Curriculum / ELA / 8th Grade / Unit 1: Facing Prejudice: All American Boys / Lesson 8
ELA
Unit 1
8th Grade
Lesson 8 of 27
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Analyze 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
Transcript: “How to Raise a Black Son in America (Transcript)” 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? Cite at least two specific pieces of evidence from the text to support your answer.
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Questions about the text that will help guide the students understanding
Why does Smith include his conversation with his father about playing with Super Soakers? How does the figurative language in the following line support his point?
"I know now how scared he must have been, how easily I could have fallen into the empty of the night, that some man would mistake this water for a good reason to wash all of this away." (para. 7, 2:51)
How does Smith use figurative language to develop his central idea in the following sentence?
"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." (para. 8, 3:04)
What idea is Smith trying to convey in the sentence below? How does the metaphor in the sentence develop this idea?
"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." (para. 9, 3:31)
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
figurative language
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
ubiquitous
adj.
everywhere; extremely common (para. 6, 1:56)
synonymous
the same as, equivalent to (para. 9, 3:31)
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?
Who is Jill?
What happens at Mother's Pizza that upsets Quinn?
What does Spoony show Rashad on TV?
How does Rashad's father react?
Tonight's reading contains profanity.
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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.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).
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.8.2 — 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.8.4 — 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
Analyze how the authors of All American Boys develop the narrator's point of view and emotions.
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
RI.8.2RI.8.4
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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