The Watsons go to
Birmingham - 1963
Book Unit
Created by Gay Miller
~ Page 1 © Gay Miller ~
Thank you for
preview of The
Birmingham 1963
book units may be
downloading this
Watsons go to
Book Unit. Other
found at
http://www.teacherspayteachers.com/Store/Gay-Miller
This packet contains graphic
organizers for an interactive
notebook and game activities
covering
vocabulary,
constructive 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 2 © Gay Miller ~
Table of Contents
Materials Needed for Creating the Foldable Graphic Organizers
5
Lesson Plans at a Glance
6
Vocabulary Teaching Method
8
How to Use this Resource
7
Vocabulary List
10
Vocabulary Bookmarks
18
Vocabulary Word Cards
20
Vocabulary Storage Pocket
26
Vocabulary Practice Booklet
27
Vocabulary Test
49
Alignment to the Common Core State Standards
56
Comprehension/How to Use this Resource for Writing
Allusions
Chapter 1 Comprehension
Constructive Response ~ Comparing Stories
Chapter 2 Comprehension
Constructive Response ~ Point of View
Chapter 3 Comprehension
Constructive Response ~ Problem and Solution Chain
Chapter 4 Comprehension
Constructive Response ~ Character Traits
Chapter 5 Comprehension
Figurative Language Response Cards and Organizers
Constructive Response ~ Figurative Language
Chapter 6 Comprehension
Constructive Response ~ Character Traits
Chapter 7 Comprehension
Constructive Response ~ Cause and Effect
53
59
60
62
65
67
70
72
74
76
78
80
97
103
105
108
110
Chapter 8 Comprehension
112
Chapter 9 Comprehension
117
Constructive Response ~ Setting
114
Map ~ Trip to Birmingham
119
Constructive Response ~ Dialect
121
Chapter 10 Comprehension
Constructive Response ~ Understanding Text
Chapters 11 Comprehension
~ Page 3 © Gay Miller ~
123
125
127
Constructive Response ~ Responding to Text
129
Chapters 12 Comprehension
133
Constructive Response ~ Symbols
Constructive Response ~ Point of View
Chapter 13 Comprehension
Constructive Response ~ Mood
Constructive Response ~ Summarizing with an Acrostic
Chapter 14 Comprehension
Constructive Response ~ Theme
131
135
136
138
140
142
144
Chapter 15 Comprehension
Constructive Response ~ Character’s Actions
Constructive Response ~ Plot Development
146
148
150
Epilogue ~ Graffiti Notes
153
Skill Practice
163
Constructive Response ~ Comparing the Book to the Movie
Sentences/ Alignment to the Common Core State Standards
Expanding Sentences
Sentence Problems Organizers
158
164
165
Expanding Sentences
Adjectives and Adverbs ~ Adjective and Adverb Clauses Organizers
169
Appositives Organizers
178
Prepositional Phrases Organizers
Expanding Sentences Cards
174
182
Combining Sentences
Combining Sentences – Graffiti Notes
Combining Sentences Cards
Run-on Sentences
Run-on Sentences Organizers
Correcting Run-on Sentences Cards
Varying Sentences
Varying Sentences Organizer
Civil Rights Questions
188
202
206
213
217
221
Notes
229
Civil Rights Mini-Book
231
Editing and Proofreading Checklist
Credits
230
237
~ Page 4 © Gay Miller ~
Read
Vocabulary
Vocabulary
Practice Book
Constructive
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
Chapter 3
reinforcement
radioactive
Page 3
Problem and
Solution Chain
Chapter 4
pomade
hypnotize
Page 4
Character Traits
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
Chapter 15
eavesdrop
double-dribble
Page 15
Character’s
Actions
Plot Development
Epilogue
discrimination
boycott
Page 16
Graffiti Notes
Vocabulary Test
Comparing the
Book to the Movie
~ Page 5 © Gay Miller ~
Expanding Sentences
using Adjectives/Adverbs
and Adjective/Adverb
Clauses Organizers
Expanding Sentences
using Prepositions
Organizer
Expanding Sentences
using Appositives
Organizer
Civil Rights Research
Write Paragraphs to
Answer Civil Rights
Question
Proofread and Rewrite
Answers to Civil Rights
Question into Booklets
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 6 © Gay Miller ~
~ Page 7 © Gay Miller ~
Epilogue [discrimination and boycott]
Chapter 1 [thermostat and juvenile delinquent]
1. Circle six words in the box that are synonyms of
discrimination.
1. Circle six words in the box that are synonyms of juvenile
delinquent.
forbearance
acceptance
intolerance
hooligan
upstanding
hoodlum
prejudice
injustice
unfairness
honest
troublemaker
peaceable
charity
bigotry
broadmindedness
punk kid
respectable
straight
tolerance
favoritism
lenience
offending
upright
offender
~~~~~~~~~~~~~~~~~~~~~~~~~~~~
2. Fill in the word web with synonyms for boycott.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~
2. Fill in the word web with synonyms for thermostat.
boycott
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.
3. Write a sentence using forms of discrimination and boycott.
________ 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 8 © Gay Miller ~
____________________________________________
Page 1
Epilogue [discrimination and boycott]
Chapter 1 [thermostat and juvenile delinquent]
1. Circle six words in the box that are synonyms of
discrimination.
1. Circle six words in the box that are synonyms of juvenile
delinquent.
forbearance
acceptance
intolerance
hooligan
upstanding
hoodlum
prejudice
injustice
unfairness
honest
troublemaker
peaceable
charity
bigotry
broadmindedness
punk kid
respectable
straight
tolerance
favoritism
lenience
offending
upright
offender
~~~~~~~~~~~~~~~~~~~~~~~~~~~~
2. Fill in the word web with synonyms for boycott.
refuse to buy,
use, or go to to
bring change
~~~~~~~~~~~~~~~~~~~~~~~~~~~~
2. Fill in the word web with synonyms for thermostat.
control
shun
boycott
stay away from
temperature sensor
reject
~~~~~~~~~~~~~~~~~~~~~~~~~~~~
3. Write a sentence using forms of discrimination and boycott.
regulator
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
Answers will vary.
dashboard to make sure the engine was not overheating.
The girls boycotted the soda fountain because the owner
discriminated against serving people who were African
Americans.
___T___ She couldn’t shake the cold she felt even though
the thermostat was set to eighty.
____________________________________________
Page 16
____________________________________________
~ Page 9 © Gay Miller ~
Page 1
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 constructive responses exercises. The
constructive 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 10 © 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 11 © Gay Miller ~
Comparing Stories

