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Words in Context

To LIBERATE is to be free from a state or situation that limits freedom.

 

The Liberation of Gabriel King is a beautiful story about the power of friendship and the ability of two children who face their fears in order to become liberated during a time of social, racial, economic, and political turmoil.  The story provides a wonderful backdrop for teachers and parents to discuss historical issues that have relevancy today.

This is NOT simply a story of courage.

This is a quest toward becoming fearless!

Jimmy Carter, 39th President and former Georgian peanut farmer, comes to play a significant role in K.L. Going’s historical story about Gabriel King and his best friend Frita Wilson as they spend summer in small town Georgia between fourth and fifth grade. The plan is for each of them to become liberated from a very specific list of fears. Gabe is terrified of spiders and is bullied ruthlessly. But Frita, by far, has the biggest obstacle to overcome—racism and the KKK of the late 70s.

Setting the stage—a word from our Pages teacher and resident historian, Miss Lori:

“Protagonists Gabriel and Frita are children living in a small town in Georgia. It is 1978. America is in a bad place. The country had just been through Watergate. It is the end of the Vietnam War. Jimmy Carter is president.  The economy is down the drain.  Both Gabriel and Frita’s fathers respected fellow Georgian, Jimmy Carter, because he publicly refused to join the White Citizen’s Council in his town. His business was consequently boycotted. David Duke, in 1974, was named the Grand Wizard of the newly formed KKK.”

Note regarding the derogatory word utilized in the context of this story:

The implications of the KKK’s hateful views are exposed contextually through the delivery of a derogatory word spoken by a hateful antagonist. The author’s intention here is to sensitively expose middle-school readers to the extremely demeaning power of this single word. In the context of the story, Frita has just gotten into a fight with Duke and Frankie, a fight which is broken up by Gabriel’s dad.  Duke’s racist father scolds his son, “You got beat up by a n***** girl (page 15)?”   The whole interaction is observed by white adults, but the only person who confronts Duke’s dad is Gabriel’s father.  Later in the story, Frita tells Gabriel about her and Terence’s (her brother) horrible experience with the KKK burning a cross on their front yard. The presentation of the trauma caused to Frita is handled deftly by the author to bring the reader alongside the liberation Frita desires and to cheer her on.
By encouraging students to ask questions in class and encouraging parents to continue difficult conversations at home, we equip our students with the ability to process feelings as they navigate the harsh realities of racism.  Kirkus Review reminds us: “Readers will enjoy following the sometimes-tempestuous friendship of Gabriel and Frita, and they’ll be completely absorbed in watching the friends and their community come together to stand up against the evil within.” The stated purpose of this publications is to support the curation of library collections with both books of literary merit and inclusive content.

“My best friend, Frita Wilson, once told me that some people were born chicken.”

“Ain’t nothing gonna make them brave,” she’d said. “But others, they just need a little liberatin’, that’s all.” Least that’s how Frita told it.”

We hope that readers will continue to be inspired by this powerful story to go forth liberated beginning with this wonderful sneak peak from Penguin Random House.
Awards and Honors:
International Reading Association Notable Book, 2005
Top 10 Booksense pick
Book of the Month club selection
IOWA Children’s Choice Award nominee, 2009-2010
Massachusetts Children’s Book Award Master List, 2008
Pennsylvania Keystone to Reading Award nominee, 2007-2008
South Carolina Junior Book Award nominee, 2007-2008
Kentucky State Book Award nominee
Rhode Island State Book Award nominee
Children’s Crown Award nominee, Grades 3-5 category, 2007-2008
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How to Encourage Middle and High School Writers

Students using our Middle School ELA Grade Level Collections will be exploring essay form, enhancing vocabulary, and being introduced to advanced rhetoric in addition to the CORE units. Students at this level have developed confidence in the expanded form of idea-making, are crafting clever Hook openings with unique voicing, and are moving into the territory of unencumbered idea making!

Students regularly engage in the process of writing, idea to draft to the re-read/edit loop that leads to a beautiful polished final work.

When students move to the high school level, each week, in addition to journaling observations character development, themes, symbols, and motifs, they are encouraged to craft a synopsis and a personal reflection to help them timk deeply about the story at hand in preparation for the crafting of a literary essay.

Crafting the synopsis and reflection within a constrained word count, challenges the writer to make each word matter!

Each culminating essay follows the same form introduced in middle school, so that the writer is now prepared to craft original observations and ideas tied to complex literature constrained to the particular literary form.

Click through to watch a recording of the August Professional Development sessions with Mrs. B & Ms. Clare:

How to Encourage Middle School and High Student Writing! 

 

~Kimberly

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Around the Campfire: Essays and Tigers and Poetry, Oh My!

 

Let’s talk middle school.

In our CORE materials for middle school—Level 3 Reading & Writing Discovery Guides—students will continue the good work of writing ideas  they began in the Level 1 & 2 units.  With Blackbird & Company, your middle school students will develop the skills and confidence that will prepare them for high school reading and writing.

Tip #6

LOVE the red pen.

All writing comes into being through a process:
1. First comes the IDEA. Without an idea, the writer will simply stare at the blank page.
2. Once there is an idea in the mind of the writer, the pencil steps in to translate thoughts to words on the page.
3. When the pencil’s work is complete, the job of the writer is to become a reader. Encourage your students to RE-READ everything they write.
4. Empower students to use the RED pen as they re-read. Teach them to use strong words, to fearlessly re-arrange, and not be afraid to strike through.
5. Polish the draft, preferably in cursive…

Tip #7

Write in cursive!

Writing with a pencil by hand is a foundational skill. But it’s also a beautiful endeavor. I have fond memories of learning to form the ABCs in cursive. This work was quiet, slow, and mysterious. Yes, mysterious. My grandmother, who raised me, wrote little notes by hand and left them in various places around the house to my great delight. Her cursive was one of a kind, a lovely extension of her loving self.  It was not like any other by-hand note I’ve ever encountered in life. That’s the thing about penmanship. Penmanship is personal.

Tip #8

Essays are ideas!

An essay by definition is an attempt or endeavor. An essay is an exploration of an idea, a meandering journey like following a river. An essay is an opportunity to simultaneously explore an idea and to navigate your reader through its wonder. Great essays have the power to encourage, empower, and enlighten. For this reason essay writing should never be treated as a mechanical endeavor, but rather,  a pathway for the writer to communicate the depths of the heart and mind.

BIG ideas can be communicated through a range of forms. The essay is a specific form. But often students hear the word and suddenly experience writer’s block! Some become frozen by fear. This should not be the case! Remind students, an essay is simply an opportunity to explore an idea in more depth.

Introduction to Composition: The Essay, for  middle school students, provides the scaffolding that will enable students to shape meaningful essays.

Tip #9

Read poems // Write poems

T.S. Eliot said: “Genuine poetry can communicate before it is understood.”

Poetry is a close cousin to visual art. Poetry is an opportunity to paint—to paint with words. Writing poetry helps students not only learn that words have specificity, but that sometimes less is more. Writing poems help students discover, when it comes to words, possibility is vast. But the best lesson learned is this: it is always better to SHOW versus tell.

The snow is white.

Or

Winter wind gently lifts sparkling flakes, little rainbows floating and drifting around my head.

Your middle school students will discover the delight of reading poetry and the craft of writing poems as they are guided through Exploring Poetry.

 

~Kimberly