Making History and Reading Come Alive Part II
Lesson Plan
Copper Sun
Virginia Parra
6/22-25/09
Lesson Purpose and Goal (Overview)
I love adding color to history. No pun intended, but the standard textbook offers a
fairly monochrome over view of history. The theme of minority contributions and
experiences runs throughout my U.S. History course because I want students to gain a
broader, more colorful view of our shared history and experiences.
Therefore, I want to build a mini-unit around the novel “Copper Sun” by Sharon
Draper. I don’t have the time to have students read the entire novel. However, this novel
offers a powerful secondary source in which students can explore the experiences of the
Middle Passage, enslaved peoples in the English colonies, and the little known
underground railroad to freedom located at Fort Mose, the first line of defense for the
Spanish settlement of St. Augustine.
Students will complete readings from the novel. Teaching strategies include a
response group activity, writing for understanding. Student engagement will include
various processing and skill builder activities, as well as a culminating assessment.
Essential Questions: “Copper Sun” – Post in classroom throughout the mini-unit
for student reference.
1.
How does hope connect past and future?
2.
Why should all peoples and cultures work to remember their history?
3.
What is the responsibility of a “civilized” society?
Materials Needed
Novel: “Copper Sun” by Sharon Draper
Essential Questions: “Copper Sun”
Activity 6 Directions for diamante poem
Activity 9 Images to enhance historical knowledge
Activity 9 Worksheet Analyzing Pictures
Activity 10 Memorable Quotes from “Copper Sun” for Response Group Activity
Activity 10 Engaging Scenario and Advertising Directions
Day 1
Preview (Activity 1): Book Summary (5min) Excerpt is posted and students read
silently.
Fifteen-year-old Amari’s life was once perfect. Engaged to the handsomest man
in her tribe, adored by her family and living in a beautiful village, she could not have
imagined everything could be taken away from her in an instant. But when slave traders
invade her village and brutally murder her entire family, Amari finds herself dragged
away to a slave ship headed to the Carolinas, where she is bought by a plantation owner
and given to his son as a birthday present.
Survival seems all that Amari can hope for. But then an act of unimaginable
cruelty provides her with an opportunity to escape, and with an indentured servant named
Polly, she flees to Fort Mose, Florida in search of sanctuary at the Spanish colony. Can
the illusive dream of freedom sustain Amari and Polly on their arduous journey fraught
with hardship and danger?
Processing Question= Based on what you have just read, list possible historical
topics which can be explored in this novel? Students brainstorm possible topics (5
min.) Historical topics should be posted in the room for student reference during
the mini-unit







Slavery/freedom
Middle Passage
Underground Railroad
Ft. Mose, FL
English/Spanish colonies
Indentured servitude
Plantation system
Activity 2: Conversation with Sharon Draper pp 309-310 (15 min.)
Students read the excerpt in which the author vividly describes her
experiences in researching this novel and her goal and purpose for writing
a novel around the main character of Amari.
Activity 3: Sorrow & Shackles pp 15-17 (20 min.)
Teacher reads aloud this portion of the novel that describes the destruction
of Amari’s family and village and the forced march to the coast.
Debriefing – Spot check student reactions. Provide opportunity to express
feelings and reactions to the novel
Processing Activity: Acrostic
Students review important information about the historical topics
of the Middle Passage and the experience of enslavement during
the colonial period
Day 2
Preview Activity: Students share their acrostics with their shoulder partners to help
students review and refocus on the lesson. Then acrostics are collected.
Activity 4: Ship of Death pp 41-44 (15 min.)
Teacher reads aloud this portion of the novel which describes the some of
the horror of the Middle Passage.
Activity 5: Slave Auction pp 67-69, and 71 (15 min.)
Teacher reads aloud this portion of the novel which describes a colonial
slave auction.
Activity 6: Debriefing - Spot check student reactions. Provide opportunity to express
feelings and reactions to the novel (20 min.)
