the schools of Little Rock.
 |
| Coretta Scott King Award |
but this year it looks as though
it really will happen.
They want to take your
children and my children
and let these young people
do what we can'--
change the world."
-Pastor Patterson
Fire From the Rock is: Enlightening, Engrossing,
Informative, Insightful, and Clever
Fire From The Rock
Written by Sharon M. Draper
Published by Dutton Children's Book, 2007
Reading Level:
Lexile: 830L
Grade Level: 5.4
Suggested Delivery: Read Aloud
Summary:
Fire From The Rock follows the journey of an African American teenager who is asked to be among the first students to integrate Central High School in Little Rock, Arkansas, in 1957. While Sylvia Faye Patterson ponders over this tremendous dream of equal schooling, she faces the evils of racism and a decision that would be both dangerous and life changing. Through Sharon M. Draper's insightful book, readers gain an understanding of what took place in Little Rock in 1957, and what the Little Rock Nine went through to change the American education system.
Electronic Resources for Educators:
This is a site for teachers and students to look through to learn more about the Little Rock Nine and what they experienced.
To deepen students' understanding, it is vital that they view videos and photographs of the integration of Central High School. This is Elizabeth Eckford's, one of the Little Rock Nine's story.
Teaching Suggestions:
Key Vocabulary:
Comprehension Activities for the Classroom Teacher
Before Reading Activity: Find out what students already know and address what they need to know about The Little Rock Nine before reading Fire From the Rock. Watch Interviews, look at photographs, read some short books about this topic, or watch a film about the integration of Central High School.
- Watch pieces of the movie "The Integration of Little Rock Central High school."
-https://www.youtube.com/watch?v=PnK6STv6xGk- An interview with the Little Rock Nine, fifty years later. Please use other resources from the electronic resources for educators section.
-After watching videos have your students write about their reaction towards the videos and then give them time to share their reactions with a partner.
-After watching videos have your students write about their reaction towards the videos and then give them time to share their reactions with a partner.
During Reading Activity: Split page note taking
-Distribute the following handout
-as students read they will fill in this chart with evidence from the book. They will look for reasons that Sylvia or others wanted to integrate Central High School and vice versa.
-Students should use sticky notes and mark the page numbers where they find information
-The teacher should create a large T chart on the board. One side will say reasons to integrate and the other reasons not to integrate.
-After reading each section and giving students time to fill in their own charts have them share their findings of why Sylvia Faye and other characters did or did not want to integrate. Write them on the board so that all students can see everyones thinking.
-Make predictions as to whether or not Sylvia will choose to be part of the group to integrate the high school.
Post Reading Activity: Opinionnaire-
Engage students by asking their opinions about the book. This activity is similar to a poll, students share their personal opinions in the form of a personal statement. You might look at the history of the integration of Central High School and then ask students questions about their opinions on the methods of integration or other important factors included in the book. The goal is to give them information that is fact based so that they can form opinions.
Engage students by asking their opinions about the book. This activity is similar to a poll, students share their personal opinions in the form of a personal statement. You might look at the history of the integration of Central High School and then ask students questions about their opinions on the methods of integration or other important factors included in the book. The goal is to give them information that is fact based so that they can form opinions.
Writing Activity:
~Why did Sylvia decide to not be part of the group to integrate Central High School? Give several pieces of evidence.
~What was Sylvia's reaction when watching the news as
Elizabeth Eckford walked up to school? Why do you think she reacted this way?
~ If you were asked to Integrate Central High School would you choose to be part of the integration process? Why or why not? Use information from the book to support your answer.
