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TEACHER’SGUIDELEE&LOWBOOKS

Teacher’sGuidecopyright©2016LEE&LOWBOOKS.Allrightsreserved.Permissionisgrantedtoshareandadaptforpersonalandeducationaluse.Forquestions,comments,and/ormoreinformation,pleasecontactusatgeneral@leeandlow.com.Visitusonlineatleeandlow.com.

[Issue]::[Title]SYNOPSISAhorsethatcanread,write,spell,anddomath?Ridiculous!That’swhatpeoplethoughtinthelate1800s—untiltheymetJimKey.

Bornaweakandwobblycoltin1889,JimwascaredforbyWilliam“Doc”Key,aformerlyenslavedmanandself-taughtveterinarianwhobelievedintreatinganimalswithkindness,patience,andhisownhomemaderemedies.UnderDoc’swatchfuleyes,Jimgrewtobeahealthyyoungstallionwithasurprisingtalent—aknackforlearning!Forsevenyears,DocandJimworkedtogetherperfectingJim’sskills.Thenitwastimeforthemtogoontheroad,travelingthroughouttheUnitedStatesandimpressingaudienceswithJim’samazingperformances.Intheprocess,theybrokeracialbarriersandraisedawarenessforthehumanetreatmentofanimals.

Hereisthetruestoryofanextraordinaryhorseandtheremarkablemanwhonurturedthehorse’snaturalabilities.Togethertheyaskedtheworldtosteprightupandembracetheirmessageofkindnesstowardanimals.

AdditionaltitlesfromLee&LowBooksabouthorses:

• What’sTheMostBeautifulThingYouKnowAboutHorses?writtenbyRichardVanCamp,illustratedbyGeorgeLittlechildhttps://www.leeandlow.com/books/2859

• TheLastBlackKingoftheKentuckyDerbywrittenbyCrystalHubbard,illustratedbyRobertMcGuirehttps://www.leeandlow.com/books/2697

• VanishingCultures:MongoliabyJanReynoldshttps://www.leeandlow.com/books/2470

• HorseSong:TheNaadamofMongoliabyTedandBetsyLewinhttps://www.leeandlow.com/books/2512

StepRightUp:HowDocandJimKeyTaughttheWorldAboutKindnesswrittenbyDonnaJanellBowmanillustratedbyDanielMinter

AbouttheBookGenre:Nonfiction/Biography

*ReadingLevel:Grades4

InterestLevel:Grades2–6

GuidedReading:Q

LexileTM:N/A

AcceleratedReader®Level/Points:N/A

*ReadinglevelbasedontheSpacheReadabilityFormula

Themes:Animals(Horses),Slavery,Education,Discrimination,OvercomingObstacles,Kindness/Caring,Friendship,Persistence/Grit,AnimalRightsandHumaneTreatmentofAnimals,UnitedStatesHistory,Biography,AfricanAmericanInterest

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BACKGROUNDFromtheAfterword:William“Doc”KeywasborninWinchester,Tennessee.WhenWilliamwasasmallchild,heandhisenslavedfamilywereinheritedbyJohnW.KeyofShelbyville,Tennessee.Althoughhewasenslaved,WilliamhadasurprisinglycloserelationshipwiththeKeyfamily.HewasencouragedinhisstudiesandisbelievedtohavesometimesjoinedtheKeys’sonsforlessons.Williamwasalsoallowedtotravelalone,awayfromtheKeys’farm,toprovidemedicalcaretootherenslavedpeopleandtohelpwithanimals.DuringtheCivilWar,DocwasamongthousandsofAfricanAmericanswhoservedontheConfederatesideinnoncombatrolessuchasservants,cooks,andlaborers,eventhoughhewasopposedtohelpingtheforcesthatcouldensurethecontinuationofslavery.Becauseofhisskills,Docworkedasamedicandsurgeon,treatingwoundedconfederatesoldiersandhorses.Oncehewasfreed,DocwaseagertosupporttheUnioncause.

Whenthewarendedin1865,Docworkedhardandsavedhismoney.Despitehavingnoformaleducation,hebecameawealthyandrespectedbusinessman.Docreadwidely,tookakeeninterestinpolitics,andbecameaself-taughtveterinarian.HisgreatestfinancialsuccesswasKeystoneLiniment,amedicineheformulated.Docfrequentlytraveledaroundthecountrywithhismedicinewagon,lecturingonhorsesandsellinghisliniment.ItwasduringoneofthesetripsthatDocpurchasedanArabianhorsenamedLauretta,Jim’smother.LittledidDocknowthatheandJimwouldchangetheworld.

Overthecourseofnineyearsofperforming,approximatelytenmillionpeoplewitnessedthelovingbondbetweenDocandJimKey.MoneyfromticketsaleshelpedsupporthumanesocietiesacrosstheUnitedStates.AfterPresidentMcKinleyravedtothepressaboutJim’sperformanceattheTennesseeCentennialExpositionof1897,AlbertRogers,apromoter,introducedhimselftoDocandwasableto gainDocandJimaccesstostagesthatdidnotnormallyallowAfricanAmericanperformers.AdditionalnotableguestsatJim’sshowsincludededucatorBookerT.Washington,bandleaderJohnPhillipSousa,future

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presidentWilliamH.Taft,andAliceRoosevelt,daughterofPresidentTheodoreRoosevelt.

