Curriculum / ELA / 6th Grade / Unit 1: Finding Your Way: The Watsons Go to Birmingham—1963 / Lesson 2
ELA
Unit 1
6th Grade
Lesson 2 of 32
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Explain how author Christopher Paul Curtis develops the narrator's unique point of view in The Watsons Go to Birmingham—1963.
Book: The Watsons Go to Birmingham—1963 by Christopher Paul Curtis pp. 7 – 19 — Chapter 1, start at "I didn't hear any sound. . ."
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
How does Kenny view his older brother, Byron? How does Christopher Paul Curtis develop Kenny's point of view?
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Questions about the text that will help guide the students understanding
Reread pages 12–13. How does this scene develop Kenny's character and his point of view?
What does the flashback on pages 8–12 reveal about Kenny and Byron's relationship? Why does Curtis include this flashback?
Compare how Kenny's family members react to Byron's struggle in this chapter. How does this situation develop the reader's understanding of Watson family dynamics?
Reread the sentence on page 18, "I bet Byron's lips stretched a mile before they finally let go of that mirror." What does this figurative language reveal about Kenny?
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
literary point of view
the narrative perspective through which a story is told; most commonly first-person, second-person, third-person omniscient, or third-person limited.
hyperbole
exaggerated statements or claims not meant to be taken literally
impressed
adj.
(p. 13)
having a strong, lasting, or positive feeling about someone or something
cruel
(p. 16)
willing to cause pain or suffering
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. 20 – 31
While reading, answer the following questions.
Why is Kenny different from the other children? Give an example of how he is treated differently and why.
Why does Kenny not like riding the school bus? Give a specific example.
What is Kenny's first impression of the new kid? Why?
How does Kenny respond when the new kid sits next to him? Why does he respond this way?
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RL.6.6 — Explain how an author develops the point of view of the narrator or speaker in a text.
Standards that are practiced daily but are not priority standards of the unit
L.6.4 — Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.
L.6.4.b — Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).
L.6.5 — Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.6.5.a — Interpret figures of speech (e.g., personification) in context.
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.6.4 — 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.
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
Explain how Christopher Paul Curtis develops Kenny's point of view of himself and other characters.
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 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
Explain how Kenny develops and changes to drive the plot forward.
RL.6.3RL.6.4
Write an objective summary of a section of The Watsons Go to Birmingham—1963.
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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