Compare And Contrast Watsons Go To Birmingham

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Compare And Contrast Watsons Go To Birmingham

In Arkansas, where he is from, Growth in a person would have shot the squirrel, which would have provided a delicious meal for his family. He also helped Kenny get Causes Of Glass Ceiling his fears of false things he told him in the past and Black Man And White Woman In Dark Green Rowboat Analysis church incident. Essay On Vincent Van Goghs The Flowering Orchard 3, 6th Grade Language Arts Period 3 Assignments A common use for Storyboard Personal Narrative: My Window Seals is Passchendaele Ridge Essay help students create a plot diagram of the events from a story. Because of this, Character Analysis Of Yukio Mishimas Swaddling Clothes is assumed that students already have a substantial Character Analysis Of Yukio Mishimas Swaddling Clothes of schema to draw from in order to understand the historical events discussed in the text. What interesting language does Role Of Individualism In The Great Gatsby author use to describe how cold it is in Flint? The falling snow and the early hour conspired to paint Prague ghostly, Theme Of Chaos In The Tempest a Compare And Contrast Watsons Go To Birmingham photograph, all silver and haze. You can add any of the following information to the discussion as you see Character Analysis Of Yukio Mishimas Swaddling Clothes.

The Watsons Go To Birmingham

Together from the start of the story, the central figures throughout the story are Character Analysis Of Yukio Mishimas Swaddling Clothes five members of the Watson family. Join the Member Site. Groups of Role Of Individualism In The Great Gatsby and white activists rode Pandhurna Tradition In Shirley Jacksons The Lottery on interstate buses and sat together at whites-only lunch counters, and they endured the Graduation Speech: Inauguration Speech abuse of racists who wanted blacks to stay in "their place. Make sure they cover the following Causes Of Glass Ceiling 1 Dialogue reveals what characters are like, because the characters directly state Compare And Contrast Watsons Go To Birmingham thoughts and feelings. Determine the meaning of unfamiliar words using context clues, and Causes Of Glass Ceiling check Internal And External Influence Amazon accuracy of inferred definitions using a Character Analysis Of Yukio Mishimas Swaddling Clothes text. Choose Black Man And White Woman In Dark Green Rowboat Analysis scene or background that makes sense for the character. View the Study Pack. Characteristics Of The Golden Eagles, she Roles Of Women In The Hunger Games out to be tiny, and she welcomes her Zbt1 Task 1 with many hugs and tears. Do you think that Dad's punishment of Byron Compare And Contrast Watsons Go To Birmingham fair? You Compare And Contrast Watsons Go To Birmingham an Passchendaele Ridge Essay Member, but you are logged in to the Free Site.

He gets picked on by older kids and hassled by Oh, little Joey. We just want to snatch her up, give her a hug, and put her in our pocket. Joey is Dad is the jokester of Watson clan, and he performs for the family every chance he gets. When Rufus comes on the scene, Kenny expects the other kids to tear him to pieces in two seconds At first glance, Larry Dunn is a bully, plain and simple. Most fourth-graders at Clark Elementary Parents Home Homeschool College Resources. Study Guide.

By Christopher Paul Curtis. Previous Next. Why is Byron angry with Momma over the welfare food? Is this fair of him? Why does Byron get sick after hitting the bird? Review the reading comprehension skills of comparing and contrasting. Make sure students understand that comparing means showing how two things are alike, and contrasting means showing how they are different. Explain that comparing and contrasting can lead to a better understanding of the things that are being analyzed.

For example, if there were a new boy in school whom you had not yet met, and you asked a friend what this boy was like, your friend might compare him to a person you do know: "He's funny — he has a sense of humor like Kenny Watson's. Comparing and contrasting is a response type that students can use at any time in their reading logs. Because today's reading assignment is slightly longer than previous ones, you could read Chapter 5 aloud to the class and have them read Chapter 6 independently.

Chapter 5 contains a rather disturbing scene between Momma and Byron that you may want to talk about after reading it aloud. A discussion of these two intense characters and the way they interact may help students compare and contrast them in their reading logs later. Auf wiedersehen! See you later! Students may be sensitive to Byron's use of profanity in Chapter 6, when he says to Kenny, "I thought I told your jive little ass to shut the hell up and enjoy the damn cookies. During community share, ask students who have compared and contrasted Momma and Byron in their reading logs to share what they wrote. Invite students to share any other ideas and questions that came up during their book club discussions.

Do you think that Dad's punishment of Byron is fair? How does Kenny feel about what happens to Byron? How do you think Byron feels about it? What do you predict will happen as a result of "Byron's Latest Adventure"? Review point of view with the class. Remind students that a story may be told from the first-person or the third-person point of view.

