Curriculum / ELA / 8th Grade / Unit 1: Facing Prejudice: All American Boys / Lesson 4
ELA
Unit 1
8th Grade
Lesson 4 of 27
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Explain how racism and racial bias shape the way that characters in All American Boys—and people more generally—are viewed.
Book: All American Boys by Jason Reynolds and Brendan Kiely pp. 43 – 60
Video: “A Conversation about Growing Up Black” by The New York Times
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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.
The documentary, "A Conversation about Growing Up Black" by The New York Times, refers to the subjects of the interview as "young Black men". As the people interviewed are between the ages of 10 and 22, this lesson, and all sample responses, refer to the subjects of the interviews by name or as "young men and boys". As a part of intellectual preparation for this lesson, review the following resources on the adultification of Black children. These resources are intended to be used as intellectual preparation and should not be shared with students.
Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
In the video, "A Conversation about Growing Up Black," Bisa says, "The way people perceive you is not up to you." (2:14–2:20)
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Questions about the text that will help guide the students understanding
How do these young men and boys describe the experience of growing up Black in America? How do they feel about themselves and the way the world perceives them? ("A Conversation about Growing Up Black")
How do these young men and boys describe their experiences and relationship with law enforcement? ("A Conversation about Growing Up Black")
What does Jumoke mean when he says, "We're starting to be dehumanized"? (2:54, "A Conversation about Growing Up Black")
Why do the authors begin each of the first five paragraphs of Chapter 3 with the word custody? What is the impact of this choice? (pp. 43–44, All American Boys)
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
dehumanize
v.
to make someone feel or appear less than human; to deny that someone is fully human and treat them that way ("A Conversation about Growing Up Black" 2:54)
custody
n.
the condition of being held prisoner; the protective care or guardianship of someone or something (All American Boys p. 43)
Reading and/or task to be completed at home in preparation for the next lesson.
Lesson 5 is a writing lesson. There is no assigned reading in preparation for tomorrow.
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RI.8.3 — Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
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
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.
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.8.2 — 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.8.2 — Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.
SL.8.3 — Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.
SL.8.6 — Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
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
Unpack a prompt, study a mentor text, and gather evidence in preparation for writing a paragraph response.
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.
RI.8.3RL.8.3
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
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