Understanding a Literary Text
This lesson integrates English Language Arts and Social Studies using the award winning text, Going Down Home with Daddy. Students will develop an understanding of this literary text by analyzing the details of the text, making and confirming predictions, and making inferences.
Lesson Created By: Saudah Collins
Lesson Partners: Center for the Education & Equity of African American Students (CEEAAS)
Essential Question
In what ways does the author, Kelly Starling Lyons, and illustrator, Daniel Minter, tell a story of family traditions in the text, Going Down Home with Daddy?
Grade(s):
- 2
Subject(s):
Recommended Technology:
The teacher will utilize appropriate technology to display the Teacher Instructional Presentation Slides.
Other Instructional Materials or Notes:
Text: Going Down Home With Daddy (2019) By: Kelly Starling Lyons Illustrated by: Daniel Minter Teacher Instructional Slides Paper, Pencil (or Electronic Blank Slide or Document)
Lesson Progression
Day 1
The teacher will ask students about a time they have gathered with family (special time, reunion, celebration, etc.). The students will share about what made that time special.
This book includes Adinkra symbols. Adinkra symbols originated with the Akan people in Ghana, West Africa. (slide in Teacher Instructional Slides)
The teacher will read and discuss pp. 1- 6.
Questions for discussion:
➢ Who is Lil’ Alan? Where are he and his family going? Why?
➢ Why was Lil’ Alan concerned about empty hands?
The class will discuss why the author and illustrator included the Adinkra symbols- SANKOFA & NYAME DUA during this part of the text.
Have students draw or write on a copy of the diagram (Teacher Presentation Slide #4).
The teacher will review the transition words first, next, then, and last.
Complete “First” section.
Based on what has been read so far, how has the author, Kelly Starling Lyons, and illustrator, Daniel Minter, shown important aspects of family?
The students will respond to the question: What do you think is going to happen next in the story based on what you already know? (prediction)
Day 2
The teacher will discuss the title and Day 1’s reading.
The teacher will read and discuss pp. 8- 17.
Questions for discussion:
➢ Why does Granny spread her arms wide?
➢ What was important to understand about the family land?
➢ Why did Dad tell Lil’ Alan to, “think with your heart”?
The class will discuss why the author and illustrator included the Adinkra symbol- BESE SAKA during this part of the text. Complete “Next” section.
Based on what has been read so far, how has the author, Kelly Starling Lyons, and illustrator, Daniel Minter, shown important aspects of family?
The students will respond to the question: What do you think is going to happen next in the story based on what you already know? (prediction)
Day 3
The teacher will discuss Days 1’s and 2’s readings of the text.
The teacher will read and discuss pp. 17-24.
Questions for discussion:
➢ Why did Lil’ Alan feel sick on Sunday?
➢ On p. 22, What are some of Daddy’s reflections about the land?
The class will discuss why the author and illustrator included the Adinkra symbol- SANKOFA during this part of the text. Complete “Then” section.
The students will respond to the questions: Why do you think a character is acting the way he/she is acting? Feeling? Tell how you know using what you read in the book. (text evidence/inference)
Based on what has been read so far, how has the author, Kelly Starling Lyons, and illustrator, Daniel Minter, shown important aspects of family?
Day 4
The teacher will discuss the prior readings of the text.
The teacher will read and discuss pp. 25-32
Questions for discussion:
➢ On p. 27, How does Lil’ Alan include what he has learned about the land in his speech?
➢ What does the following quote mean?... “When we go down home with Daddy, everything we see holds a piece of him and us?”p. 30.
➢ Why do you think Granny has a tree on her dress? (p. 30)
The class will discuss why the author and illustrator included the Adinkra symbol- BESE SAKA during this part of the text. Complete “Last section”.
Based on the text, how has the author, Kelly Starling Lyons, and illustrator, Daniel Minter, shown important aspects of family?
Day 5
The students will retell the text using their completed diagrams.
The teacher will show the students the photos from the Williams’ family reunion from the KnowItAll learning content platform. https://www.knowitall.org/photo/willie-lee-williams-photos-digital-traditions
The students will discuss the photographs and compare and contrast then to the text, Going Down Home with Daddy. The students will use the Adinkra symbols on Teacher Instructional Slide #3 to select values that are represented by their families. Each student will use a piece of paper to design a family poster using various Adinkra symbols represented by their families.
Teacher Notes
Access the text: Going Down Home with Daddy (2019)
By: Kelly Starling Lyons
Illustrated by: Daniel Minter
Understanding a Literary Text (Extension)
This lesson integrates English Language Arts and Social Studies using the award winning text, Going Down Home with Daddy. Students will extend their exploration of the text through development of a...
View LessonStandards
- ELA.AOR.1 Evaluate and critique key literary elements that enhance and deepen meaning within and across texts.
- ELA.AOR.3 Evaluate how an authors choice of point of view or perspective shapes style and meaning within and across literary texts.
- 2.H.1 Identify and compare significant historical events, moments, and symbols in U.S. history.
Assessments
The students will retell the text using their completed diagrams. Students must use the transition words, first, next, then, and last.