Feathers, Jaqueline Woodson

 Feathers, Jacqueline Woodson


Woodson, Jacqueline. Feathers. Chicago: Speak, 2010. Print.

Frannie is growing up in the 1970's in a world where blacks and whites did not intermingle. Frannie attends a school where the majority of the students are black. The balance tips when there is a new student who is not only white, but has long hair--and resembles Jesus. This becomes his nickname and many students reject him. Frannie's family believes and follows the bible, and Frannie empathizes with Jesus because she knows what it is like to new to some place too. When she finds out that he knows sign language, she develops a bit of kinship with the newcomer. Frannie learns that through hope and faith, one can see past the differences that unfortunately set people apart.






Electronic Resources:

Jacqueline's Website 
 This link will bring readers to Jacqueline's website where she discusses her reasons for writing the books that she has, as well as frequently asked questions, and her biography.

Reading Group Pamphlet 
This link can direct educators to a pamphlet that can assist in getting reading groups jump started. The pamphlet includes discussion questions for Feathers, as well as other novels written by Jacqueline.


Teaching Suggestions:

Key Vocabulary:

bilingual blasphemy corduroy cornrows Depression draft

fangy flinched formal Good Samaritan goulash graffiti greens

kink metaphor nonfiction overpass pea coat

pockmarks ricochet segregation signing surreal thriving translate

Before Reading:
Activate students' prior knowledge of segregation and civil rights. This may be an opportunity to bring up some of the big events of the time to assist students in creating the proper set of mind when they navigate the text of Feathers.  

Response to the Text:
Ask students to thoughtfully consider the perspectives of Frannie and Samantha concerning their new classmate. What events or ideals influenced those perspectives and why?  It is important for students to utilize evidence in the text to support their response. Students can reflect on what their opinion would have been had they been classmates of Frannie and Samantha.