Title: Glory Be
Author: Augusta Scattergood
Publisher: Scholastic Press
Copyright: 2012
Reading Level:
Fountas and Pinnell: Level V
Lexile: 680 L
Accelerated Reader: 4.2
An inspiring, powerful, pull on your heart
strings novel that is impossible to put down. This book will have you in tears one minute and screaming at the characters the next minute.
Suggested Delivery: Small group read
2 electronic resources to support/extend the text:
This is a link to a book talk about the novel on NPR news
radio. In this podcast, the host interviews the author of the novel about why
she wrote the book and what parts of the book are historically accurate and
which are fiction. This can help students understand the historical context of
the novel and help them look deeper into the themes and take aways they should be getting from the text.
This is a link to an extended book trailer for the novel. The
trailer discusses the historical events that the book is based off of and gives an
overview of the major plot points in the book. This could help students get
background before reading so that they can understand the events of the story
and why it is significant and relevant to today.
Key Vocabulary:
1. Freedom Summer- A volunteer project that happened during
the summer of
1964 that helped African Americans register to vote.
2. Segregation- The separation of different racial groups in
a country,
community, or establishment.
3. Agitators- A person who tries to get other people to
protest or rebel.
4. Yankee- In 1964, this referred to a person who lived in
New England or one of
the northern states.
5. Discrimination- The unjust treatment of different
categories of people or
things, especially because of their sex, race, or age.
6. Bigotry- When someone has hatred towards people who do not have the
the same opinions as them.
Before Reading Strategy:
Before reading the story, give the students this
questionnaire and ask them to check off their opinion about the statements
without talking to anyone else or looking at anyone else’s paper. After the
students have filled in their answers, create posters around the room that have
the statement at the top and then the number of people who checked off each of
the three opinion statements.
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Statement:
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Strongly disagree
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Disagree
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Agree
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Strongly Agree
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Why I think this?
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Kids from different backgrounds can come together as
friends.
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Friends always agree.
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It’s brave to stand up for what is right.
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Sometimes adults are wrong too.
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Even a kid can make a difference.
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During Reading Strategy:
In order for
students to comprehend the events of the novel, they need to know more details
about The Freedom Summer. Students should be encouraged to read other children’s
books that were written about this summer and will fill out a graphic organizer
that has one side of true facts that happened during the summer of 1964,
including ones that were discussed in the book, and the other side should have
the parts of the book that were made up. This will help students understand the
historical time period that the book is set in and how the events in the novel
relate to the actual historical events that took place.
After Reading Strategy:
After reading
the story, have students participate in 2 different reader’s theatre groups
where they act out major scenes from the novel. The link above has a script
that is already in Reader’s Theatre form. The teacher or students would have to
come up with a second script based on what they think is one of the most
important scenes from the novel.
After students have read their scripts, they should explain
to the rest of the class why their scene was important and what significance it
had in the story. They should also tell what the theme of the scene was or how
this scene affected the theme of the overall story.
Writing Activity to demonstrate inferential comprehension:
After reading the story, have a class discussion about what
the major themes were throughout the story like friendship, bigotry,
acceptance, and tolerance. Students should also discuss the historical issues
that the book discussed including segregation, discrimination, integration and the ideals of America in the
1960’s.
After the
discussion, students should pick one of the major themes or topics discussed to
write about for a book talk podcast. The students will have to write
information about what their topic or theme is, why it is important and what it
has to do with American history, and also discuss how it relates to the novel.
Students will have to write their scripts first and have them checked by a peer
before they can begin to record their podcast.
The podcasts
should be recorded using the ipads, laptops, or desktop computers and should be
uploaded to the class account at https://www.podomatic.com/feed
Once all of the podcasts are uploaded, students should
comment on at least 2 other students’ podcasts either agreeing and adding more
or making a connection to their podcast.
Students will
also be encouraged to create a voki as the mascot for their podcast. They can
record their voki saying their introduction to their show as well as giving an
overview of what the show will be about.
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