students will begin planning their tableaux.
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Wednesday March 26th: Objectives: Students continue practicing their tableaux. Activities: Students will work in their groups to plan out their tableaux and polish their scenes. Thursday March 27th: Objectives: Present the tableaux and begin the vocabulary for Chapters 10 – 12. Activities: Students will present their tableaux. They will write exit slips explaining their experience with the assignment. Afterwards, we will be completing the vocabulary for Chapters 10 – 12. Monday March 31st: Objectives: Read Chapters 10 – 12 and complete the booklets. Activities: We will continue the novel by reading Chapters 10 – 12. Afterwards, I will describe the activities that the students need to complete and then they will begin working on their booklets. Tuesday April 1st: Objectives: Chapters 13 – 15. Activities: Begin by reading Chapter 13. Have an in depth look at the Chapter and an accompanying discussion. Wednesday April 2nd: Objectives: Begin the song assignment (assignment #2). Activities: I will explain the activity to the students and then we will head down to the computer lab to gain access to the songs. Students will complete the questions in their duo-‐tangs. Tuesday April 8th: Objectives: Finish Song Assignment and read Chapter 14. Activities: Students will continue working on the song assignment. Afterwards, we will read Chapter 14 together as a class.
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Wednesday April 9th: Objectives: Read Chapter 15, complete 13 – 15 booklet, and read Chapter 16. Activities: We will continue reading our novel. After we have read Chapter 15, I will explain the activities to the students and they will work on their booklets. Once their booklets are complete, we will continue reading Chapter 16. Thursday April 10th: Objectives: Read Chapters 17 – 19. Activities: We will read Chapter 17. Students will then work on the short booklet for Chapters 16 & 17. Afterwards, we will continue reading the novel and read the final chapters. Monday April 14th: Objectives: Chapter 18 & 19 discussion, Chapter 18 & 19 booklet, introduce final activity. Activities: We will discuss the final chapters and the novel as a whole. Afterwards, we will work on our booklets. At the end of the class, I will introduce the final activity (assignment #3) that students will be working on. Tuesday April 15th: Objectives: Students work on the final activity and complete it. Activities: Students plan out their event and diary entry and then begin writing their diary entry. They are to hand it in at the end of class.
Activity Overview:
Beginning: (Weeks One – Three) -‐ Introduce concept of slavery
o I will introduce the purpose of the unit. I believe the purpose is to have students become aware of an important part of history and to understand what other individuals experienced in the past. Some of the discrimination that is seen is the book is still a reality today, so this is another important aspect to look at.
-‐ Students research slavery (*students have already been given a slavery web research activity)
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-‐ Read Henry’s Freedom Box to the students and have them fill out thinking chart
-‐ I will go over what the unit will look like with the students (I will read to them, they will read a chapter, complete booklets and complete 3 major assignments). There will be a checklist page inside the duo tang of all booklets and assignments – students can cross them off as they go along and complete each section. I will describe to the students that we will be working on strategies that good readers use to get a deeper understanding of a text. Going through vocabulary, comprehension, and other strategies will help the students work on their reading skills, which will help them in the future.
-‐ I will read Chapters 1 -‐ 8 to the students out loud -‐ We will debrief chapters as a group -‐ Students complete booklets (different activities: deal with vocabulary,
comprehension, capitalization/punctuation, predicting, partner work, etc.). Each day, I will collect the booklets and mark (either formatively or summatively) the booklets.
-‐ Chapter 9 is read individually – students will make predictions first and write down what they see visually, they will make connections and do questioning while reading, and then summarize, check predictions, and make judgments after reading the chapter).
o Once all students have read Chapter 9 and have done the exercises we will debrief the chapter as a group
-‐ The students will then be introduced to the tableaux assignment: Students will be put into groups of four – they will be assigned a specific chapter(s) and will create a set of three -‐ five tableaux that will depict a certain scene. They will present it to the class – and see if the rest of the class can guess which part of the book it is. This assignment will be marked with a rubric that will be gone over before the assignment begins. The students will fill out a short exit slip after they have presented saying one thing that they loved about the assignment and one challenge that they faced.
Middle: (Weeks Four and Five)
-‐ I will continue reading the chapters out loud and debriefing afterwards. I will read Chapters 10 – 15
-‐ The students will work on their booklets completing various activities, similar to the activities mentioned in the beginning section.
