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- 1. By Sharon M. Draper Lesson Objective: Today we will compare and contrast Copper Sun with a video on slavery.
- 2. Take 10 minutes to finish your short response from yesterday. Q: Can liberty exist in slavery? -Ms. Ortiz was very impressed with you and would like to see what you wrote. *MAKE IT GOOD! SHOW YOU KNOW WHAT YOU ARE TALKING ABOUT!!
- 3. By Sharon M. Draper Lesson Objective: Today we will learn how to identify various character points of view in order to understand how mimics society’s feelings on slavery.
- 4. By Sharon M. Draper Lesson Objective: Today we will look for evidence in the text to determine whether the character is truly free or enslaved?
- 5. Do you consider yourself free? Make a list of the liberties that you have and the things that you may be able to do, that someone who is a slave could not. Challenge: Look at the picture below. What does it symbolize? What could be the author’s message?
- 7. Read Chapter 16 -Go to graphic organizer
- 8. Read Chapter 16 & graphic organi9zer
- 9. What privileges must you have to consider yourself free and not enslaved?
- 10. Read Chapters 15-16 and complete your graphic organizer for the characters.
- 11. Today we will learn how to write a response in order to answer the question “Can liberty exist in slavery?”
- 12. Mini lESSON Who defines slavery? Liberty can exist in slavery because a character may physically be enslaved yet have an open and free mind. In the text it states, “ I am Polly, and I work for Mr. Derby just like you. Well, not exactly like you. You’re a slave which means you belong to him.” This means that Polly does not identify herself as a slave like Amari. In her mind she believes that she has freedom and opportunities that Amari does not. This is vital to the reader because Polly’s perception of herself allows the reader to see that slavery is mental as well as physical. Although, the narrator introduces Polly as a type of slave (indentured servant); she is indeed truly liberated because she does not allow the Master or her situation define who she really is. Slavery is defined by the person and not by the persecutor. One can be truly free yet bound. We do: What counter argument/stomp out could you pose?
- 13. Look at your COPPER SUN BOOK What inferences can you make with your partners? ( Turn & Talk)
- 14. Look at ANTICIPATION/INFERENCE sheet on your desk. Read directions and complete. On the back, write WHY you agree/disagree.
- 15. Sharon Draper is not only a five-time winner of the Coretta Scott King Literary Award (one of which was awarded to Copper Sun) and a New York Times bestselling author, she is a teacher. Ms Draper taught English in Ohio for 30 years. She was honored as the National Teacher of the Year in 1997 and has won numerous other honors for her achievements in education. She calls herself “a creator, a visionary, a poet and a dreamer”.
- 16. The Ewe say Kente describes the weaving process of the feet. The toe of each foot goes up and down during the weaving process. Ken means to open in Ewe and te means to press.. In the Asante wars against the Ewe, they captured weavers, it may have been prisoners of war from the Asante/Ewe wars that taught the Asante how to weave. The history was rewritten so that the Asante say they learned weaving from a spider. “Amari had often imagined new patterns for the cloth and longed to join the men at the looms, but women were forbidden to do so.”
- 17. Students may choose from one of three projects: (Websites to help them get started are listed) Research the history of weaving in Guyana: Design a pattern and explain your design: Create a weaving using a cardboard loom http://www.craftstylish.com/item/2546/how-to-weave-on-a-cardboard-loom http://kente.midwesttradegroup.com/history.html http://art-smart.ci.manchester.ct.us/fiber-kente/kente.html http://www.marshall.edu/akanart/images/kente_weavingdemo14.JPG http://www.africawithin.com/tour/ghana/kente_cloth.htm
- 18. Anansi Stories are part of an ancient mythology that is rooted in West African folklore and deal with semi-divine beings, humans, animals, plants and seemingly inanimate objects. In this traditional Ashanti tale, Anansi sets out on a long, difficult journey. Threatened by Fish and Falcon, he is saved from terrible fates by his sons. But which of his sons should Anansi reward? Calling upon Nyame, the God of All Things, Anansi solves his predicament in a touching and highly resourceful fashion. “You remember all them stories I tolt you ‘bout my mother and Ashanti and the monkey and spider stories.”
- 19. The teacher will read the story of Anansi aloud. Discussion: Is Anansi a wise creature or merely a trickster? How does this folktale compare to other familiar stories such as Uncle Remus, Aesop’s fables or Native American tales? Question: If you were one of Anansi’s son’s what would your name/power be and what would you have done to rescue Anansi. Class Production: The class will present a skit based on Anansi the Spider. 11 students will be chosen to portray the characters in the story and 1 student will act as the Reader. Remaining students will create simple sets and costumes. The play will be presented as a read-aloud to the school or younger classes while the characters act out the story.
- 20. When we think about slaves escaping to freedom, we usually visualize them headed north on the underground railroad, but in the first half of the 18th century there was a second haven for runaways. This “city of freedom” could be found about 2 miles north of St. Augustine in the Spanish colony of Florida. It was known as Fort Mose. For more information on Fort Mose go to: Education Foundation Thinkquest Library http:/ http://library.thinkquest.org/CR0213580/
- 21. Imagine you are a runaway slave from a rice plantation. You have heard of a city with streets “paved with gold” where everyone is free and it is only a week’s journey south. Create a diary that tells of your life, your journey, your arrival at Fort Mose and the early days of your new life there. Include how you traveled and with whom (if anyone), a simple map, your new home, your new job and the people you met. •Write the date and your present location at the top of the journal entry. •Write about what happened during the day. •Write about what you're feeling. •Write about what is going on around you. •Don't censor yourself. If you're scared, write why. If you are angry, explain what happened. •Write it from your point of view. Tips for writing your journal:
- 22. First African Baptist Church Savannah, Georgia Established in 1788, the first African church in America was also a safe house on the Underground Railroad. This trip will allow students to experience first hand the symbols used by slaves and the cramped reality of the Underground Railroad to freedom. In preparation of the trip, students should watch the following short videos: http://www.youtube.com/watch?v=mJtTGJl8VB4 http://www.youtube.com/watch?v=b-EvbddTja4