January's Sparrow

Written by Patricia Polacco

Published by Philomel Books in 2009

“'All the fish on the Kentucky side ain’t free… but on the Indiana side they is!’ the boat lifter crowed. ‘Pretty soon you’ll be as free as them fish!’” (24)

Acclaim: “This moving account effectively highlights a significant instance of nonviolent community resistance to injustice.” --School Library Journal

Summary: In the middle of the night, Sadie Crosswhite and her family flee their slave plantation en route to freedom in Canada. After many nights on the run, they reach Marshall, Michigan, a free town, and are taken in by a kind family who is part of the Underground Railroad. After feeling safe for several years, Sadie finds a note on her doorstep that reads “I found you.” Have the slave catchers finally caught up with the Crosswhite family? Will they ever know true freedom?

Reading Level: Lexile Framework: 760L Grades 3-4

Suggested Delivery: Read-Aloud and Whole Class Discussion

Description: Historical Fiction based on a true story and real events; picture book

Key Vocabulary (by page number): prologue (4), paddy rollers (6), smote (8), boat lifters (22), defiantly (74), composure (74), magistrate (74), fugitive (80)

                Key terms that MUST be addressed: Negroes (72), lynched (80)

Teaching Suggestions:

1. Before and during reading, take some time to discuss the Southern dialect used in the story. Ask students to notice differences in the characters’ speech from their own. Take note of patterns (such as dropping of the ‘g’ at the end of ‘-ing’ words) and emphasize the historical and cultural significance of the characters’ dialect.
2. By third or fourth grade, most students will know a little something about the Underground Railroad. But, before reading, provide a refresher through class discussion or some small research. It may be beneficial to create a K-W-L chart for students and fill in the last column after reading.
3. Provide a Civil-War Era map of the United States for students to look at while they read. This map should clearly define the slave states from the free. While reading, students can locate the Ohio River, Kentucky and Michigan, all important locations in the story.

Comprehension Strategies:

Before Reading: Students will be divided into small groups to research the Fugitive Slave Act of 1793. Understanding this act will lead to greater comprehension of the events and locations in the story. Give students the opportunity to share their findings with the class however they would like. Some options are: a poster/visual representation, a short skit, a poem, etc.

During Reading: While reading, have students keep a vocabulary journal of words/phrases that they haven’t heard/don’t know the meaning of. To assist this activity while reading, stop and “think-aloud” after reading words you feel the students may not know, asking questions like “Hmm.. I wonder what that saying means?” There are a lot of southern phrases and sayings in this novel which may be unfamiliar to children but add to the meaning of the dialogue. Some examples, by page number are: paddy rollers (6), boat lifters (22), slap mud (27), fever dreamin’ (29), attic eaves (68).

After Reading: Have students write “Poems for Two Voices”. In the book, Sadie’s mother Sarah raised the slave master’s son, David, as her own. But later in the story, David tried to capture Sarah and bring her back into slavery. Have students write a poem from either Sarah’s or David’s perspective. Get students thinking by asking them questions such as: What was at risk for David if he disobeyed his slave master father? Do you think it was hard for him to turn on Sarah? Why was Sarah willing o raise her slave master’s baby in the first place?

Writing Activity: Students will receive a writing prompt which asks them the following question: “In the time that this story takes place, it was illegal to help a runaway slave. If you did, you could be put in jail or even killed. But, many people still participated in the Underground Railroad, even if meant risking their own lives. Why do you think people were still willing to help runaway slaves? What would you do if you had the opportunity to help a runaway slave, but knew you may be caught and punished?” Assure students that there is no right or wrong answer, but they must justify their opinions.

Electronic Resources:

The Underground Railroad: An Interactive Journey

This activity puts users in the position of a runaway slave and the difficult decisions he/she must make along his journey. Throughout this interactive trek, users decide whether to go, or stay, risk danger or hide in the woods, and who to follow.

The Underground Railroad: An Interactive Map

This map allows users to highlight free and slave states, choose the quickest routes to freedom and view cities that were part of the Underground Railroad, all with the click of a mouse.

Video: A Brief History of the Underground Railroad

This video provides students with a short history of the Underground Railroad, including traditional songs, map views, mention of significant historical figures, and real pictures from the era. 

Polacco, P. (2009). January's Sparrow. New York: Philomel Books.