Seedfolks

Written by Paul Fleischman

Published by HarperCollins Publishing Inc. in 1997

“The garden was a copy of the neighborhood. I guess I shouldn’t have been surprised.” (33)

Summary: In one poor neighborhood of Cleveland Ohio, there lies a vacant, garbage-filled lot. One day, a poor Vietnamese girl plants some seeds in the lot, and a new neighborhood is born. Seedfolks chronicles the story of hope within a community, told through 13 unique voices.  Readers see the vacant lot flourish into a community garden, tended to by people of all races, ages and backgrounds.

Awards and Acclaim:

• ALA Best Book for Young Adults
• School Library Journal Best Book
• Publishers Weekly Best Book
• “Each voice sings with the rhythm of culture and personality. Fleischmans book captivates.” –Children;s Book Review Magazine

Reading Level: Lexile Framework: 710 L Grade Level: 5-6

Suggested Delivery: Independent read, small-group discussions

Description: Fiction, Diversity

Key Vocabulary (by page number): vacant (4), suspiciously (7), bodega (18), obituaries (24), spigot (32), obliged (6), haphazard (61), pantomime (64), foes (72)

Teaching Suggestions:

1. Before reading, introduce or review the concepts of point of view, voice and perspective. This novel is told through 13 unique voices, all telling their perspective on the same event.  Make sure students understand this concept (see Before Reading strategy below) and remind students to look out for varying perspective/points of view throughout the story.
2. Have students construct a neighborhood profile in small groups. Ask them to include what type of people live in their neighborhood, what areas need improving, how involved people are in group events, etc. While reading, ask students to silently compare their own neighborhood profile with the one given in Seedfolks.
3. Before reading, read students a summary of the book. Then, lead a book walk-through. Be sure to point out the titles of each chapter which are the names of characters, the small pictures included and the images on the cover. Ask students to predict why there are so many different characters, and how they will all intertwine.

Comprehension Strategies:

Before Reading: Before reading, conduct an activity on perspectives. This will be done by giving students one word, idea or image and having them write down what first comes to mind. For example, you could write the word “Family” on the board. Then, each student will have a certain amount of time to write down what family means to them. Emphasize that there is no right or wrong answer, only different perspectives. Explain that personal experiences shape how we view things. This concept will be applied to Seedfolks as 13 different people all see the same vacant lot, but experience it very differently.

During Reading: While reading each chapter, have students write down actions each character makes. For example, one of the first actions on their list should be when Kim planted the bean seeds. It may be necessary to stop after each chapter and discuss the characters’ actions in small groups. After adding new actions, students should review all they have listed and define cause-effect relationships. Did one action by one character cause another action by a different character? Did this effect then cause yet another action? Students can trace these relationships by drawing connecting lines and arrows on their list. While there may be a few varying connections, in the end, this activity should encourage students to conclude that one small action leads to many other bigger consequences.

After Reading: Discuss the concept of a metaphor. If students are unfamiliar with this term, you may want to take time to create a few mini-lessons to introduce the concept. Otherwise, briefly brush up on this concept and, through a whole-class discussion, talk about how the garden becomes a metaphor for the community itself. Students will divide into small groups and conduct a booktalk in which they come up with ways to defend this metaphor. The groups will then be encouraged to share their ideas with the class. Allow students to be creative! Some students may want to create a visual representation of the metaphor, some may want to devise a skit, while others can present their findings in a traditional t-chart format. 

Writing Activity: Ask students to think about an area in their community that could use some improvement. It may be a part of their school, town, or even their home. Students should realistically brainstorm how this problem could be addressed. Then, they will write a letter to someone in power proposing their idea for change. Students should make sure to emphasize how this change would help all members of the community.

Electronic Resources:

Point of View Activity  Several different activities on perspective and point of view for students.

Author's Website Students may want to check out the author’s website, especially the Q&A section which can be very insightful to aspiring writers. 

Fleischman, P. (1997). Seedfolks. New York: HarperCollins.