Lesson 2 | The Warmth of Other Suns (2020) | 8th Grade English

Objective

Make inferences based on photographs and graphics of the Great Migration.

Closely read a passage for central idea, motivation, author’s purpose (intent), and extended metaphor.

Readings and Materials

Book: The Warmth of Other Suns by Isabel Wilkerson pp. 6 – 11
Resource: Images of the Great Migration

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Target Task

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

Writing Prompt

What is the central idea of pp. 8-11? Use evidence from the text to support the answer.

What are the advantages/disadvantages of expressing individual experiences through photography? Explain your answer using details from the text.

Key Questions

Questions about the text that will help guide the students understanding

Gallery Walk: "Read" the photograph (see "Images of the Great Migration"). What observations and then inferences can you make about this photograph or graphic?
What are the advantages/ disadvantages of expressing individual experiences through photography?
What are the advantages/ disadvantages of expressing individual experiences through painting?
What does Wilkerson mean by "caste system"?
What is the purpose of the first paragraph of this section, below the quotation on p. 8 (starting with "They fled...")? Identify specific words that make this purpose clear. In other words, what picture is the author trying to paint in this paragraph?
In the third full paragraph on p. 10, the author writes, "Its imprint is everywhere in urban life." The word "imprint" means effects. In that paragraph, underline the many examples of the effects of the Great Migration. In the margin, make a note about the effects of the Great Migration.
On pp. 9-10, according to Wilkerson how was the Great Migration similar to other waves of immigration in the United States? How was it unique?
On p. 11, why did so many black families move to the North? What was it like to be black in the South?
Reread the last sentence of this section on p. 11. "And more than that, it was the first big step the nation's servant class took without asking." Read this sentence again! This is an AWESOME sentence. Make a note about its meaning in the margin.
What are the advantages/ disadvantages of expressing individual experiences through literary nonfiction?

Notes

Suggestions for teachers to help them teach this lesson

You may want to include a mini lesson on the genre of literary nonfiction during this lesson.
Students can read pp. 6-11 in pairs, closely annotating the text. They can then use their annotations and partner discussions to complete the target task.
Text-to-Text Connection (optional): Think back to 6th grade. What do you remember about The Watsons Go to Birmingham by Christopher Paul Curtis? Why was the south so different for Byron, Kenny, and Joetta Watson?
This lesson might be stretched over two days depending on duration of English class.
This lesson connects to the assessment.

Common Core Standards

RI.8.2 — Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

Reading Standards for Informational Text

RI.8.2 — Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
RI.8.7 — Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

Reading Standards for Informational Text

RI.8.7 — Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

Lesson 1

Lesson 3

Lesson Map

TWOOS pp. 5 – 6 — “One-Way Ticket”

Analyze a Richard Wright poem for theme and tone.

Explain why the author alludes to a specific line in a Richard Wright poem.

RI.8.6 RL.8.2 RL.8.4

TWOOS pp. 6 – 11
Great Migration images

Make inferences based on photographs and graphics of the Great Migration.

Closely read a passage for central idea, motivation, author’s purpose (intent), and extended metaphor.

RI.8.2 RI.8.7

TWOOS pp. 11 – 15

Explain the prominent theme in the text.

Make thematic connections between The Warmth of Other Suns and Fences.

RI.8.2

TWOOS — pp. 3-4; 19-23

Analyze the author’s deliberate juxtaposition and how it impacts the reader.

RL.8.6

TWOOS pp. 8 – 15
“Chicago's Great Migration”

Reread an excerpt of an introduction to identify prominent themes to trace throughout the text.

Read an article about reverse migration and identify, using evidence from The Warmth of Other Sons, what would motivate people to participate in a reverse migration.

RI.8.2 RI.8.3

TWOOS
“Wilkerson video”
“Smith video”
“Wilson video”

Identify author's purpose from an interview.

Compare and contrast how the different structures of texts by August Wilson, Lorraine Hansberry, August Wilson, Isabel Wilkerson and Bessie Smith, contribute to their portrayals of the African American experience.

RI.8.6 RL.8.5

TWOOS pp. 22 – 27

Use direct evidence in a literary discussion about the meaning of specific quotes in Wilkerson’s introduction.

Compare the Great Migration to another piece of literature or an era in history.

SL.8.1

Writing – 2 days

Evaluate the advantages/disadvantages of each medium (poetry, drama, literary nonfiction in addressing the idea of migration and its impact on an individual’s life.

Complete and submit their end-of-unit assessment.

RL.8.5

The Warmth of Other Suns (2020)

Objective

Readings and Materials

Target Task

Writing Prompt

Key Questions

Notes

Common Core Standards

Reading Standards for Informational Text

Reading Standards for Informational Text

Lesson Map

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