Readers Theatre: The Watsons Go to
Birmingham - 1963
Presented by:
Valerie Long
Daina Cannon
Jaret Shank
Step 1:
Standards for English Language
Arts
Sponsored by NCTE and IRA
1. Students read a wide range of
print and non-print texts to build an
understanding of texts, of
themselves, and of the cultures of
the United States and the world; to
acquire new information; to
respond to the needs and demands
of society and the workplace; and
for personal fulfillment. Among
these texts are fiction and
nonfiction, classic and
contemporary works.
3. Students apply a wide range of strategies to
comprehend, interpret, evaluate, and appreciate
texts. They draw on their prior experience, their
interactions with other readers and writers, their
knowledge of word meaning and of other texts,
their word identification strategies, and their
understanding of textual features (e.g., sound-
letter correspondence, sentence structure,
context, graphics).
4. Students adjust their use of spoken, written,
and visual language (e.g., conventions, style,
vocabulary) to communicate effectively with a
variety of audiences and for different purposes.
8. Students use a variety of technological
and information resources (e.g., libraries,
databases, computer networks, video) to
gather and synthesize information and to
create and communicate knowledge.
9. Students develop an understanding of
and respect for diversity in language use,
patterns, and dialects across cultures,
ethnic groups, geographic regions, and
social roles.
11. Students participate as knowledgeable,
reflective, creative, and critical members
of a variety of literacy communities.
12. Students use spoken, written, and
visual language to accomplish their own
purposes (e.g., for learning, enjoyment,
persuasion, and the exchange of
information).
Step 2:
Georgia QCC’s
Ninth Grade Language Arts
Language Arts Ninth Grade
Principles of Literature and
Composition
28. Varies reading speed and
methods according to the type
of material and purpose of
reading.
29. Identifies the structural
elements of literature (e.g.,
plot, characterization, setting,
mood, tone, and point of view).
41. Engages critically and constructively in
discussion by speaking and listening.
42. Follows multipart instructions and asks
questions for clarification.
43. Adapts words and statements to
various situations and audiences.
Language Arts Oral/Written
Communications Speech
28. Uses voice effectively (volume, rate,
clarity, and inflection).
29. Uses nonverbal signs appropriately
(gestures, eye contact, facial expression,
and posture).
Step 3:
Class Profile
14.5% students in grades K-12
are LEP students.
LEP students may require a
paraprofessional to assist with
their complex integration.
LEP students work best in
groups, particularly small peer
groups.
The class consists of 14 males,
11 females, and 3 LEP students
and 3 with a learning disability.
Step 6:
Lesson Objectives
Comprehension
Students learn skills of
summarization, editing and
adapting texts. They will also
interpret the text into their own
creation.
Application
Students will create an expanded
concept of voice in the novels
they read. They will illustrate
how actors deal with space,
props, and gestures to convey
certain feelings and actions.
Analysis
After the students have completed their skit, the
audience will be asked what they thought of the
groups performance and offer suggestions to
enhance the scene and give words of praise. The
students will compare what they initially thought
of the scene when they first read the passage to
when it was performed.
Evaluation
Students will be measured based on participation
of the skit and by the evidence of knowledge
analysis through the writing assignment.
Step 7:
Lesson Introduction
I will ask students if they have any
questions regarding the first chapter of
The Watsons Go To Birmingham - 1963.
Before beginning the lesson we will
discuss briefly the various characters and
establish setting.
Do you feel sometimes that your family
is like the “weird Watsons”? Do you
have younger/older siblings that think
they are “cool” like Bryon? What have
they done in the past?
Introduce the concept of Reader’s
Theatre by showing a small clip of
Romeo & Juliet.
Step 8:
Lesson Procedures
(A) Identifiable Teaching
Method and Learning
Activity
This lesson will be a
student centered teaching
and learning activity. The
teacher will give
instructions on Readers
Theatre and the students
will perform the rest the of
the class period.
(B) Implementation
Procedures
1) After the brief
introduction, divide the
students into three
groups. There must me at
least seven students per
group.
2) Distribute the handout
titled “Readers Theatre:
The Watsons Go to
Birmingham – 1963”
3) Read the instructions stated on the handout and answer
any questions the students may have. If a student does not
want to perform in front of the class, that student should
consider the role of the narrator or director.
4) Give the students twenty minutes to meet with their
groups and plan their skit. The teacher will walk to each
group answering questions, and maintain the noise level as it
could become noisy.
