Context

This multi text lesson was developed in the Fall 2008 semester for the class RE 4030 Dev. of Literacy for Learning under the instruction of Dr. Pacifici.  This project was created to show how to combine a non-fiction story with other informational texts. 

Impact

This multi text lesson will be a useful tool when I enter the classroom.  It has activities for before, during, and after the reading of the novel.  It includes an internet workshop to help provide the student with facts about a topic that matches the novel (which was the Underground Railroad).  And it also includes vocabulary activities.

Alignment

Standard 1, Indicator 3: Teachers know and understand a diverse range of historical and contemporary literatures, including various genres of American, British, and World, as well as literatures written by women and authors of colors and works written for children and young adults.

     I met this standard by choosing a historical literature that was written by an author of color for children and young adults.

Standard 1, Indicator 4: Teachers understand the elementary school child's social, cultural, linguistic, cognitive, and affective backgrounds as they relate to the ability to develop effective communicationi processes (listening, speaking, reading, and writing.)

     I met this standard by looking at the students' backgrounds to help with listening, reading, and writing.

Standard 1, Indicator 5: Teachers know and understand that reading is taught as a process of constructing meaning through the interaction of the reader's existing knowledge, the information suggested by the written language, and the context of the reading situation.

     I met this standard because the students construct meaning through reading of the novel, and the activities that go along with the reading.

Standard 1, Indicator 6: Teachers understand the importance of literacy for personal and social growth.

     I met this standard because I realize how important reading is for the students.  They can look at the obstacles that the main character in the book faced and it will help their personal and social growth.

Standard 4, Indicator 4: Teachers have knowledge of and appreciation for multicultural children's literature.  Teachers select appropriate literature that is free from racist and sexist bias.

     I met this standard becuase the novel is a multicultural children's literature book. 

Standard 4, Indicator 11: Teachers promote the basic principles of being a citizen as vital to the development of responsible members of society by promoting an understanding of character development, including: Responsibility, Integrity, Self-discipline, Caring, Respect, Perseverance, Courage, and Citizenship.

     I met this standard because this novel is about a young boy who has to be very responsible and very courageous.  This is an excellent example for young children about how they should also be responsible and courageous.

Standard 8, Indicator 4:  Teachers encourage students' enjoyment of reading.

     I met this standard by helping to create activities that will add to the enjoyment that students get from reading.

Standard 14, Indicator 2: Teachers promote the open-minded discussion of controversial issues by developing and using various strategies such as debates, use of data gathering and analysis for informed decision making, and recognition of bias and propaganda.

     I met this standard by offering activities that open discussions about the controversial issue of slavery.