HumaneSociety:Ahumanesocietyisanorganizationthataimstostopandpreventanimalcrueltyanddealswithissuessuchasanimalrescue,placement,advocacy,legislation,andshelterservices(www.adoptapet.com/blog/shelter-spca-humane-society-or-rescue/).In1866,HenryBerghfoundedtheAmericanSocietyforthePreventionofCrueltytoAnimals(ASPCA)inNewYorkCity.TheASPCA’smissionremainsunchangedsinceitsfounding,whichis“toprovideeffectivemeansforthepreventionofcrueltytoanimalsthroughouttheUnitedStates”(www.aspca.org/about-us).In1868,GeorgeAngellfoundedtheMassachusettsSPCA(SocietyforthePreventionofCrueltytoAnimals)andlatertheAmericanHumaneEducationSociety.ThefirstSPCAwasfoundedinEnglandin1824topreventtheabuseofcarriagehorses(www.spcai.org/about-spcai/our-history/).

Additionaltitlestoteachaboutkindness,compassion,andfriendshipwithanimals:AManCalledRavenwrittenbyRichardVanCamp,illustratedbyGeorgeLittlechildhttps://www.leeandlow.com/books/2810

PufflingPatrolwrittenbyTedandBetsyLewin,illustratedbyTedandBetsyLewinhttps://www.leeandlow.com/books/2766

BuffaloSongwrittenbyJosephBruchac,illustratedbyBillFarnsworthhttps://www.leeandlow.com/books/2511

Featherless/DesplumadowrittenbyJuanFelipeHerrera,illustratedbyErnestoCuevas,Jr.https://www.leeandlow.com/books/2777

ParrotsOverPuertoRicoiwrittenbySusanL.RothandCindyTrumbore,illustratedbySusanL.Rothhttps://www.leeandlow.com/books/2835

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BEFOREREADINGPrereadingFocusQuestions(ReadingStandards,Craft&Structure,Strands4–5andIntegrationofKnowledge&Ideas,Strand7)

Beforeintroducingthisbooktostudents,youmaywishtodevelopbackgroundandpromoteanticipationbyposingquestionssuchasthefollowing:

1. Takealookatthefrontandbackcovers.Takeapicturewalk.Askstudentstomakeaprediction.Doyouthinkthisbookwillbefictionornonfiction?Whatmakesyouthinkso?Whatevidencedoyouseeinthepicturesandtextfeaturesthatsupportsyourclaim?

2. Whatdoesitmeantobekind?Howdopeopleshowkindness?Doyouthinkitisimportanttoteachingotherskindness?Whyorwhynot?

3. Whatdoyouknowabouthumanesocieties?Whatdotheydo?Whatisthegoalormissionofahumanesociety?Doyouthinkhumanshavearesponsibilitytowardanimals?Whyorwhynot?Doyouthinkorganizationssetupfortheprotectionofanimalsarenecessarytoday?Whyorwhynot?

4. WhatdoyouknowabouttheUnitedStatesCivilWar?WhenwastheCivilWar?Whowasinvolved?Whatwerethegoalsofeachside?Whatwastheoutcome?

5. Whatdoyouknowabout:racism,segregation,anddiscrimination?Aretheystillissuestoday?Whydoyouthinkso?

6. WhatwaslifelikeintheSouthinthelate1800s?Whatwouldpeopledoforfunandentertainment?Howwaslifethendifferentfromlifetoday?Howwerepeopletreateddifferentlyduringthattime?WhatwaslifelikeforAfricanAmericansduringthattime?

7. WhydoyouthinkIchosethisbookforustoreadtoday?

ExploringtheBook(ReadingStandards,KeyIdeas&Details,Strand1,Craft&Structure,Strand5andIntegrationofKnowledge&Ideas,Strand7)

Readandtalkaboutthetitleofthebook.Askstudentswhattheythinkthetitle,StepRightUp:HowDocandJimKeyTaughttheWorldAboutKindness,means.Thenaskstudentswhatandwhotheythinkthisbookwillmostlikelybeabout.Whatplacesorsituationsmightbetalkedaboutinthetext?Whatdoyouthinkmighthappen?Whatinformationdoyouthinkyoumightlearn?Whatmakesyouthinkthat?

Takestudentsonabookwalkanddrawattentiontothefollowingpartsofthebook:frontandbackcovers,quoteonthebackcover,titlepage,acknowledgments,dedications,illustrations,afterword,photographs,author’ssources,andauthorandillustratorbios(onthejacketbackflap).

VOCABULARY(LanguageStandards,VocabularyAcquisition&Use,Strands4–6)

Encourageavarietyofstrategiestosupportstudents’vocabularyacquisition:lookupandrecordworddefinitionsfromadictionary,writethemeaningofthewordorphraseintheirownwords,drawapictureofthemeaningoftheword,createaspecificactionforeachword,listsynonymsandantonyms,andwriteameaningfulsentencethatdemonstratesthedefinitionoftheword.

