The Warmth of Other Suns (2020)

Lesson 3
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ELA

Unit 11

8th Grade

Lesson 3 of 8

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


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


  • 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


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.

Next

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

Lesson 4
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