5) Tell the students (this is also stated on the handout)
that as each group performs, write two concepts they liked
about the skit and two concepts they would have changed on
a separate piece of paper.
6) After all of the groups perform, ask the students why
certain skits were different from on another. Ask them
compare what they initially thought of the scene when they
first read the passage to when it was performed.
7) Close the lesson by asking for any further questions
and tell them to read chapters two through four for
homework.
(C) Required Materials
The Watsons Go To
Birmingham – 1963 by
Christopher Paul Curtis
Computer
White Board & Markers
Pen/Pencil & Paper
Anything in the classroom may
be used as props
Step 9:
Implementation of Technology
(A) Teacher Technology (5 Minimum)
Teachers can implement technology in this
lesson by using Word, video clips of Romeo &
Juliet, DVD/VCR, television, internet, overhead
projector, and PowerPoint.
(B) Student Technology (3 Minimum)
Students can implement technology by choosing
a picture from the internet to use as a backdrop,
using the overhead to draw a backdrop, and
typing their final skit in Microsoft Word.
Step 10:
Use of Ancillary Resource
(A) Teacher (5 Minimum)
The Watsons Go to Birmingham – 1963
Several links for Reader’s Theatre:
www.webenglishteacher.com/rt.html
Article from Reading Today entitled
“Performance Literature”
Handout from Dr. Weaver’s class entitled
“Reader’s Theatre”
Example of a script:
http://www.humboldt.edu/~jmf2/floss/323rt.scrip
t.example.html
Romeo & Juliet, VCR/DVD, television
(B) Student (3 Minimum)
The Watsons Go to Birmingham - 1963
A guest speaker could be a teacher who teaches
drama to suggest tips when acting
Students could watch a play at school where
their peers perform
Step 11:
Identifiable Motivational Strategies
1. All students will get full
credit for participating in the skit.
2. Try to make the skit a type
of competition between the
groups.
3. Cooperative learning –
working in small groups
4. By creating a role where a
student may not have to perform,
he/she can still add to the skit, but
not feel singled out.
Step 14:
Assessment Methods
(A) Informal and Formative
Students will be assessed by participating
in the skit, giving feedback to the groups,
and by following instructions. This
portion will be fifty percent of the total
grade. If a student is absent, he/she will
not receive points for participation.
(B) Formal and Summative
After the students have written their
suggestions on each of the groups
performances, they will be graded on
completion of the assignment. This
portion will be fifty percent of the total
grade.
Step 15:
Post Lesson Reflection
1) Our classroom has a
combination of Field
Dependent (trait for Hispanic
and Africa-American learners)
and Field Independent (trait
for Anglo learners) students.
2) Ability levels are diverse;
this is addressed by groups
being assigned to make
learning level and fair.
3) 45.5% of school
population is Hispanic, which
may mean Spanish is the
language they are speaking in
their homes. Once again,
groups will be assigned so that
all Hispanic and ESOL
students are evenly distributed
within groups for this project.
4) All learning styles present are
addressed in lesson plans. Both Field
Dependent and Field Independent
learners will benefit from the group
collaboration and presentation
structure.
5) The various ability levels were
addressed with the pre-planned
specific groups. Each ESOL student
has a high-achiever in their group to
assist with translation and teacher
instructions.
6) In planning this assignment, teacher
accounted for all learning groups
present. School enrollment shows
45% Hispanic, 42% White, 9%
Black, 3% American Indian, and less
than 1% Multi-Racial (rounded up to
the nearest whole).
7) Motivational strategies used are appropriate for the
learners. They will respond to a grade for
participation, especially since the teacher will be
actively supervising to account for each learner.
8) For this assignment, learners will be recalling
information (Knowledge) and they will also be
translating and interpreting it into their own words
to present to their teacher and peers
(Comprehension).
9) Though 9th grade students may not be able to write a
complete research paper on a piece of literature, this
assignment will be a helpful building step leading up
to that type of work.
10) Student participation is encouraged by the
introduction of this lesson. The students will have
read the assigned chapters, and ESOL students will
benefit from the discussion and questions other
students may have about the reading.
11) The lesson is a student-centered
learning activity. All learning types
represented will benefit from this type of
activity.
12) The learning activities meet the needs
of the students in this classroom by
allowing them to take part in the lesson in
many different ways.
13) By using a variety of technological
resources, the students will be encouraged
to take part in the project.
14) The resources selected for the project
are varied but not difficult to incorporate.
15) The Informal and Formative
assessments will be used to grade
participation in the skit, giving opinions
about other groups’ skits, and ability to
follow instructions.