-‐ After Chapter 13 I will introduce the second assignment. -‐ The second assignment is done individually. Students will be assigned
specific songs that were alluded to in the story or other songs about slavery. They will make connections from the song to the book and describe their findings through their answers to different questions.
Culminating: (Weeks Five and Six)
-‐ I will read aloud the remaining chapters (16 – 19) to the class, debriefing afterwards.
-‐ The students will still be completing their booklet activities.
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-‐ After we have finished the book the students will reflect on the book and then I will introduce assignment three.
-‐ Assignment three is focused on writing. Students will write a diary entry with the focus on one specific character from the story. They will create an event that did not happen in the story, and describe it through a diary entry. They can write about Mr. Ross, Mammy Sally, what happened to Julilly or Liza after the story ends, etc. They will plan their event and their entry and get it approve before they begin writing their diary entry.
Differentiation: -‐ There are bonus activities at the end of every booklet for those that finish
early. -‐ There are group activities to ensure that students can work together. -‐ For those with more severe accommodations needed – they will be
completing the same amount of work, but I will be assessing fewer questions (recommendation from my teacher associate)
-‐ There is differentiation within the different activities that the students can do (all different styles will be addressed)
-‐ I will be very lenient as to how students want to work (on the floor, at the counter) – wherever they feel they can do their best work
-‐ I will have to motivate some students (can be done with stickers, using pens, consistently checking in on them, etc.)
-‐ When I read the story aloud, I will allow students to sit wherever they want, so long as they can hear me.
-‐ Once I get to know my students better, I will either work with specific students while they are working on their booklets, or I will simply make myself available to students who require clarification or guidance.
Assessment: -‐ Formative assessment:
o At the beginning of the unit, the completed slavery web o Students will complete a thinking chart on first day after I read
Henry’s Freedom Box (makes connections to their research, what they already know, questions that they still have)
o I will debrief each section of text after I read it (key questions) o The students will complete exit slips after each major assignment o Some of the booklets will be assessed formatively
-‐ Summative assessment: o Chapter Booklets (50% of unit): students will complete different
activities for each chapter. The activities focus on vocabulary, grammar, comprehension, and application of the concepts discussed. I will collect the duo tangs every day and mark them either formatively
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or summatively. Students will receive a final mark for their booklets at the end of the unit.
§ Chapters 1 – 3 Booklet: Formative § Chapters 4 – 6 Booklet: Summative § Chapters 7 – 8 Booklet: Formative § Chapter 9 Booklet: Summative § Chapters 10 – 12 Booklet: Formative § Chapters 13 – 15 Booklet: Summative § Chapters 16 – 17 Booklet: Formative § Chapters 18 – 19 Booklet: Summative
o Assignment 1 (10% of unit): students will works in groups of four to create 3 -‐5 tableaux from a favourite scene in a specific chapter – rubric will be made and gone over before they begin
§ They will present to the class, the class will see if they can guess which scene that they are representing (if yes, then they are successful)
o Assignment #2 (15% of unit): students will be assigned a specific song that is alluded to in the book, or a song about slavery. Students will listen to the specific song, read the lyrics, and answer specific questions about the song.
o Assignment #3 (25% of unit): Students will create an event that did not happen in the story, and describe it through a diary entry. They can write about Mr. Ross, Mammy Sally, what happened to Julilly or Liza after the story ends, etc. They will plan their event and their entry and get it approve before they begin writing their diary entry. A rubric will be made that will be gone over ahead of time.
Connections to Other Curriculum Areas: -‐ Art: I will be doing an art project during the first week about “What Freedom
Means to me” – students will draw what freedom looks like to them and to a slave.
-‐ Potential Social connection: 5.3 Canada: Shaping an Identity o Can look at how Canada is seen as being the land of the free o Why do people want to go to Canada? o What do people in the story think about Canada? o Look at Canada’s identity
Bulletin Board/ Classroom Display Plans: -‐ Freedom Bulletin Board created from all of the representations of freedom
from the art project.
