Curriculum / ELA / 8th Grade / Unit 6: Facing Prejudice: All American Boys (2020) / Lesson 17
ELA
Unit 6
8th Grade
Lesson 17 of 29
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Determine the technical meaning of words using context clues and reference texts to develop an understanding of the First Amendment of the United States Constitution.
Website: The Constitution of the United States
Website: Right to Peaceful Assembly: United States
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
Read the following paragraph from the Right to Peaceful Assembly.
The First Amendment does not provide the right to conduct an assembly at which there is a clear and present danger of riot, disorder, or interference with traffic on public streets, or other immediate threat to public safety or order. Statutes that prohibit people from assembling and using force or violence to accomplish unlawful purposes are permissible under the First Amendment.
Underline words and phrases that are not familiar to you—or are used in an unfamiliar way—and use context clues and then reference texts to determine the meaning of these words. Then, rewrite these sentences in your own words.
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Questions about the text that will help guide the students understanding
Using context clues, what is the meaning of the word "abridge" as used in the First Amendment?
Using a dictionary, what meaning of the word "abridge" is being used in this context?
Rewrite this excerpt in your own words: "or abridging the freedom of speech, or of the press."
What is the meaning of the word "peaceably" as used in the First Amendment? What kind of assembly is permitted? What kind of assembly is not protected by the First Amendment?
Read the following sentences from "Right to Peaceful Assembly": The right to assemble is not, however, absolute. Government officials cannot simply prohibit a public assembly in their own discretion, but the government can impose restrictions on the time, place, and manner of peaceful assembly, provided that constitutional safeguards are met. Underline words that are not familiar to you—or are used in an unfamiliar way—and use context clues and reference texts to determine the meaning of these words. Then, rewrite these sentences in your own words.
How does the First Amendment—and Supreme Court decisions regarding the First Amendment—relate to All American Boys?
Assess student understanding and monitor progress toward this lesson's objective with an Exit Ticket.
Reading and/or task to be completed at home in preparation for the next lesson.
To ensure that students are prepared for the next lesson, have students complete the following reading for homework. Use guidance from the next lesson to identify any additional language or background support students may need while independently engaging with the text.
Book: All American Boys by Jason Reynolds and Brendan Kiely pp. 269 – 296
While reading, answer the following questions.
What is different about the drawing that Rashad leaves for Clarissa?
What does Rashad see when he goes on the internet? How does this make him feel?
Why does Quinn call the police department?
What happens at the protest?
Why do they read names aloud over the loudspeaker?
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L.8.4.a — Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.
L.8.4.c — Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
L.8.4.d — Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
RI.8.4 — Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
Standards that are practiced daily but are not priority standards of the unit
L.8.6 — Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
RI.8.10 — By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6—8 text complexity band independently and proficiently.
SL.8.1 — Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly.
SL.8.6 — Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
W.8.4 — Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.8.9 — Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.8.9.b — Apply grade 8 Reading standards to literary nonfiction (e.g., "Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced").
W.8.10 — Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Next
Draw conclusions about Quinn and Rashad’s perspectives based on what they say and do in All American Boys.
Define significant terms related to racial justice.
Standards
L.8.6RI.8.2
Explain how specific events and sections of text in All American Boys reveal aspects of Rashad’s character and his perspective.
RL.8.3
Explain how specific events and sections of text in All American Boys reveal aspects of Quinn’s character and his perspective.
Explain how racism and racial bias shape the way that characters in All American Boys—and people more generally—are viewed.
RI.8.3RL.8.3
Unpack a prompt, study a mentor text, and gather evidence in preparation for writing a paragraph response.
RI.8.3W.8.1W.8.5W.8.9
Outline and a paragraph response, including a strong claim statement, important details, and a concluding statement.
RL.8.3W.8.1W.8.1.aW.8.1.eW.8.5
Draft and revise a paragraph response, focusing on writing strong analysis.
RL.8.3W.8.1W.8.1.bW.8.1.cW.8.5
Explain how Smith uses figurative language in his TED Talk to develop and support his central idea.
RI.8.2RI.8.4
Explain how authors Reynolds and Kiely use figurative language and word choice to provide insight into characters’ emotions.
L.8.5L.8.5.aRL.8.4
Explain how events and lines of text reveal characters’ perspectives of themselves and others in All American Boys.
Explain the impact of Rashad’s assault on characters and their perspectives in All American Boys.
Explain how events in All American Boys reveal and challenge characters' beliefs.
Outline a paragraph analyzing how Jason Reynolds and Brendan Kiely explore the topic of invisibility in All American Boys.
RL.8.2W.8.1W.8.5W.8.9
Plan, draft, and revise a paragraph response.
RL.8.2W.8.1W.8.1.aW.8.1.bW.8.1.cW.8.5
Explain how specific events in All American Boys reveal and/or change Rashad's perspective.
Explain how Quinn makes the decision to attend the rally, and the impact of this decision in All American Boys.
L.8.4.aL.8.4.cL.8.4.dRI.8.4
Describe the structure of All American Boys and explain how it contributes to the text’s meaning.
RL.8.5
Determine themes in All American Boys and explain how they are developed over the course of the text.
RL.8.2
Determine Precious Fondren’s purpose in her article. Clearly and succinctly present information about a Black woman killed by police.
RI.8.6
Explain how writers use figurative language and make structural choices to develop and support key ideas.
L.8.5RI.8.4
Engage in a Socratic Seminar with classmates, drawing evidence from unit texts, and carefully explaining reasoning.
SL.8.1SL.8.1.aSL.8.1.bSL.8.4
Unpack the expectations of a narrative writing task, study a Mentor Text, and brainstorm possible topics.
W.8.3W.8.5
Outline and begin to draft a personal narrative.
W.8.3W.8.3.aW.8.5
Revise narratives for descriptive details, sensory language, and dialogue.
W.8.3W.8.3.bW.8.3.d
Outline and begin to draft a narrative written from a different character's perspective.
Revise both narratives for transition words and edit for verbals.
L.8.1L.8.1.aW.8.3W.8.3.cW.8.5
2 days
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