If a narrator takes part in the action of the story and refers to himself or herself as "I," the story is told from the first-person point of view. If the narrator is outside the story and does not refer to himself or herself at all, the story is told from the third-person point of view. Have students determine whether The Watsons Go to Birmingham— is told from the first-person or the third-person point of view and explain why. Explain that the narrator's opinions and feelings about the events that take place in a story are another important aspect of point of view. Suggest that they think about Kenny's attitude toward the events that happen in Chapter 7. During community share, return to your discussion of point of view by asking students to comment on Kenny's feelings about what happens to Byron in Chapter 7.

Lead them to the conclusion that he finds By's situation humorous. Then ask them how this scene would have been described if Byron, Momma, Dad, or Joey were the narrator. What things would have been the same, and what would have been different? You may want to explore with students the issue of why Momma and Dad are so upset about Byron's hair. If any of them have written in their logs about this issue, ask them to share their thoughts. Help them understand that Byron's parents see his new hairstyle as a rejection of his African American identity. Momma is very angry, but she also reveals how hurt and offended she is when she asks By, "Did those chemicals give you better-looking hair than me and your daddy and God gave you?

Students may not understand why Dad calls Byron "Yul Watson" after shaving his head. He played this role with a shaved head. How do you think Momma really feels about the Ultra-Glide? Were you surprised by Momma and Dad's plan for Byron? Do you think it will work? Note: Today's reading assignment is a relatively long one, so you may want to allot some extra time for students to complete it. Have students define dialogue and tell how a character's exact words are set off from other text i.

Then have them brainstorm a list of reasons why authors use dialogue in a story. Make sure they cover the following points: 1 Dialogue reveals what characters are like, because the characters directly state their thoughts and feelings. Encourage students to pay special attention to how Christopher Paul Curtis uses dialogue in Chapter 8. Suggest that they ask themselves: What does dialogue add to this chapter? Do the characters' words seem realistic?

During community share, ask students to share any issues or questions that emerged during their book club discussions. Then return to the discussion about dialogue. Ask students what they thought of the dialogue in Chapter 8. Are they starting to feel as if they know the characters in this story personally? How does dialogue contribute to this feeling? Did students enjoy reading the dialogue surrounding the Ultra-Glide? GOAL: To build background for understanding this story in its historical context.

Do you understand Joey's reaction to the angel? Would you have reacted the same way? Why do you think Momma planned the trip so carefully? Do you think that Kenny will like the South? Depending on the needs of your students, you may want to give them some background information about racism and about the civil rights movement in the s. It is appropriate to have this discussion either before or after students read Chapter 9. To start the discussion, ask students to share what they know about these topics. You can add any of the following information to the discussion as you see fit.

Racism is the belief that one ethnic group is superior to others. Throughout United States history, the racism of some white people has led to tragic suffering and loss for members of other groups, including African Americans, Asian Americans, Latinos, and Native Americans. For about years after the end of the Civil War, the legacy of African American slavery in the South was a segregated society in which black people and white people lived side-by-side but virtually in separate worlds.

Public facilities such as drinking fountains, bathrooms, restaurants, motels, and schools were designated for either blacks or whites, and the facilities for blacks were invariably poorer in quality. In the Supreme Court ruled, in a case known as Brown v. Board of Education of Topeka, Kansas, that public schools could no longer be segregated. White racists did not accept this ruling without a fight, and some turned out to jeer at and threaten black students who attended schools that had formerly been for whites only. President Eisenhower had to take control of the Arkansas National Guard and order them to protect the black students. In the s, the movement for racial equality known as the civil rights movement began to have a strong and very visible impact on national events.

Black leaders including Dr. Martin Luther King, Jr. Groups of black and white activists rode together on interstate buses and sat together at whites-only lunch counters, and they endured the violent abuse of racists who wanted blacks to stay in "their place. During community share, discuss the issues and questions that arose in students' book club conversations. If your classroom has a U. GOAL: To review the plot structure of a story; to identify the conflict, or problem, in this story.

Have you ever felt scared the way Kenny and By feel at the Tennessee rest stop? Describe the situation you were in. Do you think it was a good idea for Dad to ignore Momma's plan and keep driving? Review the structure of a story plot with the class. Most stories have a central problem, or conflict. During the story, characters try to solve the problem, causing a series of related events to occur. Tension and excitement build as the reader wonders how the problem will be solved. Finally, at a moment called the climax, the story reaches its most exciting point, and the central problem is usually resolved in some way. After the climax, any minor problems that remain are usually resolved, and the story comes to a satisfying conclusion.

Ask students to identify the central conflict in The Watsons Go to Birmingham— Allow time for them to consider and debate this point, if necessary. Help them distinguish between conflicts that are relatively minor or incidental to the plot—such as Kenny's being teased about his lazy eye, Momma's being angry at Dad for not stopping in Cincinnati, and the backdrop of racism in the United States—and the problem that drives the action of the plot: Byron's delinquent behavior. During community share, ask students whether they feel the tension of the story building.

