Curriculum / ELA / 6th Grade / Unit 1: Finding Your Way: The Watsons Go to Birmingham—1963 / Lesson 3
ELA
Unit 1
6th Grade
Lesson 3 of 32
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Explain how Christopher Paul Curtis develops Kenny's point of view of himself and other characters.
Book: The Watsons Go to Birmingham—1963 by Christopher Paul Curtis pp. 20 – 31 — Chapter 2
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Prior to the start of class, print out the quotes in the Hamlet Quote Card resource and glue/tape them to a notecard in order to be prepared for the opening activity. If possible, move the student desks/tables to the side of the room so that there is room for students to walk around. Alternatively, take students to a space outside the classroom where they will have more room to engage in the activity.
There are a number of references to bullying in this chapter. The topic of bullying can be sensitive and may evoke personal feelings or experiences. Remind students that the classroom is a safe space for open and respectful discussion where bullying is not tolerated. Remind students that if the text brings up personal experiences that they would like to talk about, they should reach out to a teacher, counselor, or trusted adult.
Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
What "miracle" happens to Kenny on the way to school? What does this scene reveal about Kenny?
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Questions about the text that will help guide the students understanding
What is Kenny's perspective of Larry Dunn?
What is Kenny's perspective of himself when the teachers ask him to read aloud, and how does it change? How does Christopher Paul Curtis develop this perspective?
How does Kenny expect Byron to react to his reading? How does he actually react? What does this reveal about their relationship?
How do the other kids view the new kid? How does Curtis develop the reader's understanding of their perspective?
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
vital
adj.
(p. 23)
emulate
v.
(p. 24)
imitate; copy
hostile
unfriendly; antagonistic
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. 32 – 46
While reading, answer the following questions.
In what ways do Kenny and Rufus start to become friends? How does it make Kenny feel? Give two to three specific examples.
How is Rufus' childhood different from Kenny's?
What happened when Kenny used to play with LJ? Why does Christopher Paul Curtis include this anecdote?
What happens at the end of the chapter on the bus?
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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.6.6 — 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
Explain how Kenny's perspective of himself and other characters develops and changes throughout the novel.
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.
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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