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The first African American to publish a book and achieve international recognition was Phillis Wheatley. Her first published poem appeared in 1767. Published literature by other African Americans followed.

Reading and writing were forms of power. It was illegal to teach slaves to read and write in the Southern states. There were some slave owners in the South who did not obey this law. Some allowed their slave children to learn and others were taught for practical reasons – their jobs. The Northern states were more lenient since there were more free men of color living in the region.

In the urban areas of the North, free Blacks used writing to call for the abolition of slavery. David Walker wrote an appeal that called for an uprising against slavery. Other literature pointed out the conditions of slavery and its injustice.

Literary societies were formed in the early nineteenth century by free Blacks. During this period, the first African American newspaper, “Freedom’s Journal,” was founded (1827-1829). The paper published original poems, appeals, editorials, and letters. They were all considered literature at the time.

Another form of literature was the slave narrative. Slaves who had found their way to the North would tell stories to white abolitionists. They, in turn, would write down the narrative and it would be published in abolitionist papers and distributed at meetings. Frederick Douglass broke this cycle. He wrote his own narrative which was published in 1845. Following his lead, William Wells Brown, Henry Bibb and James W. C. Pennington chose to write their own narratives. Later slave narratives, such as the one of my great-grandmother, were documented as part of the WPA Slave Narrative project.

Stories about slave life began to appear in the 1850s. Frederick Douglass published his first historical novel, “The Heroic Slave” in 1853. “Clotel; or The President’s Daughter” written by William Wells Brown was published the same year. Brown published the first African American drama, “The Escape; or A Leap for Freedom”, in 1858. Following publication of works by Douglass and Brown, Martin Delaney published “Blake; or The Huts of America” in 1858. It is the story of a slave who leads a revolt in the South. Harriet E. Wilson is given the honor of being the first African American woman to have a novel published in the United States. Her book, “Our Nig; or Sketches from the Life of a Free Black” was published in 1859.

The first African American literary magazine, “The Anglo-African Magazine”, began publication just before the Civil War. The literature appearing in the magazine was written by prominent African American intellectuals.

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Do you know what you want to do for the rest of your life? When I put it that way, it makes it sound so much bigger. Do you have your future career planned out? Some people are lucky enough to know what they want to do and know they will love it.

This isn’t quite so easy for everyone. Other people have it much harder. They don’t have a clue what they want to do as a career and the fact that they’ll be doing it for the rest of their life makes it sound scary.

Don’t let choosing your future career be so hard and scary. It shouldn’t ruin your life if you pick the ‘wrong one’. You can change your plans as often as you want and as often as you need to.

If you need a good place to start, look at what you are good at and your weaknesses. What was your favorite subject in school? What do you enjoy doing and what are you good at?

Stay away from jobs and careers that are in areas that you don’t like and are bad at. If you love math and are really good at it, look into a career that has math, not English if you hate English.

Look into one or two broad areas of interest that you are drawn to. Look into different careers that are available in this field and find out more about them. Do you see anything you think you could do?

When you have a few careers that look like good possibilities, find out more. Ask questions like: What are the hours? How much money do they earn? What is it like to work there? How stressful is it? What kind of vacation and benefits are usually offered?

If you don’t know what career you want, do lots and lots of research. Find out whatever you can about possible careers, and don’t worry about being stuck with a job, you could always change your mind.

When you are looking into your future career, stay open minded. Also, find some money making ideas for teens if you are trying to save for college.

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As I have written about previously, using children’s literature as a means to stimulate writing is ideal for a number of reasons.

There are more children’s books available than any of us could ever use, so the prompts can always remain fresh;
the ideas in the book serve as models for the writing that students are asked to do; 
the book can be a reference to students who want to look at how to spell a word or what someone’s name was;
the pictures in many books stimulate the ideas of students who are more visual learners.

In this article, you will learn several ideas for using children’s books to prompt writing for intermediate students (i.e., grades 4 – 8). In each case, I will provide a brief “lesson plan,” which I used.  In several case, I will show examples of how students responded to the writing prompt.  You are invited to use these in any way that works for you and your students.

