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, 6.9

W.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 multiplemeaning 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?

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

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

Students will know:

Students will be able to:

Closely read and annotate fiction text to

isolate and records key details pertaining
characterization
to plot, theme, and characterization
How to differentiate between and identify

Discern a theme or themes within fiction

theme and subject of a narrative work

Determine the meaning of unfamiliar

Dynamic and static characters
words in text through appropriate use of
Features of historical fiction genre
context clues
Features of effective argumentative writing
Craft an effective essay advancing a
Key players and events of the Childrens
critical argument about fiction which is
Crusade protests and 16th Street Baptist
Church bombing in Birmingham, AL, 1963
well-supported by direct text evidence and
explanation

Direct and indirect methods of

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.

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

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

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

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

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.

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