Daily Activities: -‐ Reading
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-‐ Completing booklets -‐ I would like to get students in the mood for the story by playing a slavery
song, or watching/reading about one person’s experience. o Some possible people we will learn about are:
-‐ Henry Box Brown -‐ Levi Coffin -‐ Thomas Garrett -‐ Josiah Henson
-‐ Alexander Milton Ross -‐ William Still -‐ Harriet Tubman
(All prominent figures in the Underground Railroad) -‐ Students will be showing me their booklets once they have been completed. I
will be looking over their activities and if they have completed every section appropriately, I will allow them to work on the bonus activity.
Communication: -‐ There is a class blog that students and parents check weekly. I will post
information about what the students are working on in class and provide links for additional research or games they can play outside of class.
Learning Activities and Instructional Strategies:
-‐ Reading as a class and individual reading -‐ Working with a group and working individually -‐ I will be demonstrating how to complete each section of the chapter booklets
before students will work on them -‐ Students will complete the booklets and show them to me – if they are
completed appropriately, they can check off that section on the assignment/activity sheet and move on to the bonus activity
-‐ Bonus activities (extra exercises for those who finish early) -‐ Students will work as a group to create three tableaux – group work/
representation -‐ Students will work individually to respond and make connections with a
song -‐ Students will work on their writing skills by creating an event that did not
happen in the book and describing it through a diary entry -‐ Booklet activities:
o Students will work on improving their vocabulary o Improving comprehension skills o Make predictions o Visually represent chapters o Make acrostic poems o Make timelines of events in the story o Evaluate the novel o Work with cloze exercises
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o Determine and relate with the character’s feelings o Visualize the text o Make connections o Question the text o Summarize chapters o And more!
Worksheets: Name: ____________________ Date: ____________________
My Thoughts on: Slavery and the Underground
Railroad
What I “think” I know…
Questions that I have…
Interesting Facts that I researched…
Some connections between my research and “Henry’s Freedom Box”…
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Name: ____________________ Date: ____________________
Venn Diagram Activity: What Freedom Means to…
Name:_________________ Date:____________________
Underground to Canada Chapters 1 -‐ 3
Chapter One Vocabulary: Slave:
___________________________________________________________________________________
___________________________________________________________________________________
Julilly
Me
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Slavery:
___________________________________________________________________________________
___________________________________________________________________________________
Oppressed:
___________________________________________________________________________________
___________________________________________________________________________________
Murmured:
___________________________________________________________________________________
___________________________________________________________________________________
Hewn:
___________________________________________________________________________________
___________________________________________________________________________________
Plantation:
___________________________________________________________________________________
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Whippoorwill:
___________________________________________________________________________________
___________________________________________________________________________________
Chapter Two Vocabulary:
Field Hand:
___________________________________________________________________________________
___________________________________________________________________________________
Loiter:
___________________________________________________________________________________
___________________________________________________________________________________
Hoecake:
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___________________________________________________________________________________
___________________________________________________________________________________
Chapter Three Vocabulary:
Gourd:
___________________________________________________________________________________
___________________________________________________________________________________
Abolitionist:
___________________________________________________________________________________
___________________________________________________________________________________
Extra Words that I want to Remember:
___________________________________________________________________________________
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Number the events listed below in their correct order by printing the
numbers 1 through 6 beside them. The first one has already been done.
The fat man didn’t notice Julilly crying.
The field hands lined up outside.
1 Mammy Sally told Julilly not to forget that freedom land.
Three men were chained behind the cart.
Old John waved goodbye.
Julilly got in the cart because Mammy Sally told her to.
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Sentence Detective
Circle the mistakes in the following paragraph. Make sure that proper
punctuation and capitalization is being used. There are 15 mistakes to
find!
morning came to the slave quarters of Master hensens plantation before there was
light in the heavy black sky. It was four o’clock and Master hensens old ram horn
bellowed and tooted until nobody slept Frying sowbelly smell’s from the Cabin
cooking fires helped wake the children. julilly reached for a hoecake and a Tin Cup
of buttermilk that mammy sally poured
Comprehension Questions Circle the letter of the best answer.
