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The Watsons Go to Birmingham-1963

By: Christopher Paul Curtis


Novel Study- Ms. Bisese
6th Grade

Table of Contents:
Tab:

Page #:

Content:

Introductory Information

Introductory Information

Weekly Schedule
Activities:
Activities:
Activities:

5-7
8-11
12
13

Activities:

14

Student Comprehension Guide

SGC 1-42

Student
Student
Student
Student

SCG p. 4-5
SGC p. 7
SGC p. 31
SGC. p. 35
15-19
20
NA
21- 31
32- 33

Summary of The Watsons Go


to Birmingham- 1963
Introducing the Author:
Christopher Paul Curtis
Weekly Schedule
Introductory Activity
Vocabulary Activity
Comprehension Strategy
Activities
Closing Activity and Writing
Connection
Student Comprehension GuideChapter 1-15 Activities and
Journal Entries
Vocabulary Map
Byron Watson Character Map
Writing Connection Directions
Closing Poetry Activity
Final Assessment:
Final Assessment Answer Key
Theme and Genre Web
Cross Curricular Activities
Additional Resources

34-35

References

Comprehension Guide
Comprehension Guide
Comprehension Guide
Comprehension Guide
Assessment:
Assessment:
Cross Curricular Activities:
Cross Curricular Activities:
Additional Resources &
References
Additional Resources &
References

Weekly schedule for novel study:


The Watsons go to Birmingham- 1963:
Week 1: Introduce the Novel & Build Background Knowledge:
Day 1:
o K & W Sections of KWL chart
o Vocabulary Activity
Days 2-4:
o Assign research projects
o Working on Research projects (Reading and Social Studies time)
Day 5:
o Present projects
o Turn in Graphic Note-taking organizers from Presentations
Week 2: Finish Intro & Chapters 1-4
Day 1: Learning about Christopher Paul Curtis
Day 2:
o Comprehension Strategy Focus: Mini-lesson about visualization
o Chapter 1: Teacher will show, The Watsons Go to Birmingham Movie trailer and
make popcorn for the students to enjoy on the first day. Then she will read
the first chapter aloud to students.
o In class/homework: Chapter 1 Activities
Day 3:
o Comprehension Strategy Focus: Making Inferences: Mini-lesson about making
inferences
o Read along to audio-tape n class: Chapter 2
o In class/homework: Chapter 2 Activities
Day 4
o Read independently n class: Chapter 3
o In class/ homework: Chapter 3 Activities
Day 5
o Read independently n class: Chapter 4
o Chapter 4 Activities
o Discuss activities with Literature small group
o Turn in Chapter 1-4 Assignments for Formative Assessment
Week 3: Chapters 5-8
Day 1:

o
o
Day 2:
o
o
Day 3
o

Student Act out/Reading aloud in class: Chapter 5


In class/ homework: Chapter 5 Activities
Read along to audio-tape n class: Chapter 6
In class/homework: Chapter 6 Activities

Comprehension Strategy Focus: Making Connections: Mini-lesson about making


connections
o Read independently n class: Chapter 7
o In class/ homework: Chapter 7 Activities
Day 4
o Comprehension Strategy Focus: Predicting: Mini-lesson about predicting
o Read independently n class: Chapter 8
o In class/ homework: Chapter 8 Activities
Day 5
o Discuss activities for Chapters 5-8 with Literature small group
o Turn in Chapter 5-8 Assignments for Formative Assessment
Week 4: Chapters 9-12
Day 1:
o Read independently n class: Chapter 9
o In class/ homework: Chapter 9 Activities
Day 2:
o Comprehension Strategy Focus: Summarizing: Mini-lesson about summarizing:
o Read along to audio-tape n class: Chapter 10
o In class/homework: Chapter 10 Activities
Day 3
o Student Act out and Read aloud in class: Chapter 11
o In class/ homework: Chapter 11 Activities
Day 4
o Read independently n class: Chapter 12
o In class/ homework: Chapter 12 Activities
Day 5
o Discuss activities for Chapters 9-12 with Literature small group
o Turn in Chapter 9-12 Assignments for Formative Assessment
Week 5: Chapters 13-15
Day 1:
o Comprehension Strategy Focus: Determining Importance: Mini-lesson about
determining importance:

