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| Author:||ADA BLAIR
|System:|| Birmingham City|
|School:|| Birmingham City Board Of Education ||
|Lesson Plan ID:
Never Forget Birmingham's Morning Glories
Although The Watsons Go to Birmingham is a great read for Social Studies and English Language Arts students in Grades 6-8, it can easily be addressed as a reading assignment for Grades 9-12 depending on the end results desired of the teacher. Here, the teacher can travel back and forth from poetry to fiction to music to history to food, and finally to writing. This novel has references to the 16th Street Bombing and the four little girls who perished that Sunday morning. This is a good lesson to study history and geography with regard to writing.
This is a College- and Career-Ready Standards showcase lesson plan.
|ELA2015(11) ||1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. [RL.11-12.1] |
|ELA2015(11) ||2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. [RL.11-12.2] |
|ELA2015(11) ||3. Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). [RL.11-12.3] |
|ELA2015(11) ||6. Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). [RL.11-12.6] |
|ELA2015(11) ||7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) [RL.11-12.7] |
|ELA2015(11) ||10. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. [RI.11-12.1] |
|ELA2015(11) ||15. Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. [RI.11-12.6] |
|ELA2015(11) ||20. Write informative or explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. [W.11-12.2] |
|ELA2015(11) ||23. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of the first three standards in the Language strand in Grades K-11.) [W.11-12.5] |
|ELA2015(11) ||27. Draw evidence from literary or informational texts to support analysis, reflection, and research. [W.11-12.9] |
|ELA2015(11) ||31. Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. [SL.11-12.3] |
- Analyze and interpret samples of good writing, identify and explain an author’s use of rhetorical strategies and techniques;
- Create and sustain arguments based on readings, research, and/or personal experience;
- Write for a variety of purposes; demonstrate understanding and mastery of standard written English as well as stylistic maturity in their own writings; and
- Analyze image as text. CollegeBoard(R)
|Primary Learning Objective(s):
The students will identify poetry as a vehicle for perpetuating history.
|Additional Learning Objective(s):
|Approximate Duration of the Lesson:
|| Greater than 120 Minutes|
|Materials and Equipment:
- D. Randall's Ballad of Birmingham
- TPCASTT poetry analysis device (See attachment)
- Curtis' The Watsons Go to Birmingham,
- Recipe for Squirrel Stew
- Figurative Language Vocabulary (See attachment)
- Elements of Literature (See attachment)
|Technology Resources Needed:
The teacher should make sure students have mastered these assignments:
Making Poetry FIT (See Attachment)
Elements of Literature Fiction analysis (See attachment)
Retrieve the poem, Ballad of Birmingham, and the novel The Watsons Go to Birmingham for each student, the recipe for squirrel stew, and any other handouts. Please listen to the music before sharing with your children.
Figurative language vocabulary (See attachment)
If at all possible, schedule a tasting of squirrel stew using beef or chicken instead.
1. Assign the novel, The Watsons Go to Birmingham. **Create a dialectical journal of entries which address the setting, diction, syntax, and character development.
2. Read the poem, Ballad of Birmingham in class and analyze using Making Poetry FIT (See attachment MakingPoetryFitone.pdf).
3. Discuss Curtis' influence for writing the novel.
4. Show pictures of the 16th Street Baptist Church Bombing.
5. Play the music once aloud then often very low.
6. Parallel Curtis' travel to the occurrences of 1963 and the bombing.
7. Be sure to address sibling rivalry, bullying, and poverty.
8. Assign an analytical writing which focuses on the novel, the poem, the music, or a combination to two of them. Make sure that quotes from the text(s) are referenced in their writings.
|Attachments:**Some files will display in a new window. Others will prompt you to download.
1. Test reading often.
2. Use short answer questions.
3. Use essay questions.
4. Give a quotation quiz.
5. Be sure to include some historical references.
Schedule afterschool tutoring for reading and comprehension.
Each area below is a direct link to general teaching strategies/classroom
for students with identified learning and/or behavior problems such as: reading
or math performance below grade level; test or classroom assignments/quizzes at
a failing level; failure to complete assignments independently; difficulty with
short-term memory, abstract concepts, staying on task, or following directions;
poor peer interaction or temper tantrums, and other learning or behavior problems.
|Presentation of Material
||Using Groups and Peers
|Assisting the Reluctant Starter
||Dealing with Inappropriate
Be sure to check the student's IEP for specific accommodations.
|Variations Submitted by ALEX Users: