NextStopFreedomSection5

Next Stop Freedom, The Story of a Slave Girl
(Section 5) Pages 1-25

Summary:
This book is about a slave girl named Emily who works in the Big House looking after the Mas'r and Missus two little boys. The oldest boy is always trying to find some way to get Emily into trouble, so that his father will have to punish her. While living on the plantation Emily witnesses her brother being tied to a tree and whipped for stealing chickenns to help a sick slave girl get better. Soon, funny things begin to happen around the Plantation and talk of Moses coming fills the air. One night, Emily and some other slaves are approached by Moses and asked if they would like to go on the Underground Railroad and escape slavery. Before Emily can go, she must go back to the Big House and fetch a book that contains letters of the alphabet, because she so desperately wants to learn how to write. She gets the book with ease and then with the help of Harriet Tubman a.k.a. "Moses" she escapes to freedom.

Discussion Director
Your job is to develop questions group members will discuss about this portion of the book; decide important ideas and issues raised in this section of the book and design questions that address them.
Examples: Setting, Problem-Solving, Narrator, Topic, Main Idea, Cause-Effect, Mood, Character Relationship, and Compare/Contrast
You will want to begin questions with words like:
Who, What, Where, When, Why, How, Tell, Describe
Important Fact
1. Why are the whites scared for the slaves to learn to read?
(page 9 “If the slaves learn to read, they’ll get too smart. Then they’ll figure out they’re just as good as the
whites.”)

Setting
2.    Where did the slaves go instead of going to the nearby
       plantation, Why?
       (page 23 They went to a clearing in the woods, they were going to   see a preacher of
       their own, not a white preacher.)

Setting
3. Where would the slaves end up if they kept the North Star above them?
(Page 20 Up North; Canada)

Problem/Solving - MCEOG:
4.    After his whipping, Isaiah’s wounds were hurting along with his pride, what did Aunt Jen do to help calm the pain?
           A.    Grease
           B.    Neosporin
           C.    Ointment
           D.    Peroxide
           (Page 19 A. Grease)

Cause/Effect
5.    What happens to Isaiah for stealing the chicken?
       (Page 13 He was tied to a big tree, with his arms around the trunk and then beaten
       with a black whip by Yardley.)

Passage Picker
Your job is to select significant passages from the sections being read; determine why it is important; call other readers’ attention to the passage and lead discussion on it.

    Steps:
        1.    Pick out a passage that you would like to share.
        2.    Write down the page and paragraph number.
        3.    Write down the first two words and the last two words of your passage.
        4.    Write down the reason you chose the passage, and explain why!
        5.    Ask a question about your passage, and give and answer.
        6.    Write down the Author’s Purpose: To Describe, To Entertain, To Inform, or To Persuade.

1.    Passage One – Descriptive
2.    Page 8, Paragraph 1
3.    “Aunt Jen…their own.”
4.    This passage is Descriptive because you can visualize Aunt Jen making the doll.
5.    Q: What material were the dolls made of?
       A: cornhusk
6.    Author’s Purpose: To Describe

1.    Passage Two – Descriptive
2.    Page 12, Paragraph 2
3.    “The third slave,…couldn’t move.”
4.    I chose this passage because it was descriptive and contained and idiom – “Emily’s knees
       turned to Jelly.”
5.    Q: What kind of person was Yardley? Prove it.
       A: Spiteful, because he was smiling the whole time he was beating Isaiah. If the Master had
             not pulled him away he would have continued beating him.
6.    Author’s Purpose: To Describe

1.    Passage Three – Historical
2.    Page 23, Paragraph 10
3.    “The Preacher…to be free!”
4.    I chose this passage because it talks about how Moses’ People want to be free, just like the
       slaves were feeling now.
5.    Q: Where was Moses from?
       A: Egypt
6.    Author’s Purpose: To Inform of Historical content

1.    Passage Four – Descriptive
2.    Page 22, Paragraph 6
3.    “Suddenly, those who…tugged Emily along.”
4.    I chose this passage because it made me feel like I was apart of the story. I felt as if I was
       right there with them, walking along side the road into the woods.
5.    Q: Where were the slaves going?
       A: To hear a preacher of their own
6.    Author’s Purpose: To Describe

Character Sketcher
Your job is to develop a character map of major characters in the text. You will find three words that describe the character. For each word, or character trait, you will give the proof, or example. The next thing you will do is to tell one of your character’s goals, or what the character wants to do in that chapter(s). Then you will find on of the character’s problems in that chapter(s) and the solution or possible solution to the problem. Finally, you get to have fun and illustrate your character.

Emily
   Character Traits:
      Soft-Spoken: Page 3 Emily glared at him, but kept her tongue to herself.
      Determined: Page 10 “It might take…they could.”
      Curious: Page 19 “What did he mean he’d follow the star?”

Goal: To learn how to read.

Problem: Thomas is causing her problems, knocking the book out of her hand. She is not
supposed to read books.

Solution: She sneaks back into the classroom to read the book (blue hard back book).

Word Wizard

1.    Wailing (Page 2, line 2)
2.    “Her Momma, crying and wailing.”
3.    Wailing – loud, mournful cry or weep.
4.    Wailing – A loud cry.
5.    Noun
6.    When her parents found her, the girl was wailing about her sick dog.

1.    Abide (Page 13, paragraph 2)
2.    “I can’t abide a thief on my plantation.”
3.    Abide – To tolerate, to bear, to remain, to last.
4.    Abide – To comply with.
5.    Verb
6.    You must abide by the rules.

1.    Welts (page 13, paragraph 6)
2.    “Dimly she saw the big red welts across her brother’s back.”
3.    Welts – A ridge or lump raised on the body usually by a blow.
4.    Welts - Raising of the skin.
5.    Noun
6.    The belt left welts along the legs of the little boy.
7.    Word Wizard Card

1.    Uncoiled (Page 13, Paragraph 3)
2.    “Yardley uncoiled the big black whip that he carried.”
3.    Uncoiled – To Unwind.
4.    Uncoiled – To unwrap from a wound up state.
5.    Adjective
6.    The snake uncoiled itself from the tree limb.
7.   Word Wizard Card

Wanted Poster
Purpose: Students will illustrate and complete a poster reflecting the information about a character.
Instructional Link: Character motivations, Character attributes, Events in a story, Cause and Effect, Reasoning.
How To: Show the children the "wanted persons" poster, ask them to create a poster based upon the information on the
form, Students fill out poster and illustrate it.