Curriculum / ELA / 6th Grade / Unit 1: Developing Resilience: The Watsons Go to Birmingham—1963 / Lesson 2
ELA
Unit 1
6th Grade
Lesson 2 of 32
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Explain how author Christopher Paul Curtis develops the narrator’s unique point of view in The Watsons Go to Birmingham—1963.
Book: The Watsons Go to Birmingham—1963 by Christopher Paul Curtis pp. 7 – 19 — Chapter 1, start at “I didn’t hear any sound”
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
How does Kenny see his older brother, Byron? How does Christopher Paul Curtis develop Kenny’s point of view of his brother through dialogue, thoughts, and/or actions?
Support your answer with two specific pieces of evidence from the text.
An example response to the Target Task at the level of detail expected of the students.
Questions about the text that will help guide the students understanding
Re-read pages 8-13. How does author Christopher Paul Curtis develop the reader’s understanding that the book’s narrator is a young person? Provide specific pieces of evidence from the text and then explain how each piece of evidence shows this.
Christopher Paul Curtis uses hyperbole in the following line from page 18: “I bet Byron’s lips stretched a mile before they finally let go of that mirror.” How does this use of figurative language help the reader understand Kenny as a character and narrator?
How would this text be different if it were told from an adult’s perspective? Would you be as interested or engaged in the book if it were written from that perspective? Explain your thinking.
Assess student understanding and monitor progress toward this lesson's objective with an Exit Ticket.
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
narcissist
n.
a person who excessively admires themself
juvenile
(p. 8)
a young person; (adjective) young or immature
delinquent
a person who regularly does illegal things
literary point of view
the narrative perspective through which a story is told; most commonly first-person, second-person, third-person omniscient, or third-person limited.
hyperbole
a literary device in which a narrator or character exaggerates in an obvious way that is not meant to be taken literally
point of view/perspective
1. a character’s opinion or feelings about a specific topic/idea/event 2. the "lens" through which a person sees and understands the world. This is usually influenced by aspects of their identity, beliefs, and life experiences
Reading and/or task to be completed at home in preparation for the next lesson.
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. 20 – 46
While reading, answer the following questions.
Why was Kenny different from the other children? Give an example of how he was treated differently and why.
Why did Kenny not like riding the school bus? Give a specific example.
What was Kenny’s first impression of Rufus? Why?
How does Kenny respond when Rufus sits next to him? Why does he respond this way?
In what ways did Kenny and Rufus start to become friends? How did it make Kenny feel? Give two to three specific examples.
What happened when Kenny used to play with LJ? Why does Christopher Paul Curtis include this anecdote?
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L.6.1 — Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
RL.6.6 — Explain how an author develops the point of view of the narrator or speaker in a text.
Standards that are practiced daily but are not priority standards of the unit
L.6.4 — Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.
L.6.4.b — Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).
L.6.5 — Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.6.5.a — Interpret figures of speech (e.g., personification) in context.
L.6.6 — Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
RL.6.1 — Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.6.2 — Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
RL.6.4 — Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.
RL.6.10 — By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6—8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
SL.6.1 — Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.
SL.6.6 — Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
W.6.1 — Write arguments to support claims with clear reasons and relevant evidence.
W.6.1.a — Introduce claim(s) and organize the reasons and evidence clearly.
W.6.1.b — Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
W.6.4 — Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.6.9 — Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.6.9.a — Apply grade 6 Reading standards to literature (e.g., "Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics").
W.6.10 — Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Lesson 1
Lesson 3
Describe how author Christopher Paul Curtis establishes setting in The Watsons Go to Birmingham—1963.
RL.6.3 RL.6.6
L.6.1 RL.6.6
Explain how Christopher Paul Curtis develops Kenny’s point of view of himself and other characters.
Writing
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
Synthesize annotations and create a strong outline for a paragraph response.
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
Explain how and why characters respond and change in The Watsons Go to Birmingham—1963.
RL.6.3
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
Provide an objective summary of a nonfiction text.
RI.6.2
Provide an objective summary and determine the central idea of a nonfiction article.
Write an objective summary of a section of text in The Watsons Go to Birmingham—1963.
RL.6.2
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
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
Gather evidence and create an outline in response to a writing prompt.
RL.6.9 W.6.1 W.6.5
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
Write an objective summary of a section of The Watsons Go to Birmingham—1963.
Explain the purpose and impact of the "Green Book” using text, audio, and visual resources.
RI.6.7
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
Explain how characters respond and change as the plot of The Watsons go to Birmingham –1963 progresses.
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
Outline and draft narratives.
W.6.3 W.6.3.a W.6.3.b W.6.5
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
Explain how Christopher Paul Curtis uses sensory details to develop mood in The Watsons Go to Birmingham—1963.
RL.6.4
Identify Kenny’s point of view and explain how it changes over the course of a chapter and the text overall.
Explain the impact of George Wallace’s “Segregation Forever” speech using text and photographic resources.
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
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
Unpack the expectations of a writing task, study a mentor text, and begin to plan a personal narrative.
Outline and begin to draft narratives.
W.6.3 W.6.3.a W.6.5
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
Provide peer feedback and self-assess using a rubric.
Assessment – 2 days
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