Integrated Novel Unit

Alligator Bayou

By Donna Jo Napoli

Selection of novel:

I read the novel, Alligator Bayou, by Donna Jo Napoli. Although the book is a work of fiction, it is based on events that took place in Louisiana in 1899. The book is a riveting account of racism not only against African Americans, but also against Italians living in the United States. Middle school students would relate to the characters in this book because the main characters range in age from eleven years old to fourteen years old.

Students will learn about a variety of topics as they read this novel. First of all, this novel paints an accurate yet graphic picture of racism. Most students think racism was historically only against African Americans. This novel will teach children about racism occurring against other ethnic groups, specifically Italians. This book will also introduce children to the horrible reality of lynching. Finally, students will learn just how difficult life was for people of minority groups trying to survive and make a living in the early twentieth century.

After only reading a couple of pages, I was intrigued with this book and couldn’t wait to read it. I think this book will grab the attention of students quickly and they will want to keep reading in order to see how it ends. This book is well suited for seventh or eighth graders.

Each reading section is approximately 40 pages and will take the average 7th grader around 45 minutes to an hour. Reading time will be provided in class.

Introduction of novel: look at cover and make predictions about what the book may be about.

Section One: Chapters One - Four

Pre-reading activity: Internet Workshop

Students will visit the site: americanlynching.com. When the page opens, click on the link “skip intro.” Then answer the following questions.

  1. According to the homepage, write a brief description of lynching.
  2. Open the link: Infamous Lynching. Write a brief summary of the first lynching presented (1630).
  3. Open the link: Literary References, then open the link: North Carolina Lynching Ballads. Read the ballad about J.V. Johnson and then write a brief summary explaining why Johnson was lynched.
  4. Open the Link: In Memoriam: Juan Bonilla Flores. Where did this lynching take place? What nationality were the lynching victims?
  5. Open the link: In Memoriam: H. James Cameron. What is unique about Cameron’s story?

During reading activity: Read chapters 1-4. After reading chapters 1-2, stop and discuss the following questions with your discussion/reading group. Then finish reading chapters 3-4.

  1. What is the author setting up?
  2. What’s happening here?

After reading activity: Choose one character from the novel to write an “I am” poem about. Write the poem from the character’s perspective. Be prepared to share your poem with the class.

I am

I wonder

I hear

I see

I cry

I am

I pretend

I feel

I touch

I worry

I am

I understand

I say

I dream

I want

I am

Section Two: Chapters Five – Eight

Pre-reading activity: Share “I Am” poems.

During Reading Activity: Read chapters 5-8. After reading chapters 5-6, stop and discuss the following questions, and then continue reading chapters 7-8.

  1. What does the author want us to know?

After reading activity: Write a letter in the voice of Calogero. Write a letter to your little brother Rocco still living in Italy. Tell him what life is like in Louisiana. Be prepared to share your letter with your discussion group.

Section Three: Chapters Nine – Eleven

Pre-reading activity: Share your letters with your discussion groups.

During Reading: Read chapters 9-11. As you read, think about the following question: What’s happening here?

After reading activity: Chapters 9-11 were very exciting. Choose an event from the section that you would like to illustrate. Use the website toondoo.com to create a cartoon with dialogue illustrating your favorite part of this reading section. You will share these with the class and explain why this was your favorite part.

Section Four: Chapters Twelve – Fifteen

Pre-reading activity: Share your toondoo with the class.

During Reading: Read chapters 12-15 orally with your group. While reading, discuss with your group the following questions: Does this make sense with that the author has told us before? How does this connect with what the author has already told us?

After reading activity: Think about the events in this chapter. Scan the chapter looking for words that are significant to this section. Go to the website wordle.net and use those words to create a wordle.

Section Five: Chapters Sixteen – Eighteen

Pre-reading activity: Share your Wordle with the class.

During Reading: Read chapters 16-18. After reading chapter 16, stop and discuss the following questions, and then continue reading chapters 17-18.

Why is the author telling us this now?

What is the author setting up?

