~ Page 1 © Gay Miller ~

The Watsons go to Birmingham - 1963

Book Unit

Created by Gay Miller

~ Page 2 © Gay Miller ~

Thank you for downloading this

preview of The Watsons go to

Birmingham 1963 Book Unit. Other

book units may be found at

http://www.teacherspayteachers.com/Store/Gay-Miller

This packet contains graphic

organizers for an interactive

notebook and game activities

covering vocabulary,

constructed response writing,

and skill practice. I hope your

students enjoy a book study

using the engaging method of

using interactive notebooks.

The Watsons go to Birmingham - 1963

by Christopher Paul Curtis

Genre ~ Historical Fiction

Interest Level ~ Grades 6-8

Grade level Equivalent: 5.5

Lexile Measure®: 1000L

~ Page 3 © Gay Miller ~

Table of Contents

Materials Needed for Creating the Foldable Graphic Organizers 5 Lesson Plans at a Glance 6 How to Use this Resource 7 Vocabulary Teaching Method 8 Vocabulary List 10 Vocabulary Bookmarks 18 Vocabulary Word Cards 20 Vocabulary Storage Pocket 26 Vocabulary Practice Booklet 27 Vocabulary Test 49 Comprehension and Writing 53 Teacher Information 54 Chapter 1 Comprehension 60 Constructed Response ~ Comparing Stories 61 Chapter 2 Comprehension 62 Constructed Response ~ Point of View 63 Chapter 3 Comprehension 65 Constructed Response ~ Problem and Solution Chain 66 Chapter 4 Comprehension 67 Constructed Response ~ Character Traits 68 Chapter 5 Comprehension 69 Constructed Response ~ Figurative Language 70 Chapter 6 Comprehension 71 Constructed Response ~ Character Traits 72 Chapter 7 Comprehension 73 Constructed Response ~ Cause and Effect 74 Chapter 8 Comprehension 75 Constructed Response ~ Setting 76 Chapter 9 Comprehension 77 Map ~ Trip to Birmingham 78 Constructed Response ~ Dialect 79 Chapter 10 Comprehension 80 Constructed Response ~ Understanding Text 81 Chapters 11 Comprehension 82 Constructed Response ~ Responding to Text 83 Constructed Response ~ Symbols 84 Chapters 12 Comprehension 85 Constructed Response ~ Point of View 86 Chapter 13 Comprehension 87

~ Page 4 © Gay Miller ~

Constructed Response ~ Mood 88 Constructed Response ~ Summarizing with an Acrostic 89 Chapter 14 Comprehension 90 Constructed Response ~ Theme 91 Chapter 15 Comprehension 92 Constructed Response ~ Character’s Actions 93 Constructed Response ~ Plot Development 94 Epilogue ~ Graffiti Notes 95 Constructed Response ~ Comparing the Book to the Movie 97 Skill Practice 98 Figurative Language Response Cards and Organizers 99 Information for Discussion and Skill Activities for Comprehension & Writing 102

Allusions 103 Chapter 2 Discussion 104 Figurative Language Organizers 105 Allusions Pictures for Chapter 7 122

Answer Keys for Comprehension and Writing 123 Language Arts Skills 166 Sentences/ Alignment to the Common Core State Standards 167 Sentence Problems Organizers 168 Expanding Sentences 172

Adjectives and Adverbs ~ Adjective and Adverb Clauses Organizers 172 Prepositional Phrases Organizers 177 Appositives Organizers 181 Expanding Sentences Cards 185

Combining Sentences 191 Combining Sentences – Graffiti Notes 192 Combining Sentences Cards 205

Run-on Sentences 209 Run-on Sentences Organizers 209 Correcting Run-on Sentences Cards 216

Varying Sentences 220 Varying Sentences Organizer 221

Civil Rights Questions 224 Notes 232 Editing and Proofreading Checklist 233 Civil Rights Mini-Book 234 Credits 240

