Literacy Lesson: As Fast As Words Could Fly

Literacy Lesson: As Fast As Words Could Fly by Pamela M. Tuck

Age group:  3-6th graders

Topics:  Read Aloud, historical fiction genre study, evolution of technology, 1960’s school desegregation, keyboarding

LCSD #1 Standards:  L.4.1 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

RI.4.1 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

RL.4.2 - Determine a theme of a story, drama, or poem from details in the text; summarize the text.

RI.4.2 - Determine the main idea of a text and explain how it is supported by key details; summarize the text.

RL.4.3 - Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).

Introduce students to the genre of historical fiction, showing them that an understanding of literary elements comes into play. In historical fiction, the setting must be factual, but the characters may or may not be made up and the plot may or may not be made up. Review elements: plot, characters, setting, theme.

1.  Introduce students to some key historical background knowledge: What was the civil rights movement about? Who was Martin Luther King, Jr. and what did he fight for? What is school segregation? 

2. Introduce students to some key background knowledge regarding the evolution from printing press to manual typewriters to electric typewriters to word processing. If you can get your hands on a manual and/or electric typewriter, have them sitting where students can see and use them.

If time allows, show video “Carbon to Computers”.

3. Play the video of actor Dule Hill reading the book from Storyline Online. 

4. Discussion questions:

A.  Read the end notes in the book to explain how the author developed the fiction part of this book based on some true history of her family.

B.  Complete a literary element graphic organizer. Choose students to supply the setting and summarize plot, specifically identifying climax and falling action.

C.  How does it make a difference to see a black man read this book aloud?

D. What historical references did you hear?

E.  Move onto discussion of theme:  How have opportunities in school settings changed since the 1950’s?  How would you feel if you were Mason? Would you have been able to stay so calm and not get angry? Can you imagine having to type something absolutely correct the first time through without spell check and without editing?

Activity:

Have students take turns using the manual typewriter to type a selected passage. Let them experience how hard they have to push the keys and how frustrating it is to make a mistake. Leave typewriter up as a center for students to experience.