Activity Overview
The book Elijah of Buxton transports you to the free settlement of Buxton, Canada, an end destination on the Underground Railroad for people escaping the horrors of slavery in America. Buxton is real and is on the list of National Historic places in Canada. Started in 1849, it grew to a population of about 2,000 with comfortable homes, farms, and even its own sawmill, brickyard, post office, hotel, and school.
This activity will allow students to imagine what it would be like to live in Buxton. Students will re-tell some of the events that occurred in the book. They could pick events like the Carnival coming, the gift of the Liberty Bell from Pittsburg, the arrival of the Taylor family, or even the treacherous swindle of Mr. Leroy by the Preacher. Students could also make up a story that they think might occur in Buxton and write about that.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Due Date:
Objective: Create the front page of a newspaper called The Buxton News! Describe an event from Elijah of Buxton. You may also write about an event you imagine might happen in Buxton.
Student Instructions:
- Click "Start Assignment".
- Identify an event from Elijah of Buxton or make one up.
- Write a captivating headline.
- Add appropriate characters, items, and scenes to create at least one appealing picture on the front page that helps illustrate your event.
- Write a description of the story in the text boxes.
- Save and exit when you're done.
Requirements:
- Headline
- Picture(s)
- Minimum one paragraph to describe the event
Lesson Plan Reference
- [ELA-Literacy/RH/9-10/3] Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
- [ELA-LITERACY/CCRA/R/1] Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
- [ELA-LITERACY/CCRA/R/7] Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
- [ELA-LITERACY/CCRA/R/9] Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Rubric
(You can also create your own on Quick Rubric.)
| Proficient 7 Points | Emerging 4 Points | Beginning 1 Points | |
|---|---|---|---|
| Headline and Descriptions | Students include a catchy headline for the front page as well as detailed descriptions for each event illustrated that explain what happened in a minimum of 3-5 sentences. | The headline and/or the descriptions for the events can be understood but it is somewhat unclear or too brief. | The front page is missing either the headline or descriptions of each of the events depicted. |
| Illustrations | The illustrations represent the events using appropriate scenes, characters and items. It is clear the student took time and care in creating the illustrations. | The illustrations partially relate to the events but they are difficult to understand or appear rushed. | The illustrations do not clearly relate to the key events of the story. |
| Spelling, Grammar, Punctuation | Final product is free of spelling, punctuation and grammatical errors. | Final product contains up to three errors in spelling, punctuation, or grammar that do not alter the meaning of the text. | Final product contains more than three errors in spelling, punctuation, or grammar. |
How To Help Students Conduct an Author Study on Christopher Paul Curtis
Introduce the Author
Begin the lesson by introducing the author Christopher Paul Curtis to the students and explaining to them the meaning and objectives of an author study. As a part of this introduction, teachers can also introduce some famous works of Curtis to the students and ask them if they have previously come across his works such as Bud, Not Buddy and The Watsons Go To Birmingham.
Conduct Background Research
An important aspect of conducting an author study is to find out more about the life and upbringing of the author to understand the influences in their lives. Ask the students to utilize online and physical resources to find out more about the background of Curtis. Students can consider questions such as where was he born and brought up, discuss his education and professional background, and find out more about the major events in his life.
Discuss the Central Ideas of His Works
Before conducting an author study, ask the students to get more familiar with the works of that author. If possible, students can read a few other books written by Curtis. However, summarized texts can also be used for the analysis so that students can save up some time on the reading. Once students are more familiar with his work, ask them to identify any particular themes that are consistent throughout his books. For instance, mention of historical events related to discrimination and racism, the idea of identity the concept of freedom and equality, etc.
Analyze Impacts
Examine the influence of Curtis's writings on literature, teaching, and conversations around racial identification and identity. Take into account how his writing advances larger social discussions.
Give Projects
Assign students creative projects to produce artifacts that are connected to Curtis's writings, including illustrations, character diaries, or alternate book covers. These assignments let them demonstrate their originality and get a deeper comprehension of the literature.
Frequently Asked Questions About “Elijah of Buxton” Newspaper Poster Activity
In what creative ways can students depict the historical setting of the book in the newspaper poster?
Students may use pictures or drawings to illustrate the historical context of Buxton, a Canadian community founded by runaway slaves. Articles and headlines may discuss the Underground Railroad, the historical setting, and the experiences of the characters. To make it look more realistic and accurate, students can add other headlines from the same time period.
What are some important sections that students can include in the newspaper?
A headline, the primary narrative, character quotations, an editorial or opinion article, and pictures or illustrations pertaining to the events being reported are typical portions that can be added. It is possible to customize each segment to emphasize different elements of the book.
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