Activity Overview
Having students choose a favorite quote or scene from the book allows them to express which parts of the story resonated with them on a personal level. In this way, students are making a text-to-self connection that demonstrates their understanding of the characters and their development or the themes of the novel. Students can share their storyboards afterwards and have a short discussion about what the quotes mean to them.
Some students may end up choosing the same quote, but have different perspectives. This is always interesting for students to see and can open up a discussion as to how not everyone can read the same lines in the same way based on their own perspectives and personal experiences.
Examples of Quotes from Elijah of Buxton
"'Lijah, you got to learn to get control of you'self and quit being so fra-gile, sweetheart ... being fra-gile's the biggest bone Ma's got to pick with me." (p. 10)
"Most times she tried to encourage it by talking the subject near to death. And, doggone-it-all, learning a lesson that way just don't stick in your head." (p.11)
"Well, Elijah, seems to me what's sauce for the goose is sauce for the gander." (p. 20)
"I figured out that this chore fit right in with the Buxton Settlement Creed: 'One helping one to uplift all.' It's the way all us in the Settlement look out for one the 'nother. We don't expect nothing in return ... Good things always come from that." (p. 30)
"When I told Pa what got showed to the Preacher, he asked, How come Jesus only choose certain folk to talk di-rect to? And how come they's always the ones what ain't got nothing atall in common with the Bible?" (p. 41)
"You got to always keep in mind, Elijah, that I'm growned and you ain't. You got to always 'member that we gets 'long just fine but I ain't your friend. I cares 'bout you like you's my own boy, but you always got to give me my respect. You saying that word ain't showing no respect for me, it ain't showing no respect for your folks, it ain't showing no respect for you'self, and it ain't showing no respect for no one what's had that word spit on 'em whilst they's getting beat on like a animal." (p. 101)
"I asked the Preacher if you were still a slave if you didn't mind working for someone and didn't have nowhere else to go. Only thing he said was, "Yes, you're still a slave. But you're worse than a slave. You're an ignorant slave." (p. 148).
"Pardon me, sir. The child right? This here really Buxton?" "Morning. Yes, sir, it is, and y'all's really free!" "I know it ain't been easy but you found where you're supposed to be. You're home."(p. 160-161)
"Whenever new-free folks come to live in Buxton, we ring the bell twenty times for each one of 'em. Ten times to ring out their old lives and ten more to ring in their new ones, their free lives. Then, we ask the new-free folks to, one by one, climb the ladder of the steeple and rub the bell with their left hand. Most times when you're doing something important you're supposed to use your right hand, but we ask 'em to use their left hand 'cause it's closest to their hearts. " (p. 171)
"Ma said, "Well, the body don't never endure, do it? But I hopes ... naw, I knows that something inside all of us be so strong it cain't be stopped. It fly on forever." "(p. 199)
"'Twas two years afore they brung me to De-troit again, and I knowed when we was leaving in the wagon and I kissed my mama that I waren't never gonna see her again." (p. 211)
"For the love of my husband, John Holton, who passed on May 7th, 1859, but still lives. The body is not made to endure. There's something inside so strong it flies forever." (p. 221)
"Let this here be a lesson to you. You caint let your wantings blind you to what's the truth.You always got to look at things the way they is, not the way you wish'em to be."(p. 252)
"'Stead of this being your last night it turned to your first." (p. 335)
"Well, son, you done proved what you said afore. You proved that if you wants something horrible bad enough, sometimes dreams has a way of finding you. You done lift something heavier than any wagon of stones off my heart, Elijah of Buxton. Thank you." (p. 337)
"Looky there, look at that land! Look at those trees! Have you ever seen anything that precious? It's the land of the free! ... Today you're truly free, and you choosed the most beautifullest, most perfectest day for doing it!" (p. 341)
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 a storyboard that identifies your favorite quote or scene in Elijah of Buxton. Illustrate your quote and write what it means to you.
Student Instructions:
- Click "Start Assignment".
- Choose a favorite quote or scene from Elijah of Buxton.
- Create an image that represents this quote using appropriate scenes, characters and items.
- In the description box, write the quote and at least one sentence about what this quote means to you.
- Save and exit when you're done.
Requirements: Quote, Illustration, 1-2 sentences about what it means to you.
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 | |
|---|---|---|---|
| Explanation | The explanation of what the quote means to the student is clear and at least two sentences. | The explanation of what the quote means to the student can be understood but it is somewhat unclear. | The explanation of what the quote means to the student is unclear and is not at least two sentences. |
| Illustrations | The illustration represents the quote or explanation using appropriate scenes, characters and items. | The illustration relates to the quote or explanation, but is difficult to understand. | The illustration does not clearly relate to the quote or the explanation. |
| Evidence of Effort | Work is well written and carefully thought out. | Work shows some evidence of effort. | Work shows little evidence of any effort. |
How To Create a Character Poster for “Elijah of Buxton”
Select a Character
Summarize the story of “Elijah of Buxton” for students as a way to reinforce the concepts and ideas and remind them of the primary and secondary characters present in the story. Ask the students to select one character they like the most or find the most interesting in order to make a character poster. Briefly introduce to students what a character poster is and what it includes.
Study the Character
Once the students have selected a character, ask them to conduct an in-depth character analysis to find out more about their selected characters so they can include these details in the poster. Character analysis can include things such as studying the personality and character traits of the characters through their actions and conversations, and analyzing the motivations and goals of the characters.
Map Out the Details
Students should be encouraged to make an outline before beginning the poster. A part devoted to the character's name, a synopsis of their function, a section discussing their physical attributes and personality, and any noteworthy comments or incidents connected to the character might all be included. To make things more interesting, students can also add a quote they like from the characters and its significance in the story.
Include Visuals
Ask the students to include different kind of visuals in their posters to make them more interesting. According to the description of the characters mentioned in the book, students can make their own character designs for their posters.
Present and Share
Give students a chance to share their character posters with the class. Students can accomplish this by giving brief presentations in which they break down the essential components of the character they have selected and discuss the details they have included in the poster.
Frequently Asked Questions About “Elijah of Buxton” Quote Connection
How does this exercise foster critical thinking abilities in students as they relate certain quotes to the growth of characters and the storyline?
By asking students to evaluate quotes and relate them to the story and character development, the exercise develops critical thinking abilities. It sharpens their ability to understand literary interpretation and make meaningful connections.
In what ways can making character quote posters help students express themselves creatively and induce freedom of expression?
Students can use design, font selections, and visual components to exhibit their creativity when creating the posters. They are more personally engaged by this creative outlet, which enhances the enjoyment and significance of the educational process.
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