The
Watsons Go to
-1963
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Christopher Paul Curtis
This book explores a family unit and their awareness of and their link to the Civil Rights movement.
This book would be
used in late fifth grade, more for the content of the book, than the reading
level. The level of this book is 5.2.
Kathy L. Frye
Language Arts
Competency Goal 1 The learner will apply enabling strategies and
skills to read and write.
1.02 Select key vocabulary critical to the
text and apply appropriate meanings as necessary for comprehension.
1.03 Increase
reading and writing vocabulary through:
·
wide reading.
·
word study.
·
word reference materials.
·
content area study.
·
writing process
elements
·
writing as a tool.
·
debate.
·
discussions.
·
seminars.
·
examining the author’s craft.
1.04
Use word reference materials (e.g., glossary, dictionary, thesaurus, on-line
reference
tools) to identify and comprehend unknown words.
Competency Goal 2 The learner will
apply strategies and skills to
comprehend text that is read, heard and viewed.
2.01
Use metacognitive strategies independently and flexibly to monitor
comprehension
and extend
vocabulary (e.g., skim, scan, reread the text, consult other sources, ask for
help,
summarize,
paraphrase, question).
2.02
Interact with the text before, during, and after reading, listening, and
viewing by:
·
making predictions.
·
formulating questions.
·
supporting
answers from textual information, previous experience, and/or
other sources.
·
drawing on personal literary, and cultural understanding.
·
seeking additional information.
2.04
Identify elements of fiction and nonfiction and support by referencing the text
to
determine
the:
·
plot development.
·
author’s choice of words.
·
effectiveness of figurative language (e.g., personification,
flashback).
2.08
Explain and evaluate relationships that are:
·
causal.
·
hierarchical.
·
temporal.
·
problem-solution.
2.09
Listen actively and critically by:
·
asking questions.
·
delving deeper into the topic.
·
elaborating in the information and ideas presented.
·
evaluating information and ideas.
·
making inferences and drawing conclusions.
·
making judgments.
2.10 Identify strategies used by a speaker or writer
to inform, entertain, or influence an
audience.
Competency Goal 3 The learner will make connections through the use of
oral language, written language, and media and technology.
3.01 Respond to fiction, nonfiction, poetry, and drama
using interpretive, critical, and
evaluative processes by:
·
analyzing word choice content.
·
examining reasons
for a character’s actions taking into account the situation
and basic
motivation of the character.
·
creating and
presenting a product that effectively demonstrates a personal
response to a
selection or experience.
·
examining alternative perspectives.
3.02
Make connections between texts by recognizing similarities and differences
based on
a common
lesson, theme, or message.
3.06
Conduct research (with assistance) from a variety of sources for assigned or
self-
selected
projects (e.g., print and non-print texts, artifacts, people, libraries,
databases,
computer
networks).
Competency Goal 4 The learner will apply strategies and skills to create
oral, written and visual texts.
4.09 Produce work that follows the conventions of particular genres (e.g., clarification,
essay, feature story, business letter).
4.10
Use technology as a tool to enhance and/or publish a product.
Competency Goal 5 The learner will apply grammar and language
conventions
to communicate effectively.
5.01 Consistently use correct capitalization (e.g., names of magazines, newspapers,
organizations) and punctuation (e.g., colon to introduce a list, commas in apposition,
commas used in compound sentences).
5.04
Determine the impact of word choice on written and spoken language.
5.05
Spell most commonly used words accurately using a multi-strategy approach to
the
learning of new spellings.
5.06
Proofread for accuracy of spelling using appropriate strategies to confirm
spelling
and to correct errors.
5.07
Edit final product for grammar, language conventions, and format.
5.08
Create readable documents through legible handwriting and word processing.
Social Studies
Competency Goal 12 The learner will trace developments in the history of
the
of people today.
12.2 Associate an event or phenomenon in the history of
the
situation or practice.
Information Skills
Competency Goal 1 The learner will EXPLORE sources and formats for
reading, listening and viewing purposes.
1.01 Participate in read-aloud, storytelling, book talking, silent and voluntary reading
experiences.
1.02 Demonstrate competence and self motivation as a
reader.
1.03 Demonstrate appropriate care of resources.
1.04 Acknowledge ownership of ideas.
1.05 Identify elements of composition.
1.06 Identify characteristics of various genres.
1.07 Follow acceptable use policy (AUP/IUP) for electronic
resources.
