The Watsons go to Birmingham 1963

5th Grade Language Arts

Prepared by:
Courtney Valencik
Fall 2013, BU

1. Introduction

While reading Christopher Paul Curtis The Watsons go to Birmingham 1963, the
students will be introduced to a time period that is undeniably unlike their own.
They will be introduced to an African American perspective during the 1960s,
after slavery and during segregation and equality protests. They will also be
introduced to a family living in low socioeconomic status. By reading and hearing
about these topics and diversities, the students minds will be opened and their
understanding of diversities unlocked. After this unit they will understand how
America got to where it is today and what it has overcome to get here. The
lessons within this unit reflect the diversities and events in this book and within
the time period of this book.

2. Academic Standards/ Assessment Anchors

R3.A.1.3.1: Make inferences and/or draw conclusions based on information from the
text.

R4.A.1.4.1: Identify and/or explain stated or implied main ideas and relevant supporting
details from text.

R4.A.2.4: Identify and explain main ideas and relevant details.

R5.A.1.5.1: Summarize the key Details and Events of a Fictional Text as a Whole

R5.A.1.3.2: Cite evidence from text to support generalizations.

R5.A.2.5.1: Summarize the major points, processes, and/or events of a nonfictional text.

1.1.5.D- Demonstrate comprehension/understanding before reading, during reading, and

after reading on grade level texts through strategies such as retelling, summarizing, note
taking, connection to prior knowledge, extending ideas from text, and non-linguistic
representations
1.2.5.D- Make interferences about similar concepts in multiple texts and draw
conclusions, citing evidence from the text to support answers.
1.2.5.E- Read, understand, and respond to essential content of text and documents in all
academic areas.
1.5.4.B: Develop content -Gather, organize, and select the most effective information

appropriate for the topic, task, and audience.

1.5.5.A: Write with a clear focus, identifying topic, task, and audience.
1.5.5.F: Use grade appropriate conventions of language when writing and editing.

Comment [C1]:
By researching and applying standards to this
lesson, I showed connection to NCATE Standard 4.2,
align curricular goals teaching strategies, and
organization of environment and learning
experiences. Knowing what standards to work on
helps to better develop the lesson and head toward
set goals.

3. Unit Goals/Objectives

After finishing reading The Watsons go to Birmingham, Students will be able to discuss
how the book is diverse

After finishing reading and discussing The Watsons go to Birmingham, students will be
able to write about the significance of the Civil Rights Movement using examples from
the novel.

Students will be able to list the main events from the novel.

4. Pre-assessment
Vocabulary: The following terms relate to our next novel, The Watsons go to Birmingham.
Define the following terms to the best of your ability:

Segregation:

Civil Rights:

Discrimination:

Comment [C2]: The unit goals and objectives as

well as the objectives specific to each lesson show
NCATE Standard 4.2, align curricular goals, teaching
strategies, and organization of environment and
learning experiences, in action. These objectives
stand as goals for the unit and lessons and show the
direction that I want my teaching to be going.

Comment [C3]:
This unit includes pre-assessment, formative and
summative assessments. These are all examples of
integrating formal/informal assessment into
instruction and interpret/communicate results,
standard 4.10.

Comment [C4]: In this part of the preassessment, I have students making their own
definitions for the vocab words using what they
know or making inferences. This connects to NCATE
Standard 4.8, help students make meaning through
personal responses.

Protest:

Juvenile Delinquent:

Race:

Short Answer: Answer the following questions to the best of your ability.

1. What rights were African Americans denied before the Civil Rights Movement?

2. Name 2 African Americans that have changed history.

5. Motivational Device

The Watsons go to Birmingham 1963 movie trailer:

https://www.youtube.com/watch?v=jlhUORTGUgE

Comment [C5]: By incorporating multiple forms

of media such as this YouTube video, I am
connecting to NCATE Standard 3.6, know print/nonprint media & tech. For this unit, this media is
important as a motivational device to introduce The
Watsons Go To Birmingham through its movie
trailer.

6. Content
Lesson Plan 1:
The Watsons go to Birmingham
Grade 5

Academic Standards:

1.2.5.E- Read, understand, and respond to essential content of text and documents in all
academic areas.
R5.A.1.3.2: Cite evidence from text to support generalizations.
R3.A.1.3.1: Make inferences and/or draw conclusions based on information from the
text.

Instructional Objectives:

Students will be able to list 2-3 things about the civil rights movement period.
Students will be able to list events occurring in the south during the 1960s
Students will discuss the main events in a chapter without missing any.