Problem and Solution Chain

Character Traits




Figurative Language


Character Traits
CCSS.ELALiteracy.RL.5.10
CCSS.ELALiteracy.RL.5.9

Point of View
Cause and Effect
CCSS.ELALiteracy.RL.5.7
CCSS.ELALiteracy.RL.5.6
CCSS.ELALiteracy.RL.5.5
CCSS.ELALiteracy.RL.5.4
CCSS.ELALiteracy.RL.5.3
5 Grade
CCSS.ELALiteracy.RL.5.2
th
CCSS.ELALiteracy.RL.5.1
Common Core State Standards Reading: Literature





Setting


Trip Map


Dialect


Understanding Text


Responding to Text
Symbols





Point of View
Mood




Summarizing


Theme


Character’s Actions

Plot Development
Graffiti Notes


~ Page 12 © Gay Miller ~



Point of View

Problem and Solution Chain

Character Traits
Cause and Effect
CCSS.ELALiteracy.RL.6.10





Figurative Language


Character Traits
CCSS.ELALiteracy.RL.6.9
Comparing Stories
CCSS.ELALiteracy.RL.6.7
CCSS.ELALiteracy.RL.6.6
CCSS.ELALiteracy.RL.6.5
CCSS.ELALiteracy.RL.6.4
CCSS.ELALiteracy.RL.6.3
6 Grade
CCSS.ELALiteracy.RL.6.2
th
CCSS.ELALiteracy.RL.6.1
Common Core State Standards Reading: Literature





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




~ Page 13 © Gay Miller ~
Point of View

Problem and Solution Chain

Character Traits
Cause and Effect
CCSS.ELALiteracy.RL.7.10





Figurative Language


Character Traits
CCSS.ELALiteracy.RL.7.9
Comparing Stories
CCSS.ELALiteracy.RL.7.7
CCSS.ELALiteracy.RL.7.6
CCSS.ELALiteracy.RL.7.5
CCSS.ELALiteracy.RL.7.4
CCSS.ELALiteracy.RL.7.3
7 Grade
CCSS.ELALiteracy.RL.7.2
th
CCSS.ELALiteracy.RL.7.1
Common Core State Standards Reading: Literature