~ Page 5 © Gay Miller ~

Read Vocabulary Vocabulary Practice Book

Constructed Response Question

Skill Practice

Chapter 1 thermostat

juvenile delinquent Page 1

Comparing

Stories

Sentence Problems

Organizer

Chapter 2 emulate

punctual Page 2 Point of View

Expanding Sentences

using Adjectives/Adverbs

and Adjective/Adverb

Clauses Organizers

Chapter 3 reinforcement

radioactive Page 3

Problem and

Solution Chain

Expanding Sentences

using Prepositions

Organizer

Chapter 4 pomade

hypnotize Page 4 Character Traits

Expanding Sentences

using Appositives

Organizer

Chapter 5 strangle

traitor Page 5

Figurative

Language Sentences to Expand

Cards

Chapter 6 peon

conscience Page 6 Character Traits Figurative Language

Chapter 7 linoleum

executioner Page 7 Cause and Effect

Graffiti Notes –Ways to

Combine and Reasons to

Combine Sentences

Chapter 8 pinnacle

disperse Page 8 Setting

Graffiti Notes -

Conjunctions

Chapter 9 temptation

accustom Page 9

Trip Map

Dialect

Sentences to Combine

Cards

Chapter 10 sanitation

facilities Page 10

Understanding

Text

Run-on Sentences

Organizers

Chapter 11 pathetic

disposition Page 11

Responding to

Text

Symbols

Run-on Sentences Cards

Chapter 12 desire

wily Page 12 Point of View

Varying Sentences

Organizer

Chapter 13 whirlpool

duke Page 13

Mood

Summarizing

Civil Rights Research

Questions

Chapter 14 sonic boom

flutter Page 14 Theme

Civil Rights Research

Chapter 15 eavesdrop

double-dribble Page 15

Character’s

Actions

Plot Development

Write Paragraphs to

Answer Civil Rights

Question

Epilogue discrimination

boycott Page 16 Graffiti Notes

Proofread and Rewrite

Answers to Civil Rights

Question into Booklets

Vocabulary Test Comparing the

Book to the Movie

~ Page 6 © Gay Miller ~

Vocabulary List

Chapter One-- And You Wonder Why We Get Called the Weird Watsons

thermostat (noun) a device that controls temperature automatically

synonyms: regulator, control, device, sensor

The thermostat was turned all the way up and the furnace was banging and

sounding like it was about to blow up but it still felt like Jack Frost had moved in with

us.

juvenile delinquent (noun) antisocial or criminal behavior by a juvenile person, which

often warrants legal action

synonyms: youthful offender, troublemaker, hooligan, hoodlum, gangster, punk kid

Byron had just turned thirteen so he was officially a teenage juvenile delinquent and

didn’t think it was “cool” to touch anybody or let anyone touch him, even if it meant

he froze to death.

Chapter Two-- Give My Regards to Clark, Poindexter

emulate (verb) to try to be the same as or better than (another person), esp. by

imitating

synonyms: follow, copy, mimic, model yourself on, pattern yourself, try to be like

If, instead of trying to intimidate your young brother, you would emulate him and use

that mind of yours, perhaps you’d find things much easier.

punctual (adjective) on time; prompt

synonyms: in good time, on the dot

Every other time someone was late he’d just laugh at them and tell the rest of us,

“This is the only way you little punks is gonna learn to be punctual.

~ Page 7 © Gay Miller ~

~ Page 8 © Gay Miller ~

Epilogue [discrimination and boycott]

1. Circle six words in the box that are synonyms of

discrimination.

forbearance acceptance intolerance

prejudice injustice unfairness

charity bigotry broadmindedness

tolerance favoritism lenience

~~~~~~~~~~~~~~~~~~~~~~~~~~~~

2. Fill in the word web with synonyms for boycott.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~

3. Write a sentence using forms of discrimination and boycott.

________________________________________________

________________________________________________

________________________________________________

__________________________________________

____________________________________________

Chapter 1 [thermostat and juvenile delinquent]

1. Circle six words in the box that are synonyms of juvenile

delinquent.

hooligan upstanding hoodlum

honest troublemaker peaceable

punk kid respectable straight

offending upright offender

~~~~~~~~~~~~~~~~~~~~~~~~~~~~

2. Fill in the word web with synonyms for thermostat.

3. Is thermostat used correctly in the sentences

below?

