Lesson 3 | The Warmth of Other Suns (2020) | 8th Grade English

Objective

Explain the prominent theme in the text.

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

Readings and Materials

Book: The Warmth of Other Suns by Isabel Wilkerson pp. 11 – 15

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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

On pp. 14-15, the author makes connections between other groups of people in history. What do all these people have in common? Provide one or two pieces of evidence to support your answer.

What similar ideas can we see in The Warmth of Other Suns and Fences? Make a connection and use evidence to support it.

Key Questions

Questions about the text that will help guide the students understanding

In the second paragraph in the section on p. 11 (starting with "Years later..."), the author mentions a list of people and then says they were "reviled" in the South. "Reviled" means hated. Knowing that, who are these people named and what did they probably do?
In that same paragraph, underline the object that the author called "a migrant's version of a passport."
On the bottom of p. 11 and top of p. 12, why does the author take a while to tell us the woman in the photo was the author's mother? Write a note in the margin about the author's deliberate decision to hold off on that information.
Explain the purpose of the author's multiple questions in italics on p. 12.
In the last sentence on p. 12 before the page break, explain the figurative language. What does it tell us about the traits of the Great Migration?
In the last paragraph on p. 12, write a note in the margin about the effects of the Great Migration.
Identify the paragraph on p. 13 that provides an explanation for why the Great Migration has not been better documented and explored by historians. Make a note in the margin.
To "omit" means to leave something out. The author writes in paragraph 13, "This book addresses that omission." Write what this means in the margin.
In the author's opinion, what makes up most of the text? Reread the last paragraph before the page break on p. 13 to make notes in answering this question.
On p. 14, identify truths and lies/misconceptions about the blacks who made up the Great Migration.
In the second-to-last paragraph of p. 14, the author explains her motivation for setting up her text the way she did. Make a note of her motivation in the margin.
Explain the connections the author makes to other eras of history at the bottom of p. 14. What do all these people/events have in common?
The last sentence is profound. Explain its meaning.
(Important question) How does the Great Migration connect to Troy Maxson's life in Fences? Make a connection and use evidence to support it.
What are the advantages/ disadvantages of expressing individual experiences through a drama like Fences?

Notes

Suggestions for teachers to help them teach this lesson

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.

Lesson 2

Lesson 4

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

Lesson Map

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