Curriculum / ELA / 8th Grade / Unit 1: Facing Prejudice: All American Boys / Lesson 22
ELA
Unit 1
8th Grade
Lesson 22 of 27
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Unpack the expectations of a narrative writing task, study a Mentor Text, and brainstorm possible topics.
Book: All American Boys by Jason Reynolds and Brendan Kiely
Book: Flying Lessons & Other Stories by Ellen Oh — Foreword
Rubric: Narrative Writing Rubric (G8, U1)
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
Students should generate three possible topics in response to the prompt:
One of the unique features of All American Boys is the way it is structured. While most novels written in the first person are told from one character's perspective, this text has two first-person narrators. This structure gives the reader insight into both characters' experiences and understanding of the world.
In this task, you will explore the way that two people's perspectives on a specific incident can be similar and different. Write a short, first-person narrative about a significant moment in your life. You will then write the same scene but from the perspective of another person who was there.
The tone and topic of your narratives are up to you—they can be funny, surprising, sad, thought-provoking, etc.—but must introduce a central conflict/problem, contain at least two characters, and describe a true event from your life.
Your narratives should:
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Reading and/or task to be completed at home in preparation for the next lesson.
Select the incident you plan to write on and note down what happened at the beginning, middle, and end of the incident, and how you felt at each of these points in time.
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W.8.3 — Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
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
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.8.10 — 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.8.10 — 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
Outline and begin to draft a personal narrative.
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.
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
W.8.3W.8.5
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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