True or False

________ Set the thermostat down a bit; the food in the

refrigerator is freezing.

________ He checked the thermostat on the

dashboard to make sure the engine was not overheating.

________ She couldn’t shake the cold she felt even

though the thermostat was set to eighty.

Page 16 Page 1

boycott thermostat

~ Page 9 © Gay Miller ~

Epilogue [discrimination and boycott]

1. Circle six words in the box that are synonyms of

discrimination.

forbearance acceptance intolerance

prejudice injustice unfairness

charity bigotry broadmindedness

tolerance favoritism lenience

~~~~~~~~~~~~~~~~~~~~~~~~~~~~

2. Fill in the word web with synonyms for boycott.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~

3. Write a sentence using forms of discrimination and boycott.

Answers will vary.

The girls boycotted the soda fountain because the owner

discriminated against serving people who were African Americans.

____________________________________________

____________________________________________

____________________________________________

Chapter 1 [thermostat and juvenile delinquent]

1. Circle six words in the box that are synonyms of juvenile

delinquent.

hooligan upstanding hoodlum

honest troublemaker peaceable

punk kid respectable straight

offending upright offender

~~~~~~~~~~~~~~~~~~~~~~~~~~~~

2. Fill in the word web with synonyms for thermostat.

3. Is thermostat used correctly in the sentences

below?

True or False

___T___ Set the thermostat down a bit; the food in the

refrigerator is freezing.

___F___ He checked the thermostat on the

dashboard to make sure the engine was not overheating.

___T___ She couldn’t shake the cold she felt even though

the thermostat was set to eighty.

Page 16 Page 1

boycott

refuse to buy, use, or go to to bring change

shun

reject stay away from

thermostat

control regulator

temperature sensor

~ Page 10 © Gay Miller ~

Comprehension

This section contains a one page printable comprehension

practice for each reading selection. The chart below is the key

to the types of questions for the comprehension questions. The

section also contains Constructed responses exercises. The

Constructed response pages that are chapter specific list the

chapters they should be used with. If chapter numbers are not

listed the questions are flexible and may be used at different

points in the story.

Types of Questions Key

detail / inference

main idea /

summarizing / theme

character/ setting /

plot / events

word meaning /

figurative language

text structure

point of view

different forms of the

same story

compare and contrast

~ Page 11 © Gay Miller ~

Option 1

Have students use the graphic organizer for notes. Notice the notes are not in complete

sentences. Glue the organizer to the left side of the notebook page. On the right side of

the notebook, students use the notes to write the details in paragraph form.

Option 2

Students fill in the organizers only.

