ESL Literature Connections to Other Disciplines
Teacher: / Jeannette Dawes / Submission Date: / 11-13-03Book Title: / Samuel’s Choice / Publisher: / Scholastic
Author of the Book: / Richard Berleth
James Watling / ISBN: / 0-590-46456-6
Grade / Age Appropriate: / 5th – 8th
Brief Summary of the Text:
Samuel is a young slave boy in Brooklyn, New York in 1776. He wonders what it would be like to be free. The fighting between the British and the colonists changes his life. This historical fiction shows different points of view about the Revolution and the institution of slavery.
Potential ESL Draft Standards Addressed
LEP students will develop the English language listening, speaking, reading and writing skills required to achieve academically and to communicate in socially and culturally appropriate ways.
Domain: / Listening
Standard: / 1.2 Identify main ideas and supporting details of spoken English
1.5 Make inferences and predictions when listening to speakers
Domain: / Speaking
Standard: / 2.2 Speak using appropriate grammar and vocabulary
2.3 Speak for varied purposes, both formal and informal, with focus, relevance and
cohesion
Domain: / Reading
Standard: / 3.1 Demonstrate reading strategies
3.2 Identify meaning of written vocabulary
3.3 Read with comprehension
3.4 Read for varied purposes
Domain: / Writing
Standard: / 4.1 Write using appropriate conventions and grammar
4.3 Write following the writing process
4.4 Write using a range of vocabulary, sentence structures and verb tenses
Potential Ohio Content Standards Connections
Include Discipline(s), Benchmark Title, Grade Cluster.
Social Studies Standard: History
Benchmarks:
K - 2 (The benchmarks at this level will help to establish background for the LEP student.)
B. Place events in correct order on a time line.
C. Compare daily life in the past and present demonstrating an understanding that while
basic human needs remain the same, they are met in different ways in different times
and places.
D. Recognize that the actions of individuals make a difference, and relate the stories of
people from diverse backgrounds who have contributed to the heritage of the United
States.
3-5 B. Explain the reasons people form various cultural groups came to North America and
the consequences of their interactions with each other.
6-8 E. Explain the causes and consequences of the American Revolution, with emphasis on
both Colonial and British perspectives.
Benchmarks: People in Societies
K - 2 B. Identify ways that different cultures within the United States and the world have
shaped our national heritage.
3 - 5 B. Explain the reasons people from various cultural groups came to North America
and the consequences of their interactions with each other.
6 - 8 B. Analyze examples of interactions between cultural groups and explain the factors
that contribute to cooperation and conflict.
6 - 8 C. Explain how contact between different cultures impacts the diffusion of belief systems,
art, science, technology, language and forms of government.
Benchmark: Geography
6-8 A. Identify on a map the location of major physical and human features of each continent.
Benchmark: Citizenship Rights and Responsibilities
K-2 B. Demonstrate personal accountability, including making choices and taking
responsibility for personal actions.
Benchmark: Study Skills and Methods
3-5 D. Use problem-solving skills to make decisions individually and in groups.
Skills and Processes
As they specifically apply to this lesson
· Observe: look at illustrations carefully and discuss fully
· Compare/Contrast: life today and life then using pictures and prior knowledge;
slavery - freedom; history and historical fiction - Battle of Long Island
· Analyze: the historical period - we do not expect to hear about slaves in 1776.
· Cause and Effect: discuss incidents in story
· Describe: the times
· Evaluate / Assess: the decisions made by Samuel and Sana.
· Summarize: the story
· Trace: the Battle of Long Island and its effects upon history.
High Frequency Vocabulary
· Geographical Terms
· feelings
· strict
· stingy
· creek
· barefoot
· boat terms: row boat, rudder, sail, bailing, wharf (dock)
Content / Text Specific Vocabulary
· slave - property (according to the laws of the Crown Colony, he could do what he wanted with me.)
