<p>Rachel Springer</p><p>Henry’s Freedom Box</p><p>Grade Level: 3rd </p><p>Subject: Read Aloud</p><p>Materials:  Henry’s Freedom Box by Ellen Levine  Puzzle story papers  Crayons and markers  Large paper  24 pieces of white printer paper  Glue  Sentence check list  Dictionary </p><p>Standards: Strand 2: Comprehending Literary Text, Concept 1: Elements of Literature, PO 3: Sequence a series of events in a literary selection Strand 2: Comprehending Literary Text, Concept 2: Historical and Cultural Aspects of Literature, PO 1: Compare events, characters and conflicts in literary selections from a Variety of cultures to their experiences</p><p>Objective: The student will be able to write the events from a story in correct sequence.</p><p>Anticipatory Set: Give me a thumbs up if you know what slavery is. Turn to the person on your right and tell them what you remember about slavery. Remember your partner’s answer because I am going to ask you what they said. - Students talk for about 30 seconds. Take 3 answers.</p><p>Opening: Today I am going to read you Henry’s Freedom Box by Ellen Levine. This is a true story about slavery. While I read this story I want you to listen quietly and be thinking about the order in which things happen in the story for our activity after I read.</p><p>-Put a list of words on the board for discussion before reading the story: Big house: Slave owner’s house Beckoned: called, asked them to come Tobacco: in cigarettes Warehouse: a large building for company storage (toothbrushes) Oil of vitriol: acid During Reading: Teacher reads book to the students. After reading the story, the teacher asks if there are any questions the students have about the story.</p><p>Possible student questions: Why was his wife and children sold to another slave owner? Did he ever find his wife and children after he became free? How did he fit into a box? Possible responses of teacher: When slave owners needed money they sold their slaves, in order to get money. The book never says, but what do you think? It was a really big box called a crate, which is made out of wood instead of cardboard.</p><p>After Reading: When you go back to your table groups I want you each to pick one part of the story that you liked, but it can’t be the same as someone else in your group. Then you are each going to draw a picture of that part of the story like this (show own drawing of part). Then you are going to write one sentence about what is happening in that part of the story like this (show sentence). [Ask 2 students to repeat directions, then send the students back to their table groups] When everyone in the group finishes their drawing and sentences, as a group you need to put the pictures and sentences in correct sequence. Can someone tell me what a sequence is? -if no one can tell me explain again [Pass out the final paper while explaining the next part of the directions. Ask one student to repeat directions.] After you put all the sentences in order each person in the group will write the sentences as a paragraph on the puzzle sheet I hand out to you. Remember to use transition words in your sentences. What are some examples of transition words? -if no one remembers give one example to see if that sparks anyone’s memory. Try to write down all the ideas on the board to get them going. Remember to use your checklist of what a sentence has to make sure you don’t have any mistakes. When you have put them in correct sequence and I have checked it, you will glue your pictures to a big piece of paper in order.</p><p>Teacher task: Walk around and make sure everyone is working together. Make sure everyone has a different part of the story. Make sure they understand the task. Check sentences for correct grammar as you walk around before they transfer it onto the final copy paper. Answer any questions that arise. Make sure material is being used properly.</p><p>Closure: Each group will hang their finished product on the white board. One group at a time will come up to read their paragraph to the class and discuss their sequencing. This is a time when any disagreements can be cleared up. When everyone sits back down ask: “Why do you think understanding sequencing is important? Tell the person sitting on your right what you think.” -call on three students to share.</p>