~ Page 12 © Gay Miller ~

Common Core State Standards Reading: Literature

CCSS.E

LA-

Litera

cy.R

L.5

.1

CCSS.E

LA-

Litera

cy.R

L.5

.2

CCSS.E

LA-

Litera

cy.R

L.5

.3

CCSS.E

LA-

Litera

cy.R

L.5

.4

CCSS.E

LA-

Litera

cy.R

L.5

.5

CCSS.E

LA-

Litera

cy.R

L.5

.6

CCSS.E

LA-

Litera

cy.R

L.5

.7

CCSS.E

LA-

Litera

cy.R

L.5

.9

CCSS.E

LA-

Litera

cy.R

L.5

.10

Comparing Stories

Point of View

Problem and Solution Chain

Character Traits

Figurative Language

Character Traits

Cause and Effect

Setting

Trip Map

Dialect

Understanding Text

Responding to Text

Symbols

Point of View

Mood

Summarizing

Theme

Character’s Actions

Plot Development

Graffiti Notes

5th Grade

~ Page 13 © Gay Miller ~

Common Core State Standards Reading: Literature

CCSS.E

LA-

Litera

cy.R

L.6

.1

CCSS.E

LA-

Litera

cy.R

L.6

.2

CCSS.E

LA-

Litera

cy.R

L.6

.3

CCSS.E

LA-

Litera

cy.R

L.6

.4

CCSS.E

LA-

Litera

cy.R

L.6

.5

CCSS.E

LA-

Litera

cy.R

L.6

.6

CCSS.E

LA-

Litera

cy.R

L.6

.7

CCSS.E

LA-

Litera

cy.R

L.6

.9

CCSS.E

LA-

Litera

cy.R

L.6

.10

Comparing Stories

Point of View

Problem and Solution Chain

Character Traits

Figurative Language

Character Traits

Cause and Effect

Setting

Trip Map

Dialect

Understanding Text

Responding to Text

Symbols

Point of View

Mood

Summarizing

Theme

Character’s Actions

Plot Development

Graffiti Notes

Comparing the Book to the Movie

6th Grade

~ Page 14 © Gay Miller ~

Common Core State Standards Reading: Literature

CCSS.E

LA-

Litera

cy.R

L.7

.1

CCSS.E

LA-

Litera

cy.R

L.7

.2

CCSS.E

LA-

Litera

cy.R

L.7

.3

CCSS.E

LA-

Litera

cy.R

L.7

.4

CCSS.E

LA-

Litera

cy.R

L.7

.5

CCSS.E

LA-

Litera

cy.R

L.7

.6

CCSS.E

LA-

Litera

cy.R

L.7

.7

CCSS.E

LA-

Litera

cy.R

L.7

.9

CCSS.E

LA-

Litera

cy.R

L.7

.10

Comparing Stories

Point of View

Problem and Solution Chain

Character Traits

Figurative Language

Character Traits

Cause and Effect

Setting

Trip Map

Dialect

Understanding Text

Responding to Text

Symbols

Point of View

Mood

Summarizing

Theme

Character’s Actions

Plot Development

Graffiti Notes

Comparing the Book to the Movie

7th Grade

~ Page 15 © Gay Miller ~

The Watsons go to Birmingham - 1963 ~ Chapter 1

1. A good title for Chapter 1 could be ---.

a. Surviving the Cold

b. Hot Lips c. A Mother’s Work is Never Done

d. Dad’s Jokes

2. Chapter 1 is told from which point of view?

a. 1st through Kenny

b. 1st through Byron c. 3rd through Momma

d. 3rd through Kenny

3. Which word best describes how Mama feels

about her children?

a. playful

b. loving c. teaching d. serious

4. The setting is important to the story

because---.

a. The Watsons live by nosey neighbors.

b. The Watsons are planning a trip to Birmingham.

c. The Watsons live in rural Michigan.

d. The Watsons live where it is extremely cold.

5. Sequence the following events by numbering

them in the correct order.

_______ Byron and Kenny go out to scrape the

ice off the Brown Bomber.

_______ The Watsons cuddle up on the couch

trying to keep warm.

_______ The hot water freezes on the mirror.

_______ Momma pulls Byron off the mirror.

_______ Byron’s lips get stuck to the mirror.

_______ Dad calls Aunt Cydney.

6. Read this line from Chapter 1.

I knew this was a trick, I knew this was going to be How to Survive a Blizzard, Part Two.

How to Survive a Blizzard, Part One had been last night when I . . .

Which literary device is used?

a. figurative language b. flashback c. cliff hanger

d. analogy

The author most likely use this device to ______

______________________________________

______________________________________

7. Which genre is The Watsons go to

Birmingham - 1963?

a. drama b. historical fiction

c. adventure d. fantasy

Explain why you selected this answer.

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

8. Matching.

____ simile a) That snake in the

grass has got his phone off the hook.

____ hyperbole b) It still felt like Jack

Frost had moved in.

____ metaphor c) Dad was doing his

best not to explode

laughing.

____ onomatopoeia d) Michigan, a state she

called a giant icebox

____ idiom e) The fly was still stuck

and buzzing.

Define snake in the grass.

