GOAL:
To review the plot structure of a story; to identify the conflict, or problem, in this story
ASSIGNED READING:
Chapter 10
WRITING PROMPT:
What do Kenny and Byron think of the places in the South that they've seen so far?
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? Why?
ONLINE PROMPT:
Use the Student Comment Form to share ideas and questions with your online peers.
|
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. (A graph showing this plot
structure appears on page 222 of the Book Club teacher's
handbook.)
Ask students to identify the central conflict in The Watsons Go to Birmingham--1963. 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.
Click to go to Lesson 9.
|