ContentSpecificracehorse,Tennessee,mare,masters,blacksmith,wagon,circus,Mississippi,purebred,Arabian,breed,stallions,offspring,colt,stable,stall,sugarcube,blackboard,promoter,ambulances,St.Louis,spellingbees,coliseums,musichalls,mobs,Harvard,fairgrounds,Broadwayplay,humanesocieties,PresidentMcKinley,entertainers

Academic

stretched,barely,paced,fidgeted,expectant,spindly,slavery,tamed,enslaved,ornery,neglected,gentle,distill,remedies,reputation,clumsy,ailments,racism,prejudice,limp,rundown,wealthiest,clattered,scrawny,condition,intelligence,champion,vanished,urged,misery,scraggly,mulledover,fame,wobbly,curiosity,proceeded,oncue,capable,trickery,heartbroken,orphaned,obey,coaxed,imitate,handsome,ruckus,frisky,official,transformed,identify,kindness,remarkable,hoax,strutted,echoed,requests,pledge,stubborn,arrange,admiring,portion,discrimination,committed,prestigious,segregated,enthusiastic,skeptics,conclusion,record-breaking,wornout

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AFTERREADINGDiscussionQuestionsAfterstudentshavereadthebook,usetheseorsimilarquestionstogeneratediscussion,enhancecomprehension,anddevelopappreciationforthecontent.Encouragestudentstorefertopassagesand/orillustrationsinthebooktosupporttheirresponses.Tobuildskillsinclosereadingofatext,studentsshouldciteevidencewiththeiranswers.

LiteralComprehension(ReadingStandards,KeyIdeas&Details,Strands1–3andCraft&Structure,Strand4)(LanguageStandards,VocabularyAcquisition&Use,Strand4)

1. WhenwasWilliamKeyborn?Wheredidhelive?Whodidhelivewithandwhy?

2. WhyisWilliamallowedtojointheKeys’sonsforlessons?

3. WhoteachesWilliamtomakehomemaderemedies?

4. WhydoeseveryonecallWilliam“DocKey,”orjust“Doc”?

5. WhatmedicinedoesDoccreate?

6. HowdoesDocconfronttheprejudiceheencounters?

7. DescribetheconditionofthehorsenamedLaurettawhenDocfindsher.

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8. WhydoesDocdecidetopurchaseLauretta?

9. WhydoesDocpairLaurettawithoneofthefastestracingstallionsinthecountry?ForwhatisDochoping?

10. HowdoesDocreacttothesightofLauretta’snewborncolt?Why?

11. WhatdoesDocdotohelpnursethecolt,Jim,backtohealth?

12. WhydoesJimmoveintothehousewithDoc?

13. HowdoesJimbegintoimitateDoc?

14. WhydoesDocbeginsleepingonacotnexttoJim’sstall?

15. HowdoesJimhelpDocsellKeystoneLiniment?

16. WhatskillsdoesDocteachJim?WhatdoesJimlearntodo?

17. HowdoesDocteachJimtoidentifylettersandeventuallywritewords?WhatdoesDocemphasizeinhisteachingstyle?

18. WhathappenswhenDocexhibitsJimattheTennesseeCentennialExposition?

19. WhohelpsspreadthewordaboutDocandJimKeyacrossthecountry?

20. WhyareDocandJimsometimesnotallowedtoperform?

21. HowdoesDoctakeastandagainstsegregation?Whatdoesherefusetodo?Whatdoesherequest?Whyisthisimportanttohim?

22. WhyarethehumanesocietiesinterestedinDocandJimKey?

23. HowdoesDocusetheperformancestosupportthehumanesocietiesandpromotekindnesstowardanimals?

SettingaPurposeforReading(ReadingStandards,KeyIdeas&Details,Strands1–3)

Havestudentsreadtofindout:• thelegacyofDocKeyandJimKey• themethodsDocusestoteachJim• howDocbreaksracialbarriersandconfronts

stereotypes• howDocandJimraiseawarenessforthe

humanetreatmentofanimals• whatDocteachespeopleaboutthevalueof

kindness(towardhumansandanimals)andthepowerofeducation

Encouragestudentstoconsiderwhytheauthor,DonnaJanellBowman,wouldwanttosharethisstorywithyoungpeople.

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Extension/HigherLevelThinking(ReadingStandards,KeyIdeas&Details,Strands1and3,Craft&Structure,Strands4–6,&IntegrationofKnowledge&Ideas,Strand7)

1. Whatdoesthephrase“spindly,shank-leggedanimal”mean?

2. Whywouldslaveownersnotwanttheirenslavedpeopletobeeducated?WhymightsomeplacesintheUnitedStatesmakeitacrimetoeducateenslavedpeople?Whatispowerfulabouteducation?

3. HowareJohnandMarthaKeydifferentfromotherslavemasters?WhydoyouthinktheydecidetoeducateWilliam?

4. DuringtheCivilWar(1861–1865),DocservedinnoncombatrolesontheConfederatesideasamedicandsurgeon(seetheAfterwordformoredetail).WhydoyouthinkDocservedontheConfederateside?HowdoyouthinkheandthousandsofotherAfricanAmericansfeltwhileaidingtheconfederates?Why?