______________________________________

~ Page 16 © Gay Miller ~

The Watsons go to Birmingham - 1963 ~ Chapter 1

1. A good title for Chapter 1 could be ---.

a. Surviving the Cold

b. Hot Lips c. A Mother’s Work is Never Done

d. Dad’s Jokes

2. Chapter 1 is told from which point of view?

a. 1st through Kenny

b. 1st through Byron c. 3rd through Momma

d. 3rd through Kenny

3. Which word best describes how Mama feels

about her children?

a. playful

b. loving c. teaching d. serious

4. The setting is important to the story

because---.

a. The Watsons live by nosey neighbors.

b. The Watsons are planning a trip to Birmingham.

c. The Watsons live in rural Michigan.

d. The Watsons live where it is extremely cold.

5. Sequence the following events by numbering

them in the correct order.

__3____ Byron and Kenny go out to scrape the

ice off the Brown Bomber.

__1____ The Watsons cuddle up on the couch

trying to keep warm.

__5____ The hot water freezes on the mirror.

__6____ Momma pulls Byron off the mirror.

__4____ Byron’s lips get stuck to the mirror.

__2____ Dad calls Aunt Cydney.

6. Read this line from Chapter 1.

I knew this was a trick, I knew this was going to

be How to Survive a Blizzard, Part Two.

How to Survive a Blizzard, Part One had been

last night when I . . .

Which literary device is used?

a. figurative language

b. flashback c. cliff hanger d. analogy

The author most likely use this device to provide the reader with insight into Byron’s personality

and the way he treats his brother.

7. Which genre is The Watsons go to

Birmingham - 1963?

a. drama b. historical fiction c. adventure

d. fantasy

Explain why you selected this answer.

The story is set in 1963 which makes historical

fiction an obvious choice. The other options can

be eliminated based on the definitions of each.

Drama – stage directions

Adventure – exciting undertaking

involving risk and physical danger

Fantasy – uses magic and supernatural

8. Matching.

__b__ simile a) That snake in the

grass has got his

phone off the hook.

__c__ hyperbole b) It still felt like Jack

Frost had moved in.

__d__ metaphor c) Dad was doing his

best not to explode laughing.

__e__ onomatopoeia d) Michigan, a state she

called a giant icebox

__a__ idiom e) The fly was still stuck

and buzzing.

Define snake in the grass.

a sneaky and despised person

~ Page 17 © Gay Miller ~

Chapter 1 ~ Constructed Response – Comparing Stories

The

Myt

h o

f N

arci

sus-

-

• Narcissus was known for his extraordinary beauty. Narcissus's

parents became worried about their son and asked the prophet Teiresias what to do regarding his

future. Teiresias said that Narcissus would only grow old if he did not know himself.

•When Narcissus was 16 years old, he was walking in the woods. The Nymph Echo saw him and fell

madly in love. Echo followed Narcissus for some time. She finally decided to show herself. When she

tried to embrace Narcissus, he told her to leave him alone. This broke Echo's heart.

•Nemesis, the Goddess of Revenge, heard the story and decided to punish Narcissus. She attracted

Narcissus to a pond where he saw his reflection in the water. Not knowing it was an image, Narcissus

fell in love with the reflection. He stared at the reflection until he died.

Byr

on

•_____________________________

_____________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

Describe how Byron feels

about himself.

CCSS.ELA-Literacy.RL.5.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories)

on their approaches to similar themes and topics.

CCSS.ELA-Literacy.RL.6.9 Compare and contrast texts in different forms or genres (e.g., stories and poems;

historical novels and fantasy stories) in terms of their approaches to similar themes and topics.

How are Narcissus and Byron

alike?

Why did the author most likely include the comparison between Byron and

Narcissus in the novel?

__________________________________________________________________

__________________________________________________________________

______________________________________________________________

~ Page 18 © Gay Miller ~

Chapter 1 ~ Constructed Response – Comparing Stories

The

Myt

h o

f N

arci

sus-

-

• Narcissus was known for his extraordinary beauty. Narcissus's

parents became worried about their son and asked the prophet Teiresias what to do regarding his

future. Teiresias said that Narcissus would only grow old if he did not know himself.

•When Narcissus was 16 years old, he was walking in the woods. The Nymph Echo saw him and fell

madly in love. Echo followed Narcissus for some time. She finally decided to show herself. When she

tried to embrace Narcissus, he told her to leave him alone. This broke Echo's heart.

