Curriculum / ELA / 8th Grade / Unit 1: Facing Prejudice: All American Boys / Lesson 16
ELA
Unit 1
8th Grade
Lesson 16 of 27
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Analyze how the authors develop Quinn's perspective on civic responsibility in this chapter.
Book: All American Boys by Jason Reynolds and Brendan Kiely pp. 249 – 267
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Prior to the start of class, print out the quotes in the Hamlet Quote Card resource and glue/tape them to a notecard in order to be prepared for the opening activity. If possible, move the student desks/tables to the side of the room so that there is room for students to walk around. Alternatively, take students to a space outside the classroom where they will have more room to engage in the activity.
Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
On page 252, Quinn says, "I wanted to turn around and run right into the face of it." What does Quinn mean by this? How do the events of the chapter develop the central idea of the text?
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Questions about the text that will help guide the students understanding
How does Quinn's decision to make and wear his "I'm Marching" shirt impact his relationships with his peers? Provide examples from the text to support your thinking.
What does the conversation between Quinn and his mom on pages 263–265 reveal about the difference between their perspectives? Cite specific evidence from the text to support your thinking.
How does the memory of Quinn's father on pages 265–267 motivate him to attend the rally?
Assess student understanding and monitor progress toward this lesson's objective with an Exit Ticket.
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
radical
adj.
(p. 260)
advocating for complete political or social change
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.
Website: Right to Peaceful Assembly: United States
While reading, answer the following questions.
What restrictions can the government place on a public assembly?
What step should an organizer take to plan a lawful public assembly?
What information should be required for obtaining a permit to assemble?
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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.
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.
Standards that are practiced daily but are not priority standards of the unit
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.8.10 — 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.8.6 — 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
Determine the technical meaning of words in context and explain the protections and limitations of the First Amendment of the United States Constitution.
Define significant terms related to racial justice.
Standards
RI.8.2
Analyze how the authors of All American Boys characterize Rashad and develop his perspective in Chapter 1.
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.
RL.8.2RL.8.3
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
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