5. TheendoftheCivilWarledtotheabolitionofslavery.DoyouthinkAfricanAmericansatthetimefeltcompletelyfree?Whyorwhynot?

6. HowdoesDoc’searlyexperienceasanenslavedpersoninfluencehiscompassionforworkinganimals?

7. WhatdoyouthinkmotivatesDoctobecomeasuccessfulbusinessman?HowdoessuccessinbusinesshelpcombatsomeoftheprejudiceDocexperiences?

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8. WhydoschooldistrictsrequestDocandJimtoperform?Whatlessondotheadultshopechildrentakeawayfromtheseperformances?

9. HowdoesDocandJim’searlyexperiencetravelingwiththemedicinewagonpreparethemfortheirfuturestageperformances?

10. DescribeDocandJim’srelationship.WhatdoesDocprovideforJim?WhatdoesJimprovideforDoc?Howdoestheirrelationshipchangethroughoutthestory?Whatdoestheirrelationshipteachaboutthepowerofkindness?

11. HowdoesDocusepositivereinforcementtoteachJimtoidentifylettersandcombineletterstospellwords?WhatisthepositivereinforcementforJim?

12. WhyisPresidentMcKinley’spresenceintheaudienceattheTennesseeCentennialExpositionof1897significant?Howdoyouthinkhisattendanceinfluencedpublicperceptionof DocandJim’s performanceactandthetypesofaudiencestheyperformto?

13. IfDocwasalivetoday,whatdoyouthinkhewouldsayaboutourcurrenttreatmentofanimals?Doyouthinkhewouldbeimpressedordisappointedinhowanimalsaretreatedtoday?Dowetreatallanimalswithkindness,onlysome,ornotenough?Whichanimalsdoyouthinkstillneedbetterprotection?

14. HowdoesDocusehisperformanceswithJimtobreakracialbarriers?Howdoyouthinkhechangeswhitepeople’smindsaboutAfricanAmericansand

★ “Themesofracialinjusticeandtheharshtreatmentofanimalsofferapoignantsupplementtothemainnarrative....Asubstantialafterwordwillleavechildreneagertolearnmore.”–PublishersWeekly,StarredReview

★“Stunninghand-paintedlinoleumblockprintillustrationsbyCSKAwardwinnerMinter....Thisbeautiful,picture-bookhomagetoDocandJimisnothingshortofenthralling.” –Booklist,StarredReview

★“Thestrong,blacklinesofMinter’sprintsgivethebookanold-time-yfeel....Anincrediblestorythatoughttobewidelyknown—amust-read.” –KirkusReviews,StarredReview

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theirhumanity?HowmightDoc’smessageaboutthetreatmentofanimalsextendtothetreatmentofallpeople?

15. HowdoyouthinkDocfeelsabouttheHarvardUniversityprofessors’conclusions?Doyouthinkhefeelsvalidated?Whyorwhynot?

16. DoyouthinkDoc’sraceand/orbackgroundinfluencestheamountandintensityofcriticismandskeptics?Whyorwhynot?Forexample,doyouthinkhewouldhavehadadifferentreceptionifhewerewhiteand/orformallyeducated?

17. DoyouthinktheHarvardUniversityprofessors’findingsmayhavehelpedthehumanesocietyorganizationsgainsupporters?Whyorwhynot?Whatdotheprofessors’conclusionssuggestaboutDoc’strainingofJim?

18. Whatkindsofentertainmentdoyouenjoy?Howarethosesimilartoordifferentfromentertainmentinthelate1800s?WhydoyouthinkDocandJim’sshowsweresopopularatthetime?IfDocandJimperformedtoday,doyouthinktheywouldbepopular?Whyorwhynot?

19. Whatdoesthisstorysayaboutthepoweroflearningandperseverance?

20. WhydoyouthinkDoc’skindandhumanetreatmentofJimissignificantinthelate1800s?Whydidsomanyanimals,suchasLaurettathehorse,experiencemistreatment?

21. Whydoyouthinkanimals,suchashorsesandotherlivestock,werethefocusoftheearliesthumanesocietiesadvocatingeffortsinthelate1800s?

22. HowisJimasymbolforhumanesocieties?HowdidDocandJim’sstoryimpactpeople’sopinionsaboutthehumanetreatmentofanimals?

23. DoyouthinkJimisanappropriatesymbolforhumanesocieties?Whyorwhynot?Putanotherway,doyouthinkaperformanceanimaltodaywouldbeasymbolforhumanesocieties?Whyorwhynot?

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24. Horseswerecriticalworkinganimalsandfaceddifficultworkingconditionsinthe1800s.Whatanimalstodaystillfacedifficultordangerousworkingconditions?Whatanimalwouldyouwanttochangepeople’smindsabout?