1. Mammy Sally put on a black head-‐rag instead of her usual white one because
a. it was a sign of sadness
b. her white one was dirty
c. she didn’t want the fat man to notice her
2. Mammy Sally told Julilly to get in the wagon because
a. she was afraid for Julilly’s life
b. she was afraid for her own life
c. she was afraid for all of their lives
3. The men who were chained to the cart were
a. standing tall and proud
b. looking happy and cheerful
c. standing quietly and obediently
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4. When the wagon went past the Hensen house, Old John
a. ran away and hid
b. went in the house immediately
c. waved goodbye with his handkerchief
5. What is a simpler meaning of the following quotation: “Fears, that had
flapped around Julilly’s head like blackbird wings, flew away.”
a. Julilly has birds in her head
b. Julilly did not have fear anymore
c. Julilly’s fears are stuck in her head
My Prediction
In the next few chapters I think…
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
__________________________________________________________________________________
My Title Page Put little pictures in the first three boxes of your title page. Each box should contain
one idea/aspect/ character from each chapter (1 -‐3).
Acrostic Poem My Partner Is: ____________________
Find a partner! You and your partner will now create an acrostic poem about a
character, or idea from the first three chapters of “Underground to Canada.” You
could make one about Julilly, Mammy Sally, slavery, or any other part of the
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chapters we have read. Make sure that you both write down your poem in your
booklet.
Name:_________________ Date:____________________
Underground to Canada
Chapters 4 -‐ 6
Chapters 4 -‐ 6 Vocabulary: (15 marks) Draw a line from the word (on the left) to its meaning (on the right). Despair
Old and torn
Brambles
Grumpy or gloomy
Cypress
A supervisor or manager
Gaiety Heaven; a place that holds the ultimate happiness
Listlessness
A utensil used for separating objects or material (some materials make it past the utensil, some does not)
Overseer
Rare; not often
Promised land
Several evergreen coniferous trees
Ragged
Being happy or cheerful
Seldom
Showing little or no interest in anything
Sieves Soft, glowing light in the sky from when the sun is below the horizon
Sullen
A prickly shrub
Swamp
A boxlike container for animals to eat or drink out of
Trough
Disabled or impaired in any way
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Crippled Wet, spongy land
Twilight
Lose of hope; to give up
Extra Words that I Want to Remember:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
__________________________________________________________________________________
Hensen Plantation or Riley Plantation? (16 marks) If the phrases below describe the Hensen Plantation, put a check mark under the column labeled HP. If they describe the Riley Plantation, put a check mark under the column labeled RP.
Description HP RP Fireplace in the cabin Fear in the slaves’ eyes Wooden floors No laughter, little talk Sunday washing, cooking Tattered huts with gaps in walls Hard dirt floors Dancing and singing Playing the banjo Filthy rags to lie on Skinny children Gardens Hard, bare dirt around the huts Blankets to sleep on Sagging doors Hens in the yard
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Comprehension Questions (3 marks) Answer the following questions in complete sentences. 1. How did Julilly keep the children quiet so they wouldn’t be whipped? ___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________ 2. How did Julilly help the men when they got stuck in the swamp? ___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________ 3. Why did Liza call Julilly her friend? ___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
My Prediction (1 mark)
In the next few chapters I hope…
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
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My Title Page Put little pictures in the next three boxes of your title page. Each box should contain
one idea/aspect/ character from each chapter (4 -‐ 6).
Timeline (4 marks) My partner is: __________________
Find a partner! You and your partner will select four events that have taken place
in chapters 1 – 6. Describe each event and draw a picture for each scene. Make sure
that your scenes are in chronological order and that you both draw the scenes in
your own booklets.
Event One:
Event Two:
Event Three:
Event Four:
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Name:_________________ Date:____________________
Underground to Canada Chapters 7 & 8
Chapter 7 & 8 Vocabulary Draw a line from the word (on the left) to its meaning (on the right). Ginhouse
To awaken or to feel excited
Furrow
A zoologist who studies birds
Sly
To serve food with a ladle (large spoon)
Mourned
Infrequent or scattered
Ornithologist
Being clever or tricky
Roused
Husky, harsh sound
Trudged
Shelters the cotton gin, a machine for separating cotton fibres from the seeds
Sparse
To announce something
Ladled
Something is exact and accurate
Hoarsely
Showing sadness or regret for a death or a situation
Declaring
Limited; not enough
Precision
Walking slowly with heavy steps
Scant A long ditch made in the ground for
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planting seeds
Extra Words that I Want to Remember:
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My Opinion My favourite qualities of the novel so far are…
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My Title Page
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Put little pictures in the first two boxes of your title page. Each box should contain
one idea/aspect/ character from each chapter (7 & 8).
Cloze Exercise Fill in the blanks using the Word Bank below.
