Historical Fiction Book Extension Activity

Your Name: Breanna Holden

Book Title: Freedom Summer

Book Author: Deborah Wiles

Publisher: Aladdin

Date: Reprint edition 2005`

1. Grade 2 Core Standard (5 points)

Reading Standards for Literature

Key ideas and details 1. Ask and answer such questions as, who, what, where, when, why,
how to demonstrate understanding of key details in text.

Craft and structure 5. Describe overall structure of a story including how the beginning
introduces the story and the end concludes the action

Craft and structure 6. Acknowledge differences in the points of view of characters, including
by speaking in a different voice for each character when reading dialogue aloud.

Integration of knowledge and ideas 7. Use information gained from the illustration and words
in a print to demonstrate understanding of its characters, setting, or plot.

Reading Standards for Informational Text

Key ideas and details 3. Describe the connection between a series of historical events and
procedures in a text.

Craft and Structure 4. Determine the meaning of words and phrases in a text relevant to
grade 2 topic or subject area.

Craft and Structure 6. Identify the main purpose of a text, including what the author wants to
answer, explain, or describe.

Reading Standards for Foundational Skills

Phonics and Word Recognition 3. Know and apply grade-level phonics and word analysis
skills in decoding words.

Writing Standards
Text types and purposes 3. Write narratives in which they recount a well elaborated event or
short sequence of events, include details to describe actions, thoughts, and feelings.

Research to build and present knowledge- 8. Recall information from experiences or gather
information from provided sources to answer a question.

Speaking and Listening Standards

Comprehension and collaboration 1. Participate in collaborative conversations with diverse
partners about grade 2 topics with peers and adults in large and small groups a. follow
agreed upon rules for discussion b. build on others talk in conversation by linking their
comments to the remarks of others c. ask for clarification and further explanation as needed
about the topics and texts under discussion.

Comprehension and collaboration 3. Ask and answer questions about what a speaker says
to clarify comprehension, gather additional information, or deepen understanding of a topic
or issue.

Presentation of knowledge and ideas- 6. Produce complete sentences when appropriate to

task and situation in order to provide requested detail or clarification.

Health Standards- Core Concepts-

1.PCE.2.3 Recognize similarities and differences between individuals and communities.
1.ME.2.1 Describe how the body responds to emotions physically and behaviorally
1.ME.2.2 Describe how the expression of emotions can influence actions.

National Identity and Culture Disciplinary Skills Standards

SS.2.1. With prompting and support, generate compelling questions to explore national
identity and culture.

SS.2.2. With prompting and support, generate supporting questions related to compelling
questions.

SS.2.6. With prompting and support, participate in structured academic discussion using
evidence and reasoning.

National Identity and Culture

SS.2.12. Examine major events in U.S. history to understand how discrimination and oppression
of various racial and ethnic groups have contributed towards movements for justice.

SS.2.19. Describe the rights and responsibilities of citizenship.

Objectives (What will children expect to learn?) (5 points)

• The goal of this activity is to gain further insight into friendships and how segregation
affected two young boys.
• Children will learn about life in the sixties and learn what the Civil Rights Act was.
• Children will be able to read and view the story from different perspectives.
• They will compare and contrast characteristics and emotions of the two boys.
• They will have meaningful conversations about the characters emotions and cultural
differences.
• Children present their ideas and participate in structured discussions and assignments
to demonstrate understanding of the story.

2. Materials and Equipment needed: (5 points)

• Book- Freedom Summer By- Deborah Wiles
• Paper
• Pencils

3. Teaching (What will you do?) (5 points)

• Prior to reading the book Discuss segregation and put into perspective when the sixties
were. 1964 was 57 years ago. Tell students my mom is 59 years old and show a photo.
This will help show the students that in reality, this did not happen a lifetime ago.

• Read the book aloud stop at parts to discuss events happening and what they mean.
What emotions might the characters be feeling during it and point out figurative
language and how it’s used in the book. Personification was used frequently.

• Finish the book and discuss further. Ask questions of what the students thought and
how they feel. Have them discuss the events that occurred (before, middle, after
events) and cause and effects in the story. As them to briefly imagine how the two
boys felt and if they feel different or the same. Discuss what the boys had in common
and ask what was different.

• Ask students to write down and explain the two different perspectives of John Henry
and Joe when the pool was filled with cement. (Joe didn’t want to swim anyways, but
John Henry did) Why did they feel this way? Did Joe really not want to swim in the
pool, or was he trying to spare John Henrys feelings? Was Joe as sad as John Henry
was? Why did John Henry want to swim in the pool so bad? Did it hurt John Henrys
feelings when the pool was filled with cement? Etc.

• Once children have finished their perspectives on each character, ask them to share
what they wrote down as the characters perspective. Ask fellow students to agree or
elaborate, help expand conversation between students. Write on the whiteboard the
perspectives and feelings given by the students. Ask if students felt they would be Joe
or John Henry in the book.

• Converse with the class why friendship is important and why they feel it’s important.
 • Discuss segregation further and the Civil Rights Act and what things were like back
then. (As demonstrated earlier it wasn’t terribly long ago).

• Encourage questions, if unable to answer a question try to find an answer with the
class together online.

4. Closure: (2 points)

To conclude this lesson once all answers have been answered to the best of my ability and
conversations have completed. I will ask the students to gather around one more time and
listen to the story one more time. If they felt like they related and understood Joe’s
perspective more, focus on John Henry and vice-versa. Encourage hearing the book in a
different perspective than the first time.

5. List 3 additional books in this genre to extend the learning: (3 points)

• The Other Side By: Jacqueline Woodson

• Something Beautiful By: Sharon Dennis Wyeth
• Goin’ Someplace Special By: Patricia C. Mckissack