1.08 Select and use independently, both within and outside
the school, a variety of
resources
(print, non-print, electronic) and formats (print, graphical, audio, video,
multimedia).
1.11
Explore primary secondary sources.
Competency Goal 2 The learner will IDENTIFY and USE criteria for
excellence to
evaluate information and formats.
2.03 Recognize the diversity of ideas and thoughts by exploring a variety of resources
(print, non-print, electronic and formats (print, graphical, audio, video, multimedia,
web-based).
Competency Goal 3 The learner will RELATE ideas and information
to life experiences.
3.02 Collect and compare information about diverse cultures, environments, and peoples.
3.03
Identify bias and stereotypes.
3.05
Describe how information and ideas are influences by prior knowledge, personal
experience,
and social, cultural, political, economic and historical events.
Competency Goal 4 The learner will EXPLORE and USE research
processes to meet information needs.
4.05 Gather information.
4.06 Comply with Copyright Law (P. L.
94-553).
4.07 Organize and use information.
4.08 Credit sources of information.
4.09 Present information in a variety of
formats (print, graphical, audio, video,
multimedia).
Competency Goal 5 The learner will COMMUNICATE reading,
listening, and viewing experiences.
5.01 Respond to reading, listening, viewing experiences orally, artistically, dramatically, through various formats (e.g., print, multimedia).
5.02 Produce media in various
formats (print, graphical, audio, video, multimedia) appropriate to audience
and purpose.
5.04 Credit sources in all
print, non-print, and products.
5.05 Apply fair use copyright
guidelines (Copyright Law, P. L. 94-553) in all projects.
Computer/Technology Skills
Competency Goal 2 The learner will demonstrate knowledge and skills
in the use of computer and other technologies.
2.1 Use technology tools to collect, analyze, and display data. (SI)
2.4 Use a word processing application to create and format a document. (KU/WP/DTP)
Competency Goal 3 The learner
will use a variety of technologies to
access,
analyze, interpret, synthesize, apply, and
communicate information.
3.3 Select search strategies to obtain information.
3.7 Evaluate information found via telecommunications for appropriateness, content, and usefulness.
Launch
activity
We would begin with an activity where the students would have either an orange
square or purple square of construction paper. There will be more orange squares than
purple squares. Those with orange squares will be allowed to do things that those with
purple squares wouldn’t be allowed to do, for example, the orange squares could sharpen
their pencils at any time, but those with purple would have to ask, or the oranges can
move around freely, while the purples have to stay in their seats. This would continue
for a few minutes, then we would discuss how both groups felt as the activity was going
on. I would then read a book to them entitled, Goin’ Someplace Special, by Patricia C.
McKissack. We would discuss how the young girl in the story felt, and how her
grandmother’s words helped her out.
The Watsons
Go To Birmingham-1963
p. 1-19
CHARACTER SKETCHER
Your job is to sketch Dad.
____________________________________________________________________________________
DISCUSSION DIRECTOR
Your job is to ask 6 questions, record the answers
to your questions, and the
p. and par. where the answers
are found (if possible). Be sure to ask
questions
that really make your group
think!!! You need to ask the following
types of
questions:
1 Problem/Solution
1 Opinion
1 Characterization
1 Cause/Effect
1 Thinking
1 Setting
What was the problem in this section? How was it solved?
It was so cold in the Watsons’ house, and the furnace wasn’t working.
(p.1, par.3)
The landlord’s phone was still busy after Dad had tried calling
him over and over. (p.6, par.
4) The problem was solved by Dad calling
Aunt Cydney and making
sure they could come over to her house to stay.
Why do you think they were called “the weird Watsons”?
Maybe because it seems they
are always doing strange things or getting
into trouble. People might think they are weird because
their mom is from
What in Byron’s character shows that he thinks he is
above everyone in his
family?
He
didn’t think it was “cool” to touch anybody or let anyone touch him,
even if it meant he froze to
death. (p.2, par.2)
What happened to By while
he and Kenny were scraping the car windows?
When By scraped the ice off the mirror, he ended up with his lips
frozen to it, because he was
trying to kiss himself. (p.14, par.4)
Do you think that the Watson family gets along? Why?
Overall,
they get along well. Even Byron chuckles
at Dad when
he’s supposed to be “cool”.
(p.4, par. 2) Though he tries to act
like he
doesn’t need them, by the end of
this section, he needs his family. (p.12,
par.4)
What do we know about where this section of the
story takes place?