· flour mill (use Richard Scarry’s What People Do All Day for visual understanding)
· Sons of Liberty - Liberty Boys
· Declaration of Independence
· Red Coats
· General Washington
· fifes and drums
· “lobster backs”
· colonies
· freedom
· orderly
· retreat
Science:
· currents- effect of water currents on boats
· gale
Language Arts: simile
· mosquitoes rose like clouds
Science:
· currents- effect of water currents on boats
· gale
Prior to the Lesson:
Notations as Needed (items to teach this lesson - pictures, magnifying glass, reference texts, video, etc.)
· Venn Diagram forms
· Locate U.S. Map (regional if possible)
· Identify: Long Island, Brooklyn, New York Harbor, East River, Manhattan Island
· Have a copy of Richard Scarry’s What People Do All Day for visuals - flour mill
Introduction to the Book: (if needed)
Refer to the American Revolution
Discuss materials in Social Studies Text
Explain Historical Fiction
Lessons: (by page, concept, theme, etc.)
p. 3 (look at the map)
Refer frequently to the map. If available, compare/contrast to a New York map today.
p. 4 (look at illustration)
How was Samuel acquired?
Because he was purchased, he is a ______.
Who else was purchased?
Why were the people bought?
What is a Master?
Who was the Master in this story and what was his occupation?
Where was the property located?
Describe the land at this time. Use illustrations and words from text - compare
to today.
p. 5 (look at illustration)
Describe life at that time.
p. 6 - 7 (look at illustration)
Locate and describe Gowanus Creek.
Why did Samuel call Farmer Isaac a ‘strict man?’
Why did he call Farmer Isaac a ‘stingy man?’
Review process of milling flour. (Use Richard Scarry’s What People Do All Day for pictures.)
Describe the life of a slave working in the mill.
p. 8 - 9 (look at illustration)
When Samuel had grown strong and could row a boat well, what job was added to his schedule?
In New York at that time, what did it mean when Samuel said, “I was his property…”?
What did Samuel dream about?
p. 10 - 11 (look at illustration)
Why was America a troubled country?
Explain the events through the eyes of the slaves.
p. 12 - 13 (look at illustration)
Who were the ‘Sons of Liberty?’
Why wasn’t ‘Liberty’ for Africans?
Why did the slaves listen to Sana?
What was her message?
How was Sana going to help Samuel?
What document was posted to the tree?
Why did Farmer Isaac tear it down?
p. 14 - 15 (look at illustration)
Explain why and how Sana seemed to know what was happening.
What happened in the summer of 1776?
Discuss: buttermilk - jar of flour - bread for freedom some day.
Explain - “Washington’s came to New York”
What happened to the Ditmas family?
Why did the family never return to their land?
Locate Staten Island on the map.
Who are the Redcoats?
p. 16 - 17 (look at illustration)
What did Samuel tell the kitchen slaves?
What were their reactions?
p. 18 - 19 (look at illustration)
Compare/contrast with illustrations on 17 and 19 - use Venn or chart
Define - “lobster backs”
What was Farmer Isaac’s view of the Americans?
Discuss the physical condition of Washington’s troops.
p. 20 - 21 (look at illustration)
What did Samuel offer Nathaniel?
Discuss conversations they had.
p. 22 - 23 (look at illustration)
Explain: “The British are coming!” - “The Americans are running!”
Why are the men wet? Did you predict correctly?
What did Sana do?
What did Nathaniel tell them?
p. 24 - 25 (look at illustration)
What CHOICE did Sana, Toby and Nathaniel make? Why?
Explain: “That’s my freedom flour.”
Samuel was faced with a problem. What were his choices? What did he choose? Explain why you think he made that decision. (See pg. 7 of this lesson for an example.)
p. 26 - 27 (look at illustration)
What did Samuel do to save some of the Americans?
p. 28 - 29 (look at illustration)
Who was the ‘Big Man?’
Describe him with details.
Who was General Cornwallis?
p. 30 - 31 (look at illustration)
Why did Major Gist ask Samuel to be his orderly?
