Curriculum / ELA / 6th Grade / Unit 1: Finding Your Way: The Watsons Go to Birmingham—1963 / Lesson 12
ELA
Unit 1
6th Grade
Lesson 12 of 32
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Explain how Kenny develops and changes to drive the plot forward.
Book: The Watsons Go to Birmingham—1963 by Christopher Paul Curtis pp. 100 – 120 — Chapter 8
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
Why does Christopher Paul Curtis include the scene with Dad and Kenny in the bathroom? What does it symbolize?
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Questions about the text that will help guide the students understanding
How does Kenny's father reveal the smelly pine tree? What does the author's word choice in this scene show about the family?
What does the hyperbole on page 107 reveal about Kenny?
Compare and contrast Kenny and Byron's perspectives of the Ultra-Glide record player. How does the author use word choice to develop this these perspectives?
What does Momma reveal at the end of the chapter?
Assess student understanding and monitor progress toward this lesson's objective with an Exit Ticket.
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
connotation
the social, cultural, and emotional associations of specific words
Reading and/or task to be completed at home in preparation for the next lesson.
To ensure that students are prepared for the next lesson, have students complete the following reading for homework. Use guidance from the next lesson to identify any additional language or background support students may need while independently engaging with the text.
Book: The Watsons Go to Birmingham—1963 by Christopher Paul Curtis pp. 121 – 137
While reading, answer the following questions.
Why are Kenny's parents sending Byron to Alabama to stay with Grandma Sands?
What does Mrs. Davidson give to Joetta?
How does Joey respond to this gift? Why?
Why do Kenny's parents make Byron sleep in their room the night before they leave for Alabama?
What does Momma have in her notebook?
How are Kenny and his siblings behaving in the car?
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RL.6.3 — Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
RL.6.4 — Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.
Standards that are practiced daily but are not priority standards of the unit
L.6.5 — Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.6.5.c — Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
L.6.6 — Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
RL.6.1 — Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.6.2 — Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
RL.6.10 — By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6—8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
SL.6.1 — Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.
SL.6.6 — Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
W.6.1 — Write arguments to support claims with clear reasons and relevant evidence.
W.6.1.a — Introduce claim(s) and organize the reasons and evidence clearly.
W.6.1.b — Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
W.6.4 — Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.6.9 — Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.6.9.a — Apply grade 6 Reading standards to literature (e.g., "Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics").
W.6.10 — Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Next
Write an objective summary of a section of The Watsons Go to Birmingham—1963.
Describe how author Christopher Paul Curtis reveals the narrator's perspective in the first chapter of The Watsons Go to Birmingham—1963.
Standards
RL.6.6
Explain how author Christopher Paul Curtis develops the narrator's unique point of view in The Watsons Go to Birmingham—1963.
Explain how Christopher Paul Curtis develops Kenny's point of view of himself and other characters.
Explain how Kenny's perspective of himself and other characters develops and changes throughout the novel.
RL.6.3RL.6.6
Unpack a prompt, study a mentor text, and gather evidence in preparation for writing a paragraph response.
RL.6.3W.6.1W.6.5
Synthesize annotations and create a strong outline for a paragraph response.
Draft a paragraph response and revise for analysis.
RL.6.3W.6.1.aW.6.1.bW.6.1.cW.6.5
Explain how and why characters respond and change in The Watsons Go to Birmingham—1963.
Explain how author Christopher Paul Curtis develops the perspective of his narrator and other characters in The Watsons Go to Birmingham—1963.
Provide an objective summary of a nonfiction text.
RI.6.2
Craft an objective summary of a section of text in The Watsons Go to Birmingham—1963.
RL.6.2
RL.6.3RL.6.4
Analyze the impact of literary devices and how they help develop mood and meaning in the poem "Mother to Son."
RL.6.4
Gather evidence and create an outline in response to a writing prompt.
RL.6.9W.6.1W.6.5
Draft and revise a paragraph response, focusing on writing strong claims, analysis, and introducing evidence effectively.
RL.6.9W.6.1W.6.1.aW.6.1.bW.6.1.c
Explain the purpose and impact of "The Green Book" using text, audio, and visual resources.
RI.6.7
Analyze how the author develops and contrasts characters' perspectives in The Watsons Go to Birmingham—1963.
Explain how characters respond and change as the plot of The Watsons go to Birmingham –1963 progresses.
RL.6.3
Unpack a prompt, study a Mentor Text, and begin a plan for rewriting a scene from The Watsons Go to Birmingham – 1963 from a new perspective.
W.6.3W.6.5
Outline and draft narratives.
W.6.3W.6.3.aW.6.3.bW.6.5
Revise narratives for descriptive language and sensory details, and identify the cases of pronouns in writing.
L.6.1L.6.1.aW.6.3W.6.3.aW.6.3.bW.6.3.d
Analyze how Christopher Paul Curtis develops the mood in The Watsons Go to Birmingham—1963.
Identify how Kenny's point of view changes throughout the novel.
Integrate information from the article and photos to understand the impact of segregation on African Americans in Alabama.
Explain how Randall develops voice and perspective in the poem "The Ballad of Birmingham."
RL.6.6RL.6.9
Take a clear position on a question and share evidence to support that point of view in a Socratic dialogue.
SL.6.1SL.6.1.aSL.6.1.bSL.6.4
Unpack the expectations of a writing task, study a mentor text, and begin to plan a personal narrative.
Outline and begin to draft narratives.
W.6.3W.6.3.aW.6.5
Write strong conclusions and revise drafts for descriptive language.
W.6.3W.6.3.bW.6.3.dW.6.3.eW.6.5
Provide peer feedback and self-assess using a rubric.
2 days
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