After reading activity: Sketch to Stretch. Some pivotal events took place in chapters 16-18. Create an electronic picture to represent the emotion, the meaning, or feeling of a scene in this selection. You are not just illustrating a scene in the novel. You are finding an electronic image to represent a scene from this section. Be prepared to explain to your classmates what your image represents and how it relates to the scene.

Section Six: Chapters Nineteen – Twenty-two

Pre-reading activity: Share your Sketch to Stretch with your classmates.

During reading: Read chapters 19-22 orally with your group. While you are reading discuss the following questions. What’s happening here? How does this connect with what the author already told us?

After reading activity: Two Voice Poem. You will work with a partner to write a two voice poem to represent the relationship between Calogero and Patricia. I will share an example of a two voice poem before you begin to write. You will share your poems with the class.

Section Seven: Chapters Twenty-three - Twenty-six

Pre-reading activity: Share your two voice poem with the class.

During reading: Read chapters 23-26 with your partners.

After reading activity: Now that you’ve finished this novel, think about what you’ve learned. Write a reflection explaining what you have learned from reading this novel and what you will take away from your reading experience.

Rubric

Activity / Point Received/Total Points
Internet Workshop / _____/12.5
I Am poem / _____/12.5
Letter / _____/12.5
Toondoo / _____/12.5
Wordle / _____/12.5
Sketch to Stretch / ____/12.5
Reflection / _____/12.5

Final Score: _____/100

Unit Texts

After opening the website, click on skip intro. Open the link Literary References. There you will find several poems and ballads on the topic of lynching.

Forged in Freedom: Shaping the Jewish-American Experience by Norman H. Finkelstein (2002)

This book is a collection of personal stories and black and white photos. It outlines the role of Jews in the United States. It focuses on the struggle between assimilation and identity. It also includes short profiles of famous Jews such as Irving Berlin and Joe Lieberman. Finally, it outlines the lynching of Leo Frank.

Murder and Lynching in the Deep South (Lucent Library of Black History by Michael B. Uschan (2006)

This nonfiction book tells about the horrific history of lynching, why it was so pervasive, ad how it was eventually stopped. This book takes an honest, but adolescent appropriate, look at lynching.

There Grows a Crooked Tree by W. Wingo (2003)

Two thirteen year old boys discover their town has a secret. A decorated soldier was lynched. Now there are reports of a “haint” haunting the town. The boys befriend an old, black stonecutter to find out the truth. Their journey through adventure and danger lead to enlightenment.

Italians (Immigrants in America) by Catherine M. Petrine (2003)

This nonfiction book takes a look at Italian immigration to America and how a pre-unified Italy made America offer promise. It explores the experiences of crossing the Atlantic, Ellis Island, and unskilled labor. The book also looks at how immigrants’ efforts to maintain their culture, language, and food by creating “Little Italy” ghettos.

Getting Away with Murder: The True Story of Emmett Till by Chris Crowe (2003)

This book tells the true story of Emmett Till, a teenager from Chicago that was murdered in Mississippi in 1955.

Bayou by Jeremy Love (2009) Illustrated by Patrick Morgan

This graphic novel tells the story of a black sharecropper’s daughter, Lee, and a white girl, Lily’s friendship. Lily is kidnapped and Lee’s father is accused and faces lynching. Lee and an imaginary swamp monster, Bayou, trace Lily’s scent in order to find her and save Lee’s father.

Darby by Jonathon Scott Fugua (2002)

Darby, a white girl, and Evette, a black girl, have a secret friendship in Marlboro, South Carolina in 1926 despite the accepted social customs of the day. Darby writes a story for the local newspaper calling for racial equality even though many in the town don’t want to hear her ideas. Soon Darby and her column are famous all over town and beyond.

The Rock and the River by KeklaMagoon (2009)

Fourteen year old Sam is growing up in Chicago. He is caught in a conflict between his father, a peaceful activist, and his brother, a Black Panther. Sam is also having doubts about change in America following the assassination of Martin Luther King, Jr.

Devil on my Heels by Joyce McDonald (2004)

In 1959, Dove is the daughter of a wealthy orange grove. She is troubled when she finds out that those close to her have committed acts of racism against the orange pickers.