Processing Activity: Students are organized as shoulder partners and collaborate
on the creation of a Diamante Poem that forms the shape of a diamond
1 Noun (Amari)
2 Adjectives which describe Amari and what she might be feeling
3”-ing” words
2 More Adjectives
1 Noun which acts as a synonym for Amari
Day 3
Preview Activity: Students are to review the essential questions and think about how
they relate to the novel
Activity 7: Polly & Clay pp 80-85, 87-91 (30 min.)_
Teacher reads aloud this portion of the novel that introduces the
indentured servant, Polly, and Clay Derby, the plantation owner’s son.
Activity 8: Afterward of Copper Sun and Fort Mose (20 min.)
 Handout worksheets of the Afterward
 Students read worksheet silently
 Handout Historical Reading Guide Sheet
 With a shoulder buddy, students complete Historical Reading
Guide Sheet
Processing Activity: Choose one of the Essential Questions and write
an extended response (half a page). Include information from the novel
“Copper Sun” and other historical background knowledge about this
timeframe.
Essential Questions: “Copper Sun”
1. How does hope connect past and future?
2. Why should all peoples and cultures work to remember their
history?
3. What is the responsibility of a “civilized” society?
Day 4
Preview Activity: Exchange your Essential Question extended response with your
shoulder partner. Identify one idea or sentence that you think is really well written and/or
contains good information/ideas. (Underline that part of the response, you do not have to
copy the sentence) On the bottom half of the paper, explain why you liked that sentence
or idea. Analyze the conclusion to see if the student left a “gift for the reader:” a quote, an
interesting observation, or a powerful thought or question. “What do you think?” does not
count. Put a plus for good, a check for OK, or a question mark for needs more work.
Activity 9: Analyzing Pictures: Copper Sun (35-40 min.) Skill builder
Teacher posts 9 topical images around the classroom before class starts
Students are organized in groups of 3
Handout worksheet Analyzing Pictures: Copper Sun
Students rotate from station to station and complete the worksheet
Short Description of Images
1. Amistad2.jpg = Image & article about the Amistad
2. Cinque.jpg = Joseph Cinque
3. Cotton2.jpg = Slaves in the cotton field
4. Trade.jpg = Unites States slave trade, 1830
5. Wildfire.jpg = African slaves on slave ship Wildfire
6. Cabins3 jpg = slave houses in Georgia
7. Triangle.jpg = Triangular trade map
8. Auction1jpg = Newspaper advertisement for sale of slaves
9. Slavepen.jpg = Slave pen in Virginia
Debriefing Questions
1. What image(s) made the biggest impact? Why?
2. What new or surprising information did you learn?
3. Why do you think so little information about enslavement
and the Middle Passage is taught in school?
Activity 10: Response Group (30 min.)
 Students are organized in groups of 3
 Students are shown the first quote and develop a response to that quote
One student from each group presents the group’s response to the class
 Students are shown the second quote and develop a response to that
quote
One student from each group presents the group’s response to the class
 Students are shown the third quote and develop a response to that
quote
One student from each group presents the group’s response to the class
Memorable Quotes from “Copper Sun”
p.213 “Freedom is a delicate idea, like a pretty leaf in the air: It’s hard to catch
and may not be what you thought when you get it”
p. 37 “You are one of those who must remember the past and tell those yet
unborn”
p. 293 Quote from Capt. Mendez: “Freedom means nothing without knowledge”
Wrap-Up: Teacher engages students in a whole group discussion of the
Essential Questions below.
1. How does hope connect past and future?
2. Why do all peoples and cultures struggle to remember their
history?
3. What is the responsibility of a “civilized” society?
Processing Activity: Each student will illustrate one of the Memorable
Quotes
Assessment Activity:
Engaging Scenario: Imagine that you have been hired to
advertise Sharon Draper’s novel, “Copper Sun.” The author has
been asked to present her new novel at an important gathering
of publishers. Your job is to design a poster that emphasizes
one of the Big Ideas that highlights Sharon Draper’s purpose
for writing the novel. The author has given you specific
guidelines for the poster that will be displayed at the event.
Advertising Directions:
o Choose one of the essential questions
o Illustrate one of the essential questions referencing the plot
of the novel “Copper Sun”
o Be sure to use at least 5 colors on the poster
o Write or type the essential question at the bottom of the
poster
o Craft a short response of 3-5 sentences at the bottom of the
illustration that explains the link between the quote and the
author’s purpose for writing the novel.
o Don’t forget to include the author’s name and the title of
the novel.