Content:
Introduction:

KWL Chart: Get students background knowledge on things about the civil war,
segregation, etc.
o Fill in K and W
Explain terms from pre-assessment and have students make a list of them and
their definitions. (Segregation, Civil Rights, Discrimination, Protest, Juvenile
delinquent)

o These are some words that come up in the book, when you come to them
you can look back at your list if you dont remember them
Overview of civil rights movement
o Show pictures of integrated buildings/busses & nonviolent protests.
o Show pictures of influential African Americans (Rosa Parks, Martin
Luther King Jr, Malcolm X)

Comment [C6]: Discussing the events and

characters from the Civil Rights time period brings
social studies content into my language arts
classroom. This supports NCATE Standard 4.3,
integrate interdisciplinary teaching.

Content/Topics:

Book Read: Oh, Freedom! : Kids Talk About the Civil Rights Movement With The
People Who Made It Happen by Casey King
Have students volunteer to summarize what was going on in the 1960s down
south.
Introduce The Watsons go to Birmingham-1963
o Narrated by Kenny
o Family goes down south during the civil rights movement
Read Chapter one to the class.

Learning Activities:

Double-entry journals: begin journals to be used through reading the novel.

o Byrons a bully- have students find a passage in chapter one where
Byron is being a bully. Have them put this passage on the left side of the
journal and their reaction or connections on the left side.
Think-Pair-Share: Have the students pair up and get ready to discuss the
following question:
o In Chapter 1, Kenny plays along with Byron and Bupheads Surviving the
Blizzard test. On page 11 he says, I made up my mind that no matter
how hard they threw me in that snow I was going to get up laughing.
Why would Kenny do this? Do you agree with his choice?

Key Discussion Questions:

Why did Kennys mom wish she hadnt moved to Flint?

What is segregation?
What do you think about how Byron treats Kenny? Do you have sibling that you
fight with?

Closure:

Have students give definitions for pre assessment vocab.

Chapters 2 & 3 to read for homework.

Comment [C7]: Including both childrens

literature such as Oh Freedom! As well as the novel
The Watsons go to Birmingham, I incorporate
multiple types of literature into the classroom in
order to aid the novel and the overall topic of the
Civil Rights Movement. This goes along with NCATE
Standard 3.5, know/use an extensive range of
literature.

Differentiated Learning Activities:

Give students with learning disabilities a time line of the events that went on in
the 1960s in the south.
Give students with reading difficulties and ESL students graphic organizer to
write notes on as they read.

Instructional Resources/Technology:

The Watsons go to Birmingham 1963 by Christopher Paul Curtis

Oh, Freedom! : Kids Talk About the Civil Rights Movement With The People Who
Made It Happen by Casey King
Journals

Formative Assessment:

For a ticket out the door, have the students write down one thing they learned
about civil rights.

Name: ___________________________

Before we start our lessons, fill in the first and second columns. The last column will be filled in after our
lessons.

I Know

I Want to Know..

I Learned

How I Learned it

Lesson Plan 2:
The Watsons go to Birmingham
Grade 5

Academic Standards:

R5.A.1.5.1: Summarize the key Details and Events of a Fictional Text as a Whole

R5.A.1.3.2: Cite evidence from text to support generalizations.

1.1.5.D- Demonstrate comprehension/understanding before reading, during
reading, and after reading on grade level texts through strategies such as retelling,
summarizing, note taking, connection to prior knowledge, extending ideas from
text, and non-linguistic representations
1.5.4.B: Develop content -Gather, organize, and select the most effective
information appropriate for the topic, task, and audience.

Instructional Objectives:

Students will be able to summarize chapters they read leaving out no more
than 1 main event.
Students will work in literature circle groups completing their part of the
work
Students will evaluate peers work based on rubric provided.

Content:
Class Discussion:

Have the class discuss in literature circles with jobs for chapters 2 & 3.
o Jobs include summarizer, discussion leader, word wizard, and
illustrator.
o Worksheets for each job provided.
Bring up any topics the students may have missed.
Write in double journal entries about Kenny reading in front of the class of
older kids.
o How did Kenny feel? How would you feel? Have you done
anything like that?

Comment [C8]: The key discussion questions for

each lesson allow students to participate in higher
level thinking and discussion, going along with
MCATE Standard 4.5, engage students in meaningful
discussions of oral, written, visual forms.

Content/Topics:

Discuss how Rufus and Cody are different from Byron

Ask students how they feel about how Rufus and Cody are treated.
Read chapters 5 or 6 as assigned in class in literature circle reading
groups.
Collaborative Books

Learning Activities:

In literature circle groups:

o Collaborative book: Each group will create a collaborative book on
chapters 5 or 6. The book should be contributions from all group
members and should include pictures, quotes, and passages.
o Rubric will be provided.
When all of the groups have their books composed, the students will be
provided with sticky notes for a gallery walk to see and comment on other
groups collaborative books.
Students will take their seats after the gallery walk and volunteers can tell
what they like about all or any of the books.

