Curriculum / ELA / 8th Grade / Unit 1: Facing Prejudice: All American Boys / Lesson 1
ELA
Unit 1
8th Grade
Lesson 1 of 27
Jump To
Lesson Notes
There was an error generating your document. Please refresh the page and try again.
Generating your document. This may take a few seconds.
Are you sure you want to delete this note? This action cannot be undone.
Define significant terms related to racial justice.
Article: “The History and Present-Day Power of White Privilege” by Cory Collins, adapted by Fishtank Staff
Resource: Anticipation Guide (G8, U1, L1)
We participate in the Amazon Associate program. This means that if you use this link to make an Amazon purchase, we receive a small portion of the proceeds, which support our non-profit mission.
Unlock features to optimize your prep time, plan engaging lessons, and monitor student progress.
Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
According to the article, how does race affect a person's experience and access to wealth and services? Provide examples from the article to support your answer.
Upgrade to Fishtank Plus to view Sample Response.
Questions about the text that will help guide the students understanding
What is the difference between racism and bias? Give an example of each.
Explain what the following quote suggests about white privilege in American society:
"The more complicated truth: White privilege is both unconsciously enjoyed and consciously perpetuated. It is both on the surface and deeply embedded into American life. It is a weightless knapsack—and a weapon. It depends on who's carrying it." (p. 3)
What is the relationship between white privilege and having "the benefit of the doubt"? Provide examples from the article to support your answer.
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
bias
n.
(p. 1)
a conscious or unconscious prejudice against an individual or group based on their identity
privilege
a special right or advantage granted or available only to a particular person or group
prejudice
an unfair opinion or assumption about a person or group based on race, sex, religion, or other identifying factors
injustice
(p. 2)
violation of right or of the rights of another; unfair treatment
bystander
a person who is present at an event, or observes unacceptable behavior, but does not take action
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. 1 – 23
While reading, answer the following questions.
Where is Rashad when the book begins and where is he planning to go?
Who are Rashad's friends?
What is Rashad doing at Jerry's? What happens with the white woman?
What does he get accused of?
What does the police officer do after this accusation?
This section of text contains descriptions of police brutality that may be upsetting. Tonight's pages also include profanity.
Bring your most engaging lessons to life with comprehensive instructional guidance, detailed pacing, supports to meet every student's needs, and resources to strengthen your lesson planning and delivery.
RI.8.2 — Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
Standards that are practiced daily but are not priority standards of the unit
RI.8.1 — Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
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.8.6 — 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.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
Analyze how the authors of All American Boys characterize Rashad and develop his perspective in Chapter 1.
Standards
RI.8.2
RL.8.3RL.8.6
Compare Rashad and Quinn's perspectives of the assault and explain how reading both perspectives deepens the reader's understanding of the event.
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.
W.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
Analyze how Smith uses figurative language in his TED Talk to develop and support his central idea.
RI.8.2RI.8.4
Analyze how the authors of All American Boys develop the narrator's point of view and emotions.
RL.8.6
Analyze how the authors develop the characters' perspectives of themselves and others in All American Boys.
Analyze how being assaulted impacts Rashad and how witnessing the assault impacts Quinn and the community.
RL.8.3
Explain how the events in this chapter reveal Quinn's beliefs and lead to a change in his perspective.
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 the events of this chapter both reveal and change Rashad's perspective.
Analyze how the authors develop Quinn's perspective on civic responsibility in this chapter.
RL.8.2RL.8.3
Determine the technical meaning of words in context and explain the protections and limitations of the First Amendment of the United States Constitution.
Analyze and explain the authors' choices leading up to the climax of All American Boys.
RL.8.2RL.8.6
Describe the structure of All American Boys and explain how it contributes to the text's meaning.
RL.8.5RL.8.6
Determine themes in All American Boys and explain how they are developed over the course of the text.
RL.8.2
Respond to a question with a clear claim and share evidence to support that claim in a Socratic dialogue.
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
Gauge student understanding of unit content and skills with one of Fishtank's unit assessments.
Create a free account to access thousands of lesson plans.
Already have an account? Sign In
See all of the features of Fishtank in action and begin the conversation about adoption.
Learn more about Fishtank Learning School Adoption.
Yes
No
We've got you covered with rigorous, relevant, and adaptable ELA lesson plans for free