25. WhatdoesDocmeanwhenhesays,“Thewhipmakeshorsesstubbornandtheyobeythroughfear”?

26. Docpracticeskindnessinhisteaching.Doyouthinkkindnessisaneffectivemethodinteachingapersonorananimal?Whyorwhynot?

Reader’sResponse(WritingStandards,TextTypes&Purposes,Strands1and2andProduction&DistributionofWriting,Strands4–6)(Speaking&ListeningStandards,Comprehension&Collaboration,Strand1andPresentationofKnowledge&Ideas,Strand4)

Usethefollowingquestionsandwritingactivitiestohelpstudentspracticeactivereadingandpersonalizetheirresponsestothebook.Suggestthatstudentsrespondinreader’sresponsejournals,essays,ororaldiscussion.Youmayalsowanttosetasidetimeforstudentstoshareanddiscusstheirwrittenwork.

1. TeachingJimtoidentifyletters,spell,write,andcountinvolvesalotofhardworkandperseverance.Haveyoueverbeenchallenged or experienceddifficultywhenlearningsomethingnew?Describethistimeandhowyoufelt.Didyouwanttogiveup?Whyorwhynot?Whathelpedyoustaymotivated?Howdidyoufeelafteryoulearnedthenewskill?Whatadvicedoyouhaveforsomeonewhofaceschallengesinachievingagoal?

2. Howwouldyoudefinethewordkindness?Whoissomeoneinyourlifethatyouthinkiskind?Whatdoesthispersondoorsaythatmakesyouthinkso?Thinkofatimewhensomeonewaskindtoyou.Howdiditmakeyoufeel?Howdidthisperson’skindnesshelporaffectyou?Howcanyoureciprocatekindness?

3. DocisakindandpatientteachertoJim.Whatqualitiesmakesomeoneagoodteacher?Describeatimethatateacherhelpedyoulearnorgrow.Whatdidtheteacherdothatwas

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effective?Howdidsheorhehelpyouovercomeobstacles?Howdidsheorhemotivateyoutolearn?

4. JimdevelopsintoaskillfulperformerunderDoc’skindteachingmethods.Doyouthinkanyonecanlearnanewskillwithenoughperseverance,practice,andmentorship?Whyorwhynot?Whatdoyouthinkdiscouragespeoplefromtryingorlearningsomethingnewandhowcanwechangethis?

5. DocandJimfacemanyobstaclesfromracialsegregationtoskeptics.Thinkofatimethatyoufacedanobstaclethatmadeitdifficulttoreachyourgoal.Howdidyoufeel?Howdidyoueventuallyovercometheobstacle?Aresomeobstaclestoobigforpeopletoovercome?Whyorwhynot?Whodidyouaskforhelptoreachyourgoal?

6. Somepeople,includingHarvardUniversityprofessors,wereskepticalaboutDocandJim’sperformances.DoyouthinktheskepticswerewrongorrighttodoubtJim’stalents?IfyouwerealiveduringthetimeDocandJimwereperforming,howwouldyouhavereactedtotheirperformances?WouldyouhavebelievedinJim’stalentswithoutseeingdocumentedevidenceofJim’sabilities?Whyorwhynot?

ELL/ESLTeachingStrategies(Speaking&ListeningStandards,Comprehension&Collaboration,Strands1–3andPresentationofKnowledge&Ideas,Strands4–6)(LanguageStandards,VocabularyAcquisition&Use,Strands4–6)

ThesestrategiesmightbehelpfultousewithstudentswhoareEnglishLanguageLearners.

1. AssignELLstudentstopartner-readthebookwithstrongEnglishreaders/speakers.Studentscanalternatereadingbetweenpages,repeatpassagesafteroneanother,orlistentothemorefluentreader.

2. Haveeachstudentwritethreequestionsaboutthetext.Thenletstudentspairupanddiscusstheanswerstothequestions.

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3. Dependingonstudents’levelofEnglishproficiency,afterthefirstreading:•Reviewtheillustrationsinorderandhavestudentssummarizewhatishappeningoneachpage,firstorally,theninwriting.•Havestudentsworkinpairstoretelleithertheplotofthebookorkeydetails.Thenaskstudentstowriteashortsummary,synopsis,oropinionaboutwhattheyhaveread.

4. HavestudentsgiveashorttalkaboutDocandJimusetheirperformancestobothovercomeandadvocatefordifferentissues,orwhattheyadmireaboutDoc’streatmentofJim.

5. Thestorycontainssomecontent-specificwordsthatmaybeunfamiliartostudents.Basedonstudents’priorknowledge,reviewsomeorallofthevocabulary.ExposeEnglishLanguageLearnerstomultiplevocabularystrategies.Havestudentsmakepredictionsaboutwordmeanings,lookupandrecordworddefinitionsfromadictionary,writethemeaningofthewordorphraseintheirownwords,drawapictureofthemeaningoftheword,listsynonymsandantonyms,createanactionforeachword,andwriteameaningfulsentencethatdemonstratesthedefinitionoftheword.

INTERDISCIPLINARYACTIVITIES(IntroductiontotheStandards,page7:Studentswhoarecollegeandcareerreadymustbeabletobuildstrongcontentknowledge,valueevidence,andusetechnologyanddigitalmediastrategicallyandcapably)Usesomeofthefollowingactivitiestohelpstudentsintegratetheirreadingexperienceswithothercurriculumareas.Thesecanalsobeusedforextensionactivities,foradvancedreaders,andforbuildingahome-schoolconnection.