This
part of the story takes place at the Watson’s house. It is winter
and very cold in the part of
(p.2, par.1)
________________________________________________________________________
PASSAGE PICKER
Pick 4 passages that exhibit the following:
1 Surprising
1 Descriptive
1 Informative
1 Funny
________________________________________________________________________
WORD WIZARD
Your job is to complete your role sheet for 4 of the
following words:
generate p.1, last line
bundled p.2, 1st full par.
nonsense p.4, 1st line
slew p.5, 1st full par.
juvenile p.8, 4th par.
delinquent p.8, 4th par.
________________________________________________________________________
SUMMARIZER
Your job is to provide a brief summary of the events
that occurred during
this section. You should highlight any major developments
in the plot, any
new characters that are
introduced, and the main flow of action of this section.
The Watsons
Go to Birmingham-1963
p.20-46
CHARACTER
SKETCHER
Your
job is to sketch Rufus.
________________________________________________________________________
DISCUSSION DIRECTOR
Your job is to ask 6 questions, record the answers
to your questions, and the
p. and par. where the answers
are found (if possible). Be sure you ask
questions
that really make your group
think!!! You need to ask the following
types of
questions:
1 Problem/Solution
1 Cause/Effect
1 Main Idea
1 Point of view
1 Characterization
1 Prediction
________________________________________________________________________
PASSAGE PICKER
Pick 4 passages that exhibit the following:
1 Funny
1 Sad
1 Surprising
1 Descriptive
________________________________________________________________________
WORD WIZARD
Your job is to complete your role sheet for 4 of the
following words:
Occasions p.23, par.1
Incapable p.24, par.2
Emulate p.24, par.3
squinched p.26, par.1 (1st full)
panning p.30, par.4
radioactive p. 39, par.7
________________________________________________________________________
CONNECTOR
Your job is to connect the book to the outside
world. Write a paragraph
connecting one of the following
passages of the book to your life or someone
you know.
p.27, 1st full
par. “The worst part …on me.”
p.41, par.3 “After I’d sneaked…real stupid.”
p.43, par.3 “Maybe it was…laugh down.”
p.45, par.4 “How’s school…Rufus’ feelings.”
p.45, par.4
I can
remember doing something wrong that really bothered me when
I was younger.
The only thing was, I didn’t know how to set things right
again, or how to talk to my
parents about it. I worried and fretted
over it, not
realizing that it was obvious to
everyone around me that I WAS worried about something! When my mom finally set me down and asked me
if anything
was wrong, a flood of tears
started flowing that I didn’t know was ready to
come out. We talked everything out, and I ended up
feeling relieved and
happy again. I understand how Kenny felt in this passage!
The Watsons
Go to Birmingham-1963
p.47-74
CHARACTER SKETCHER
Your job is to sketch Momma.
________________________________________________________________________
DISCUSSION DIRECTOR
Your job is to ask 6 questions, record the answers
to your questions, and the
p. and par. where the answers are found (if possible). Be sure to ask questions
that really make your group
think!!! You need to ask the following
types of
questions:
1 Thinking
1 MCEOG
1 Effect/Cause
1 Problem/Solution
1 Main Idea
1 Moral/Theme
________________________________________________________________________
PASSAGE PICKER
Your job is to pick out 4 passages that exhibit the
following:
1 scary
1 amusing
1 descriptive
1 dialect
WORD WIZARD
Your job is complete your role sheet for 4 of the
following words:
pomade p.48, par.2
orbiting p.51, par.4
hypnotized p.54, par.3
scrunch p.55, last par.
director p.62, par.7
slitty p.67, par.2
pomade page 48, par. 2
“When that last scarf came off there was always a
real nice smell, like Joey
was a little oven and inside
all these clothes she’d baked up her own special
perfume, with the smell of shampoo
and soap and the pomade Momma put
in her hair.”
Definition-a fragrant ointment put on the hair
Noun
Question-Why do you think Kenny doesn’t mind this
part of helping Joey
out of all her snow clothes?
Answer-Because he loves all the smells that he can
smell when he gets the
last scarf off of Joey.
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ARTFUL ARTIST
Your job is to create a visual representation of what
Joey and Kenny looked
like as they went to school in
the winter. Use p. 46-47 to help you.