The Art Lesson by Tomie de Paola

Ask students if they have ever had a box of 64 crayons. Have them think about the first time they used crayons from a box of 64 Crayolas–or have them think about or talk about why they would like to have a box of 64 Crayolas.
Tell students that you are going to read them a book about someone who got a box of 64 Crayolas.
Read The Art Lesson by Tomie de Paola.
Have available several boxes of 64 Crayolas (no other brand will do!)  Give students this writing prompt (along with piece or two of drawing paper.

A BOX OF 64 CRAYONS!

In the book The Art Lesson, by Tomie dePaola, it says, “On Tommy’s birthday, which was right after school began, his mom and dad gave him a box of sixty-four Crayola crayons. Regular boxes of crayons had red, orange, yellow, green, blue, violet, brown and black. This box had so many other colors: blue-violet, turquoise, red-orange, pink and even gold, silver and copper.” Do you have, or would you like to have a box of 64 crayons? Use the box of 64 crayons in the classroom (if you don’t have your own box) to draw a picture that could only be drawn with 64 crayons, not with a regular box of crayons. Describe your creation so it’s ready for display along with your unique drawing (that could ONLY be done with 64 Crayolos).  

Allow students to write and draw.
Display students’ work.

Alphabet Soup by Peter Sis

Ask the students if they have ever fussed about their food. Allow them to respond.
Tell students you are going to read them a book entitled Alphabet Soup by Kate Banks. It is about a little boy who did not want his lunch of alphabet soup.
Read the book (which is about a little boy who had something magical happen everytime he spelled out a word).
Give each student a small pile of letters from an alphabet soup package (sold in the pasta section of the grocery store). Have them see what words they can spell out.
Give them the writing prompt shown below.  Allow them to complete the task.
Take some of the letters you have been given and make words. Then, choose one or two words to glue onto a big spoon that you can sketch. Remember that in Alphabet Soup by Kate Banks, whenever the boy put letters that spelled a word into his spoon, something magical happened. Consider that when you are spelling words in your spoon.  When you have finished, write about why you spelled what you did in your spoon.  I’ll be displaying everyone’s ’spoon’ along with the writing you did to accompany the spoon spelling. 

A Hippopotamustn’t by J. Patrick Lewis

For several days, read “fun” poetry to your students. Enjoy it.
Have students make a list of as many animals as they can think of. Students may work in pairs, in small groups, or alone. All lists should be displayed eventually, though, so that all students have access to all lists.
Read “Pelicanaries” from Lewis’ book A Hippopotamustn’t. Display the poem so that all the students can see it.
Lead a discussion as to how Lewis created the word “pelicanaries.”
Let students work on creating new animal words by using the list of animals that they generated at the beginning of this activity.  Give students the writing prompt shown below:
Now that you have read, and undoubtably enjoyed, the poem “Pelicanaries” by J. Patrick Lewis, you are going to have some fun creating your own poetry–or at least a menagerie of unique creatures that someone else might like to write about.

First, make a list of as many animals as you can think of.  See if you can come up with at least 50 animals. You may work with a partner, if you prefer.

After you have written down at least 50 animals, look at the beginnings and endings of those animal names. See if you can put two words together the way Lewis did with peliCAN and CANary.

You may want to use a dictionary to see what animals you can find that start with certain letters. For example, if you want to use hippopotamus, then you might look in the dictionary under MUS (which is at the end of hippopotamus) and see what animals you can find.  For example, when I tried I found MUSkrat. I could combine these two animal names and come up with HIPPOPOTAMUSKRAT.

After you have created several new creatures, try writing poems that tell about these creatures. Then, illustrate your poems with your idea of what your creatures look like. HAVE FUN!!!  I’ll be displaying your poetry and artwork for everyone’s enjoyment and learning.   

Bibliography

Banks, Kate. (1988). Alphabet Soup. New York: Alfred A. Knopf.

de Paola, Tomie. (1989). The Art Lesson, New York: G.P. Putnam’s Sons.

Lewis, J. Patrick. (1990). A Hippopotamusn’t (And Other Animal Verses). New York: Dial Books for Young Readers.

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