•Nemesis, the Goddess of Revenge, heard the story and decided to punish Narcissus. She attracted

Narcissus to a pond where he saw his reflection in the water. Not knowing it was an image, Narcissus

fell in love with the reflection. He stared at the reflection until he died.

Byr

on

•

Describe how Byron feels about

himself.

Kenny scolds Byron for not helping him scrape the ice off the windows of the car. Byron’s response is that

he has something more important to do. Kevin wonders what this must

be. When he looks at Byron, he is looking at himself in the mirror. Byron’s reply is, “I must be adopted,

there just ain’t no way two folks as ugly as your momma and daddy

coulda give birth to someone as

sharp as me!”

CCSS.ELA-Literacy.RL.5.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories)

on their approaches to similar themes and topics.

CCSS.ELA-Literacy.RL.6.9 Compare and contrast texts in different forms or genres (e.g., stories and poems;

historical novels and fantasy stories) in terms of their approaches to similar themes and topics.

How are Narcissus and Byron

alike?

Both Narcissus and Byron stare at

their reflections thinking the

reflection is beautiful.

Why did the author most likely include the comparison between Byron and

Narcissus in the novel?

This comparison gives the reader some insight into Byron’s personality.

~ Page 19 © Gay Miller ~

Graffiti Notes

The Epilogue in The Watsons go to Birmingham – 1963 is the

historical background of the events that took place in

Birmingham on the historic day of the church bombing. Because

of this, I felt students would get a better understanding of the

events using a different strategy rather than the normal

multiple choice/short answer questions.

Having students draw and color notes (a left brain activity)

while learning facts (a right brain activity) promotes active

learning since both sides of the brain are active. The improved

communication helps students focus and retain information.

Students can work on the “Graffiti Notes” page while a reader

reads the epilogue. Additional details will need to be added by

having students reread and search for details in the Epilogue.

I have included a “Graffiti Notes” printable along with a photo of

a completed page for you to see an example of the end results.

~ Page 20 © Gay Miller ~

~ Page 21 © Gay Miller ~

~ Page 22 © Gay Miller ~

Skills

When Kenny was in second grade, he read to the fifth graders . . . “Mr. Alums would like you to read a few passages from Langston Hughes.” Quotes by Hughes Hold fast to dreams, for if dreams die, life is a broken-winged bird that cannot fly. I will not take ‘but’ for an answer.

~ Page 23 © Gay Miller ~

Sentences - Common Core Alignment Skills marked with

asterisks require

additional practice in

upper grades.

5th Grade 6th Grade 7th Grade

CCSS.ELA-

LITERACY.L.4.1.F

Produce complete

sentences,

recognizing and

correcting

inappropriate

fragments and run-

ons.*

CCSS.ELA-LITERACY.L.5.1.A Explain the function of

conjunctions, prepositions, and interjections in general and their function in particular sentences.

CCSS.ELA-LITERACY.L.7.1.A Explain the function of

phrases and clauses in general and their function in specific sentences.

CCSS.ELA-LITERACY.L.5.1.E Use correlative conjunctions

(e.g., either/or, neither/nor).

CCSS.ELA-LITERACY.L.6.1.E Recognize variations from standard English in

their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.*

CCSS.ELA-LITERACY.L.7.1.B Choose among simple, compound, complex, and

compound-complex sentences to signal differing relationships among ideas.

CCSS.ELA-LITERACY.L.5.1.E

Use correlative conjunctions

(e.g., either/or, neither/nor).

CCSS.ELA-LITERACY.L.7.1.C

Place phrases and clauses within a

sentence, recognizing and correcting misplaced and dangling modifiers.*

CCSS.ELA-LITERACY.L.6.2.A Use punctuation

(commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*

CCSS.ELA-LITERACY.L.7.2.A Use a comma to separate

coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).

CCSS.ELA-LITERACY.L.5.3.A Expand, combine, and

reduce sentences for meaning, reader/listener interest, and style.