Key Discussion Questions:

How would you feel about reading in front of a class? An older class?
Parents?
Would you treat the new boys like the rest of the kids on the bus did?
What are some differences between Kenny and the new southern boys?

Closure:

In your writing journals, write a letter to a pretend new kid who is coming
to the school. Tell them things about the school, like some of your favorite
teachers, or what foods to stay away from in the cafeteria.
Chapters 7 and 8 for homework.

Differentiated Learning Activities:

Students who have graphic organizers for reading help can use them for
their collaborative book.

Instructional Resources/Technology:

Lit. circle sheets

Collaborative Book resources: paper, markers, rubric

Formative Assessment:

Collaborative books will be collected and graded according to rubric

Lesson Plan 3:
The Watsons go to Birmingham
Grade 5

Academic Standards:

1.5.5.A: Write with a clear focus, identifying topic, task, and audience.
1.5.5.F: Use grade appropriate conventions of language when writing and editing.
1.2.5.D- Make interferences about similar concepts in multiple texts and draw conclusions, citing
evidence from the text to support answers.
R5.A.1.3.2: Cite evidence from text to support generalizations.

Instructional Objectives:

Students will be able to predict what events will happen next in a story.
Students will be able to write a paper using the writing method with little
or no spelling and grammar errors.
Students will be able to correct papers based on grammar and spelling
corrections.

Content:
Introduction:

Write in your double entry journals a list of the members of the Watson
family and their traits, or a few facts about them.

Learning Activities:

Pretend youre going on a long car trip. Write a page about:

1. Where would you go?
2. What would you do there?
3. What would you take?
4. Who would you take?
o Have 2-3 peers (students choice who) read your paper and make
corrections.
o Correct the corrections you and your peers found and prepare
paper for final draft.
Read chapter 9 in pairs.
In literature circle groups, predict what you think will happen when the
Watsons get to Birmingham. Create a story board on the worksheet
provided. Write a caption below the picture explaining it.

Comment [C9]: This activity requires students to

write a paper using the writing process. Knowledge
of the writing process and how to use it in lessons
connects to NCATE Standard 3.4, know different
composing processes.

When storyboards are made, have each group present their board to the
class and describe each frame.

Key Discussion Questions:

Why do you think Byron changed his hair?

Do you think sending Byron away for the summer is a good punishment?
What song would you play in the brown bomber?

Closure:

Bring up how different the south is, especially at the time of the
Watsons travel.
Summarize points learned in lesson 1 about civil rights.
Chapters 11 and 13 for homework

Differentiated Learning Activities:

ESL students will get a story outline to use before writing their paper.
All students will have the choice to use computers, aiding ESL students, and
students with reading or writing difficulties.

Instructional Resources/Technology:

Computers
Story Board Worksheets

Formative Assessment:

Papers will be collected after revisions are made and graded.

Names: ______________________________________________

Predict what you think will happen when the Watsons get to Birmingham. Create your story in
the frames below. Write a caption below the picture explaining it.

1.

2.

3.

4.

Lesson Plan 4:
The Watsons go to Birmingham
Grade 5

Academic Standards:

R5.A.2.5.1: Summarize the major points, processes, and/or events of a nonfictional text.
1.2.5.D- Make interferences about similar concepts in multiple texts and draw
conclusions, citing evidence from the text to support answers.
1.2.5.E- Read, understand, and respond to essential content of text and documents in all
academic areas.

Instructional Objectives:

Students will fluently be able to compare and contrast objects, leaving out
few or no main ideas.
Students will be able to effectively write facts that they learned about the
civil rights movement.

Content:
Introduction:

Fill out L on KWL charts

o Fill out with information learned about the civil rights movement
and the times of the 1960s in the south.

Content/Topics:

Ch. 11 and 13 discussion

o Was Grandma Sands what Kenny expected?
o How did Kenny change in these chapters?
o How did Byron change?
o What is the Wool Pooh?
Read Chapter 14 in class

Learning Activities:

In your double entry journals, write your reactions or questions about the
church bombing.
o Share newspaper article about the real Birmingham bombing
o http://www.washingtonpost.com/wpsrv/national/longterm/churches/archives1.htm

Comment [C10]: This activity includes sharing

with the students a newspaper article and other
resources about the real Birmingham bombing
mentioned in the novel. The research I did to find
these alternate resources reflects NCATE Standard
4.1, examine and select resources for instruction. It
also includes NCATE Standard 3.6, know range of
print/non-print media & tech.

o More info about it:

http://www.english.illinois.edu/maps/poets/m_r/randall/birmingha
m.htm
Talk about why they bombed the church
o To stop civil rights movements & integration.
Share reflections/questions from journals written while reading the
chapters
Venn Diagrams comparing Flint & Birmingham
o REVIEW: Use compare and contrast sheet to review how
comparing and contrasting topics work.
o Flint on the Left, Birmingham on the right, any similarities in the
middle

Key Discussion Questions:

How did you feel when we read about Joeys church being bombed?
Did you think the shoe Kenny found was Joeys?
Why wasnt Joey in the church when It was bombed?
o Did she really see Kenny?

