Curriculum / ELA / 6th Grade / Unit 1: Finding Your Way: The Watsons Go to Birmingham—1963 / Lesson 27
ELA
Unit 1
6th Grade
Lesson 27 of 32
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Take a clear position on a question and share evidence to support that point of view in a Socratic dialogue.
Book: The Watsons Go to Birmingham—1963 by Christopher Paul Curtis
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Questions about the text that will help guide the students understanding
How do significant historical events impact the lives of people who live through them?
How does Kenny's relationship with his parents shape who he is? How does his relationship with his siblings shape who he is?
What messages does this novel communicate about the importance of family?
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
There aren't any new text-based vocabulary words in today's lesson.
Reading and/or task to be completed at home in preparation for the next lesson.
Lesson 28 is a writing lesson. There is no assigned reading in preparation for tomorrow.
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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.6.1.a — Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
SL.6.1.b — Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
SL.6.4 — Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
Standards that are practiced daily but are not priority standards of the unit
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.
RI.6.1 — Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.6.1 — Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
SL.6.6 — Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
W.6.9 — Draw evidence from literary or informational texts to support analysis, reflection, and research.
Next
Unpack the expectations of a writing task, study a mentor text, and begin to plan a personal narrative.
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
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
SL.6.1SL.6.1.aSL.6.1.bSL.6.4
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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