Curriculum / ELA / 8th Grade / Unit 10: The Warmth of Other Suns (2020) / Lesson 5
ELA
Unit 10
8th Grade
Lesson 5 of 8
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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.
Book: The Warmth of Other Suns by Isabel Wilkerson pp. 8 – 15
Article: “Chicago’s Great Migration: Blacks Leaving Historic Neighborhoods To Return South” by Trymaine Lee
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
Based on your reading, why are so many African-American families in Chicago participating in this reverse migration to the South?
Questions about the text that will help guide the students understanding
The Warmth of Other Suns
"Chicago's Great Migration":
Suggestions for teachers to help them teach this lesson
A map would be helpful here so students can understand the geography of the cities referenced in the article.
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.8.3 — Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
Lesson 4
Lesson 6
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
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
Explain the prominent theme in the text.
Make thematic connections between The Warmth of Other Suns and Fences.
RI.8.2
Analyze the author’s deliberate juxtaposition and how it impacts the reader.
RL.8.6
RI.8.2 RI.8.3
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
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
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