Word Bank
Adam overseer cotton bolls Alexander Ross cabin
turnip Canada North Star ruckus ribbon
plantation washing church birds black eyed-‐ peas
cat-‐o-‐nine-‐tails
Julilly had always looked forward to Sunday on the Hensen plantation.
Sometimes a preacher came to an empty cabin that the black folks called their
_______________. There was preaching and singing.
On Saturday nights there was dancing. The slaves went far back into the
woods for this, to another empty _______________. Massa Hensen didn’t mind, so long as
he didn’t have to listen. There was plenty of ________________ with Lester and Adam
playing the fiddles and Ben banging a set of bones. In her hair Julilly wore a red
________________ which Mammy Sally scrounged up for her. She could dance longer
than anybody there.
But things were different at the Riley _______________. Sims, the ________________,
was a man with a soul like a rotten _______________. He made sure that all slaves picked
a hundred pounds of _______________ every day, and if they didn’t he would use his
________________ on them. Sunday was ________________ day at Massa Riley’s.
Julilly and her friend Liza often talked about the ________________, a country
where slaves were free. They had heard many rumours about Canada including that
only _____________________ can be grown there.
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One day a strange man visited the plantation. His name was _________________
and he had come from Canada to study ________________. He chose Lester and
________________ to help him. The arrival of the Canadian ornithologist had everyone
on the plantation talking about Canada. Julilly made a pact to follow the
______________________ and escape to the free land of Canada.
Name:_________________ Date:____________________
Underground to Canada
Chapter 9 Chapter 9 Vocabulary: Here are some troubling words that you may come across while reading chapter nine. Taut: stretched or pulled tight
Unyielding: not giving away to pressure; sold; firm
Trance: a half-‐conscious state; not completely alert
Meandered: moving in an indirect way; zigzag
Enclosed: closed off; to be surrounded
Gesture: a movement or a signal
Conviction: a belief or opinion
Justified: done for a good reason
Liberate: set someone free
Apprehension: worry that something bad will happen
Meek: quiet or gentle
Extra Words that I Want to Remember:
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___________________________________________________________________________________
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My Experience with the Chapter (16 marks)
Before you begin to read the chapter: Predict Visualize
In this chapter I think this may
happen…
From where the last chapter ended,
in my mind I see…
During the reading: Make Connections Question
This reminds me of…
I wonder…
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After the reading: The Main Idea Summarize it!
The most important part…
In ten words or less, this chapter…
Check Original Prediction Making Judgments
After reading the chapter, my original
prediction…
My favourite part of this chapter
was…
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Comprehension Questions (3 marks) Answer the following questions in complete sentences.
1. What does Lester reveal to Julilly about Massa Ross?
___________________________________________________________________________________
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2. Why is Adam surprised that Mr. Ross doesn’t own slaves?
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3. Why did Lester choose Julilly and Liza for their escape?
___________________________________________________________________________________
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My Title Page Put a little picture in the next box of your title page. The box should contain one
idea/aspect/ character from the chapter (9).
Assignment #1: Tableaux Summaries Rubric Create a series of 3 – 5 tableaux that represent a specific section of the book.
Group Members: Date: Chapter(s): 4 3 2 1 Content -‐ Appropriate
characters are used and are consistent
-‐ Tableaux are presented in a logical and chronological sequence
-‐ Tableaux includes explicit details from the novel
-‐ Characters are used but are not consistent
-‐ Tableaux are mostly presented in a logical and chronological sequence
-‐ Tableaux includes some details from the novel
-‐ Specific characters unclear and inconsistent
-‐ Tableaux are somewhat presented in a logical and chronological sequence
-‐ Tableaux lacks important details from the novel
-‐ Characters are unclear and inconsistent
-‐ Tableaux are not presented in a logical and chronological sequence
-‐ Tableaux does not include details from the novel
Preparedness
Group is focused and prepared and have thoroughly rehearsed their tableaux
Group seems quite focused and prepared but more rehearsal time may have been needed
Group is somewhat focused and prepared and it is obvious that tableaux were not rehearsed enough
Group does not seem focused or prepared to present
Group Involvement
-‐ All group members were significantly involved
-‐ All group
-‐ The majority of group members were significant
-‐ Lacked significant involvement from some group
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members used appropriate expression, emotion, and body positioning
ly involved
-‐ The majority of group members used appropriate expression, emotion, and body positioning
members -‐ Some
group members used appropriate expression, emotion, and body positioning
Audience Engagement
Audience was able to correctly guess which scene was being depicted
Audience was able to correctly guess which scene was being depicted with some help from the group
Audience was unable to correctly guess which scene was being depicted
Overall Impression
Excellent! Proficient Adequate Limited
Additional Comments:
Tableaux Filmstrip
Group Members:________________________________________________________________________________________
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Name:_________________ Date:____________________
Underground to Canada Chapters 10 -‐ 12
Chapters 10 -‐ 12 Vocabulary: Jovial
__________________________
__________________________
Disdain
__________________________
__________________________
Meagre
__________________________
__________________________
Foes Foresight Immobile
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__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
Quivered
__________________________
__________________________
Venture
__________________________
__________________________
Fervour
__________________________
__________________________
Extra Words that I Want to Remember:
True or False Read the following statements. If a statement is true, put a check mark in the TRUE
column. If it is false, put a check mark in the FALSE column.