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SocialStudies/Geography(ReadingStandards,IntegrationofKnowledge&Ideas,Strands7and9)(WritingStandards,TextTypes&Purposes,Strands1and2,Production&DistributionofWriting,Strand4,andResearchtoBuild&PresentKnowledge,Strands7–9)(Speaking&ListeningStandards,Comprehension&Collaboration,Strands1and3andPresentationofKnowledge&Ideas,Strand4)

1. UsingamapoftheUnitedStates,havestudentsidentifythedivisionofthestatesduringtheUnitedStatesCivilWar(1861–1865)andfindandmarktheUnionstatesinonecolorandtheConfederatestatesinanothercolor(www.pbs.org/kenburns/civil-war/war/maps/#/detail/the-confederate-states-of-america).HavestudentsdiscussthechallengesofTennesseebeingontheborderbetweenstatesthatsympathizedwiththeNorthandthosethatsympathizedwiththeSouth.HowmightbeingontheborderhavebenefitedenslavedpeopleduringtheCivilWar?

2. AskstudentstoresearchtheReconstructionAmendments:theThirteenthAmendment(1865),FourteenthAmendment(1868),andFifteenthAmendment(1870),andrepresenttheirresultsinagraphicorganizer(www.senate.gov/artandhistory/history/common/generic/CivilWarAmendments.htm).WhatwastheintentionorpurposeoftheReconstructionAmendments?Whatdideachamendmentprotectorguarantee?Whatobstaclesdidthepromiseoftheseamendmentsface?Afterresearch,havestudentswriteanessayexplaininghowtheseamendmentswouldhavebenefitedDocKeyandenabledhimtobesuccessful.

3. HavestudentsresearchthecauseandeffectoftheJimCrowlawsonAfricanAmericansinthelate1800stothemid1900s,andshowtheirresultsusingagraphicorganizer.(CheckoutMartinLutherKing,Jr.NationalHistoricSite’sinformationonJimCrowLawstogetstarted:www.nps.gov/malu/learn/education/jim_crow_laws.htm.)WhatdidtheJimCrowlawsrestrictordeny?Howdidthelawsaffecteverydaylifefor

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AfricanAmericans?HowdidlifeforAfricanAmericanschangeaftertheCivilWar?HowdidlifeforAfricanAmericansstaythesame?HowdotheselawscomparetotherightsguaranteedintheReconstructionAmendments(activity2above)?ExploretheJimCrowandSegregationPrimarySourceSetfromtheLibraryofCongressformoreinformation:www.loc.gov/teachers/classroommaterials/primarysourcesets/civil-rights/.

4. HavestudentsexploretheissuesfacingAfricanAmericansfollowingReconstructionwiththe“AfterReconstruction:ProblemsofAfricanAmericansintheSouth”lessonplanfromtheLibraryofCongress:www.loc.gov/teachers/classroommaterials/lessons/reconstruction/.

5. Havestudentsresearchandcreateaninformationalpresentationaboutahistoricalfigurewhosekindnessorcompassionhelpedpavethewayforpositivechange.Whowastheperson?Whatdidheorshedothatinfluencedothers?Howdidthepersonusekindnesstoimpactchange?Whywashisorherworkoreffortsimportant?Whatshouldpeopleknowabouttheperson?

EnglishLanguageArts/Writing(WritingStandards,TextTypes&Purposes,Strands1–3,Production&DistributionofWriting,Strand4,andResearchtoBuild&PresentKnowledge,Strands7–9)(ReadingStandards,IntegrationofKnowledge&Ideas,Strands7–9)1. Askstudentstoimaginetheywereinthe

audienceatoneofDocandJim’sperformances.HavestudentswriteafriendlylettertoDocdescribingtheirreactionstotheperformance,includingadetaileddescriptionofwhattheysaw,heard,orfelt.StudentsshouldincludequestionstheywouldwanttoaskDocregardingJim,Jim’straining,ortheperformance.

2. DocandJimKeyshowedtheworldthatwithkindnessanything—well,alotoflearning—ispossible.Encouragestudentstowriteapoemaboutthepowerofkindness.Whatdoes

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kindnessmeantoyou?Howdoeskindnesstranscenddifferencesandopendoors?Howdoesitmakeothersfeel?Howdoesitmakeyoufeel?

3. AskstudentstowriteadetailedrevieworcritiqueofDocandJim’sperformancefortheirschoolorlocalnewspaper.Studentsmustsupporttheiropinionswithdetailedreasoningandexamples.Whatdidyouseeattheperformance?Whatsights,smells,noises,orotherthingsdidyouexperience? What,if anything,wasuniqueorsurprisingabouttheperformance?Didyoulikeordisliketheperformance?Whyorwhynot?Shouldpeopleattend?Whyorwhynot?Encouragestudentstoreadothermusicandartperformancereviewsinthelocalnewspapertogetasenseofthetone,style,andformatofaformalreview.

4. Towardtheendoftheschoolyear,havestudentswriteafriendlylettertoanincomingstudentinnextyear’sclass,andifpossible,assigneachstudentthenameofanincomingstudent.Intheirletter,havestudentsofferwordsofencouragement,support,andhelpfuladviceaboutbeinginthatclassorgrade.Whatdoyouneedtoknowaboutbeingastudentinyourclass/grade?Whatshouldtheincomingstudentsbeexcitedabout?Whatdoyouwishyouknew?Whatisausefulstrategyorhelpfultipthatyouwouldrecommend?

