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| Author:||ADA BLAIR
|System:|| Birmingham City|
|School:|| Birmingham City Board Of Education ||
|Lesson Plan ID:
More than The Watsons Go to Birmingham
Although Christopher Paul Curtis 's The Watsons Go to Birmingham is a read for Social Studies and English Language Arts in Grades 6-8, it can easily addressed as a reading assignment for grades 9-12 depending on the end result(s) desired of the teacher. The study of Curtis' novel can be the primary text to foster a journey from poetry to fiction to music to history to food and finally, to writing. This novel makes references to the bombing of 16th Street Baptist Church and the four little girls who perished that Sunday morning. This is a good lesson to study history, geography, and writing. Various discussions may arise in relationship to bullying, sibling rivalry, growing up, and Civil Rights.
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, identifying and explaining 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 the students' writings; and
Analyze image as text. CollegeBoard(R)
|Primary Learning Objective(s):
The students will identify poetry, nonfiction, and fiction as vehicles for perpetuating history.
|Additional Learning Objective(s):
|Approximate Duration of the Lesson:
|| Greater than 120 Minutes|
|Materials and Equipment:
Dudley Randall's poem, Ballad of Birmingham;
C.P.Curtis's novel, The Watsons Go to Birmingham;
Maya Angelou's essay, Champion of the World;
Figurative Language Vocabulary (See Attachment.);
Making Poetry Fit, a poetic analysis (See attachment.); and
Elements of Literature (See attachment.)
|Technology Resources Needed:
Be familiar with the novel, poem, song, and the essay.
Be sure that you can retrieve the materials.
Go over the figurative language vocabulary.
Analyze other poems using Making Poetry FIT.
Analyze other fictional pieces using the Elements of Literature.
Discuss all informational text readings with the focus on the rhetorical framework.
1. Assign the reading of, analyze, and annotate Randall's poem Ballad of Birmingham. Assign dialectical journals.
2. Play the song once you have analyzed the poem.
3. Assign the reading of, analyze, and annotate the novel, The Watsons Go to Birmingham. Assign dialectical journals.
3. Assign the reading of Angelou's essay, Champion of the World, and discuss its impact on Curtis's novel. Assign dialectical journals.
4. Discuss the parts of the novel according to the Elements of Literature.
5. Discuss the poem using Making Poetry FIT analytic device.
6. Use references of the three texts to support strategies identified as a result of the discussions.
7. Use the document camera and the interactive whiteboard for highlighting and annotation.
8. Use the interactive whiteboard for the music.
9. Assign a writing which focuses on one of the topics fostered via the discussion of the texts with the assistance of the dialectical journals.
10. Use a rubric for this assignment.
|Attachments:**Some files will display in a new window. Others will prompt you to download.
1. Test on the Elements of Literature using the text.
2. Test on Making Poetry FIT using the poem.
3. Test on parts of the rhetorical framework referencing the essay.
4. Dialectical Journals
5. Short answer questions
6. Essay questions
7. Matching or puzzles for a reading check quiz.
8. A writing assignment
Afternoon tutoring maybe scheduled for those students who need assistance in analyzing the poem, novel or Angelou's essay, Champion of the World.
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: