Curriculum / ELA / 8th Grade / Unit 1: Facing Prejudice: All American Boys / Lesson 3
ELA
Unit 1
8th Grade
Lesson 3 of 29
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Explain how specific events and sections of text in All American Boys reveal aspects of Quinn’s character and his perspective.
Book: All American Boys by Jason Reynolds and Brendan Kiely pp. 24 – 40
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
On pages 37-38, the reader experiences Rashad’s assault again, this time from Quinn’s narrative perspective. What do we understand about the situation that Quinn does not? What does seeing the assault through Quinn’s eyes help us better understand? Provide specific evidence from pages 38-40 to help 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 do the following lines of text on page 27 reveal about Quinn and how he feels about the way the world views him? "When the IED got him in Afghanistan, he became an instant saint in Springfield. I wasn’t him. I’d never be him. But I was supposed to try. That was my role: the All-American boy with an All-American fifteen-foot deadeye jumpshot and an All-American 3.5 GPA."
On page 32, Quinn says, "No one’s going to get suspicious. We’ve scored beer here more times than I can count." What does this line suggest about the differences between Rashad and Quinn’s experiences of the world? Provide additional evidence from pages 32-37 to support your answer.
What does the scene on pages 32-36 reveal about Quinn’s relationship with his friends? What specific lines of text develop your understanding of their friendship? Provide specific evidence from these pages to support your answer.
How and why does the world view Rashad and Quinn differently? How does the world’s view of them differ from the way they view themselves?
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
transfixed
adj.
(p. 38)
motionless with horror, shock, or wonder; unable to look away
Suggestions for teachers to help them teach this lesson
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. 43 – 60
While reading, answer the following questions.
What had Rashad been charged with?
How is Rashad feeling?
What assumptions does Rashad’s father make about what happened in Jerry’s?
What is Spoony’s relationships like with his father?
How does Spoony react to Rashad’s story?
Why is Spoony interested in finding footage of the assault?
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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
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.
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.8.4 — Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
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.
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.8.1 — 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.8.6 — 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.a — Apply grade 8 Reading standards to literature (e.g., "Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new").
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 2
Lesson 4
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 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
Explain how Smith uses figurative language in his TED Talk to develop and support his central idea.
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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