Writing

o Read independently n class: Chapter 13


o In class/ homework: Chapter 13 Activities
Day 2:
o Comprehension Strategy Focus: Questioning: Mini-lesson about questioning:
o Read along to audio-tape n class: Chapter 14
o In class/homework: Chapter 14 Activities
Day 3
o Teacher read aloud n class: Chapter 15 with popcorn on the carpet
o In class/ homework: Chapter 15 Activities
Day 4
o Writing Connection work day (work during Writers Workshop also)
Day 5
o Closing Activity
Connection work day (Writers Workshop)

Introducing the study:


The Watsons go to Birmingham- 1963:
1. 1963 KWL chart & Research Project: Flint, MI vs. Birmingham, AL
KWL: (Using Flipchart or chart paper)
Purpose:
o To activate prior knowledge of time period
o To inform the teacher of student misconceptions surrounding this time period
o To build background knowledge prior to reading in order to strengthen
comprehension
The teacher will call the class to the carpet and introduce the story by showing
students a copy of the book, reading the title and author, and giving a quick summary
of the story (characters, setting, problem, events)
Then the teacher remind students of how they have just begun studying this time
period in their Civil Rights Unit in Social Studies. The teacher will ask students to turn
and talk to a partner:
o What can you recall about daily life in 1963? For African Americans? For White
Americans?
o How was life different in the North and in the South at this time?
o Who were key figures in bringing about change or slowing down change in this
time period?
o What significant events had recently taken place prior to 1963 or were
currently happening in 1963 in America? Encourage students to think of both
Civil Rights events and beyond: (Civil Rights, WWII, Korean war, Presidential
elections, Space Race, etc.)
Once students have shared as partners, the class will come together and the teacher
will record student responses in the K section of the chart on the Flipchart.
If there is a misconception, the teacher will note this for future instruction and ask
the student Why do you think that? or How do you know that? The teacher will
then guide the class in a discussion of that misconception The teacher should limit or
expand engagement depending on the content.
Based on what students have recalled & recorded in the K section of the chart, the
teacher will ask students to determine what questions they still have about this time
period, key figures, events, ideas, etc. and record these in the W section of the
Flipchart.

Vocabulary- List Group Label Activity: The teacher will prepare students for certain
vocabulary terms that they will encounter:
Next, the teacher will divide students into 6 groups of 4 and have each group choose
one of 4 topics to research over the next three- four days and create a short
presentation on using Google Slides. Students will be given time during Reading and Social
Studies to prepare their presentations.
Students will research their own sources, determine if these sources are credible (using a
checklist), and defend why (with examples)
o (For additional support: the teacher can upload resources to a class folder for
students to use, but also they must read the short document for each
resources with examples of why this is a credible source (given checklist) and
how it was found.)
Students will include in their presentation:
o Information to answer each question given in their topic
o Original (primary source) pictures from the time to enhance the understanding
of the topic
o At least 2 informational charts or primary source videos
o As a group, students will create 3 class comprehension questions that assess
the main ideas of their presentation.
o Resources Evaluation slide: The group will include a slide where the students will
record what sources they used and give their reasons for why these sources are
credible. For full points, students will also include at least two informational
charts and/or videos.
Topics:
o Exploring Daily Life & the Influence of Prejudice in Flint, MI in 1963 (2 groups)
How did most people make their living? How did this impact race
relations (the relationship between White and African Americans)
Explain where African Americans and White Americans usually lived in
Flint? Were their neighborhoods integrated?
What evidence is there of prejudice in Flint? Explore the resources given
to school, neighborhoods, poverty rates, etc.
Explore the laws set in place regarding the freedoms of African
Americans. Did these freedoms differ from those of White Americans?
If so, explain how these laws gave different freedoms to each group.
As a group, imagine that you are growing up as an 11-year-old African
American child in Flint, MI in 1963. Discuss with your group and create a
journal entry detailing how you think that these laws would impact your
life. Would going to school be different for you than it is today? Would