Finish the book for homework

Ticket out the door: Why do you think about the bombing of the
church?

Closure:

Differentiated Learning Activities:

ESL students will be provided an alternative newspaper article.

Ideas for the Venn diagram will be provided to individual with
learning disabilities.
Gifted students can research more about the Birmingham Bombing
and other events in the south at that time.

Instructional Resources/Technology:

Venn Diagram Sheet

Compare/Contrast Sheet
News Article Resources
Journals
KWL logs

Formative Assessment:

Pretending youre Kenny, write a letter to Rufus and Cody about

everything thats happened on your trip using at least 4 examples from the
book.

Comment [C11]: This formative assessment for

this lesson covers NCATE Standard 4.10, integrate
formal/informal assessment and
interpret/communicate results. This formative
assessment is an informal assessment to ensure the
lesson for that day was effective.

Compare/Contrast Summary
Concept 1

Concept 2

How are concept 1 and concept 2 alike?

How are concepts 1 and 2 different?

Concept 1:___________

Concept 2:___________

9. Summative Assessment
Name:________________________________
Multiple Choice: Select the letter that best answers the question.
1. Why does Mama miss living in Birmingham?
a. It has better food
b. Its warmer
c. Her dog is there
d. It has outside bathrooms
2. What did Mama threaten Byron for doing?
a. Running in the house
b. Teasing Joetta
c. Eating all of the snacks
d. Playing with matches
3. Who did Mama and Dad want to send Byron to live with?
a. Grandma Sands
b. The Neighbors
c. Buphead
d. Uncle Scott
4. What is the weather like in Birmingham?
a. Below Zero Temperatures
b. Rainy
c. Tornadoes
d. Hot
5. What or who tried to drown Kenny at Colliers Landing?
a. Byron
b. A dog
c. Joey
d. A Wool Pooh
6. What do the Watsons call the space behind the couch?
a. The World Famous Watsons Pet Hospital
b. The World Famous Watsons Hiding Spot
c. The World Famous Watsons Bed and Breakfast
d. The World Famous Watsons Couch

Comment [C12]: The summative assessment of

this unit plan addresses NCATE Standard 4.10,
integrate formal/informal assessment into
instruction and interpret/communicate results. This
summative assessment is a formal assessment
which will reflect the knowledge gained throughout
the entire unit.

7. When Kenny is crying in the bathroom, who comforts him?

a. Mama
b. Grandma Sands
c. Rufus
d. Byron
8. What toys did Kenny keep in a pillowcase?
a. Dinosaurs
b. Marbles
c. Farm Animals
d. Parachute Men
9. What does Dad call the man that was almost their daddy?
a. Hambone Henderson
b. Turkeyleg Thompson
c. Cabbagehead Collins
d. Jello Johnson
10. Which of the following shows how Kenny reacted to the Birmingham church bombing?
a. Kenny decided to stay home from Sunday School.
b. Kenny hid behind the couch in The World-Famous Pet Hospital.
c. Kenny ran away from Grandma Sands house.
d. All of the above.

Short Answer: Answer the following short answer questions in complete sentences.
11. Why did Byron have to sleep with his parents the night before they left for Birmingham?

12. What did Daddy install in the car?

13. Kenny heard a loud boom while sitting in the back yard. What was it?

Essay: Choose one of the following essays to write on a separate piece of paper.
14. When the Watsons went back to Flint after their Birmingham trip, Kenny acted
differently. Explain how he acted differently using examples from the book. Why do you
think he acted differently?

15. How would you describe Byron Watson? Use examples from the story to explain your
answer.

16. How does Kenny respond when he sees Joetta at home after he has returned from church?

Illustrate in order four important events that happened in the book. Write a caption describing the
event below the picture.

17.

18.

19.

20.

Summative Assessment Answers:

1. b
2. d
3. a
4. d
5. d
6. a
7. d
8. a
9. a
10. b
11. He was going to sneak away to Bupheads house.
12. An Ultra Glide drive-around record player. (record player is fine)
13. A bomb at Joeys church
14-20: Multiple answers.