Curriculum / ELA / 8th Grade / Unit 1: Facing Prejudice: All American Boys / Lesson 9
ELA
Unit 1
8th Grade
Lesson 9 of 27
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Analyze how the authors of All American Boys develop the narrator's point of view and emotions.
Book: All American Boys by Jason Reynolds and Brendan Kiely pp. 61 – 93
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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.
Today's lesson contains profanity. Emphasize respectful communication, critical thinking, and an understanding of context for this language prior to engaging in today's reading. Name for students whether they should read the word aloud if reading the text for the whole group.
Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
How do the authors develop the reader's understanding of Quinn's emotional state in this chapter? Cite specific descriptive language and explain how it reveals his emotions.
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Questions about the text that will help guide the students understanding
How do the following examples of figurative language communicate Quinn's feelings about Paul?
"But the man I'd watched grind a kid into the sidewalk—I don't know—was like someone else. Someone I couldn't place, some hulking animal stalking in the shadows of my mind all night." (p. 62)
"But now I saw that face, Paul's, burning, a bloodred mask of rage." (p. 74)
On pages 80–81, Quinn witnesses another arrest at Mother's Pizza. Why did the authors include this scene in the book?
What does the use of verbal irony on page 86 reveal about Rashad's emotions?
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
verbal irony
when a speaker's intended meaning is different (often opposite) from what they literally say
imagery
vivid description that appeals to a readers’ senses to create an image or idea in their head
oblivious
adj.
(p. 71)
not conscious or paying attention; unknowing or unaware
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. 94 – 120
While reading, answer the following questions.
What does Spoony send in to the news stations? Why?
What is the setting of Quinn's chapter?
What happens at Jill's party?
What does Quinn admit to Jill?
Why is Quinn so anxious about seeing Paul?
What does Paul ask everyone to do after the news report about the assault comes on TV?
Tonight's reading contains profanity.
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RL.8.6 — Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.
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).
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.8.6 — 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").
Next
Analyze how the authors develop the characters' perspectives of themselves and others in All American Boys.
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
RL.8.6
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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