Lesson 17 | The Watsons Go to Birmingham—1963 | 6th Grade English

Objective

Explain the purpose and impact of the "Green Book” using text, audio, and visual resources.

Readings and Materials

Book: The Negro Motorist Green Book, 1949 Edition
Audio Interview: 'Green Book' Helped African Americans Travel Safely

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Target Task

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

Assign

Writing Prompt

Read the bottom paragraph on page 3 of “The Green Book” and paragraphs 37-38 of the interview. Using both of these sources, explain why “The Green Book” became especially necessary during this time period.

Sample Response

An example response to the Target Task at the level of detail expected of the students.

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Key Questions

Questions about the text that will help guide the students understanding

Close Read Questions

Read/listen to paragraphs 16-18 of the radio interview (beginning at "He was a postal worker"), then read the third paragraph of “The Green Book” introduction. How does the introduction support the ideas communicated in the interview?
Read paragraph 42 of the radio interview (beginning, "Dr. DOSWELL: It did.") and look through the "Green Book" for at least four advertisements. Using these two sources, explain the role of advertisements in the "Green Book" by describing specific advertisements and their purpose.

Discussion Questions

On the front cover of “The Green Book” is a quote by Mark Twain: “Travel is fatal to prejudice.” Explain what this means, and why they might have included it on the cover.

Exit Ticket

Assign

Assess student understanding and monitor progress toward this lesson's objective with an Exit Ticket.

Vocabulary

Literary terms, text-based vocabulary, idioms and word parts to be taught with the text

Text-based

prevalent

adj.

(p. 43)

common, widespread

Homework

Reading and/or task to be completed at home in preparation for the next lesson.

Assign

To ensure that students are prepared for the next lesson, have students complete the following reading for homework. Use guidance from the next lesson to identify any additional language or background support students may need while independently engaging with the text.

Book: The Watsons Go to Birmingham—1963 by Christopher Paul Curtis pp. 138 – 161 — Chapter 10 and Chapter 11

While reading, answer the following questions.

What does Kenny discover about the bathrooms at the Ohio rest area? How does he respond?
What does Joey do during the car ride?
What does Dad decide to do instead of stopping to stay at a hotel? Why does he make this decision?
How does Momma respond when they stop in the Appalachian mountains at night? Why?

Enhanced Lesson Plan

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Common Core Standards

RI.6.7 — Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

Reading Standards for Informational Text

RI.6.7 — Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

Supporting Standards

Standards that are practiced daily but are not priority standards of the unit

L.6.6

RI.6.1

RI.6.2

RI.6.4

RI.6.10

SL.6.1

SL.6.2

SL.6.6

W.6.1

W.6.1.b

W.6.2.a

W.6.4

W.6.9

W.6.9.b

Lesson 16

Lesson 18

Lesson Map

TWGTB pp. 1 – 7 — Chapter 1, end at "...cold can kill you!"

Describe how author Christopher Paul Curtis establishes setting in The Watsons Go to Birmingham—1963.

RL.6.3 RL.6.6

TWGTB pp. 7 – 19 — Chapter 1, start at “I didn’t hear any sound”

Explain how author Christopher Paul Curtis develops the narrator’s unique point of view in The Watsons Go to Birmingham—1963.

L.6.1 RL.6.6

TWGTB pp. 20 – 46 — Chapter 2 and 3

Explain how Christopher Paul Curtis develops Kenny’s point of view of himself and other characters.

RL.6.3 RL.6.6

Writing

TWGTB pp. 20 – 46 — (Chapter 2 and 3)

Unpack a prompt, study a mentor text, and gather evidence in preparation for writing a paragraph response.

RL.6.3 W.6.1 W.6.5

Writing

TWGTB pp. 20 – 46 — Chapter 2 and 3

Synthesize annotations and create a strong outline for a paragraph response.

RL.6.3 W.6.1 W.6.5

Writing

TWGTB pp. 20 – 46 — Chapter 2 and 3

Draft a paragraph response and revise for analysis.

RL.6.3 W.6.1.a W.6.1.b W.6.1.c W.6.5

TWGTB pp. 47 – 63

Explain how and why characters respond and change in The Watsons Go to Birmingham—1963.

RL.6.3

TWGTB pp. 64 – 85 — Chapter 5 and 6

Explain how author Christopher Paul Curtis develops the point of view of his narrator and other characters in The Watsons Go to Birmingham—1963.

RL.6.6

“Siblings...”

Provide an objective summary of a nonfiction text.

RI.6.2

“How Much Does...”

Provide an objective summary and determine the central idea of a nonfiction article.

RI.6.2

TWGTB pp. 86 – 99 — Chapter 7

Write an objective summary of a section of text in The Watsons Go to Birmingham—1963.

