Text Complexity Analysis of
Black Cowboys Wild Horses (title)
By
Julius Lester
(author)
Recommended Complexity Band: Very Complex
Text Description
Briefly describe the text: Bob, and African-American cowboy, explores the American west
as he attempts to capture a herd of wild mustangs. He uses his relationship with his horse
and his respect for nature to help him accomplish his goal.
Qualitative Measures
Meaning/Purpose: (Briefly explain the levels of meaning (Literary Text) or purpose
(Informational text)
Very complex – There are several layers of meaning.
Bob is so in tune with the mustangs and nature that he is like a horse himself (pg. 183).
Freedom - Bob waits for that one day when he can be free also (pg. 195).
Natural world hierarchy - Bob and Warrior need to defeat the mustang leader to be in
charge of the herd.
Other themes that come out are respect for nature (pg. 193) and the value of nontraditional talents (pg. 181).
There are also historical references such as slavery, the colonial period and the
American West as well as the roles of African-Americans during these times (pg. 183).
Text Structure: (Briefly describe the structure, organization, and other features of the text)
Very complex. There is a time shift as he references slavery (pg. 183).
At the end he hopes for a future where they can both be free (pg 195).
Students may not connect to the idea of bonding to a horse and that the horse is
personified as his soul mate. The horse is a symbol of freedom. Bob can also relate to
the horse as an animal that is trapped. These are very complex connections for
students to make.
Language Features: (Briefly describe the conventions and clarity of the language used in the
text, including the complexity of the vocabulary and sentence structures.) Very Complex Figurative language is used throughout to describe characters and the setting.
Pg. 195, “A dark surge of flesh flashing across the plane like black lightening.”
Pg. 181, “The sky was curved as if it were a lap on which the earth lay napping like a
curled cat.”
Created by: Sara Telona, Phillip Tse, Gina Ellis and Carlen Powell
There are also many sentences with subordinate phrases and clauses.
Pg. 195, “Maybe someday they would ride with the mustangs, ride to that forever place
where land and sky kissed, and then ride on.”
There are many vocabulary words that would need support for students to access the
text.
Pg. 181 – suspended, vastness
Pg. 183 – enthusiasm
Pg. 184 – horizon, distinct
Pg. 187 – ravine, presence
Pg. 195 – swerve
Knowledge Demands: (Briefly describe the knowledge demands the text requires of
students.)
Very Complex -Some students may connect to the rural life on a ranch but many will
not. There are some cultural themes like the life of a cowboy and/or Wild West culture.
Students need to understand the connection of survival, regional differences such as
east vs. west. Students will also need to know man and animal relationships. The text
says something about the role of women in these times by their absence in the story.
Also necessary is an understanding of the role of African-Americans in colonial time to
the present to understand Bob’s perspective.
Quantitative Measure
Complexity Band Level (provide range): Common Core Band of 4th – 5th Grade
Lexile or Other Quantitative Measure of the Text: 710L
Considerations for Reader and Task
Below are factors to consider with respect to the reader and task (See attached guiding questions to assist each
teacher in filling out this section for his or her own class):
Potential Challenges this Text Poses:
Building knowledge and understanding of the vocabulary and figurative language that
is throughout the story. This text provides opportunities to infer or visualize provided
we build their understanding of the language and vocabulary. Students need to
understand the historical period. Also the concept of treating an animal like family or
living your life with an animal by your side.
Major Instructional Areas of Focus (3-4 CCS Standards) for this Text:
Key Ideas and Details
5.1 – Quote accurately from a text when explaining what the text says and when
drawing inferences from the text.
5.2 – Determine the theme of a story, drama, or poem from details in the text.
Reviewed by:
Craft and Structure
5.4 – Determine the meaning of words and phrases that are used in the text, including
figurative language such as metaphors and similes.
Range of Reading
5.10 – Read and comprehend literature… at the high end of the 4 th and 5th grade text
complexity band independently and proficiently.
Social Studies
Colonial Period – American West
Comparative Analysis of Gender and Racial Roles.
Science
Life Science and survival
Differentiation/Supports for Students
ELs and SELs will really need support with the vocabulary and figurative language.
Some SELS with need vocabulary and figurative language support as well. Word
banks, audio supports, leveled summaries, historical front loading, study/background
knowledge of horses. GATE students can further their studies with reports on topics
and themes from the unit.
Recommended Placemat: Briefly explain the recommended placement of the text in a
particular grade band.
Upper band of 5th grade (end of the year or mid-year). It is also appropriate for 6th
grade. The text is of figurative language, complex sentences and rich vocabulary.
These aspects along with the many themes and historical references to race and
gender make it a very complex text.
Created by: Sara Telona, Phillip Tse, Gina Ellis and Carlen Powell
Reviewed by: