6th Grade English Unit 1 Lessons

6th Grade English
Unit 1: Developing Resilience: The Watsons Go to Birmingham-1963

Lesson 1
Objective Readings and Materials

Book: The Watsons Go to
Describe how author Christopher Paul Curtis establishes setting in The Watsons Go to Birmingham – 1963 by Christopher
Birmingham—1963.
Paul Curtis pg. 1 — 7 — end reading at
“cold can kill you!”
Standards
Current Standards
Reading Standards for Literature

RL.6.3 — Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or
change as the plot moves toward a resolution.
Target Task
How does Christopher Paul Curtis establish time period in today’s reading? Provide two pieces of specific evidence from the text.
Mastery Response
Slang/colloquial language (“Cutting up”)

References to social events (“Coloreds Only” bathrooms)
References to cultural elements ( Nanook of the North)
References to specific years (1948 Plymouth, thirteen years old)
Names (sound old-fashioned: Joetta, Wilona)
Key Questions
Who are the characters introduced in today’s reading? List each character and any details/characteristics you have learned/can infer about
them.
How does Christopher Paul Curtis establish setting on page 1 of The Watsons Go to Birmingham—1963? Provide two pieces of specific
evidence from the text.
How does setting create conflict in the Watson household? Provide two pieces of specific evidence from the text.
Discussion: How would you describe the Watson family and their relationships with one another? In what ways are the Watsons similar to and
different from your own family?
6th Grade English

Unit 1: Developing Resilience: The Watsons Go to Birmingham-1963 — Lesson 1 of 31 Page 1
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Lesson Guidance
Standard and Literary Concepts
When an author begins a book, they work hard to develop characters and also establish setting. Setting is one of the most significant
literary elements: it both helps the reader imagine where the action of the story takes place and to begin to better understand characters and
their beliefs and behaviors. Because this text is historical fiction, it is especially important for students to pay close attention to the setting (in
historical fiction, setting is often the most historically accurate part of the text).
Ask students to come up with the different aspects of setting:
Physical location (country, state, city, neighborhood, landscape, building, room, etc.)
Time period, time of day, season
Climate/weather
Social Context
Notes
Introduce students to (or refresh their memories of) the genre of historical fiction. Ask them to look at the cover of the text and look for
clues that this book is an example of historical fiction.
There is a reference to the movie Nanook of the North, which includes stereotypes about Inuit people (including the inaccuracy that they
are Chinese) as an example of “Hambone” Henderson’s imagined ignorance. Make sure students understand the reference and the
inaccuracies in this description.
Homework
Read The Watsons Go to Birmingham— 1963, pages 7–19 (begin reading at “cold can kill you!”).
6th Grade English

6th Grade English
Lesson 2

Identify literary point of view and explain how author Christopher Paul Curtis develops the Birmingham – 1963 by Christopher
narrator’s unique point of view in The Watsons Go to Birmingham—1963.
Paul Curtis pg. 7 — 19 — begin reading
at “cold can kill you!”
Standards
Current Standards

RL.6.6 — Explain how an author develops the point of view of the narrator or speaker in a text.
Target Task
How does Christopher Paul Curtis use figurative language to develop the reader’s understanding of the narrator? Explain what figurative
language the author uses and the impact of this language. Support your answer with two specific pieces of evidence from the text.
Mastery Response
Figurative language used in this chapter is mostly hyperbole/hyperbolic similes + imagery. This helps the reader understand that Kenny
likes to exaggerate and also that he is a funny person.
“I bet Byron’s lips stretched a mile before they finally let go of that mirror” (18)
“I bet Byron’s lips made a sound like a giant piece of paper being ripped in half!” (18)
Key Questions
From what literary point of view is this book written? Provide specific evidence from the text that helps the reader identify the literary point of
view.
What is the benefit of using this point of view in a story? What are the potential downsides of choosing this literary point of view?
What is each character’s point of view of the incident with Byron’s lips? Support your answer with five pieces of evidence, one describing each
character’s point of view.
Reread page 19. How would this scene be different if it were written from a third-person omniscient point of view? Rewrite the scene from this
literary point of view.
Discussion: What is Kenny’s relationship with his brother? How does their relationship compare to your relationships with siblings or cousins?
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Lesson Guidance
One of the strengths of Christopher Paul Curtis’s writing is his ability to create appealing, realistic narrators; the reader is immediately
drawn into the character’s world and can see it clearly through the eyes of the narrator.
The point of view of a story is the vantage point, or consciousness, through which the reader experiences a story. Literary point of view
refers to the specific type of perspective the author has chosen: a first-person, a third-person omniscient, or a third-person limited narrator. A
narrator’s or character’s point of view refers to the distinct way an individual sees and understands the world around him/her. Every
person’s point of view is unique and is shaped by his or her past life experiences, likes and dislikes, mood at the moment, etc.
First-person point of view – The “I” narrator. The reader is in the narrator’s head and sees only through his or her eyes and has inside
information about how that character thinks/feels/sees the world. This point of view is subjective (we understand the world only through the
narrator’s eyes).
Second-person point of view – An uncommon literary point of view in which the narrator uses “you” pronouns, speaking as if the
reader is a character in the story.
Limited third-person point of view – The “he,” “she,” “it” narrator. The reader is limited to only seeing the feelings and thoughts of one
character. This point of view is often more objective than first person.
Omniscient third-person point of view – The “he,” “she,” “it” narrator. The word “omniscient” means “to know everything.” The reader
has access to the thoughts and feelings of more than one character in the text. This point of view is often more objective than first person.
Authors develop point of view through a character’s words, thoughts, and action.
Notes
It will likely be necessary to cut one or more of the key questions from today’s lesson. Select the questions that you think will be most
meaningful for your students.
This scene is a good one for reading aloud—you may wish to assign students to read the parts of different characters, as there is a lot of
dialogue.
Homework
Read The Watsons Go to Birmingham—1963, pages 20– 31.
6th Grade English

6th Grade English
Lesson 3 — Narrative Writing

Complete a rough draft of a narrative, written from Byron’s perspective, that includes Birmingham – 1963 by Christopher Paul
descriptive sensory details. Curtis pg. 14 — 19
Standards
Current Standards

Writing Standards
W.6.3 — Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and
well-structured event sequences.
W.6.3.a — Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event
sequence that unfolds naturally and logically.
W.6.3.b — Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
W.6.3.d — Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
Target Task
Kenny Watson is the narrator of The Watsons Go to Birmingham—1963. The reader sees the world of the novel through Kenny’s eyes, gaining
access to his thoughts and feelings. How would the situations Kenny describes be different if they were written from the perspective of another
character in this text?
Your assignment: Rewrite the scene where Byron gets his lips frozen to the car mirror from Byron’s perspective.
Be sure to:
include important events and characters from the original text,

establish a unique point of view based on what you already know of Byron, and
provide descriptive, sensory details.
Lesson Guidance
Study the original passage and note setting, characters, primary events, and most significant dialogue. Create a timeline of the scene.
Making inferences from specific sections of text, begin to write down Byron’s emotions and thoughts at the beginning, middle, and end of
the scene.
Have students reread the text for the use of sensory details. Because sensory details tend to be related to a narrator’s own perception,
Byron’s description of the event will likely include different sensory details.
Complete a rough draft of a narrative, including at least five descriptive/sensory details. Any unfinished work can be completed for
homework.
Notes
Because this lesson is only one day long, you may wish to have students focus on one or two pages of text rather than a longer section.
6th Grade English

6th Grade English
Lesson 4

Determine the meaning of words and phrases as they are used in a text by using context Birmingham – 1963 by Christopher
clues and check own definitions by consulting the dictionary.
Paul Curtis pg. 20 — 31
Standards
Current Standards

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.
Language Standards
L.6.4.a — Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the
meaning of a word or phrase.
L.6.4.d — Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or
in a dictionary).
Target Task
What is the meaning of the word “emulate” as it is used on page 24? Reflect on whether or not you have enough information within the context
of the chapter to determine the meaning of the word. What clues are most useful in determining the meaning of this word?
Look up the meaning of the word in the dictionary. Does this definition match the definition of the word you wrote?
Mastery Response
There may not be quite enough information available in this paragraph to determine the meaning of the word, although students should be
able to make an educated guess.
Clue in opposing word: intimidate vs. emulate (from this students may logically assume that “emulate” means “support”)
“Use that mind of yours” suggests that Byron should do what Kenny is doing, which suggests that he should “act like” his brother.
Definition: imitate or act like; to follow someone’s example
Key Questions
Look up the meaning of the word “hostile” from page 23. How does the definition of this word add to your understanding of Mr. Alum’s purpose
in having Kenny read aloud to the other students?
What is the meaning of the word “miraculous” as it is used on page 23? Reflect on whether or not you have enough information within the
context of the chapter to determine the meaning of the word. What clues are most useful in determining the meaning of this word?
What is the likely meaning of the word “Poindexter” as it is used on page 25? What clues are most useful in determining the meaning of this
word?
What is the meaning of the word “punctual” as it is used on page 28? Reflect on whether or not you have enough information within the context
of the chapter to determine the meaning of the word. What clues are most useful in determining the meaning of this word?
Discussion: Have you ever witnessed people being teased or bullied on the bus (or in the schoolyard)? Why do people bully others
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Lesson Guidance
As readers, we regularly encounter unfamiliar words, especially as we read more challenging texts. Sometimes readers use clues in and
around the word to help determine meaning, and sometimes the only way to determine the meaning of a word is to look it up in the
dictionary. In many circumstances, readers are able to develop a rough definition of a word and then use a reference to check that definition.
One of the most important things we do as readers is to self-monitor our own comprehension. This is especially true as we encounter
unfamiliar words and determine whether these words are essential to our comprehension of the text. Once we have determined that an
unfamiliar word is essential to the meaning of the text, then we must use tools to determine meaning.
Readers can often puzzle out the meaning by breaking apart the word itself and/or hunting for clues in the surrounding text. Great readers
always search for clues in sentences (and pictures!) before AND after the word appears. Look for:
Clues within the word: prefixes/suffixes/roots
Clues around the word: synonyms, antonyms, inferences, schema, pictures, captions, etc.
If there are no useful context clues or context clues don’t provide specific enough information, write a rough definition (if possible) and then
check your definition in a dictionary. When you have time, it is always advisable to double-check your inferred definitions (even if there are
ample context clues and you feel very confident of your answer!) to make sure you understand all shades of a word.
Notes
You will need at least one dictionary to teach this lesson. Ideally, you can provide one dictionary per student or table group.
Homework
Read “Why Are Buses So Conducive to Bullying?” by Jeremy Stahl.
6th Grade English

6th Grade English
Lesson 5

Article: “Why Are Buses So
Explain how specific sections of text help to develop author Jeremy Stahl’s ideas about Conducive to Bullying?” by Jeremy
bullying on buses.
Stahl
Standards
Current Standards
Reading Standards for Informational Text

RI.6.5 — Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the
development of the ideas.
Target Task
What is the purpose of paragraph 2 in this article? How does it fit with the rest of the text and help to develop the central idea?
Mastery Response
Paragraph 2 provides an example of what bus bullying looks like from the point of view of the bully. It supports the idea, introduced in the first
paragraph and repeated in the third, that bullying is an extremely common experience for middle school students and can be deeply upsetting
for those bullied (and even the bully, in the case of the author).
Key Questions
What central idea is the author trying to communicate in this article?
Why does the author most likely include this sentence in paragraph 4? “A 2005 study from the Journal of School Violence reported that two
incidents of bullying occurred for every bus ride they monitored.”
How do paragraphs 5, 6, and 7 fit in within the text? What role do they play in the article overall?
Discussion: Have you ever experienced or witnessed bullying on the bus? Do you agree with the author’s explanation for why bullying is so
common on buses?
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Lesson Guidance
Effective readers examine the author’s technique by examining the text’s organizational structure and how the author uses it to develop
his or her ideas. This includes considering how individual paragraphs/sections of text contribute to meaning and how they relate to one
another.
One way of thinking about the role of a specific paragraph/section of text is to think about how the text would be changed if that section
were removed.
Notes
You may wish to show students a clip of the video discussed in the article ( “Making the Bus Monitor Cry” on YouTube). Please note that
the video is explicit and upsetting. There are also many interviews with Klein available online.
Homework
Read The Watsons Go to Birmingham—1963, pages 32–42.
6th Grade English

6th Grade English
Lesson 6

Write an objective summary of a section of The Watsons Go to Birmingham—1963. Birmingham – 1963 by Christopher
Standards
Current Standards

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.
Target Task
Write a 5–6 sentence objective summary of pages 37–42 (“World’s Greatest Dinosaur War Ever”).
Mastery Response
Kenny used to play dinosaurs with LJ Jones but stopped playing with him after one incident when LJ stole a number of Kenny’s dinosaurs. LJ
and Kenny were playing an elaborate war game of American versus Nazi dinosaurs in Kenny’s backyard, when LJ suggested that they make
mass graves for dinosaurs that had been exposed to “radiation.” After burying dozens of dinosaurs, LJ suggested that they sneak into a
neighbor’s clubhouse, leaving the dinosaurs behind. Even though Kenny was suspicious of LJ’s motives, he agreed to go with him. Later that
night, Kenny remembered the buried dinosaurs and discovered that they were all gone—LJ had stolen them all.
Key Questions
Reread pages 32–36. What is the setting of this scene? Who are the most important characters in this scene?
What are the five most important events that occur in this scene?
Write a 4–5 sentence objective summary of this section of text.
Discussion: How does Kenny’s relationship with LJ differ from his friendship with Rufus?
Discussion: Have you ever had a friendship end? Why did it end?
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Lesson Guidance
Good readers understand and remember important information in a text. It is not possible or useful to remember every sentence or
description in a long text. Summarizing pushes readers to think about the most important parts of a text and how they fit together, and it
allows readers to retain important information in a clear and manageable way.
When writing summaries, keep the following Criteria for Success in mind:
Includes important information from the beginning, middle, and end of the chapter, including characters and setting
Includes only information that is true/supported by the text
Does not leave out any important information
Does not include quotations
Does not include any personal opinions or judgments.
Notes
One of the most challenging aspects of writing a summary is maintaining a consistent level of detail. A one-sentence summary will include
much less detail than a 4-5 sentence summary. You should provide specific feedback on this aspect of students’ summaries during a show-
call of the summary written for the final key question and the target task if time allows.
Kenny talks about having seen magazines with naked women in them.
Homework
6th Grade English

6th Grade English
Lesson 7

Explain how and why characters respond and change in The Watsons Go to Birmingham— Birmingham – 1963 by Christopher
1963.
Standards
Current Standards

Target Task
What does Byron’s story about the garbage trucks reveal about his character? Support your answer with two pieces of specific evidence from
the text.
Mastery Response
Byron’s story reveals that he is simultaneously mean and helpful. The story he tells scares his siblings, but the ultimate result is that Joetta no
longer complains about wearing layers—which makes Kenny’s life easier. He tells them that garbage trucks come and pick up frozen bodies off
the street every morning, and he admonishes Joey: “don’t be cryin’ and whining’ when you put all them clothes on, it would break my heart to
see my own family froze solid” (54). While Joetta “started crying” after hearing this story, she “didn't do any more whining when she had to get
into her winter clothes” (54). While it is unkind for him to scare his sister, he ultimately proves to be helpful to his brother.
Key Questions
How does Kenny respond to the other kids making fun of Rufus on the bus? What does this reveal about his character? Support your answer
with specific evidence from the text.
How does Momma respond when Kenny tells her about sharing his sandwiches with Rufus? What does she understand that he does not, and
what does this reveal about her character? Support your answer with specific evidence from the text.
How and why does the incident on the bus ultimately change Kenny’s perspective on Rufus? Support your answer with at least two pieces of
specific evidence from the text.
Discussion: Think back to the article we read about bullying on the bus. How does the incident in today’s reading relate to that article?
Lesson Guidance
Homework
Read The Watsons Go to Birmingham—1963, pages 54–63
6th Grade English

6th Grade English
Lesson 8

1963.
Standards
Current Standards

Target Task
How and why do Kenny’s feelings toward Larry Dunn change over the course of this chapter? Support your answer with two pieces of specific
Mastery Response
Kenny begins the chapter feeling upset that Larry Dunn has stolen his gloves, and he ends the chapter feeling extremely sorry for Larry. He
realizes, “Larry Dunn had stolen my gloves, then painted them black with shoe polish!” and then “sat down on the curb and sniffled a couple of
times, and finally cried” (58). When Bryon finds out, he decides to beat Larry up to get the gloves back. Kenny witnesses how cruel his brother is
toward Larry—perhaps he relates to the experience of being beat up by Byron—and truly regrets telling him in the first place. Kenny thinks, “I
hated watching this. Byron was the only person in the world who could make you feel sorry for someone as mean as Larry Dunn” (62).
Key Questions
How does Kenny respond to the fact that Rufus does not have any gloves? What does this reveal about his character? Support your answer
with specific evidence from the text.
How do the other kids in the schoolyard respond to the fight between Larry and Byron? Based on the text, why do they most likely react this
way? Support your answer with specific evidence from the text.
How does Byron change over the course of the incident with Larry Dunn? Support your answer with two pieces of specific evidence from the
text.
Discussion: Did your feelings toward Larry Dunn change over the course of today’s reading? Do you think he got what he deserved? Why or
why not? Have your feelings toward Byron changed since the beginning of the text?
Lesson Guidance
Homework
6th Grade English

6th Grade English
Lesson 9

Describe how specific words and phrases help to develop the mood and tone of a scene in Birmingham – 1963 by Christopher Paul
The Watsons Go to Birmingham—1963. Curtis pg. 64 — 74
Standards
Current Standards

Target Task
What is Momma’s tone on page 73? Support your answer with at least two specific words and phrases from the text.
What is the mood of the scene on page 73? Support your answer with at least two specific words and phrases from the text.
How does Momma’s tone affect the mood of the scene?
Mastery Response
Momma’s tone is threatening and determined. She uses a “horrible, snake-woman voice” and speaks slowly, repeating her words: “If you ever,
ever… play with—no, if you ever even look at…” The reader can almost imagine that she is hissing her words and speaking slowly so that she is
sure that Byron understands her.
The mood is anxious and suspenseful—the reader isn’t sure what is going to happen. Byron starts “shaking and he was crying like a big baby.”
The narrator builds the suspense: “The match was getting closer and closer” so that the reader can vividly imagine the match moving toward his
finger—will she actually burn him?!
Mom’s tone evokes fear and anxiety in the characters and by extension the reader.
Key Questions
Explain the difference between mood and tone.
What specific words and phrases on page 64 help to develop Momma’s serious, forceful tone? Provide at least two examples.
How does the mood change from page 65 to 67? Support your answer with at least two specific words and phrases from the text that
demonstrate this changed mood.
What is Momma’s tone on page 68? Support your answer with at least two specific words and phrases from the text.
Discussion: How did you respond to this scene? Do you think that Byron learned his lesson even though Momma didn’t burn his fingers?
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Lesson Guidance
Tone: An author’s/speaker’s attitude toward a topic or an audience, which is often conveyed through word choice and literary devices
Mood: The emotional “atmosphere” of a scene in a text, which often evokes feelings in the reader
Notes
It is strongly suggested that you provide students with specific mood and tone words and complete show-calls to ensure that students are
choosing the strongest words—it is common for students to select simple, “almost-there” tone/mood words, and it is important to push
students to select strong, specific words.
This scene is potentially upsetting because of the threat of violence. The topic of physical punishment is a sensitive one, and your students
will likely have strong opinions about it.
Homework
6th Grade English

6th Grade English
Lesson 10

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

Target Task
How does the author develop the idea that Kenny’s perspective on Byron is complicated? Support your answer with at least two pieces of
Mastery Response
Identifies perspective (using specific words and phrases to communicate conflicting emotions or thoughts)
Identifies one technique the author uses (thoughts, actions, words)
Provides evidence to demonstrate complicated perspective
Evidence should demonstrate the author’s technique for developing this idea
Kenny is suspicious of this brother and doesn’t like him much of the time—but he also wants to connect with his brother and understand him
better. The author develops this through Kenny’s thoughts. Kenny reflects, “Sometimes I hated him that much and thought he was the meanest
person in the world” (84), but he also “wished I was smart as some people thought I was, ‘cause sometimes it was real hard to understand what
was going on with Byron” (85). Perhaps because Kenny is the younger of the two siblings, he continues to admire his brother and care about
him in spite of the way his brother treats him.
Key Questions
Kenny believes that the groceries he picks up are going on the “welfare list.” What does the reader understand that he does not? What is the
impact of this difference in perspective between Kenny and the reader?
What is Kenny and Byron’s point of view on welfare? How does the author develop the reader’s understanding of their point of view? Support
your answer with at least two pieces of specific evidence from the text.
How does Byron’s perspective on signing for food at Mitchell’s change once he finds out that it is not a “welfare list”? Support your answer with
at least two pieces of specific evidence from the text.
Discussion: How do you feel about Byron? Has today’s reading changed the way that you feel about him?
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Lesson Guidance
Remind students that point of view is the way that a character/narrator views the world. Authors develop point of view through a
character’s words, thoughts, and action.
Notes
There is some cursing in today’s reading.
Homework
6th Grade English

6th Grade English
Lesson 11

Write an objective summary of a section of text in The Watsons Go to Birmingham—1963. Birmingham – 1963 by Christopher Paul
Curtis pg. 86 — 99
Standards
Current Standards

Target Task
Write a complete objective summary of the chapter “Every Chihuahua in America Lines up to Take a Bite out of Byron.” Aim for 4–5 sentences.
Mastery Response
Byron arrives home one day having gotten a “conk” hairstyle. His mother is furious, and Kenny thinks it is hilarious that Byron is going to get in
big trouble with Dad and teases him mercilessly. When Dad comes home, he cuts off all of Byron’s hair. Momma and Dad decide that
something needs to be done about Byron’s rebellious behavior.
Key Questions
Summarize the events of pages 86–89. Aim for a three-sentence summary.
Summarize pages 90–91 in one complete sentence.
Discussion: Why do you think that Byron’s parents are so upset by his decision to change his hair? Do you think that teenagers should be able
to make all their own decisions about what their hair looks like and the clothing they wear?
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Lesson Guidance
Effective readers understand and remember important information in a text. It is not possible or useful to remember every sentence or
description in a long text. Summarizing pushes readers to think about the most important parts of a text and how they fit together and allows
readers to retain important information in a clear and manageable way.
When writing summaries, keep the following Criteria for Success in mind:
Includes important information from the beginning, middle, and end of the chapter, including characters and setting
Includes only information that is true/supported by the text
Does not leave out any important information
Does not include quotations
Does not include any personal opinions or judgments.
Notes
Before you begin key questions, ask students to reflect on the following questions (based on what they recall from the previous lesson on
summaries):
Why is summarizing an important skill?
What makes a summary objective?
What do you need to include in a summary?
What would you want to make sure you did not include in a summary?
After the first key question, you may wish to complete a show-call with several almost-there answers and have students discuss how they
would improve these summaries.
Homework
6th Grade English

6th Grade English
Lesson 12

Explain how author Christopher Paul Curtis develops the point of view of his narrator and Birmingham – 1963 by Christopher Paul
other characters in The Watsons Go to Birmingham—1963. Curtis pg. 100 — 113
Standards
Current Standards

Target Task
Compare Byron’s point of view of the record player with Momma’s. How does author Christopher Paul Curtis develop this difference in
perspective?
Mastery Response
Byron is thrilled when he sees the record player, while Momma is not interested in it; Christopher Paul Curtis develops this idea through the
characters’ words and actions. While Momma “gave Dad a dirty look” when she sees it and says, “Oh my God!” Byron “screamed out, ‘Awwww,
man, this is too, too hip!.’” While Momma goes back into the house when she sees it, Byron runs into the house to get records to play. From their
words and actions, it is clear that Byron and Momma view the record player very differently: Momma thinks that it is ridiculous and unnecessary,
while Byron thinks it's about the coolest thing he’s ever seen.
Key Questions
What is Kenny’s perspective on the Brown Bomber on pages 100–101? How does the author develop this point of view? Provide specific
How does author Christopher Paul Curtis develop differences in the characters’ points of view on the Brown Bomber? Support your answers
with at least three pieces of specific evidence from the text, demonstrating these different points of view.
What is Kenny’s point of view on his father? How does author Christopher Paul Curtis develop this point of view? Support your answer with
Disucssion: One of author Christopher Paul Curtis’s special skills is creating realistic characters and family relationships. How does he make
these characters feel real? Do you recognize yourself or your family members in any of these characters?
Lesson Guidance
Notes
This would be a fun chapter to read aloud with assigned parts for each character. There is a lot of fun and teasing in today’s reading; push
students to think about the characters’ points of view, how that impacts tone, and how they might communicate that in their own reading of
the text.
Homework
6th Grade English

6th Grade English
Lesson 13

Describe how specific words and phrases help to develop the mood and tone of a scene in Birmingham – 1963 by Christopher
The Watsons Go to Birmingham—1963.
Standards
Current Standards

Target Task
What words and phrases develop the anticipatory mood in the paragraph on page 116 that begins “We all froze”? Provide specific evidence
from the text and explain how these words develop that mood.
Mastery Response
The author develops an excited, anticipatory mood by using words that seem to make time slow down and stretch as they wait for the music to
begin. Kenny describes how they all “froze” and then the whole car got “quieter.” He describes in great detail the way the arm moved, and the
“hollow little boom” that results from the drop of the needle onto the record.
Key Questions
What specific words and phrases develop Daddy’s playful tone on page 115? Provide examples from the text.
What mood is developed on page 115 through words and phrases like “squealed,” “grinning,” “a mile a minute”? Explain your answer.
What words and phrases develop the foreboding mood on pages 117–118 (starting at “then she said to Dad, “Did you tell them yet?”)?
Discussion: What do you predict is going to happen next in the text? Explain your prediction. Or, think about a time that you had with your
family when you felt very connected to one another. Was it around music, a TV show, a holiday, or something else? What brings families
together?
6th Grade English

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Lesson Guidance
Tone: An author’s/speaker’s attitude toward a topic or an audience, which is often conveyed through word choice and literary devices
Notes
Consider playing “Under the Boardwalk” and “Yakety Yak,” for students.
Provide students with mood and tone words if they are still struggling to choose nuanced, complex words to describe tone.
Homework
6th Grade English

6th Grade English
Lesson 14 — Literary Analysis Writing

Poem: “Nikki-Rosa” by Nikki Giovanni
Determine the tone developed in two poems and identify the specific words and phrases that Poem: “[in Just-]” by E.E. Cummings
develop tone in each.
Standards
Current Standards

Writing Standards
W.6.1 — Write arguments to support claims with clear reasons and relevant evidence.
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.
Target Task
Childhood is a common topic for writers. Christopher Paul Curtis has explained that The Watsons Go to Birmingham—1963 is at least partially
based on his own childhood memories, which perhaps partially explains the vivid emotions that he is able to communicate in the text.
In the poem “[in Just-],” poet E.E. Cummings describes memories of childhood. What tone does he develop in this poem and how does he use
specific words and phrases to communicate this tone? Compare and contrast this tone with the tone Nikki Giovanni creates in her poem “Nikki-
Rosa.”
Be sure to:
Write a clear thesis statement.

State the tone of each poem and the words and phrases the poets use to develop this tone.
Provide specific evidence from each poem to support your claim.
Write clear analysis to link your evidence back to your claim.
Write two body paragraphs, one for each poem.
Lesson Guidance
Unpack the prompt with students.

Have students read through each poem, underlining important words and phrases.
Using these underlined words and phrases, determine the connotations of words and the tone they establish.
Notes
Students have already spent some time looking at the way individual words and phrases develop tone in The Watsons Go to Birmingham—
1963, so today’s work should not be unfamiliar. You may wish to provide a bank of tone words.
6th Grade English

6th Grade English

Poem: “Nikki-Rosa” by Nikki Giovanni
Write a strong thesis statement and support it with multiple pieces of evidence and clear Poem: “[in Just-]” by E.E. Cummings
analysis.
Standards
Current Standards
Writing Standards
W.6.1.a — Introduce claim(s) and organize the reasons and evidence clearly.
the topic or text.
Target Task
Childhood is a common topic for writers. Christopher Paul Curtis has explained that The Watsons Go to Birmingham—1963 is at least partially
based on his own childhood memories, which perhaps partially explains the vivid emotions that he is able to communicate in the text.
In the poem “[In Just-],” poet E.E. Cummings describes memories of childhood. What tone does he develop in this poem and how does he use
specific words and phrases to communicate this tone? Compare and contrast this tone with the tone Nikki Giovanni creates in her poem “Nikki-
Rosa.”
Be sure to:
Write a clear thesis statement.

State the tone of each poem and the words and phrases the poets use to develop this tone.
Provide specific evidence from each poem to support your claim.
Write two body paragraphs, one for each poem.
Lesson Guidance
Using the tone words they determined yesterday when analyzing each poem, have students craft thesis statements in which they clearly
state the tone of each poem. For the sake of time, students do not need to write a full introduction—just a thesis statement and then two body
paragraphs.
Students will have pulled out specific words and phrases that help develop tone; these words and phrases will be the “evidence” in their
body paragraphs.
Explain to students what the role of analysis is: to clearly explain to the reader why the evidence selected proves their claim.
Have students complete their body paragraphs independently.
6th Grade English

6th Grade English
Lesson 16

Explain how and why characters respond and change in The Watsons Go to Birmingham— Birmingham – 1963 by Christopher Paul
1963. Curtis pg. 121 — 130
Standards
Current Standards

Target Task
How does the social context of the book impact the way that the Watsons parent their children? Support your answer with specific evidence
from the text.
Mastery Response
The reality of racism in the United States—and its impact on the lives of African Americans—means that the Watsons feel urgency around
making sure that their children make good decisions in their lives. Dad explains that Byron has “got to be ready” to face “the way of the world”
for African Americans, because “the world doesn’t have a lot of jokes waiting for him” (123). Dad is worried about the way that the world will treat
Byron because he is African American and gets into trouble; they feel scared for him.
Key Questions
How does Kenny’s conversation with Dad on pages 124 and 125 change the way that he views the world? Support your answer with specific
evidence to support this change in perspective.
What does Byron’s plan to run away before they leave for Alabama reveal about his character? Has he changed?
How does Joetta respond to Byron’s departure? What does this reveal about her character? Support your answer with specific evidence.
Discussion: Why does Joetta respond to the doll the way she does? How does the “doll test” video impact the way you understand her actions
in this scene?
Lesson Guidance
Notes
Consider showing students the YouTube video White Doll, Black Doll. Which one is the nice doll?, which is a recreation of a famous
psychological test in which African-American children are asked to describe the characteristics of a white doll and a black doll.
Ask students: what does this experiment show? How does it make you feel? What do you think this says about the lessons young people
learn in this country?
If your students lack schema around Jim Crow/segregation/the civil rights movement, you may wish to direct them to read the epilogue of
this text.
Homework
6th Grade English

6th Grade English
Lesson 17

Write an objective summary of a section of The Watsons Go to Birmingham—1963.
Birmingham – 1963 by Christopher Paul
Curtis pg. 130 — 137 — focus on entire
chapter
Standards
Current Standards

Target Task
Write a 5- to 6-sentence objective summary of chapter 9 of The Watsons go to Birmingham—1963.
Mastery Response
The Watson family is preparing to leave for their road trip to Alabama. Kenny is feeling sad about Byron leaving, and Dad explains to him why it’s
important that Byron go and learn to shape up, because of the difficult realities faced by African Americans. Byron still dreads going and
unsuccessfully plans ways to first run away and give the family the silent treatment. Momma makes detailed plans for their road trip and puts
them all together in a notebook. By the end of the chapter the family is on their way to Alabama!
Key Questions
Summarize Kenny’s conversation with his father on pages 122-123 in 2-3 sentences.
Summarize the scene with Mrs. Davidson and the doll in 2-4 sentences (pages 126-128).
Summarize pages 129-130 in one complete sentence.
Discussion: Why do you think that the author titled the book The Watsons go to Birmingham—1963? What is significant about this chapter that
it shares the same name as the title of this book?
Lesson Guidance
Notes
Whenever possible, have students looking at one another’s work and explaining how to make it stronger, via show-call or peer feedback.
The level of detail in a summary is often the most challenging part of writing strong examples, so be sure students are paying close attention
to this feature of their work.
You may want to provide students with a map so that they can visualize the route of the trip.
Homework
Read "'Green Book' Helped African-Americans Travel Safely" (read from the beginning to “CONAN: Ray, thanks very much for the phone
call. Appreciate it.”, approximately halfway through the transcript).
6th Grade English

6th Grade English
Lesson 18

Book: The Negro Motorist Green
Explain the purpose and impact of The Green Book using text, audio, and visual resources. Book, 1949 Edition
Audio Interview: 'Green Book' Helped
African Americans Travel Safely
Standards
Current 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.
Target Task
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.
Mastery Response
The Green Book was especially important during this time period because of increased travel by African Americans. The Green Book from
1949 lists different groups of people who are traveling frequently, including “musical organizations,” “students and teachers,” as well as
salespeople and business representatives spending “half the year traveling.” The interview discusses the experiences of “Negro League players
and jazz musicians,” as well as athletic scouts, all of whom traveled regularly and needed to know where they would be able to safely stay in
unfamiliar places.
Key Questions
Read/listen to paragraphs 16–18 of the radio interview, then read the third paragraph of The Green Book introduction. How does the
introduction support the ideas communicated in the interview?
Read paragraph 42 and then review The Green Book. Then, explain the role of advertisements in The Green Book using these two sources
(describing the advertisements specifically and their purpose).
Discussion: Read the final paragraph on page 1 of The Green Book from 1949. Discuss your reactions to this paragraph. The Green Book
was last published in 1966. Do you believe that the future described in this paragraph has been achieved?
Discussion: On the front cover of the 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.
6th Grade English

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Lesson Guidance
Effective readers are able to take information from multiple sources (in multiple formats) to develop a more complete understanding of a
topic and more clearly communicate their own ideas.
This skill is especially important in high school and college, where it is important to explore a topic from many different angles using many
different sources and to use those sources to develop and support new ideas.
Notes
Play the first 8 minutes of the interview and have students read along. They will primarily be using the transcript today, but it is worth
providing the opportunity to listen to the voices of those interviewed as they remember their experiences with The Green Book. This 8-
minute clip will eat into your class time, so there are fewer key questions listed today.
Print out several pages of The Green Book pdf for students, including the introduction and pages with advertisements (pages 1–10
maybe).
The New York Public Library has all 23 editions of The Green Book available in digital format. You may wish to look up your own state or
city/town!
Homework
6th Grade English

6th Grade English
Lesson 19

Identify the mood in specific scenes in The Watsons Go to Birmingham—1963 and pull out Birmingham – 1963 by Christopher
specific words and phrases that help to develop that mood.
Standards
Current Standards

Target Task
Compare the moods developed on pages 146 and 147. Describe what mood is developed on each of these pages and provide specific words
and phrases that help to develop this mood.
Mastery Response
The mood on page 146 is anxious, while the mood on page 147 is comfortable and peaceful. On page 146, Byron and Kenny are terrified that
they might be attacked by snakes or Appalachian people who want to “hang you.” Once they are done going to the bathroom, they “made a
break” for the Brown Bomber, demonstrating that they are scared of being out in the woods. Once back in the car, though, the mood changes.
The family “felt safe again” and started “laughing and talking” together. The car is a familiar setting, and so the mood is significantly more
positive there than in a dark, unfamiliar place.
Key Questions
Select one sentence from page 139 that demonstrates the literary device of imagery. Which of the five senses does this sentence “activate”?
How does it influence the reader’s understanding of the characters’ experience?
Read the last paragraph in page 141 and the first paragraph on page 142. What is the mood in the car? What specific words and phrases help
to develop this mood? Provide at least two examples from the text.
What words and phrases does Kenny use to describe the gas pump on page 145? What mood do these words help develop in this scene?
Provide at least two words and phrases and explain how they develop this mood.
Discussion: Why do most members of the Watson family feel so nervous at the rest stop in the mountains? Do you think all of their fears are
justified? Are you more likely to feel anxious or excited when you are in unfamiliar places?
6th Grade English

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Lesson Guidance
Remind students that imagery isn’t just about clear visual descriptions; it’s about providing sensory details for all five sentences. Ask
students to discuss why an author might use this literary device: what impact does it have on readers when they read sensory details.
Notes
Consider displaying a map of the Watsons’s route and mark their progress so that students can visualize their trip.
Homework
6th Grade English

6th Grade English
Lesson 20

Explain how author Christopher Paul Curtis develops the point of view of his narrator in The Birmingham – 1963 by Christopher
Watsons Go to Birmingham—1963.
Standards
Current Standards

Target Task
Read page 160, from the paragraph that starts “Finally the crowd started breaking up” to “Jobe’s is a good little walk.”
Rewrite these paragraphs from Granny’s point of view. Then, explain why her point of view is different from Kenny’s.
[You may edit down the length of the scene if needed.]
Mastery Response
My plan had been to go shopping before ‘Lona and the family, but seeing as they got here early I didn’t have anything in the cupboards to feed
so many hungry people. “Now what am I gonna feed y’all? I wasn’t expecting you till Monday. You good at following directions, Byron?” That
boy mustn’t have been paying much attention because he looked up at me with a bewildered look. “Huh?” he said. I couldn’t believe my ears.
Now, I know that things are different for kids these days, but I wasn’t going to allow my grandbabies to talk to people in such an impolite way.
Not in my house. “What?” I said it firm, and crossed my arms. Byron was silent for a moment. Then he caught on. “I meant, Huh, ma’am." He
was going to take some work to polish up, but I had no doubt that it could be done.
Granny’s perspective is different because she is an older woman and because she has clear ideas about what is and isn’t acceptable, manners-
wise.
Key Questions
On page 154, Kenny describes his father’s subscription to Scientific Popular. How is his perspective on the magazine different from his
father’s, and why do you think their perspectives are different?
On page 156, Kenny describes what he imagined his grandmother would look like. What does the reader learn about the narrator—Kenny—
based on what he imagined? Support your answer with specific evidence from the text.
How is Kenny’s perspective on the way his grandmother looks different from his mother’s? Why are their perspectives different? Provide one
piece of evidence from pages 156–157.
Discussion: How would this book be different if it were told from Byron’s point of view? How is his perspective different from Kenny’s? How
would Byron describe his family?
6th Grade English

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Lesson Guidance
Perspective/point of view can be a little bit tricky to teach because there are a few different things we mean by these terms (which are also
synonyms and are used interchangeably, which can be confusing!).
Literary point of view is pretty simple: it’s just first, second, or third person (omniscient or limited). By sixth grade, your students should
be able to identify this pretty quickly for the majority of texts they encounter and explain what the impact of each point of view has on the way
a reader experiences a text.
Sometimes, when we talk about perspective/point of view, we’re talking about a character’s specific opinion about or attitude toward a
specific topic.
For example:
What’s your point of view on the controversy around requiring school uniforms?
My perspective is that school uniforms can help eliminate many of the pressures middle school students feel about having the “right”
clothing.
Sometimes, when we talk about perspective/point of view, what we’re talking about is how the aspects of a person’s life experience or
identity shape the way they see the world more generally. Everyone’s perspective on the world is a little bit different. This one is a little
complicated to explain, but providing examples should help.
When I talk about school uniforms, I’m speaking from the perspective of a teacher. That shapes the way I see this issue. But my
perspective is also shaped by the fact that I had to wear uniforms when I was a student.
Students see this issue from a different perspective because the issue more directly influences their lives. Students who have gone to
schools previously where they didn’t have to wear uniforms will have a slightly different perspective on the issue than students who have
always had to wear uniforms (even if they have the same opinion on the question, the way they see the issue is shaped by their own
experiences).
One of the best ways to get students to think about all the different shades of perspective is to have them think about how the text would
be different if it were written from a different character’s point of view or a different literary point of view, or how something might be
described if the narrator’s attitude (point of view!) toward it were different.
If nothing else, students should understand at the end of this lesson that we see the world through Kenny’s eyes, and that is the
perspective of a kid around 10 years old. The way he understands the world is shaped by the fact that he is young, which means that
sometimes he misunderstands things or exaggerates or says things that only a kid might say.
Homework
6th Grade English

6th Grade English
Lesson 21

1963.
Standards
Current Standards

Target Task
How has Momma changed since arriving in Birmingham? Why do you think she has she changed? Support your answer with specific evidence
from the text.
Mastery Response
Momma’s behavior has changed since she arrived in Birmingham because she has returned to her childhood home and is with her mother.
She’s anxious to get all the news possible and is talking a mile a minute; she also seems like maybe she’s feeling a little bit more like a kid than
a parent herself. Kenny notices, “Momma was being kind of rude” and “interrupted” her mother—behaviors that are much more common in
children. Kenny says that she was acting like a little kid.” (168)
Key Questions
One of the most important aspects of writing an engaging story is the development of tension. How does Christopher Paul Curtis develop
tension in this chapter? Support your answer with specific evidence from the text.
How does Byron respond to being in Birmingham? How is his response different from Kenny’s? Support your answer with specific evidence
from the text.
Discussion: Do your parents change the way they act when they are around their own parents? Do they change the way they act around other
relatives? How does this make you feel?
Lesson Guidance
Notes
Because today’s lesson is relatively short, consider using any remaining time to respond to misconceptions you may have seen in previous
lessons.
Homework
6th Grade English

6th Grade English
Lesson 22

Provide an objective summary of a section of the novel The Watsons Go to Birmingham— Birmingham – 1963 by Christopher
1963.
Explain the literary concept of symbolism and identify symbols in The Watsons Go to
Birmingham—1963.
Standards
Current Standards

Target Task
What does the Wool Pooh symbolize for Kenny? Support your answer with two pieces of evidence from the text.
a. Threats
b. Excitement
c. Death
d. Childishness
e. Whirlpools
f. Exaggeration
g. Byron
Mastery Response
“started pulling me down” (176)

“feeling really scared and dizzy” (177)
“It wasn’t a good sign when you start seeing angels” (177)
“I felt his hard, hard hand go around my ankle and I went down for the fourth time” (177)
Key Questions
Summarize pages 169–173 (page break). Aim for 3–5 sentences.
Summarize pages 176–179. Aim for 4–6 sentences.
Discussion: Do you think the Wool Pooh really exists? Do you think it matters whether or not it is real? Explain why or why not. Or, have you
ever gotten yourself into a bad situation by ignoring someone’s advice or instructions? What happened? How did you feel?
6th Grade English

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Lesson Guidance
This lesson has two aims. Because this is a complex chapter (what exactly happens when?), it is important that students are able to
summarize the events that occur. It is also essential that students are able to identify the Wool Pooh as a symbol, as this figure returns later
in the text.
Symbolism: Symbolism is the use of an object or word to represent an idea.
These videos can be helpful in introducing this concept:
What is Symbolism? (YouTube)
Symbolism (YouTube)
Notes
After completing the key questions, introduce the concept of symbolism before moving on to the target task.
Homework
Read 'Segregation Forever': A Fiery Pledge Forgiven, But Not Forgotten.
6th Grade English

6th Grade English
Lesson 23

Article: “'Segregation Forever': A
Explain the purpose and impact of George Wallace’s “Segregation Forever” speech using Fiery Pledge Forgiven, But Not
text and photographic resources.
Forgotten”
Photo: Segregated Laundry Service
by Birmingham Public Library Archives
Photo: At Segregated Drinking
Fountain, Mobile, Alabama by Gordon
Parks (from "In Living Color" by
Brandon Call)
Photo: Firemen turned their hoses on
demonstrators in antisegregation
marches in Birmingham, 1963. by
Charles Moore
Photo: Police dogs attack
demonstrators in Birmingham, 1963. by
Charles Moore
Standards
Current Standards

Target Task
In the article “Segregation Forever,” Congressman John Lewis says, "Words can be very powerful. Words can be dangerous," Lewis says.
"Gov. Wallace never pulled a trigger. He never fired a gun. But in his speech, he created the environment for others to pull the trigger, in the
days, the weeks and months to come."
How do the two photographs by Charles Moore support this idea? Be sure to pull specific details out from the images to support your idea.
Mastery Response
These photos show police physically attacking people who are protesting against segregation. They demonstrate the way that the police were
empowered to use extreme force against those who wished to end segregation. In one photo, a black protester is bitten from behind by a
German Shepherd while another dog snarls and lunges at him. In another, people are pushed to the ground by the force of a fire hose. These
photos show just how dangerous the police viewed anyone who dared protest against segregation.
Key Questions
What is significant about the inaugural speech that George Wallace gave in 1963? Support your answer with specific evidence from the text.
What does the photograph at the top of the article communicate about Wallace’s attitude and tone during the speech?
How do the “segregation photographs” develop your understanding of the impact segregation had on the lives of African Americans in the
South?
Discussion: In this article, John Lewis says, “Words can be dangerous.” What does he mean by this? Do you agree? What experiences do you
have from your own life that demonstrate this idea?
6th Grade English

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Lesson Guidance
One of the most important skills that students will need in high school and beyond is the ability to draw information from multiple sources in
order to develop a more complete understanding of a topic. This applies to multiple texts but also to different forms of media.
When students are considering multiple sources on one topic, it can be useful to think:
What information does this resource provide me with that the other does not?
How does this resource develop my understanding of what I have already read or seen?
What connections can I make between these different sources?
You can “read” photographs/images just as you can read text. Ask students to look at a photograph and talk about what they notice. Then,
make a list of all the things they think they should look for when studying an image.
When you look at a photograph, you might want to consider the following things:
What does the caption (if there is one) tell me about the image?
What is the first thing my eye is drawn to in the image?
What do you notice in the foreground of the image?
What do you notice in the background?
Are there people in the photograph?
What are they wearing?
What are they doing?
What are their expressions?
What is their body language?
Is there any text within the photo?
In what time period was the photo taken? How do you know?
What is the setting of the photograph? How do you know?
Notes
Begin by showing students the images and explaining the context behind each of them. Ask students to write down what they notice in
each photograph.
If you wish to play the audio story while students read along, note that the text of the article and the transcript of the story are not identical.
Make sure that students are aware that George Wallace was governor of Alabama and that this speech was given in January of 1963—
just months before the fictional Watsons make their trip to Birmingham.
Much of the motivation of this speech was because of the requirement—handed down by the federal government—that Alabama
desegregate its schools.
Homework
6th Grade English

6th Grade English
Lesson 24

Explain how the author uses imagery to develop Kenny’s perspective in The Watsons Go to Birmingham – 1963 by Christopher Paul
Birmingham—1963 and determine whether or not Kenny is a reliable narrator. Curtis pg. 180 — 190
Standards
Current Standards

Target Task
Is Kenny an unreliable narrator in this chapter? Provide evidence from the text to support your point of view.
Mastery Response
Kenny’s narration is not reliable because he is experiencing psychological shock. Kenny’s narration changes when he experiences the trauma of
the bombing because he seems to be mentally foggy and his senses are altered. He has the memory of fighting with the (imaginary) Wool Pooh
over a show in the church, which is not possible. His senses are altered by the experience: he loses the ability to hear: “I walked past a million
people with their mouths wide opened with no sounds coming out” and “felt like I floated up the front stairs.”
Key Questions
Read the second and third paragraphs on page 182. How does the author use imagery in these paragraphs to develop the mood? Provide at
least two pieces of evidence from the text.
Read the second paragraph on page 184. What is the impact of this imagery on the reader? Cite a specific example and explain what mood it
helps to develop.
What does it mean that Kenny sees the Wool Pooh in the church? Explain your thinking.
Discussion: Do you think that Kenny really saw the Wool Pooh in the church?
Discussion: Do you think that Joetta really saw Kenny leading her from the church?
6th Grade English

Match Fishtank
Lesson Guidance
Introduce the idea of an unreliable narrator (you may need to define the meaning of “unreliable”).
Unreliable narrator: A narrator whose account of events is not completely trustworthy. This can be for a few reasons:
The narrator is deliberately lying.
The narrator is young and/or does not understand the way the world works, and so draws incorrect conclusions.
The narrator is experiencing mental illness or psychological stress.
Notes
This can be a confusing chapter for students. It’s difficult to follow the exact chain of events, what is real and what is imagined. It is also a
very emotional chapter, especially if students understand that this is modeled after real, historic events. It is possible that your students have
experienced trauma themselves and that they may relate to Kenny’s emotions.
In order to effectively answer the target task, students should have a basic understanding of psychological shock and how it changes a
person’s perception of the world. The article, “What is Psychological Shock? And 5 Tips for Coping” by Alice Boyes Ph.D. from Psychology
Today may be helpful.
Homework
6th Grade English

6th Grade English
Lesson 25

Identify Kenny’s point of view and explain how it changes over the course of a chapter and Birmingham – 1963 by Christopher
the text overall.
Standards
Current Standards

Target Task
Explain why The Watsons Go to Birmingham—1963 is considered a “coming of age” novel. How has Kenny changed and grown over the
course of the book? What has he learned? Support your answer with at least two pieces of evidence from this final chapter.
Mastery Response
Kenny has learned that the world is not always fair and just; terrible things can happen that you cannot change. “But Byron, it’s just not fair.”
(202) “Kenny, things ain’t never going to be fair.” (203)
Kenny has learned that magic doesn’t really exist in the way he used to think it does, but he realizes that magic exists in the love he has for
his family. “Maybe there were magic powers hiding in the way your older brother made all the worst thugs in the neighborhood play basketball
with you.”
Developed a closer relationship with his brother
Key Questions
Why does Kenny spend so much time in the World-Famous Watson Pet Hospital? Support your answer with two pieces of specific evidence
from the text.
Read pages 195–196. How has Kenny’s perspective on the world changed since he experienced the bombing? Support your answer with two
pieces of specific evidence from the text.
How is Kenny’s point of view different from Byron’s when it comes to the Wool Pooh? Support your answer with specific evidence from the text.
Discussion: What did you think of the book? Did you like the way it ended?
Lesson Guidance
Notes
The end of our book! And also an emotional chapter in which Kenny struggles with the trauma of what he witnessed. Be sure to leave time
for discussion around their impressions of the text overall.
Homework
Read “Six Dead after Church Bombing.” Please note: this article vividly describes the horrific events of September 15, 1963. You may wish
to notify parents when you send out this homework.
6th Grade English

6th Grade English
Lesson 26

Article: “Six Dead After Church
Explain the events of the bombing of the 16th Street Baptist Church and its aftermath using Bombing”
text and visual resources.
Article: “16th Street Baptist Church
bombing was 55 years ago today:
Photos of the tragedy” by Jeremy Gray
Standards
Current Standards

Target Task
What was the emotional impact of the bombing on the people of Birmingham? Support your answer with specific evidence from the text and at
least one image.
Mastery Response
The people experienced emotional anguish in the aftermath of the bombing, especially within the African-American community. The article
describes the crowds of African-Americans gathering around the church as “hysterical,” a word that communicates emotion so strong it is
nearing insane. This anguish is easily seen in photographs from that day: in one photograph, an older man and woman are hunched over, their
faces twisted with grief. Still other photographs show people with hands over their mouths, holding one another.
Key Questions
Compare and contrast the experience of looking at the images with reading the text. What are the benefits of each these forms of media?
Describe the physical impact of the bombing on the church. Provide specific evidence from both the text and at least one image.
How do the photographs of the four girls develop your understanding of the events of September 15, 1963?
Discussion: How are you feeling after today’s reading? Why do you think that Christopher Paul Curtis chose to include this event in his novel?
6th Grade English

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Lesson Guidance
Students may need a reminder of the skills first practiced in Lesson 20:
When students are considering multiple sources on one topic, it can be useful to think:
What information does this resource provide me with that the other does not?
How does this resource develop my understanding of what I have already read or seen?
What connections can I make between these different sources?
When you look at a photograph, you might want to consider the following things:
What does the caption (if there is one) tell me about the image?
What is the first thing my eye is drawn to in the image?
What do you notice in the foreground of the image?
What do you notice in the background?
Are there people in the photograph?
What are they wearing?
What are they doing?
What are their expressions?
What is their body language?
Is there any text within the photo?
In what time period was the photo taken? How do you know?
What is the setting of the photograph? How do you know?
Notes
Today’s reading and photographs are vivid (although not overly graphic) and deeply upsetting. Students will likely have strong emotional
responses to this topic. It is strongly recommended that time is made for students to talk about their feelings at the end of the lesson.
Homework
Prepare for tomorrow’s Socratic Seminar.
6th Grade English

6th Grade English
Lesson 27 — Socratic Seminar

Engage in a Socratic Seminar with classmates, using previous feedback to set goals and Birmingham – 1963 by Christopher
reflect on performance in the seminar.
Paul Curtis
Socratic Seminar Guide
Standards
Current Standards
Speaking and Listening Standards

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.6.1.b — Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
Key Questions
How do significant historical events impact the lives of people who live through them?
Does Kenny grow up over the course of the text? How is he the same? How is he different?
Is Byron a good person?
What messages does this novel communicate about the importance of family?
How is Birmingham similar to and different from Flint?
What messages does this novel communicate about race?
How do significant historical events impact the lives of people who live through them?
Does Kenny grow up over the course of the text? How is he the same? How is he different?
Is Byron a good person?
What messages does this novel communicate about the importance of family?
How is Birmingham similar to and different from Flint?
What messages does this novel communicate about race?
6th Grade English

Match Fishtank
Lesson Guidance
Pre-Seminar Teacher Prep:
Print out and post sentence starter posters.*

Determine groups/jobs and how you will communicate these to students.
Prepare teacher-tracker.*
Decide how students will be graded for the seminar and develop the rubric you will use.*
Print out student packets, if using.*
Think through logistics: how will students move through the classroom? How will desks be arranged? How will you make sure students
understand the expectations and logistics of the seminar?
Because students have experience with Socratic Seminar from the previous module, students should look at the rubric they received (with
teacher feedback) and set a goal for improvement in today’s seminar. Their self-reflection at the end of the seminar should include their
thoughts about their progress toward these goals.
Day of Seminar:
Set seminar ground rules with students or ask them to develop their own as a group.*
Provide students with the rubric you will use to grade their participation (this can also be provided during the prep day). Ask students to
explain the difference between exemplary, satisfactory, and unsatisfactory participation.
Explain logistics and flow of the block: what groups students will be in, how to move around the room, what will happen at each stage of the
seminar.
Begin the seminar.
Ask students to self-reflect after each round or at the conclusion of the seminar.*
*Examples/guidance provided in the Socratic Seminar Guide in the materials section of this lesson.
6th Grade English

6th Grade English

Determine a speaker’s perspective on resilience and craft a thesis statement in response to Birmingham – 1963 by Christopher
the writing prompt.
Poem: “Mother to Son” by Langston
Hughes
Standards
Current Standards

Writing Standards
Target Task
One of the essential questions of this unit is related to resilience: how do people respond to and recover from traumatic experiences? Many
different writers have attempted to answer this question in their work, including poet Langston Hughes. In this task you will read Langston
Hughes’s poem “Mother to Son” and compare the speaker’s perspective on resilience to Byron’s perspective on pages 202–203 of The
Watsons Go to Birmingham—1963. How does each author develop this perspective?
Be sure to:
Write a clear thesis statement in which you identify Kenny’s and the poem’s speaker’s perspectives on resilience.
Provide specific evidence from the text and poem to support your claim.
Provide a clear introductory paragraph and two body paragraphs.
Lesson Guidance
Have students unpack the prompt: What are the expectations of this task?
Remind students of the definition of resilience.
Have students read through “Mother to Son.” What is the speaker trying to say about resilience? How does the speaker communicate this
idea?
Reread pages 202–203. What is Byron’s message about resilience? How does he communicate this idea?
Have students craft strong thesis statements to answer the question: what is each speaker’s perspective on resilience and how does the
author develop this perspective?
6th Grade English

6th Grade English

Gather strong evidence to support claim statements and draft two body paragraphs. Birmingham – 1963 by Christopher
Hughes
Standards
Current Standards
Writing Standards
the topic or text.
Target Task
Be sure to:
Lesson Guidance
Have students review their claim statements from yesterday. Remind them that they have already analyzed how the author develops this
point of view—now they just have to find specific examples of this.
Students should go back to the texts and find at least two examples from each to explain the author’s development of this perspective.
(Review earlier lessons on the way authors develop perspective if students need a refresher!)
Have students reflect on the last writing task and the characteristics of strong analysis.
Students should draft their two body paragraphs.
6th Grade English

6th Grade English

Draft strong introductory paragraphs, provide feedback to a classmate on their essay, and Birmingham – 1963 by Christopher
incorporate feedback into own work.
Hughes
Standards
Current Standards
Writing Standards
W.6.5 — With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach.
Target Task
Be sure to:
Lesson Guidance
Ask students to brainstorm what kind of information should be included in a strong introductory and concluding statement. Provide an
exemplar.
Have students draft introduction and conclusion statements.
Provide students with guidance on how to provide meaningful feedback to peers. [See peer feedback guide.]
Ask students to incorporate feedback into their work (plus any additional feedback you have given them).
6th Grade English


6th Grade English Unit 1 Lessons

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6th Grade English

Unit 1: Developing Resilience: The Watsons Go to Birmingham-1963

Objective Readings and Materials

Reading Standards for Literature

Slang/colloquial language (“Cutting up”)