Curriculum / ELA / 8th Grade / Unit 1: Facing Prejudice: All American Boys / Lesson 8
ELA
Unit 1
8th Grade
Lesson 8 of 29
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Explain how Smith uses figurative language in his TED Talk to develop and support his central idea.
Video: “How to Raise a Black Son in America” by Clint Smith
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
What is Smith’s central idea about the way his parents raised him? What does he understand now that he did not understand when he was a child? Provide at least two specific pieces of evidence from the text to support your answer.
An example response to the Target Task at the level of detail expected of the students.
Questions about the text that will help guide the students understanding
What idea is Smith trying to communicate in the following sentence? How did his parents try to raise him?
"Their parenting always sought to reconcile the tension between having my siblings and I understand the realities of the world, while ensuring that we never accepted the status quo as inevitable."
Underline the metaphors in this sentence. Then explain what each one of them means.
"My parents raised me and my siblings in an armor of advice, an ocean of alarm bells so someone wouldn't steal the breath from our lungs, so that they wouldn't make a memory of this skin."
What idea is Smith trying to communicate in this sentence?
Underline the metaphor in this sentence. Then explain what it means.
"All of my black friends were raised with the same message, the talk given to us when we became old enough to be mistaken for a nail ready to be hammered to the ground, when people made our melanin synonymous with something to be feared."
What are your thoughts about this video? Did anything about it surprise you? Affect you? Challenge or confirm ideas you already had?
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
synonymous
adj.
the same as, equivalent to;
Syn-/sym- (greek root) with; together
ubiquitous
everywhere; extremely common
figurative language
n.
language that goes beyond the literal meaning of words and phrases and is used with the intention of creating an image, feeling, or deeper understanding for the reader.
metaphor
the comparison of two unlike things in order to provide the reader with a deeper understanding of one of those things.
connotation
the social, cultural, and emotional associations words have, beyond the dictionary definition (denotation).
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. 61 – 93
While reading, answer the following questions.
What does Quinn’s mother discover that he has done?
Why is she upset with him?
What event is Paul invited to? How does he feel about this?
Who is Jill?
What happens at Mother’s that makes Quinn upset? Why?
What does Spoony show Rashad on TV?
How does Rashad’s father react?
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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.
RI.8.4 — Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
Standards that are practiced daily but are not priority standards of the unit
L.8.5.a — Interpret figures of speech (e.g. verbal irony, puns) in context.
L.8.5.b — Use the relationship between particular words to better understand each of the words.
L.8.5.c — Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).
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.
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.8.5 — Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.
RI.8.7 — Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
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.8.1 — 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.
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.8.1 — 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.8.4 — Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.8.9 — Draw evidence from literary or informational texts to support analysis, reflection, and research.
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.
Lesson 7
Lesson 9
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
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
Plan, draft, and revise a paragraph response.
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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