Design Topic Literary Analysis Subject(s) Language Arts Grade(s) 6th Designer(s) Daniel Coffin STAGE 1 DESIRED RESULTS

Unit Title: The Watsons Go To Birmingham - 1963

Established Goals: CCSS RL.6.1, 6.2, 6.3, 6.4, 6.6, 6.9W.6.1, 6.9

Understandings: Students will understand that Historical fiction is a genre of literature featuring imagined characters and events taking place in a real time and place. Some characters demonstrate change over the course of a story and are called dynamic characters, and some do not, and are called static characters. Authors use both direct (description) and indirect (dialogue, actions, and thoughts) methods of characterizing or depicting characters for readers. Effective readers can analyze how a character reacts, learns, or grows from events in a story to discern a theme in a story. Effective readers use context to determine the meanings of unfamiliar or multiple-meaning words. Effective arguments are comprised of a thesis statement with multiple supporting claims which are then supported by evidence and explanation.

Essential Questions: How do authors use and change historical fact to create historical fiction? What differentiates historical fiction from realistic fiction, history, and biography? Why do some characters change over the course of a story while others do not? Which types of characters change most frequently? Is there a correlation between whether a character is a protagonist/antagonist/supporting character and whether the character is dynamic/static? How does an authors use of direct and indirect characterization influence how we feel about characters? Why might an effective reader wish to learn how and why characters change in a story? Why might an effective writer wish to make sure his or her thesis statement is clear? How does an effective writers use (or failure to use) relevant evidence affect the strength of his or her argument? How do individuals change or shape their communities? Which tactics for change are more effective? Which are less effective? Why? What is good about growing up or maturing? What is bad about growing up or maturing?

Students will know: Direct and indirect methods of characterization How to differentiate between and identify theme and subject of a narrative work Dynamic and static characters Features of historical fiction genre Features of effective argumentative writing Key players and events of the Childrens Crusade protests and 16th Street Baptist Church bombing in Birmingham, AL, 1963

Students will be able to: Closely read and annotate fiction text to isolate and records key details pertaining to plot, theme, and characterization Discern a theme or themes within fiction Determine the meaning of unfamiliar words in text through appropriate use of context clues Craft an effective essay advancing a critical argument about fiction which is well-supported by direct text evidence and explanation

STAGE 2 ASSESSMENT EVIDENCE

Performance Tasks: Write an article for the school newspaper introducing our new student (Kenny Watson or Byron Watson). The introduction should explain this characters likes and dislikes and recommend classroom and extracurricular activities this student would enjoy and want to join. Create a poster for a stage adaptation of The Watsons Go To Birmingham - 1963 with imagery and a tagline chosen to express a theme you have discerned within the work; this poster will be accompanied by a brief design statement explaining how the images and tagline chosen express the stated theme. Write a literary analysis essay proving that a character (Kenny Watson or Byron Watson) is dynamic by citing text evidence from the beginning, middle, and end of the novel which shows how the characters beliefs, opinions, or actions have changed as a result of the events of the novel.Other Evidence: Oral discussion of classroom reading and written reflections on daily independent reading in student discussion guide D.DAT (Description, Dialogue, Actions, Thoughts) Characterization, Plot Analysis, Theme, and Dynamic Character Analysis Graphic Organizers Quiz on background information for The Watsons Go To Birmingham - 1963 (Civil Rights Movement, Childrens Crusade, desegregation, 16th Street Baptist Church bombing) Map tracking the Watsons drive from Flint, MI, to Birmingham, AL Using literary criticism/analysis vocabulary in context Using context clues to determine meaning of unfamiliar or multiple-meaning words.

STAGE 3 LEARNING PLAN

Summary of Learning Activities:

Watch No More: The Children of Birmingham 1963 and the Turning of the Civil Rights Movement and complete guided notes. Complete semantic map for the concept of segregation and related ideas. Compare and contrast discussion: how did protesters demonstrating against segregation attempt to change or shape their communities? How did individuals in favor of segregation attempt to change or shape their communities? Why were those in favor of desegregation successful? What made their tactics successful? Complete genre survey for historical fiction, noting features and examples of the genre. Complete anticipation guide for The Watsons Go To Birmingham - 1963 and Vocab-O-Gram with vocabulary predictions. Complete D.DAT Characterization Analysis Organizer for Kenny Watson and Byron Watson. Complete plot analysis for each phase of plot development for The Watsons Go To Birmingham - 1963. Complete Frayer Model for vocabulary terms dynamic and static as they relate to characterization. Review What is an argument? and How to make an argument videos and complete guided notes on features of argumentative writing. Compare and contrast chapter 5 of The Watsons Go To Birmingham - 1963 Nazi Parachutes Attack America And Get Show Down Over The Flint River By Captain Byron Watson And His Flamethrower Of Death with its corresponding scene from the film The Watsons Go To Birmingham. Which details have the filmmakers changed? Which remain the same? What effect do these changes have on our understanding and enjoyment of the scene? Analyze the promotional poster for the film The Watsons Go To Birmingham. What images and tagline were selected for the poster? What clues do these images and tagline give the viewer about the subject the filmmakers wished to address? Analyze key scenes in the film The Watsons Go To Birmingham. What statement are the filmmakers expressing about the subject of responsibility? Analyze key scenes in the novel The Watsons Go To Birmingham - 1963. What statement is the author making about the subject of maturity? Review compare/contrast notes and analyze how the differences between the film and novel help to emphasize different themes in the film and novel. Closely read and annotate text evidence showing characterization of Kenny and Byron Watson in three key scenes taken from the beginning, middle, and end of The Watsons Go To Birmingham - 1963. Analyze Dynamic Character organizer to determine how these characters have shown growth or change over the course of the novel. Use information from Dynamic Character Analysis organizer to create thesis statement and supporting claims in prewriting packet. Use information from Dynamic Character Analysis and annotations in student copies of The Watsons Go To Birmingham - 1963 to cite text evidence showing how characters have demonstrate growth or change over the course of the novel. Peer review draft copies of argumentative essay to determine whether supporting claims are sufficiently supported by relevant text evidence and explanation.

PAGE 3Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)