Curriculum / ELA / 8th Grade / Unit 1: Facing Prejudice: All American Boys / Lesson 14
ELA
Unit 1
8th Grade
Lesson 14 of 29
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Plan, draft, and revise a paragraph response.
Book: All American Boys by Jason Reynolds and Brendan Kiely
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
On page 215, Quinn writes, "The Invisible Man at Central High: Rashad." How do the authors develop the idea in today's reading that Rashad is treated like he is "invisible"—at least to those who do not know him? Identify one way they do this and write a strong paragraph to answer this question, including a claim, strong evidence from pages 186–203, and analysis.
An example response to the Target Task at the level of detail expected of the students.
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. 218 – 246 — (after break)
While reading, answer the following questions.
What happens to Guzzo at practice? Why does he think this happened?
What does Coach tell the team that they are not allowed to do? Why?
Who is Darnell Shackleford?
Summarize the interaction between Darnell Shackleford and Rashad's father.
Who comes to visit Rashad in this chapter?
What decision did Mrs. Fitzgerald make when she was young that she now regrets? Why?
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RL.8.2 — Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
W.8.1 — Write arguments to support claims with clear reasons and relevant evidence.
W.8.1.a — Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
W.8.1.b — Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
W.8.1.c — Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
W.8.5 — With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
Standards that are practiced daily but are not priority standards of the unit
L.8.1 — Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.8.2 — Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.8.2.b — Use an ellipsis to indicate an omission.
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.
RL.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.
RL.8.3 — Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
RL.8.10 — By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of 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.
W.8.1.d — Establish and maintain a formal style.
W.8.1.e — Provide a concluding statement or section that follows from and supports the argument presented.
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.a — Apply grade 8 Reading standards to literature (e.g., "Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new").
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.
Lesson 13
Lesson 15
Define significant terms related to racial justice.
L.8.6 RI.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.8.3 RL.8.3
Writing
Unpack a prompt, study a mentor text, and gather evidence in preparation for writing a paragraph response.
RI.8.3 W.8.1 W.8.5 W.8.9
Outline and a paragraph response, including a strong claim statement, important details, and a concluding statement.
RL.8.3 W.8.1 W.8.1.a W.8.1.e W.8.5
Draft and revise a paragraph response, focusing on writing strong analysis.
RL.8.3 W.8.1 W.8.1.b W.8.1.c W.8.5
Explain how Smith uses figurative language in his TED Talk to develop and support his central idea.
RI.8.2 RI.8.4
Explain how authors Reynolds and Kiely use figurative language and word choice to provide insight into characters’ emotions.
L.8.5 L.8.5.a RL.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.8.2 W.8.1 W.8.5 W.8.9
RL.8.2 W.8.1 W.8.1.a W.8.1.b W.8.1.c W.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.
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.
L.8.4.a L.8.4.c L.8.4.d RI.8.4
Draw conclusions about Quinn and Rashad’s perspectives based on what they say and do in All American Boys.
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.8.5 RI.8.4
Socratic Seminar
Engage in a Socratic Seminar with classmates, drawing evidence from unit texts, and carefully explaining reasoning.
SL.8.1 SL.8.1.a SL.8.1.b SL.8.4
Unpack the expectations of a narrative writing task, study a Mentor Text, and brainstorm possible topics.
W.8.3 W.8.5
Outline and begin to draft a personal narrative.
W.8.3 W.8.3.a W.8.5
Revise narratives for descriptive details, sensory language, and dialogue.
W.8.3 W.8.3.b W.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.8.1 L.8.1.a W.8.3 W.8.3.c W.8.5
Assessment – 2 days
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