What information did Samuel supply?
p. 32-33 (look at illustration)
Where did Samuel sleep?
How did he keep dry?
What good news did Sana bring?
Explain the irony - “I was going to help save the army with Farmer Isaac’s boat. Wouldn’t he be surprised?”
p. 34 - 35 (look at illustration)
When did General Washington’s army leave Brooklyn? (Research question)
What did Samuel do to help the army?
p. 36 - 37 (look at illustration)
What happened?
Explain the problems on these two pages. How were they solved?
p. 38 - 39 (look at illustration)
Did they succeed in the mission to get the rope?
How were they treated when they got on shore?
What happened to Farmer Isaac?
Why are Samuel and Sana now free?
Historical Note p. 40 Read and discuss.
Special Notations:
As Appropriate or Needed
Discuss Historical Fiction - if facts are used, why is it fiction?
Research:
· George Washington
· Major Gist
· Battle of Long Island
· General Cornwallis
Assessment: Specific Details Required
What students will know and be able to do to verify their understanding.
· Write a brief description of the times in 1776 on Long Island.
· Describe Samuel’s life as stated or implied in the text. (Oral and written)
· Describe Farmer Isaac - be specific, use quotations from the text.
· Explain the battles on the mainland and the inferences of the slaves. p. 10 – 11
· Identify the cause and effect relationships between the historical events and Samuel’s decisions.
· Define freedom according to the book. What is freedom to you?
· Write a summary / synopsis of the story.
· Prepare a graphic organizer about Sana’s feelings.
· Analyze Sana’s feelings.
· Write about the battle.
Prepare a timeline. If a student completed some research, it would support the following Benchmark:
History 6 - 8
A. Interpret relationships between events shown on multiple-tier time lines.
Support Handouts: (Charts, Graphic Organizers, etc., as needed)
Add your handouts after the following page break.
Available at http://cybersummit.org/resources/esl Samuel’s Choice 6
*See the handout on the following page
Samuel’s Choice: Apply the State’s Problem Solving Steps
5th Grade People in Societies Indicator 3. Describe the experiences of African-Americans under the institution of slavery.
8th Grade History Indicator 4. Explain the results of important developments of the American Revolution including: d. impact on women, African-Americans…
Study Skills and Methods. Apply the Problem Solving Process to the institution of slavery.
a. identify the problem
b. gather information
c. list and consider options
d. consider advantages and disadvantages of options
e. choose and implement a solution
f. develop criteria for judging its effectiveness
g. evaluate the effectiveness of the solution.
Apply the slavery issue to the Big Idea: There is an innate desire in humans to know and to be free.
a. Samuel must decide whether to help or not to help the American Sons of Liberty.
(Identify the Problem)
b. The British had Washington’s men trapped without boats at the edge of the swamp. Many
Americans were dying. Samuel knew where his owner’s boat was located. Samuel was a
strong rower. (Gather the Information:
What Do I Know?
What Will Help Me?)
c. –d. Samuel could row the boat to the swamp. It would help Americans to escape, but bullets
were being fired everywhere. He could be killed. Samuel could stay and not go to the
swamp. It would be safer for him, but many Americans would die, and he would remain a
slave to Mr. Isaac Van Ditmas. (List the Options: Advantages / Disadvantages
Knowledge and Freedom)
e. Samuel decided to take the boat and to help the trapped Americans.
(Choose a Solution)
f. Was he able to help any of Washington’s troops to escape? Could he help the troops without
injury to himself? How would Mr. Isaac Van Ditmas punish him for helping Washington’s
troops? (Rubric: Set the Criteria)
g. Samuel rowed the boat and saved six sets of American soldiers. He connected the rope to help
others escape. He was capsized in the boat, but he was rescued. Mr. Van Ditmas fled the city,
and Samuel was no longer a slave. (Evaluate: Use the Rubric
Freedom)
Available at http://cybersummit.org/resources/esl Samuel’s Choice