Text Complexity Analysis of When Mr. Jefferson Came to Philadelphia by Ann Turner
Text Type: Literature – Historical Fiction
Text Description
Recommended Complexity Band Level
In this piece of historical fiction set during the meeting of the Continental
Congress, the narrator, a young colonial boy named Ned, describes what he learns
about freedom from Thomas Jefferson, who resides in Ned’s family’s boarding
home while writing the Declaration of Independence.
This piece falls solidly within the 4-5 text complexity band and provides an
excellent opportunity to introduce text-based analysis and interpretation.
Illustrations support comprehension and minimize the need for additional
historical knowledge, allowing students to focus on analyzing the story’s complex
themes and metaphor.
Quantitative Measure
Quantitative Measure of the Text:
820
Range:
740-1010
Associated Band Level:
4-5
Qualitative Measures
Text Structure: Slightly Complex
Told through first person narration from the perspective of a young colonial boy, the text’s organization is sequential. The events are clearly described and enhanced by the
vivid illustrations, which depict many details of the time period. The majority of the narrative is reflective, rather than action based; students may need support in
establishing the basic sequence of events separated by relatively long stretches of thought and dialogue. Similarly, the illustrations do not simply reflect what is happening
in the story, but serve expand the student’s understanding of the war and time period, and to clarify the emotions expressed in the narrative.
Language Features: Moderately complex
Familiar, straightforward language is used to tell this story, with some metaphoric references and some academic vocabulary (e.g. lodger, pitcher, treason, penalty, tyrants).
A mixture of simple and complex sentence structures are utilized and interspersed with conversation between Ned and Thomas Jefferson. Both vocabulary and syntax are
used in this story to establish the time period. Students may need support with atypical use of prepositions (of to mean about, for to mean because), negative question
structure (Are you not...? Is it not...?) and archaic phrases (a light burning, learned). While most vocabulary in this piece will be comfortable for students, it is important to
note that some words/phrases that are likely to be unfamiliar (tyrant, self-evident) are crucial to understanding the text.
Meaning/Purpose: Moderately Complex
This text depicts the days leading up to the Declaration of Independence through the eyes of a young boy and his interactions with Thomas Jefferson, a boarder at Ned’s
home. Through their interactions, the concept of freedom is explored using contrasting metaphoric comparisons; in the text, freedom is characterized both as a “fresh
breeze” and a “howling wind”. Key understandings about the causes of the American Revolution and the content of the Declaration of Independence can be inferred from
conversations between Ned and Thomas Jefferson. Several themes also run subtly throughout the text, including inner conflict about standing up for beliefs, choosing
sides, and what it means to demonstrate courage.
Knowledge Demands: Slightly complex
Knowledge of the time period would make the readers’ understanding of this story richer, but surface understanding can be accomplished without much background. The
primary theme of freedom runs throughout the story, and interacts with other themes (courage, conflict).
Text Complexity Analysis of When Mr. Jefferson Came to Philadelphia by Ann Turner
Text Type: Literature – Historical Fiction
Considerations for Reader and Task
Major Instructional Areas of Focus (3-4 CCS Standards) for this Text:
Below are factors to consider with respect to the reader and task:
RI.4.1 - Refer to details and examples in a text when explaining what the text says
explicitly and when drawing inferences from the text.
Potential Challenges this Text Poses:

Infer some of the causes of the Revolution from Jefferson’s comments
about why it is important to fight against the King.
RL.4.3 - Describe in depth a character, setting, or event in a story or drama,
drawing on specific details in the text.

Explore how Ned’s feelings about the war change by comparing his
thoughts and words at the beginning of the story and the end. What
causes this change?
RL.4.7 - Make connections between the text of a story or drama and a visual or
oral presentation of the text, identifying where each version reflects specific
descriptions and directions in the text.

Context on what war was like in Revolutionary times is provided primarily
through illustrations. Analyze the illustrations on pages 18-23. What
information can we draw from them about the realities of war to help us
to understand the emotions Ned expresses in the text?
W.4.2 - Write informative/explanatory texts to examine a topic and convey ideas
and information clearly.

Write a paragraph or short essay explaining why Jefferson was willing to
risk “being hanged by the neck until...dead” for freedom. Support
students in finding evidence in the text and paraphrasing to show
understanding.
L.4.5 - Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings.

Explore the ways in which freedom is both like a “fresh breeze” and like a
“howling wind,” using evidence from the text and the illustrations.
Knowledge of this time period is helpful for understanding this text, particularly
the significance of the Declaration of Independence to the American colonists. The
metaphoric presentation of freedom as a “fresh breeze” may also require teacher
support to unearth its meaning in greater depth.
Differentiation/Supports for Students:
“Freedom” is an abstract concept that is both developed and explored in this text.
Using a formal structure (such as a Freyer diagram) to broaden, record and
synthesize the student’s understanding of this word may be helpful.
This text could easily be rewritten in a Reader’s Theatre format and practiced in
small groups to encourage the rereading needed for deep comprehension.
Assigning Ned’s thoughts and Ned’s words to separate actors may also help
students to better understand the structure of this reflective narrative.
Introduce key vocabulary for which the context does not provide enough support
to determine meaning in advance of reading.
For extension, pair this article with a more traditional informational text about the
writing of the Declaration of Independence. Have students underline the “facts”
embedded in Mr. Jefferson Came to Philadelphia that were likely taken from the
author’s research.