5. ManyschooldistrictsacrossthecountryreferredtoDocandJimKeyasthe“perfectexamplesofeducationandkindness.”Askstudentstoimaginethattheyhavetheopportunitytoinvitesomeoneinhistorywhohasdemonstratedtheimportanceofeducationandkindnessintheirlifetovisittheirschool,andwriteapersuasiveessayexplainingwhythispersonisthebestchoice.Howdoessheorheembodykindness?Howdoessheorhestresstheimportanceofeducation?Whyisthispersonthebestchoicetovisityourschool?

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6. Havestudentsselectoneofthefollowinganimalcrueltyissuestoresearchandwriteapersuasiveessaytoconvincereaderstotakeactionagainstit:inhumanefactoryfarming,animalentertainment,oranimaltesting.Howdoesthepracticeendangeranimalwelfare?Whatarecommonmisconceptionsaboutthepractice?Whatarethehumanealternativesandtheirbenefits?Whatisthecalltoaction?

7. Havestudentsresearchtheirschoolorschool district’sfoodservicepolicy.Whatrolecanstudentsplayinadvocatingforhumaneanimalpractices?Askstudentstowriteapersuasivelettertotheirprincipalexplainingwhytheirschoolshouldadopthumanepracticesfortheschoolcafeteria,suchasnotusingmeat,eggs,ordairyfromfactoryfarms(www.humanesociety.org/issues/campaigns/factory_farming/?credit=web_id83620033)orinstitutingMeatlessMondays(www.meatlessmonday.com/start-a-campaign/).Howcouldthesehumanepracticesbeadoptedinthecafeteria?Whatchoicesshouldbeconsidered?Whatarethebenefitsforanimals,students,theschool,andtheenvironment?Studentscandraftaproposaltosubmittotheirprincipalorsuperintendent.

8. HavestudentsreadLendaHand:PoemsAboutGiving(www.leeandlow.com/books/2849),writtenbyJohnFrankandillustratedbyLondonLadd,andTheCanMan(www.leeandlow.com/books/2714),writtenbyLauraE.WilliamsandillustratedbyCraigOrback.AskstudentstocompareandcontrasteachbooktoStepRightUp.Whatisthecentralideaofeachbook?Howarethebooksconnected?Whatthemesorideasdotheyshare?

9. AskstudentstoimaginethattheyaregoingtointerviewtheauthorandillustratorofStepRightUp.Studentsshouldwriteinterviewquestionstheywouldaskiftheywereonatalkshow,newsshow,orradioshow.Whatdostudentswanttolearnmoreaboutintermsofthewritingprocess,

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theillustrationprocess,inspirationforthestory,Doc,Jim,humanesocieties,andanyothertopicsofinterestrelatedtothestory?

10. Organizeaclassorschool-widespellingbee.Teachstudentsmeaningfulwordstudy(www.readingrockets.org/article/word-study-new-approach-teaching-spelling)andvocabularystrategies(www.readingrockets.org/article/teaching-vocabulary)tohelpmastergrade-appropriatestudywordsorthevocabularywordslistedinthisteacher’sguide.

11. EncouragestudentstowriteanimaginarydiaryentryfromtheperspectiveofJim.StudentsshouldincludemultipledatesandpassagesasJimchronicleshisfeelingsabouttraining,workingwithDoc,beingontheroad,andperforming.HowdoesJimfeelaboutovercomingbeingasicklycolt?AboutDoc’smentorshipandfriendship?Abouttheskeptics?

Art/Media(ReadingStandards,IntegrationofKnowledge&Ideas,Strands7and9)(Speaking&ListeningStandards,Comprehension&Collaboration,Strands1–3)1. Insmallgroups,havestudentsexplorethe

“PhotographsofSignsEnforcingRacial”(www.loc.gov/rr/print/list/085_disc.html)“DiscriminationandJimCrowandSegregationPrimarySources”(www.loc.gov/teachers/classroommaterials/primarysourcesets/civil-rights/)fromTheLibraryofCongress.Whatpowerfulwordsandideasareexpressed?Whatmessagesdothetextandimagesinthesepicturesgive?WhatdotheseprimarysourcessayaboutthetreatmentofAfricanAmericancivilrights?HowdidlifeforAfricanAmericanschangeaftertheCivilWar?HowdidlifeforAfricanAmericansstaythesame?Howdoyoufeellookingatthesepicturesanddocuments?Whatquestionsdoyouhave?

2. Askstudentstoimaginethattheyareoneoftheearlyfoundersofahumanesocietyinthelate1800sorearly1900s.Insmallgroups,have

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studentsdesignandcreateaposterfortheirhumanesocietyusingJimKey’simage.EachgroupshoulddiscusshowtheywanttouseJim’simagetopromoteandsupporttheirhumaneorganization.Whatiseachgroup’sorganization’smission?Whataretheorganization’sgoals?Thenhaveeachgrouppresentitsposterdesigntotheclass.