CCSS.ELA-LITERACY.L.6.3.A Vary sentence patterns

for meaning, reader/listener interest, and style.*

CCSS.ELA-LITERACY.L.7.3.A Choose language that

expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.*

~ Page 24 © Gay Miller ~

Sentence Problems Three versions of the “Sentence Problems Organizers” are provided. The first contains

lines for students to write definitions and examples. The second contains blanks in the

definitions and lines for examples. The third version may be used as an answer key, as

a sample for students to follow, for differentiated instructions, or for students who

were absent.

Note: When using versions one and two, you may wish to read the example

sentences from version three orally for class discussion.

Instructions for Making the Organizers

1) Print the organizer on colored paper.

2) Have students trim around the four sides of the organizer on the lines.

3) Fold on the dotted line and cut on the solid lines to form three flaps.

4) Have students complete missing information.

5) Label the flaps.

~ Page 25 © Gay Miller ~

~ Page 26 © Gay Miller ~

Combining Sentences Graffiti Notes are provided for this skill. If you have students cut away the borders,

these will fit nicely into an interactive notebook for reference.

Following each printable, an answer key is provided. As with the foldable organizers the

answer keys may be used as a sample for students to follow, for differentiated

instructions, or for students who were absent.

Here is what is provided:

1) Ways to Combine Sentences

Compound and Complex Sentences

Use Appositives to Connect Ideas

Add additional thoughts to one sentence by adding phrases, clauses, and

descriptive words

Make compound subjects or predicates

2) Reasons for Combining Sentences to prevent having short choppy sentences to connect thoughts or ideas to eliminate repeated words to say more with fewer words to vary sentences including sentence type and length

3) Coordinating Conjunction

4) Subordinating Conjunctions

5) Correlative Conjunctions

6) Compound and Complex Sentences

~ Page 27 © Gay Miller ~

Run-on Sentences Organizers

Organizer #1 ~ Independent and Dependent Clauses

Two copies of this organizer may be found on each page to prevent wasting paper and copies.

Organizer #2 ~ Four Ways to Correct Run-on Sentences

Directions for Making the Organizer

After printing trim the extra from the edges.

To make the organizer, students fold the organizer in half vertically and cut on the

solid line between the definitions.

Have the students label the flaps.

~ Page 28 © Gay Miller ~

Varying Sentence Organizer Three different versions of the varying sentences organizer are provided. The first has

lines where students write the definition, ways to vary sentences, and revise the

monotonous paragraph. In the second version, students must fill in blanks in the

definition and revise the monotonous paragraph.. The third version is completed. It

may be used as an answer key, as a sample for students to follow, for differentiated

instructions, or for students who were absent.

Instructions for Making the Organizers

1) Print the organizer on colored paper.

2) Have students trim around the sides of the organizer on the lines.

3) Fold on the dotted line and cut on the solid lines to form eight flaps.

4) Have students complete missing information.

5) Label the flaps.

~ Page 29 © Gay Miller ~

Civil Rights Questions The following cards contain questions that will need a small amount of research.

Most of these questions may be answered using a lot of detail in a several page

essay or an overview that could be summed up in a paragraph depending on the

amount of time you have to devote to the project.

Good Sites for Student Research

History.com

http://www.history.com/this-day-in-history

The Civil Rights Movement at Book Units Teacher

http://www.bookunitsteacher.com/civil_rights/civil-rights.htm

Encourage students to use the techniques they have learned in this unit on writing

sentences in the answers.

Final Results

Make a classroom timeline with the answers. A foldable booklet is provided for

students to write their answers. If students need additional room, books may be

glued back-to-back providing additional pages for writing. These booklets may be

pinned to a bulletin board making a timeline of events.

~ Page 30 © Gay Miller ~

Which organization did the most

for the Civil Rights Movement? National Association for the

Advancement of Colored People

(NAACP) the Congress of Racial Equality

(CORE)

the Southern Christian Leadership Conference (SCLC)

Create a Civil Rights Timeline.

Which president had the most

positive impact on Civil Rights?

Harry S. Truman Dwight D. Eisenhower

John F. Kennedy

Lyndon B. Johnson

What was the

Brown v. Board

of Education of

Topeka, Kansas

case?

Page | 31 Unit Created by Gay Miller

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