STATEMENT TRUE FALSE
Julilly and Liza slept until it was time to go.
Lester took them through the cotton fields.
Ben was not at the meeting place.
Mr. Ross spoke loudly so they could hear.
Lester had a watch so they knew when to go.
Mr. Ross told them to follow the Mississippi.
Adam was their guide.
Julilly walked with Liza.
The girls had their hair cut short.
Adam smelled catfish in the wind.
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Verbs Verbs are action words and adverbs are words that describe verbs. For example, in
the phrase “spoke softly” spoke is the ACTION and softly tells HOW the action was
performed. Circle the verb in each of the following phrases. Underline the adverb
that describes each verb.
-‐ swerved abruptly
-‐ drank greedily
-‐ spoke quickly
-‐ jogged faster
-‐ paced nervously
My Title Page Put little pictures in the next three boxes of your title page. Each box should contain
one idea/aspect/ character from each chapter (10 -‐ 12).
Name:_________________ Date:____________________
Underground to Canada
Chapters 13 -‐ 15
Extra Words that I Want to Remember: Comprehension Questions: (4 marks) Circle the letter of the best answer.
1. Julilly and Liza had to find more food because a. They couldn’t climb over the mountains without eating b. Lester wasn’t there to hunt for them c. They were getting tired of bread and water
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2. The first woman they met pointed a gun at Julilly because a. She was afraid of her b. She knew Julilly was an escaped slave c. She didn’t want to give away any of her food
3. The river signal was
a. A hoot-‐owl call b. A wolf howl c. A Whippoorwill call
4. Levi Coffin, President of the Underground Railway, lived in
a. Cincinnati, Ohio b. Richmond, Virginia c. Knoxville, Tennessee
Matching (5 marks) Match the people the girls met with what those people did. Old, black man gave them directions to Jeb Brown’s Man on horseback threatened the old man with a whip Black man with dog hid them behind a cupboard Jeb Brown gave them his bread Ella Brown took them into the cabin Complete the Sentences! (3 marks)
1. Lester and Adam escaped from the slave catchers by
_________________________________________________________________________________________
_________________________________________________________________________________________
2. They stayed in the water to
_________________________________________________________________________________________
_________________________________________________________________________________________
3. Both Lester and Adam ate ____________________________________ and drank
_________________________________________________________________________________________
Underground Railroad Codes! (11 marks) My partner is: __________________ You and your partner will match the Underground Railroad “codes” in the box to their description by filling in the blanks. Make sure that you are both recording the answers in your booklets! Dry goods Freight Moses Conductors Promised Land
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Baggage Freedom Line Drinking Gourd Tracks Stations Hardware ____________________ Escaping slaves
____________________ Canada
____________________ People who directly transported slaves
____________________ Big Dipper and the North Star
____________________ The route of travel for an escaped slave
____________________ Harriet Tubman
____________________ Women runaway slaves
____________________ Men runaway slaves
____________________ Homes or hiding places
____________________ Roads
____________________ Runaway slaves
My Title Page Put little pictures in the next three boxes of your title page. Each box should contain one idea/aspect/ character from each chapter (13 -‐ 15).
