Teacher's Guide for APPLESEEDS Harriet Tubman

Harvey, S, & Goudvis, A. (2000). Strategies that work. York, ME:
Stenhouse Publishers.

Tierney, R., Readence, J. & Dishner, E. (1995). Reading strategies and
practices. New York: Allyn & Bacon.

• read for understanding as reflected in notes taken on the FQR + A sheet.
• read critically as reflected in "facts" selected for verification or clarification.
• generate thoughtful questions based on the content. These vary in question type from literal to higher level.
• compose thoughtful reactions/responses to the content with support for ideas.
• answer questions they've generated and identify possible additional resources for ones unanswered in this issue.
• compose a Reader's Theater script that accurately and creatively depicts key information of Harriet Tubman's life and deeds.
• perform the script in a manner that engages audiences and effectively communicates the intended message.

• March 2004 issue of APPLESEEDS
• chart paper
• journals
• paper copies of FQR + A sheet; transparency copy of FQR + A sheet

1. Ask students to consider how they'd feel if, when they arrived home, they discovered that a family member (or members) had been sold and moved a great distance away. What would they feel? What would they want to do? What if the consequences for acting on their anger and frustration were a beating or death?
2. Tell students that this issue of APPLESEEDS tells of the life and deeds of Harriet Tubman. Harriet escaped to freedom and, then, repeatedly risked her life to rescue hundreds of other slaves. Her courage, skill, and quick thinking were key to her success.

1. Introduce the March 2004 APPLESEEDS issue. Have students examine, read, and discuss the magazine's cover page, About the Cover, and the Editor's Note. Invite comments and predictions about content and information they expect to find and/or questions they have.
2. Discuss the "Think About It" questions on the last page.
3. Explain that, as they read through articles in this issue, they will use the FQR + A strategy. They'll identify key facts presented in the selection in note form in the first column on their FQR + A sheet. They can star any "fact" offered by the author that they feel needs to be verified or clarified. Next, they should generate personal questions stimulated by the facts (in the second column) and personal reactions/responses (in the third column). In the last column, they'll record any answers found for questions they asked. When they share their work, we'll decide where we might find information for unanswered questions.
4. Have students skim the first article, "Slavery in America," "reading" the picture, caption, and word box. Invite comments and predictions about content and information they expect to find and/or questions they have.
5. Model the strategy for this selection. The teacher reads aloud and stops to fill in a transparency copy of the FQR + A sheet. (This could also be done on chart paper when modeling.)
   
   

   Fact Question Response Answer Enslaved people were property. Owners could buy and sell them. Were slaves valuable? Treating people like that is cruel and inhuman. We can search for a copy of a slave auction poster to find out what they cost. The poster on p. 9 says the owner will pay a $150 reward for runaways. They must have been valuable.

   
   

1. Students preview the next article, "Harriet Tubman: the Moses of her People," "reading" pictures and the word box. Invite comments and predictions about content and information they expect to find and/or questions they have. Ask them what the author might mean by the Moses of her people. Discuss.
2. Students read the selection and complete the FQR + A sheet. The teacher circulates to assist as needed.
3. Students share their facts, questions, and answers found. The teacher facilitates a discussion of students responses.

Have students identify unanswered questions. Discuss where answers for these might be found. Partners sign up to locate unanswered questions. Answers will be reported back when found. Discuss any facts students sought to verify or clarify.

John Brown thought Harriet Tubman was "one of the bravest persons on this continent." What behaviors and deeds of Harriet Tubman justify John Brown's statement? Explain with specific examples. How do these show bravery?

1. Ask students if they've seen characters from books come to life in a movie. Ask them if they've seen a film based on the life of a famous person. Discuss how the experience and/or message communicated is different in film. Explain that performances in film or live theater are scripted by authors who choose that genre for their writing. Actors sometimes have preferences for performing in one media over others (e.g. live theater, film, or television). Hypothesize why this might be so.
2. Explain that they will be working together on a Reader's Theater script entitled The Life and Deeds of Harriet Tubman. Each group will be responsible for writing a scene. When the script is ready, actors will be identified. The play will be performed for other classes. Explain that in Reader's Theater, actors do not memorize their lines. They are allowed to read their part from the script. It is still good, however, to be very familiar with one's lines so you can focus on expression and actions. Reader's Theater doesn't need extensive scenery as plays and films have. Actors use minimal props that help the audience identify them in their part as well as meanings they are communicating.

1. Have students watch a brief clip of a film. Explain that each movement of the actors has to be identified by the author of the "screenplay" or script. As well, the script has to identify the setting and surroundings. The expression or tone actors should use when reading lines is also identified by the author. Have students suggest directions they feel might have been included in the script for the scene just viewed. Record these on a chart.
2. Project on a screen or share copies of a Reader's Theater script at www.aaronshep.com/rt/RTE26.html. This is: The Magic Brocade: A Tale of China; told by Aaron Shepard, Reader's Theater Edition #26; adapted for reader's theater by the author, from his picture book published by Pan Asian/EduStar, Union City, California, 2000.
3. Point out features in the beginning such as preview, list of characters, stage directions, and background information for the play. Explain the part of narrators. They fill in information for the audience - information that may be difficult or time consuming to share through actors' conversations.

1. Identify group members and the scene or segment of The Life and Deeds of Harriet Tubman that they will work on. Chart this information.
2. As a class, brainstorm key points that each group should include in their scene. List these for the group.
3. Groups work together to compose their scene. The teacher circulates to assist as needed.

Groups share their work in progress and get feedback from peers.

Groups work on their script. When completed, scripts are edited by the teacher. The class will meet to put scenes together, identify actors and props for each part, prepare advertisements, and rehearse. Performances will be scheduled by the teacher.

• write a quality essay following an order that includes an opening statement, evidence to support ideas, and an effective closing. It is characterized by clarity of expression, substantive information, personal voice, and appropriate grammar and spelling.
• read with understanding as reflected in the completion of the FQR + A sheet and their discussions.
• work effectively in groups to compose a Reader's Theater script that effectively communicates the essence of Harriet Tubman, her life and deeds.
• effectively organize, direct, and rehearse the performance of their script.
• perform so as to communicate the desired message in a manner that engages the audience.

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Updated: 11/21/08 09:48 am
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