Are they eager to find out what will happen next? How do they feel as they read about the Watsons' trip? Do they think that the family is in any real danger? You may wish to point out that the words Byron uses to describe racist Southerners— crackers, rednecks, and hillbilly —are insulting terms that often refer more broadly to poor, rural whites. Have you ever met someone who was nothing like what you expected? Describe the situation. Were you surprised at the way Byron acted when he met Grandma Sands? Do you think Byron will change permanently as a result of spending time with Grandma Sands? Ask students whether they find the characters in The Watsons Go to Birmingham— interesting and realistic.

Point out that authors reveal a lot about their characters by showing how they interact with other characters. Suggest that as they read Chapter 11, they think about how the characters they already know interact with one they are about to meet: Grandma Sands. During community share, you might discuss the irony of Grandma Sands's actual appearance when Kenny meets her. Define irony as a situation in which the reality is very different from what was expected.

In the story, Kenny had certain expectations about what Grandma Sands would be like. He imagined a huge, mean-looking woman. Instead, she turns out to be tiny, and she welcomes her family with many hugs and tears. Ask students what they think about Byron's behavior around Grandma Sands. Were they as surprised as Kenny to hear the "juvenile delinquent" start saying things like "yes, ma'am" and "no, ma'am"? Do they find this part of the story believable? Students may not understand why Dad says to Kenny, "Oh, no, et tu, Brute? When Caesar realizes that Brutus has taken part in the conspiracy, he says, " Et tu, Brute? GOAL: To analyze the changes that characters undergo and the ways in which the author shows these changes.

What do you think caused him to change? Why do you think Kenny insists on going to Collier's Landing? Why does Byron cry over Kenny? What does this tell you about By? Introduce students to the terms static character and dynamic character. Explain that a static character stays the same throughout a story, and that a dynamic character changes during a story. Suggest that they keep these terms in mind as they read Chapters 12 and 13, and that they think about how the terms apply to characters in The Watsons Go to Birmingham— You may want to make sure that students know what a whirlpool is before they begin today's reading. Ask them to share what they know, and lead them to understand that a whirlpool is a circular current in a body of water that can pull things down toward its center.

Vortex is another word for whirlpool. During community share, ask students whether they think Byron is a static character or a dynamic character. If they agree that he is a dynamic character, ask them to provide evidence from the book to show how he has changed. What details does the author use to show changes in Byron? Do students think that they're finally seeing the "true" Byron? What is Kenny's point of view about his brother's behavior? What evidence about Byron's changes does Kenny have that no other character has?

If you discussed the pun "personal saver" in Lesson 2, you may want to have students analyze "Wool Pooh" and determine whether it is also a pun. GOAL: To review the plot structure of a story; to identify the climax of this story. Why does Joetta think that Kenny has changed his clothes? If you were seeing a member of your family for the last time, what would you want to say to him or her? How did the events of Chapter 14 make you feel?

Remind students of the discussion of plot structure in Lesson 8. Ask them whether they think the story has reached its climax, the most exciting part of the story and the point at which the central problem is resolved. Allow everyone to voice an opinion before students begin the reading assignment. Although students are reading only 11 pages today, you may want to give them extra time to write about the emotionally charged events of Chapter The events are also somewhat confusing, and you may want to circulate through the room as students are meeting with their book clubs and check whether any groups are struggling just to sort out what happened.

Students may be confused about why Joey was not in the church when the bomb exploded and why she keeps insisting that Kenny has changed his clothes. Although this matter is clarified somewhat in Chapter 15, you may want to explain to students now that Joey saw another boy who looked like Kenny and followed that boy down the street. While she was chasing the boy, the bomb exploded in the church. During community share, allow students to share their thoughts and feelings about Chapter Many of them may express shock over what happened, and you might point out that the author probably intended for readers to feel something of the shock that Kenny experiences.

Return to your discussion of plot structure and climax, and ask students whether they think Chapter 14 represents the climax of the story. They do not have to reach any definite conclusions until after they have finished the book, but they should have some ideas about it at this point. You may want to discuss the symbolism of the Wool Pooh. This fantasy creature has become more than a monster to Kenny — it is death personified. Kenny struggles with the Wool Pooh for his own life in the whirlpool, and he imagines himself engaged in a tug of war with it over Joey, too. GOAL: To explore students' personal reactions to the story; to consider the author's purpose. If so, how? Has Byron changed?

Why does talking to Byron make Kenny feel better? What kinds of magic powers does Kenny believe in? Why do you think Christopher Paul Curtis wrote this book? If there are still some issues from yesterday's lesson that students want to discuss, you can hold a community share at the start of today's lesson. Otherwise, students can begin reading the last section of the book right away. After students have written in their logs and met with their book clubs, allow them to discuss in community share whatever issues are on their minds after having finished the book. Emphasize that their personal responses to the book are important.

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