Songs from the Railroad
Listen to your song a few times and read the lyrics, and then answer the following questions in complete sentences. My song is: _________________________________________________________________________________
1. What does this song seem to be saying? (2 marks)
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2. What words do you think had possible hidden references or meanings? Refer back to the codes in the Chapter 13 – 15 booklet. (2 marks)
3. Where do you imagine this song being sung? Under what circumstances? Describe two possible scenarios (it can be a scenario in the book). (4 marks)
a.
b.
4. What feelings do you experience when you hear the song? Do any pictures
come to mind? (2 marks)
5. Why do you think this song was popular with slaves? (2 marks)
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Name:_________________ Date:____________________
Underground to Canada
Chapters 16 & 17
Extra Words that I Want to Remember:
Comprehension Questions Please answer the following questions in complete sentences.
1. Why did the tall man laugh as he told the driver to “put your locomotive in my stable and let it blow off steam”? Check page 111. _______________________________________________________________________________________
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_______________________________________________________________________________________
2. Describe how the girls are hidden when the Sherriff appears at the Coffin’s house. Check page 113. _______________________________________________________________________________________
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3. How are Julilly and Liza put on the freight train?
_______________________________________________________________________________________
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4. What is the latest news on Lester and Adam?
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My Title Page Put little pictures in the next two boxes of your title page. Each box should contain one idea/aspect/ character from each chapter (16 & 17).
Name:_________________ Date:____________________
Underground to Canada
Chapters 18 & 19
Extra Words that I Want to Remember:
Reflection Questions (10 marks) Please answer the following questions in complete sentences.
1. What was your overall impression of the story? List one thing that you liked and
one thing that you disliked. (2 marks)
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2. Why do you think Barbara Smucker wrote this story? (2 marks)
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3. This story helped me understand slavery better because… (2 marks)
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4. Do you like the ending of the book? Why or why not? Do you think there is
more to tell? What do you think might happen next? (4 marks)
_______________________________________________________________________________________
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_______________________________________________________________________________________
_______________________________________________________________________________________
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My Title Page Put little pictures in the next two boxes of your title page. Each box should contain one idea/aspect/ character from each chapter (18 & 19).
Author: ___________________________
Diary Entry Activity -‐ Planning Sheet Characters Involved:
_________________________________________________________________________________________________
_________________________________________________________________________________________________
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Setting:
_________________________________________________________________________________________________
_________________________________________________________________________________________________
Conflict/ Problem:
(Conflict with another character, nature, self, society)
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
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_________________________________________________________________________________________________
Emotions Felt By Characters & Why:
_________________________________________________________________________________________________
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Solution/ Cliff-‐hanger:
_________________________________________________________________________________________________
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Assignment #3: Diary Entry Write a diary entry from the perspective of a character in “Underground to Canada.”
Author: Date: 4 3 2 1 Content -‐ Entry has
explicit conflict or problem that must be solved
-‐ Includes explicit details from the novel
-‐ Includes appropriate emotions felt by the character
-‐ Entry has a somewhat clear conflict or problem
-‐ Includes some details from the novel
-‐ Includes some emotions felt by the character
-‐ Specific conflict or problem is unclear
-‐ Lacks important details from the novel
-‐ Lacks depth in the emotions of the character
-‐ No specific conflict or problem
-‐ Does not include details from the novel
-‐ Does not include emotion of the character
Voice Voice of the specific character connects with the novel and is consistent
Voice of the specific character somewhat connects with the novel and is mostly consistent
Voice of the specific character lacks a connection with the novel and is mostly inconsistent
Voice of the specific character does not connect with the novel and is inconsistent
Writing -‐ Proper capitalization and punctuation used
-‐ Complete sentences
-‐ Clear thought put into word choice
-‐ Proper capitalization and punctuation used most of the time
-‐ Most sentences are complete
-‐ Some thought put into word choice
-‐ Proper capitalization and punctuation used some of the time
-‐ Some sentences are complete
-‐ Lack of thought put into word choice
-‐ Proper capitalization and punctuation not used
-‐ Sentences are incomplete
-‐ Not enough thought put into word choice
Planning Planning shows clear thought and consideration in the different categories
Planning mostly shows thought and consideration in the different categories
Planning lacks thought and consideration in the different categories
Planning shows no significant thought or consideration in the different categories
Overall Impression
Excellent! Proficient Adequate Limited
Additional Comments:
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