Objective
Explain how Quinn makes the decision to attend the rally, and the impact of this decision in All American Boys.
Readings and Materials
Book:All American Boys by Jason Reynolds and Brendan Kiely pp. 249 – 282
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Target Task
Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
Writing Prompt
How does the memory of his father motivate Quinn to attend the rally? Provide evidence from pages 264-267 to support your answer.
Sample Response
An example response to the Target Task at the level of detail expected of the students.
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Key Questions
Questions about the text that will help guide the students understanding
Close Read Questions
What does Quinn mean by the metaphor, "I wanted to turn around and run right into the face of it" (p. 252)? What decision does he make as a result of this realization? Provide evidence from pages 251-252 to support your answer.
How does Quinn’s decision to make and wear his "I’m Marching" shirt impact his relationships with his peers? Provide examples from three different relationships, and support your answer with evidence from pages 253-262.
What argument does Quinn’s mother make about loyalty? Provide evidence from pages 264-265 to support your answer.
Discussion Questions
How are Quinn’s and Rashad’s stories connected? What similarities do you see between them (beyond the fact that they are approximately the same age and attend the same school)?
Exit Ticket
Assess student understanding and monitor progress toward this lesson's objective with an Exit Ticket.
Vocabulary
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
Text-based
radical
(p. 260)
(adjective): advocating for complete political or social change
(adjective): relating to or affecting the fundamental nature of something
(noun): a person who advocates for complete political or social reform
Homework
Reading and/or task to be completed at home in preparation for the next lesson.
- Right to Peaceful Assembly, Library of Congress
Enhanced Lesson Plan
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Common Core Standards
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.
Reading Standards for Literature
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.
Supporting Standards
Standards that are practiced daily but are not priority standards of the unit
L.8.6
Language Standards
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
Reading Standards for Literature
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
Reading Standards for Literature
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
Reading Standards for Literature
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.8.10
Reading Standards for Literature
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
Speaking and Listening Standards
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
Speaking and Listening Standards
SL.8.6— Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
W.8.1.a
Writing Standards
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
Writing Standards
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
Writing Standards
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
Writing Standards
W.8.9— Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.8.9.b
Writing Standards
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
Writing Standards
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 15
Lesson 17
