Phillbrick, Rodman. The Mostly True Adventures of Homer K. Figg. Scholastic, 2009.
Lexile Level: 950
BOOK REVIEW
Homer J. Figg is a twelve year old boy who runs away from home after his brother is taken to join the army, though underage. He is determined to find him and show that he was taken illegally, no matter what. Throughout this unusual tale, set during the civil war, Homer meets a variety of interesting characters that help and hurt his chances of finding his brother. Homer is witty and clever, helping him to get out of desperate situations. But will he ever find his brother?
During and after reading this book I went through many different views of the main character and circumstances. As a previous teacher, I can’t help but read with the lens of my students at times, and while reading a children’s book sometimes have to remind myself to read with the lens of an adult, evaluating.
In thinking like a teacher this book concerned me throughout. The idea of a child who is successful enough to survive ridiculous and unusual situations by lying is not something I would normally seek out for my students. At the same time, Homer Figg does have some important qualities like loyalty, love, and an understanding of other people. I can imagine many adults reading this and immediately not choosing it based on the initial view of Homer, and based on its compilation of crazy circumstances that don’t give a real picture of reality. At the same time, I can see children stimulated and attached to Homer. He is funny and cunning, and uses his personality strengths to help him through while acknowledging his faults. He perseveres and does not let anything or anyone stand in his way. Thinking about it from their view, anything that would get students excited about the Civil War should not be taken lightly or immediately deselected. Students could also compare each character and notice the strengths and weaknesses of each (and why an author would utilize such an array of characters.)
Learning Activity
Students will read this text in guided reading groups, where the teacher will give support as needed for background, vocabulary building, and discussion questions. Students will be learning about the Civil War in their Social Studies lessons, and will have opportunities to make connections to the text.
While reading independently, students will keep a log of unusual words that they come across, and words relating to the historical time; abolitionist, fugitives, livery, schooners, emancipation, mutineer, ruffian, tomfoolery, skitter, etc. Students will add any details that might help them determine what the word means, context, or their best guess of the definition. When the group meets, students will share words and the teacher will supply definitions for words that are more common and do not relate to the historical time period. (The teacher will use these words within the group so that they have more opportunity to learn them.)
After reading, students will create a three column table using Microsoft Word. The first column will include ten vocabulary words from the text, taken from their reading log. The second column will include their possible definition and why they think that (the quote or context from the book). After finishing those columns students will research the definition, giving background of where that word came from and example of how it was used. (The teacher will provide an example.)
When all tables are completed, they will be shared with the teacher who will compile them to create a classroom dictionary of the Civil War period, which students can refer to.
Objectives
Students will be able to identify at least ten words of historical significance from their text.
Students will be able to provide possible definitions and context to support their reasoning.
Students will be able to research their vocabulary words using the Internet.
Students will be able to record definitions and background information on each of their words into a table using Microsoft Word.
Goals
Students will recognize vocabulary in a text, and that vocabulary changes over time. Students will use context clues to determine meaning, and research on the Internet. Students will use Microsoft Word to compile their information.
Outcomes
Students will recognize historically significant vocabulary in a text. Students will use context clues to determine possible definitions and research on the Internet to find accurate definitions and background information. Students will use Microsoft Word to compile all of their information into a table.
Standards
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.
Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.
NYS Social Studies Standards: 7.8d The course and outcome of the Civil War were influenced by strategic leaders from both the North and South, decisive battles, and military strategy and technology that utilized the region's geography.
7.8e The Civil War affected human lives, physical infrastructure, economic capacity, and governance of the United States.
No comments:
Post a Comment