Lesson 7 | The Warmth of Other Suns (2020) | 8th Grade English

Objective

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.

Readings and Materials

Book: The Warmth of Other Suns by Isabel Wilkerson pp. 22 – 27

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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

Choose one quotation that we discussed in class today. Explain what the quotation means and then compare it to another work we have read or to another era of history. Be sure to use multiple pieces of evidence in your answer.

Key Questions

Questions about the text that will help guide the students understanding

On p. 23, in the second full paragraph, what does Wilkerson mean when she says, "dry snow sprang from the earth...that came to bud with his prayers of sweat"?
Describe Ida's father's death based on the bottom of p. 23 and the top of p. 24.
How did Ida react to her father's death on p. 24?
Describe Ida's school on pp. 24-25.
How would you describe Ida based her reaction to her being beat in front of the class on p. 26?
Why do you think Mr. Kirk "never whipped her again"?
"She seemed to be more aware of how life was harder now." What does this quote reveal about Ida?
What traits does Wilkerson choose to highlight about Ida Mae? Why? (Keep in mind that she was only one of three real people chosen to represent the entire Great Migration population!)

Notes

Suggestions for teachers to help them teach this lesson

Class Activity: Each of these sentences below is taken from Wilkerson's The Warmth of Other Suns. Explain their meaning and then make a connection to another historical era or human behavior:

"Oftentimes, just to go away...is one of the most aggressive things that another person can do, and if the means of expressing discontent are limited, as in this case, it is one of the few ways in which pressure can be put." (p. 11)

Meaning:

Connections:

"It was the first big step the nation's servant class ever took without asking." (p. 11)

Meaning:

Connections:

"Over time, the story of the Great Migration has suffered distortions that have miscast an entire population." (p. 14)

Meaning:

Connections:

"What binds these stories together was the back-against-the-wall, reluctant yet hopeful search for something better, any place but where they were. They did what human beings looking for freedom, throughout history, have often done. They left." (p. 15)

Meaning:

Connections:

Common Core Standards

SL.8.1 — Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly.

Speaking and Listening Standards

SL.8.1 — Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly.

Lesson 6

Lesson 8

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

Speaking and Listening Standards

Lesson Map

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