3. EncouragestudentstodesignanadvertisementtoshowcaseDocandJim’snextperformancecomingtotheirtownorschool.Studentsshouldthinkabouthowmuchtochargeforaticketandwhatactsintheshowwillpersuadepeopletoattendthisonce-in-a-lifetimeopportunity.

Home-SchoolConnection(Speaking&ListeningStandards,Comprehension&Collaboration,Strands1–3)(WritingStandards,TextTypes&Purposes,Strand2,Production&DistributionofWriting,Strand4,andResearchtoBuild&PresentKnowledge,Strand7)1. HelpspreadkindnessandtaketheRandomActs

ofKindnesspledgeforRandomActsofKindnessWeek(inFebruary)(www.randomactsofkindness.org/).Asaclass,brainstormalistofkindactsthattheywouldliketoperformandencourageintheirschool,home,orcommunity,andchallengethemtocompleteatleasttworandomactsofkindnessfromthelisteachweek.Encouragestudentstodocumenttheiractsofkindnessinareflectivejournal,andrecordhowtheyfeltwhentheyperformedorwitnessedanactofkindness.Whatdidyoudo,say,orsee,andwhy?What,ifany,wasthereactionoftherecipientoftheactofkindness?Howdidyoufeel?

2. Havestudentsinterviewaparentorguardianaboutkindness.Howhassomeone’skindnesshelpedorencouragedtheperson?Howdoesthepersonusekindnesstohelporencourageothers?Howdoesreceivingkindnesscomparetogivingkindness?Howdoesbeingkindmakethepersonfeel?Doesthepersoneverfinditdifficulttobekind?Ifso,why?Whatcanthepersondotoencouragethespreadofkindnessinthefuture?

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BookInformationforStepRightUp

$19.95,HARDCOVER978-1-62014-148-9 48pages,9X10-3/4*ReadingLevel:Grades4InterestLevel:Grades2–6GuidedReadingLevel:QLexileTM:N/AAcceleratedReader®Level/Points:N/A*ReadinglevelbasedontheSpacheReadabilityFormula

THEMES:Animals(Horses),

Slavery,Education,Discrimination,OvercomingObstacles,Kindness/Caring,Friendship,Persistence/Grit,AnimalRightsandHumaneTreatmentofAnimals,UnitedStatesHistory,Biography,AfricanAmericanInterest

RESOURCESONTHEWEB:LearnmoreaboutStepRightUp at:www.leeandlow.com/books/2937

ORDERINGINFORMATIONOntheWeb:www.leeandlow.com/contact/ordering(generalorderinformation)www.leeandlow.com/books/2937(secureonlineordering)ByPhone:212-779-4400ext.25ByFax:212-683-1894ByMail:Lee&LowBooks,95MadisonAvenue,NewYork,NY10016

ABOUTTHEAUTHORDonnaJanellBowmangrewuponaquarterhorseranchwhereshetrainedforhorseshowsanddevelopedherpassionforwriting.WhenshefirstheardaboutDocandJimKey,BowmanwasskepticalaboutJim’s“education.”Butafterdoingherownresearch,shewasinspiredtoshareDocandJim’sfascinatingstorywithyoungreaders.BowmanlivesinTexaswithherfamilyandtheirrescueanimals.Thisisherdebutbook.Visitheratwww.donnajanellbowman.com.

ABOUTTHEILLUSTRATORDanielMinteristheillustratorofseveralaward-winningpicturebooks,includingEllen’sBroom,forwhichhewonaCorettaScottKingIllustratorAwardHonor.HeisalsoanadjunctinstructorofartattheMaineCollegeofArt.Minterfindsinspirationforhisworkfromobservingthenaturalworldandthinkingabouthistoryandscience.HeisthefoundingdirectorofMaineFreedomTrails,anorganizationdedicatedtoidentifyingsitesrelatedtotheUndergroundRailroadandtheabolitionistmovement.MinterliveswithhisfamilyinPortland,Maine.Visithimatwww.danielminter.net.

AwardsandhonorsforStepRightUpinclude:

• JuniorLibraryGuildselection• Starredreview,KirkusReviews• Starredreview,PublishersWeekly• Starredreview,Booklist

Allguidedreadinglevelplacementsmayvaryandaresubjecttorevision.Teachersmayadjusttheassignedlevelsinaccordancewiththeirownevaluations.

ABOUTLEE&LOWBOOKSLEE&LOWBOOKSisthelargestchildren’sbookpublisherspecializingindiversityandmulticulturalism.Ourmotto,“abouteveryone,foreveryone,”isasurgenttodayasitwaswhenwestartedin1991.Itisthecompany’sgoaltomeettheneedforstoriesthatchildrenofcolorcanidentifywithandthatallchildrencanenjoy.Therightbookcanfosterempathy,dispelstereotypes,promptdiscussionaboutraceandethnicity,andinspirechildrentoimaginenotonlyaworldthatincludesthem,butalsoaworldwheretheyaretheheroesoftheirownstories.Discovermoreatleeandlow.com.

step right up: how doc and jim key taught the …...step right up 3 lee & low books teacher’s...

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