RL.6.2

TWGTB pp. 100 – 120 — Chapter 8

Explain how author Christopher Paul Curtis develops the point of view of his narrator and characters through word choice.

RL.6.4 RL.6.6

“The Children's Hour”

Explain the impact of literary devices and how they help develop mood and meaning in the poem "The Children's Hour."

L.6.5 L.6.5.a RL.6.4

Writing

TWGTB pp. 104 – 104
“The Children's Hour”

Gather evidence and create an outline in response to a writing prompt.

RL.6.9 W.6.1 W.6.5

Writing

TWGTB pp. 104 – 106
“The Children's Hour”

Draft and revise a paragraph response, focusing on writing strong claims, analysis, and introducing evidence effectively.

RL.6.9 W.6.1 W.6.1.a W.6.1.b W.6.1.c

TWGTB pp. 121 – 137 — Chapter 9

Write an objective summary of a section of The Watsons Go to Birmingham—1963.

RL.6.2

The Negro Motorist...
Green Book...

Explain the purpose and impact of the "Green Book” using text, audio, and visual resources.

RI.6.7

TWGTB pp. 138 – 161 — Chapter 10 and Chapter 11

Explain how author Christopher Paul Curtis develops and contrasts characters’ perspectives in The Watsons Go to Birmingham—1963.

Determine the meaning of unfamiliar words using context clues, and then check the accuracy of inferred definitions using a reference text.

L.6.4 L.6.4.a L.6.4.c L.6.4.d RL.6.4

TWGTB pp. 162 – 179 — Chapter 12 and Chapter 13

Explain how characters respond and change as the plot of The Watsons go to Birmingham –1963 progresses.

RL.6.3

Writing

TWGTB — pp. 12–13 and 178–179

Unpack a prompt, study a Mentor Text, and begin a plan for rewriting a scene from The Watsons Go to Birmingham – 1963 from a new perspective.

W.6.3 W.6.5

Writing

TWGTB — pp. 178–179

Outline and draft narratives.

W.6.3 W.6.3.a W.6.3.b W.6.5

Writing

TWGTB — pp. 178–179

Revise narratives for descriptive language and sensory details, and identify the cases of pronouns in writing.

L.6.1 L.6.1.a W.6.3 W.6.3.a W.6.3.b W.6.3.d

TWGTB pp. 180 – 190

Explain how Christopher Paul Curtis uses sensory details to develop mood in The Watsons Go to Birmingham—1963.

RL.6.4

TWGTB pp. 191 – 206 — Chapter 15

Identify Kenny’s point of view and explain how it changes over the course of a chapter and the text overall.

RL.6.3 RL.6.6

“'Segregation Forever'”
At Segregated...
Segregated Laundry...
Outside Looking In

Explain the impact of George Wallace’s “Segregation Forever” speech using text and photographic resources.

RI.6.7

“The Ballad...”
TWGTB pp. 180 – 190 — (For use during class discussion)

Explain how Randall develops voice and perspective in the poem “The Ballad of Birmingham."

RL.6.2 RL.6.6 RL.6.9

Socratic Seminar

TWGTB

Take a clear position on a question and share evidence to support that point of view in a Socratic dialogue.

SL.6.1 SL.6.1.a SL.6.1.b SL.6.4

Writing

“The Drive-In Movies”

Unpack the expectations of a writing task, study a mentor text, and begin to plan a personal narrative.

W.6.3 W.6.5

Writing

“The Drive-In Movies”

Outline and begin to draft narratives.

W.6.3 W.6.3.a W.6.5

Writing

“The Drive-In Movies”

Write strong conclusions and revise drafts for descriptive language.

W.6.3 W.6.3.b W.6.3.d W.6.3.e W.6.5

Writing

“The Drive-In Movies”

Provide peer feedback and self-assess using a rubric.

W.6.3 W.6.5

Assessment – 2 days

“Dion Diamond”
“Assessment Photo”

Developing Resilience: The Watsons Go to Birmingham—1963

Objective

Readings and Materials

Target Task

Writing Prompt

Sample Response

Key Questions

Close Read Questions

Discussion Questions

Exit Ticket

Vocabulary

Text-based

Homework

Enhanced Lesson Plan

Common Core Standards

Reading Standards for Informational Text

Supporting Standards

Language Standards

Reading Standards for Informational Text

Reading Standards for Informational Text

Reading Standards for Informational Text

Reading Standards for Informational Text

Speaking and Listening Standards

Speaking and Listening Standards

Speaking and Listening Standards

Writing Standards

Writing Standards

Writing Standards

Writing Standards

Writing Standards

Writing Standards

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