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




~ Page 14 © Gay Miller ~
The Watsons go to Birmingham - 1963 ~ Chapter 1
1. A good title for Chapter 1 could be ---.
a.
b.
c.
d.
Surviving the Cold
Hot Lips
A Mother’s Work is Never Done
Dad’s Jokes
2. Chapter 1 is told from which point of view?
a.
b.
c.
d.
1st through Kenny
1st through Byron
3rd through Momma
3rd through Kenny
3. Which word best describes how Mama feels 4. The setting is important to the story
about her children?
a.
b.
c.
d.
because---.
playful
loving
teaching
serious
5. Sequence the following events by numbering
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.
6. Read this line from Chapter 1.
_______ Byron and Kenny go out to scrape the
I knew this was a trick, I knew this was going to
be How to Survive a Blizzard, Part Two.
them in the correct order.
ice off the Brown Bomber.
_______ The Watsons cuddle up on the couch
How to Survive a Blizzard, Part One had been
last night when I . . .
trying to keep warm.
Which literary device is used?
_______ 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.
a.
b.
c.
d.
figurative language
flashback
cliff hanger
analogy
The author most likely use this device to ______
______________________________________
______________________________________
7. Which genre is The Watsons go to
8. Matching.
Birmingham - 1963?
a.
b.
c.
d.
drama
historical fiction
adventure
fantasy
Explain why you selected this answer.
____ 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 15 © Gay Miller ~
The Watsons go to Birmingham - 1963 ~ Chapter 1
1. A good title for Chapter 1 could be ---.
a.
b.
c.
d.
Surviving the Cold
Hot Lips
A Mother’s Work is Never Done
Dad’s Jokes
2. Chapter 1 is told from which point of view?
a.
b.
c.
d.
1st through Kenny
1st through Byron
3rd through Momma
3rd through Kenny
3. Which word best describes how Mama feels 4. The setting is important to the story
about her children?
a.
b.
c.
d.
because---.
playful
loving
teaching
serious
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 6. Read this line from Chapter 1.
them in the correct order.
__3____ Byron and Kenny go out to scrape the
ice off the Brown Bomber.
I knew this was a trick, I knew this was going to
be How to Survive a Blizzard, Part Two.
__1____ The Watsons cuddle up on the couch
How to Survive a Blizzard, Part One had been
last night when I . . .
trying to keep warm.
Which literary device is used?
__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.
a.
b.
c.
d.
figurative language
flashback
cliff hanger
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
8. Matching.
Birmingham - 1963?
a.
b.
c.
d.
drama
historical fiction
adventure
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.
__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
e) The fly was still stuck
and buzzing.

Drama – stage directions
__a__ idiom

Adventure – exciting undertaking
involving risk and physical danger
Define snake in the grass.

Fantasy – uses magic and supernatural
a sneaky and despised person
~ Page 16 © Gay Miller ~
Chapter 1 ~ Constructive Response – Comparing Stories
•
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.
Byron
The Myth of Narcisus--
Describe how Byron feels
about himself.
•_____________________________
_____________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
How are Narcissus and Byron
alike?
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
Why did the author most likely include the comparison between Byron and
Narcissus in the novel?
__________________________________________________________________
__________________________________________________________________
______________________________________________________________
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.
~ Page 17 © Gay Miller ~
Chapter 1 ~ Constructive Response – Comparing Stories
•
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.
Byron
The Myth of Narcisus--
•
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!”
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.
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.
~ Page 18 © 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 19 © Gay Miller ~
~ Page 20 © Gay Miller ~
~ Page 21 © 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 22 © Gay Miller ~
Sentences - Common Core Alignment
Skills marked with
asterisks require
additional practice in
upper grades.
CCSS.ELALITERACY.L.4.1.F
Produce complete
sentences,
recognizing and
correcting
inappropriate
fragments and runons.*
5th Grade
6th Grade
CCSS.ELALITERACY.L.5.1.A
Explain the function of
conjunctions,
prepositions, and
interjections in general
and their function in
particular sentences.
CCSS.ELALITERACY.L.5.1.E
Use correlative
conjunctions
(e.g., either/or,
neither/nor).
CCSS.ELALITERACY.L.7.1.A
Explain the function of
phrases and clauses in
general and their function
in specific sentences.
CCSS.ELALITERACY.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.ELALITERACY.L.5.1.E
Use correlative
conjunctions
(e.g., either/or,
neither/nor).
CCSS.ELALITERACY.L.5.3.A
Expand, combine, and
reduce sentences for
meaning,
reader/listener interest,
and style.
7th Grade
CCSS.ELALITERACY.L.7.1.B
Choose among simple,
compound, complex, and
compound-complex
sentences to signal
differing relationships
among ideas.
CCSS.ELALITERACY.L.7.1.C
Place phrases and
clauses within a
sentence, recognizing
and correcting misplaced
and dangling modifiers.*
CCSS.ELALITERACY.L.6.2.A
Use punctuation
(commas, parentheses,
dashes) to set off
nonrestrictive/parenthetic
al elements.*
CCSS.ELALITERACY.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.ELALITERACY.L.6.3.A
Vary sentence patterns
for meaning,
reader/listener interest,
and style.*
CCSS.ELALITERACY.L.7.3.A
Choose language that
expresses ideas precisely
and concisely,
recognizing and
eliminating wordiness
and redundancy.*
~ Page 23 © 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 24 © Gay Miller ~
~ Page 25 © 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:
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
1)
~ Page 26 © 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 27 © 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 28 © 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 29 © 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 30 © Gay Miller ~
If you like this unit, you might also like some on the following
book units found at Teachers Pay Teachers:
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Microsoft
Office Clipart
Gallery
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~ Page 35 © Gay Miller ~