The Watsons
Go to Birmingham-1963
p. 75-99
CHARACTER SKETCHER
Your job is to sketch Byron.
________________________________________________________________________
DISCUSSION DIRECTOR
Your job is to ask 6
questions, record the answers to your questions, and the
p. and par. where the answers
are found (if possible). Be sure you ask
questions that really make your group
think!!! You need to ask the follow-
ing types of questions:
1 Point of view
1 Setting
1 Sequence
1 Cause/Effect
1 Main Idea
1 Prediction
________________________________________________________________________
PASSAGE PICKER
Your job is to pick out 4
passages that exhibit the following:
1 step by step
1 surprising
1 cause/Effect
1 descriptive
________________________________________________________________________
WORD WIZARD
Your job is to complete your
role sheet for 4 of the following words:
welfare p.76, par.9
crumpled p.81, par.5
mourning p.82, par.6
linoleum p.87, par.2
challenged p.92, par.1
tolerate p.95, par.12
________________________________________________________________________
SUMMARIZER
Your job is to provide a brief
summary of the events that occurred during
this section. You should highlight any major developments
in the
plot, any new characters that
are introduced, and the main flow of action of
this section.
Byron and Kenny go to the market. Byron is convinced that they
are on welfare, but when he
finds out they are able to buy things on credit,
he charges cookies to the
family’s account.
By throws an apple at a dove and kills it. Kenny is puzzled when
By is upset by this, and
even more bewildered when he finds that Byron
made a grave for the bird. He doesn’t understand how Byron can be so
mean to people, but care so much
about a bird.
Byron also gets his hair straightened without permission
from his
parents, but that doesn’t last
long, since their dad ends up shaving By’s hair
off!
The Watsons
Go to Birmingham-1963
p. 100-120
CHARACTER SKETCHER
Your job is to sketch Kenny.
________________________________________________________________________
DISCUSSION DIRECTOR
Your job is to ask 6 questions,
record the answers to your questions, and the
p. and par. where the answers
are found (if possible). Be sure you ask
questions that really make your group
think!!! You need to ask the
following types of questions:
1 Opinion
1 Characterization
1 Thinking
1 Main Idea
1 Mood
1 Moral/Theme
________________________________________________________________________
PASSAGE PICKER
Your job is to pick out 4
passages that exhibit the following:
1 informative
1 humorous
1 persuasive
1 informative
p. 110-111, par. 4
First two words, “Well,
well, well…”, last two words, “…the record.”
This passage is a persuasive
passage, because Dad is mimicking the
salesman who sold him the Ultra
Glide.
Why do you think that Dad
was doing this with Joey and Kenny?
He knew that the two of them
would appreciate the Ultra Glide, and that
they would go along with him
cutting up.
Christopher Paul Curtis
included this in the story to show us a little
more of Dad’s character and the
way his family interacts with him.
________________________________________________________________________
WORD WIZARD
Your job is to complete your
role sheet for 4 of the following words:
pinnacle p.103, par.11
seniority p.106, par.6
ultimate p.110, par.5
dispersal p.110, par.7
haphazardly p.112, par.9
maestro p.115, par.3
________________________________________________________________________
CONNECTOR
Your job is to connect the
book to the outside world. Write a
paragraph
connecting one of the following passages
of the book to your life or someone
you know.
p.103,
next to the last par. “But Dad…soap smells.”
p.111,
par.2 “First she…going on.”
p.117, par.6 “Dad said…has hair.”
The Watsons
Go to Birmingham-1963
p. 121-148
CHARACTER SKETCHER
Your job is to sketch Joey.
________________________________________________________________________
DISCUSSION DIRECTOR
Your job is to ask 6 questions, record the answers
to your questions, and the
p. and par. where the answers
are found (if possible). Be sure you ask
questions that really make your group
think!!! You need to ask the following
types of questions:
1 MCEOG
1 Sequence
1 Prediction
1 Setting
1 Thinking
1 Point of view
________________________________________________________________________
PASSAGE PICKER
Your job is to pick out 4 passages that exhibit the
following:
1 dialect
1 simile
1 surprising
1 informative
WORD WIZARD
Your job is to complete your role sheet for 4 of the
following words:
jive p.122, par.5
bound p.123, par. 6
accustomed p.126, par.1
expressway p.131, par.1
sanitation p.140, par.7
facilities p.140, par.8
________________________________________________________________________
SUMMARIZER
Your job is to provide a
brief summary of the events that occurred
during this section. You should highlight any major developments
in the
plot, any new characters that
are introduced, and the main flow of action of
this section.