you feel safe each day? How might you feel about yourself, given what
others are saying about you?
o Exploring Daily Life & the Influence of Prejudice in Birmingham, AL in 1963 (2
groups)
How did most people make their living? How did this impact race
relations (the relationship between White and African Americans)
Explain where African Americans and White Americans usually lived in
Birmingham. Were their neighborhoods integrated?
What evidence is there of prejudice in Birmingham? Explore the
resources given to school, neighborhoods, poverty rates, etc.
Explore the laws set in place regarding the freedoms of African
Americans. Did these freedoms differ from those of White Americans?
If so, explain how these laws gave different freedoms to each group.
Jim Crow Laws
KKK
As a group, imagine that you are growing up as an 11-year-old African
American child in Birmingham, AL in 1963. Discuss with your group and
create journal entry detailing how you think that these laws would
impact your life. Would going to school be different for you than it is
today? Would you feel safe each day? How might you feel about
yourself, given what others are saying about you?
o Civil Rights Movement in the South (1 group)
What key figures in the Civil Rights Movement had emerged by 1963?
What key events had taken place so far in the Civil Rights Movement
by 1963?
o Civil Rights Movement in the North (1 group)
What key figures in the Civil Rights Movement had emerged by 1963?
What key events had taken place so far in the Civil Rights Movement
by 1963?
Students will fill out a note taking graphic organizer while listening to presentations).
Finally, after students have presented their information and completed their notetaking graphic organizers, students will reconvene on the carpet and complete the L
portion of their KWL chart with a Venn Diagram within this section. Students will
compare and contrast Flint, MI and Birmingham, AL then they will compare and
contrast the Civil Rights Movement in the North and in the South.

2. Videos to Introduce Christopher Paul Curtis:


Videos to watch with students: (Reading Rockets)
o Writing in the Rust Belt Rejection
o The Watsons Go to Birmingham- 1963
o Along for the Ride
o Four Rules for Young Writers (1. write every day, 2. have fun with your writing, 3.
be patient with yourself (learn over time), 4. make it your own style! (Use story
structure, etc. but make it your own!)
While watching the videos, students should complete a 3-2-1 graphic organizer. On this
worksheet, students will record 3 things they learned, 2 interesting facts, and 1
question they still have from the videos.
Take a few minutes for students to discuss their 3-2-1 sheets with a partner and
then discuss as a class key ideas students draw from the videos about the authors
background and ideals.
The teacher should be sure to:
o Discuss Lesson to be learned from the videos: Each student should find what
they love and make a living at it.
Quote: Dont ask what the world needs. Ask what makes you come
alive, and go do it. Because what the world needs is people who have
come alive. Howard Thurman
Have students discuss with a partner then write about what this idea
and quote means for their lives.

Vocabulary Activity:
The Watsons go to Birmingham- 1963:
Vocabulary Activity:
The teacher will introduce the following words using a list group label activity. She will
provide definitions, text examples, and other examples and non-examples for each
word. After the activity, students will be given a concept map to group and label the
vocabulary terms. The definitions of the terms will be given to students to help them
complete this activity. (See student comprehension guide for resources)
o Juvenile delinquent
o Cut up
o Colored
o Negro
o Welfare
o Corn flake
o Peon
o Segregation
o Prejudice
o Rust belt

Comprehension Strategies Activities:


The Watsons go to Birmingham- 1963:
Strategies to use:
o Visualization- Sketch to Stretch (Chapter 1)
o Recall- Comprehension guide (After each chapter)
o Predicting- Group Writing Alternative Chapter 9 (Chapter 8)
o Making Connections- Text to Text, World, & Self Connections Sheet
(Chapter 7)
o Summarizing- 5-3-2 Sum it Up Activity (Chapter 10)
o Making Inferences- Byron Watson Character Map (Chapter 2, 4, 6, 11, 13,
15)
o Questioning- Before, During and After Questioning Activities- Journal Response
and Questioning Web (Chapter 14)
o Determining Importance- Interesting vs. Importance Sheet (Chapter 13)

Closing activity for study:


The Watsons go to Birmingham- 1963:
To close out the book, the teacher will gather the students on the carpet and read the last
chapter aloud to students as they eat their popcorn. Then, the teacher will lead the students
in an exploration of poetry of the time period. Students will analyze the poem, Ballad of
Birmingham by, Dudley Randall, which talks about the bombing of the Baptist church in
Birmingham. Students will highlight 5 words that most stand out to them or that they think
best capture the mood of the Sixteenth Street Baptist Church Bombing or the Civil Rights
period in general. Students will turn and talk with a partner about their 5 words and as a
class we will list group and label the words that we come up with. This will guide our discussion of
what we have learned so far about the civil rights movement through the lens of this story.
Students will incorporate what they learn about the event from the poem into their retelling of
the bombing through Joettas perspective.

Writing Connection:
The Watsons go to Birmingham- 1963:
Writing Connection:
Christopher Paul Curtis gives his characters life through writing in a unique voice. The
teacher will have students, with a partner, examine 3 example passages from the
story that show Christopher Paul Curtis unique voice of writing then describe his voice
using a list of adjectives. Partners will listen to the first quote along with the audiotape
then re-read it in small groups. After this the pairs will use the sheet of adjectives
given to them to describe Christopher Paul Curtis voice.
The teacher will then introduce the writing prompt to students and will explain that
they will be taking this piece through the writing process.
Students will then watch a video about the 16th Street Baptist Church bombing. After
they have watched the video, they will select 2 adjectives from the list that they
want to portray in their writing. knowing that they will be writing from the perspective
of Joetta in the midst of this tragedy. write a journal entry from the perspective
(voice) of Joetta that portrays and develops her character as she experiences the
bombing.
Resources are included in the Comprehension Guide
**See an expert of the student comprehension guide below to see in more detail what
activities students will be engaged in!

Birmingham, AL

The Watsons Go to Birmingham-1963


By: Christopher Paul Curtis
Comprehension Guide
6th Grade

The Watsons Go to Birmingham- 1963


Setting: ________________in the year_______

Assignment 1: Chapters 1-4 (pages 1-63)


Chapter 1: Visualizing
1. Sketch to Stretch: In Chapter 1, Byron finds himself in an interesting
situation. Draw the image that you saw in your head as you read about
this whole ordeal! Then, describe your sketch.
Chapter 2: Making Inferences
1. Journal: In chapter 2, Kenny gave two examples of how his older
brother Byron helped him out. What were the two examples?
2. Draw a character map (bubble map) showing what you infer about
Byrons character so far. Include at least 3 character qualities, each
with at least one text example and page number to support your
inference.
3. Journal: Explain your inferences from story by creating and
completing a chart using the following format:
Character Trait:

The Story Said

So I inferred

Ex. Protective

On page 25, Byron

When I read this, I

defends Kenny when

inferred that Byron is

other kids are making

not as mean as he

fun of him.

seems. He protects
Kenny from the kids
insults because he is
proud of his little
brother.

Chapter 3:
1. Journal: Why is Kenny hesitant to spend time with Rufus at first?
However, by the end of the chapter, they seem to be best friends.
Why do you think this is?

2. Create a Venn Diagram comparing and contrasting LJ Jones and Rufus


as characters. How are they similar? How are they different?
Chapter 4:
1. Journal: How does the author make the reader sympathize with Larry
Dunn?
2. Update your character map of Byron Watson in a different color. How
has your perception of his character changed? What text evidence
(include page numbers) supports your views?

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