Lesson 9 | The Watsons Go to Birmingham—1963 | 6th Grade English

Objective

Provide an objective summary of a nonfiction text.

Readings and Materials

Article: “Siblings Share Genes, But Rarely Personalities” by Alix Spiegel

Fishtank Plus

Unlock features to optimize your prep time, plan engaging lessons, and monitor student progress.

Target Task

Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved

Assign

Writing Prompt

Provide a 5–6 sentence summary of this article, including all significant details.

Sample Response

An example response to the Target Task at the level of detail expected of the students.

Create a free account or sign in to view Sample Response

Key Questions

Questions about the text that will help guide the students understanding

Close Read Questions

What is the question that this article is trying to answer? Write it in your own words.
Summarize the section, "Theory One: Divergence" in 1-2 sentences.
Summarize the section, "Theory Two: Environment" in 1-2 sentences.
Summarize the section, "Theory Three: Exaggeration" in 1-2 sentences.
What does the author mean that, "Their very existence has had a profound influence on your life"?

Discussion Questions

How does this article relate to The Watsons Go to Birmingham—1963? What differences have you noticed between Kenny and Byron? What similarities have you noticed?

Vocabulary

Literary terms, text-based vocabulary, idioms and word parts to be taught with the text

Text-based

profound

adj.

very significant or intense

Literary Terms

objective

adj.

not influenced by personal beliefs or opinions

Homework

Reading and/or task to be completed at home in preparation for the next lesson.

Assign

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.

Article: “How Much Does Birth Order Shape Our Lives?” by Allison Aubrey

While reading, answer the following questions.

How can birth order impact our lives?
What are three interesting facts you learned from this article?

Enhanced Lesson Plan

Fishtank Plus Content

Bring your most engaging lessons to life with comprehensive instructional guidance, detailed pacing, supports to meet every student's needs, and resources to strengthen your lesson planning and delivery.

Common Core Standards

RI.6.2 — Determine a 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.

Reading Standards for Informational Text

RI.6.2 — Determine a 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.

Supporting Standards

Standards that are practiced daily but are not priority standards of the unit

L.6.6

RI.6.1

RI.6.4

RI.6.10

SL.6.1

SL.6.6

W.6.2

W.6.2.a

W.6.2.b

W.6.4

W.6.9

W.6.9.b

W.6.10

Lesson 8

Lesson 10

Lesson Map

TWGTB pp. 1 – 7 — Chapter 1, end at "...cold can kill you!"

Describe how author Christopher Paul Curtis establishes setting in The Watsons Go to Birmingham—1963.

RL.6.3 RL.6.6

TWGTB pp. 7 – 19 — Chapter 1, start at “I didn’t hear any sound”

Explain how author Christopher Paul Curtis develops the narrator’s unique point of view in The Watsons Go to Birmingham—1963.

L.6.1 RL.6.6

TWGTB pp. 20 – 46 — Chapter 2 and 3

Explain how Christopher Paul Curtis develops Kenny’s point of view of himself and other characters.

RL.6.3 RL.6.6

Writing

TWGTB pp. 20 – 46 — (Chapter 2 and 3)

Unpack a prompt, study a mentor text, and gather evidence in preparation for writing a paragraph response.

RL.6.3 W.6.1 W.6.5

Writing

TWGTB pp. 20 – 46 — Chapter 2 and 3

Synthesize annotations and create a strong outline for a paragraph response.

RL.6.3 W.6.1 W.6.5

Writing

TWGTB pp. 20 – 46 — Chapter 2 and 3

Draft a paragraph response and revise for analysis.

RL.6.3 W.6.1.a W.6.1.b W.6.1.c W.6.5

TWGTB pp. 47 – 63

Explain how and why characters respond and change in The Watsons Go to Birmingham—1963.

RL.6.3

TWGTB pp. 64 – 85 — Chapter 5 and 6

Explain how author Christopher Paul Curtis develops the point of view of his narrator and other characters in The Watsons Go to Birmingham—1963.

RL.6.6

“Siblings...”

Provide an objective summary of a nonfiction text.

RI.6.2

“How Much Does...”

Provide an objective summary and determine the central idea of a nonfiction article.

RI.6.2

TWGTB pp. 86 – 99 — Chapter 7

Write an objective summary of a section of text in The Watsons Go to Birmingham—1963.

RL.6.2

TWGTB pp. 100 – 120 — Chapter 8

Explain how author Christopher Paul Curtis develops the point of view of his narrator and characters through word choice.

RL.6.4 RL.6.6

“The Children's Hour”

Explain the impact of literary devices and how they help develop mood and meaning in the poem "The Children's Hour."

L.6.5 L.6.5.a RL.6.4

Writing

TWGTB pp. 104 – 104
“The Children's Hour”

Gather evidence and create an outline in response to a writing prompt.

RL.6.9 W.6.1 W.6.5

Writing

TWGTB pp. 104 – 106
“The Children's Hour”

Draft and revise a paragraph response, focusing on writing strong claims, analysis, and introducing evidence effectively.

RL.6.9 W.6.1 W.6.1.a W.6.1.b W.6.1.c

TWGTB pp. 121 – 137 — Chapter 9

Write an objective summary of a section of The Watsons Go to Birmingham—1963.

RL.6.2

The Negro Motorist...
Green Book...

Explain the purpose and impact of the "Green Book” using text, audio, and visual resources.

RI.6.7

TWGTB pp. 138 – 161 — Chapter 10 and Chapter 11

Explain how author Christopher Paul Curtis develops and contrasts characters’ perspectives in The Watsons Go to Birmingham—1963.

Determine the meaning of unfamiliar words using context clues, and then check the accuracy of inferred definitions using a reference text.

L.6.4 L.6.4.a L.6.4.c L.6.4.d RL.6.4

TWGTB pp. 162 – 179 — Chapter 12 and Chapter 13

Explain how characters respond and change as the plot of The Watsons go to Birmingham –1963 progresses.

RL.6.3

Writing

TWGTB — pp. 12–13 and 178–179

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.6.3 W.6.5

Writing

TWGTB — pp. 178–179

Outline and draft narratives.

W.6.3 W.6.3.a W.6.3.b W.6.5

Writing

TWGTB — pp. 178–179

Revise narratives for descriptive language and sensory details, and identify the cases of pronouns in writing.

L.6.1 L.6.1.a W.6.3 W.6.3.a W.6.3.b W.6.3.d

TWGTB pp. 180 – 190

Explain how Christopher Paul Curtis uses sensory details to develop mood in The Watsons Go to Birmingham—1963.

RL.6.4

TWGTB pp. 191 – 206 — Chapter 15

Identify Kenny’s point of view and explain how it changes over the course of a chapter and the text overall.

RL.6.3 RL.6.6

“'Segregation Forever'”
At Segregated...
Segregated Laundry...
Outside Looking In

Explain the impact of George Wallace’s “Segregation Forever” speech using text and photographic resources.

RI.6.7

“The Ballad...”
TWGTB pp. 180 – 190 — (For use during class discussion)

Explain how Randall develops voice and perspective in the poem “The Ballad of Birmingham."

RL.6.2 RL.6.6 RL.6.9

Socratic Seminar

TWGTB

Take a clear position on a question and share evidence to support that point of view in a Socratic dialogue.

SL.6.1 SL.6.1.a SL.6.1.b SL.6.4

Writing

“The Drive-In Movies”

Unpack the expectations of a writing task, study a mentor text, and begin to plan a personal narrative.

W.6.3 W.6.5

Writing

“The Drive-In Movies”

Outline and begin to draft narratives.

W.6.3 W.6.3.a W.6.5

Writing

“The Drive-In Movies”

Write strong conclusions and revise drafts for descriptive language.

W.6.3 W.6.3.b W.6.3.d W.6.3.e W.6.5

Writing

“The Drive-In Movies”

Provide peer feedback and self-assess using a rubric.

W.6.3 W.6.5

Assessment – 2 days

“Dion Diamond”
“Assessment Photo”

Developing Resilience: The Watsons Go to Birmingham—1963

Objective

Readings and Materials

Target Task

Writing Prompt

Sample Response

Key Questions

Close Read Questions

Discussion Questions

Vocabulary

Text-based

Literary Terms

Homework

Enhanced Lesson Plan

Common Core Standards

Reading Standards for Informational Text

Supporting Standards

Language Standards

Reading Standards for Informational Text

Reading Standards for Informational Text

Reading Standards for Informational Text

Speaking and Listening Standards

Speaking and Listening Standards

Writing Standards

Writing Standards

Writing Standards

Writing Standards

Writing Standards

Writing Standards

Writing Standards

Lesson Map

Request a Demo

Contact Information

School Information

What courses are you interested in?

ELA

Math

Are you interested in onboarding professional learning for your teachers and instructional leaders?

Any other information you would like to provide about your school?

Effective Instruction Made Easy