The Watsons
Go to Birmingham-1963
p. 149-179
CHARACTER SKETCHER
Your job is to sketch
Grandma Sands.
________________________________________________________________________
DISCUSSION DIRECTOR
Your job is to ask 6 questions, record the answers
to your questions, and the
p. and par. where the answers
are found (if possible). Be sure you ask
questions that really make your group
think!!! You need to ask the following
types of questions:
1 Opinion
1 Problem/Solution
1 Cause/Effect
1 Mood
1 Characterization
1 Sequence
________________________________________________________________________
PASSAGE PICKER
Your job is to pick out 4 passages that exhibit the
following:
1 simile
1 step-by-step
1 descriptive
1 scary
WORD WIZARD
Your job is to complete your role sheet for 4 of the
following words:
vittles p.152, par.1
pathetic p.153, par.2
dispositioned p.153, par.2
blubbering p.156, par.7
wilier p.163, last line
whirlpool p.169, par.1
________________________________________________________________________
ARTFUL ARTIST
Your job is to give a visual representation of how
you think the “wool pooh”
looked to Kenny. Go back to p. 176-178 for help.
The Watsons
Go to Birmingham-1963
p. 180-206
DISCUSSION DIRECTOR
Your job is to ask 6 questions, record the answers to
your questions, and the
p. and par. where the answers
are found (if possible). Be sure you ask
questions that really make your group
think!!! You need to ask the following
types of questions:
1 Thinking
1 MCEOG
1 Main idea
1 Mood
1 Point of view
1 Moral/Theme
________________________________________________________________________
PASSAGE PICKER
Your job is to pick out 4 passages that exhibit the
following:
1 important
1 sad
1 descriptive
1 scary
________________________________________________________________________
WORD WIZARD
Your job is to complete your role sheet for 4 of the
following words:
sonic p.182, par.8
wrestle p.183, par.4
clomped p.189, 2nd line from bottom
snitch p.195, 3rd line from bottom
reputation p.196, 2nd line from bottom
eavesdropping p.204, par.2
________________________________________________________________________
SUMMARIZER
Your job is to provide a
brief summary of the events that occurred
during this section. You should highlight any major developments
in the
plot, any new characters that
are introduced, and the main flow of action of
this section.
________________________________________________________________________
CONNECTOR
Your job is to connect the
book to the outside world. Write a paragraph
connecting one of the following
passages of the book to your life or someone
you know.
p.181, par.3 “It was too…me already.”
p.183, par.7 “Some of the…
p.199, par.3 “Maybe it was…hundred hours.”
Culminating Activities
All these activities will be whole group activities.
TRAVEL TRACER
Now that the Watsons’ traveling is over, create a map that traces their
route from
the route they took and the
places that they stopped. Be creative
with
how you portray this.
INTERNET INVESTIGATOR
The following websites have
something to do with Christopher Paul Curtis
or the church bombing in
3 facts about Christopher
Paul Curtis that you didn’t know, and 3 facts about
the church bombing/civil rights
movement that you found interesting.
www.yahooligans.com/School_Bell/Language Arts/Authors/Curtis_Christopher_Paul/
summerreading.nypl.org/read2002/chats/curtis_txt.html
www.eduscapes.com/newbery/96c.html
www.fsu.edu/~Candl/ENGLISH/webquests/watsons5.htm
www.useekufind.com/peace/
Read The Other Side,
by Jacqueline Woodson out loud to the class.
Discuss
the feelings that the students
have at the end of this story. Is it different
from the feelings they had from The
Watsons Go to Birmingham? How?
What do they think about the
way that these girls found a way to be friends?
Are things different in the
world today? How do they see things in
their own
time and place?
________________________________________________________________
BIBLIOGRAPHY/REFERENCES
Curtis, C. (1995). The Watsons Go to Birmingham-1963.
House.
McKissack, P. (2001). Goin’ Someplace Special.
Woodson, J. (2001). The Other Side.
www.yahooligans.com/School Bell/Language Arts/Authors/Curtis_Christopher_Paul/
summerreading.nypl.org/read2002/chats/curtis_txt.html
www.eduscpes.com/newbery/96c.html
www.fsu.edu/~Candl/ENGLISH/webquests/watsons5.htm
www.useekufind.com/peace/