Eng482 Ya Book Unit

Young Adult Literature Book Unit 1
Bryan Kinsman
YA Lit Book Unit
ENG 482 - Hope
The Calendar
Monday Tuesday Wednesday Thursday Friday
Week Introduction to the Unit: Bell work: Silent Bell work: Meet Bell work: Quiz
1 Send home letter discussion the authors Quick write on (multiple
Racism Choice/
Introductory lesson: Free
Show article and video Assign Reading Mini Lesson Due: All Response)
Groups and with handout: American Boys
assign/explain Anticipation “Friday”:
alternating roles: Guide Rashad: 3-23
Questioner/Discussion Quinn: 24-40
Homework: Assign Director, Summarizer, Journal entries In class
Grammar and Vocab Clarifier, and Reading Groups: Jigsaw
Predictor, Illustrator. Discuss about activity:
In-class time for the reading and Library of
HW: All American writing/reading share their note Congress
Boys “Friday”: cards with their Articles and
In class time for working Rashad: 3-23 Quinn: group. Essays: The
on grammar and vocab 24-40 Civil Rights
History
HW: All Project
American Boys Collection
“Saturday”:
Rashad: 41-60
Quinn: 61-82
HW: Groups Due:

Assigned Grammar
Articles and and Vocab
Essays for Civil
rights
Week Bell work: Quick writes Bell work: Quick Bell work: Brain Bell work: Quiz
2 write: What are Civil teasers Poetry response (multiple
Rights? Choice/
Due: All Free
Anticipation guide: Due: All American Fishbowl American Boys Response)
“Challenging Boys “Saturday”: Discussion: “The “Sunday”:
Stereotypes: Michael Rashad: 83-101 Other Student Rashad: 83-101
Brown and Quinn: 102-120 Activists” Quinn: 102-120
#IfTheyGunnedMeDown, Speed
from the Morningside Reading Groups: Reading Groups: Chatting
Center for Teaching Discuss about the Discuss about Activity:
Social Responsibility” reading and share Journal entries the reading and Women in
their note cards with share their note the Civil
their group.
In-class time for cards with their Rights

Whole-Class Activity: writing/reading group. Movement
Homework: Assign The Return of the
Grammar and Vocab Protest Song
In class time for working HW: All

on grammar and vocab HW: All American American Boys
Boys “Sunday”: “Monday”: Due:
Rashad: 83-101 Quinn: 121-140 Grammar
Quinn: 102-120 Rashad: 141-162 and Vocab
Week Bell work: Prompt and Bell work: Response Bell work: Quiz (multiple Quick write
3 pair-share to Peter Seeger – “We Response to Hip- Choice/ Free and pair-
Shall Overcome” hop Response) share:
Strange
Due: All American Due: All Fruit
Reading Activity: “What Boys “Monday”: American Boys
White Marchers Mean for Quinn: 121-140 “Tuesday”:
Black Lives Matter” Rashad: 141-162 Mini Lesson Quinn: 163-185
with handout: Rashad: 186-203
Reading Groups: Poetry elements Poetry:
Homework: Assign Discuss about the and forms Reading Groups: Reading
Grammar and Vocab reading and share Discuss about and
their note cards with the reading and Analyzing
their group. Journal entries share their note Poetry -
cards with their Langston
Whole-Class Activity: group. Hughes’
In class time for working Anticipation guide: In-class time for “Let
on grammar and vocab The meaning of July writing/reading Whole-Class America Be
Fourth for the Negro Activity: America
by Frederick Douglass ReQuest Again”
- excerpt
HW: All
American Boys
HW: All American “Wednesday”:
Boys “Tuesday”: Quinn: 204-225
Quinn: 163-185 Rashad: 226-246
Rashad: 186-203 Due:
Grammar
and Vocab
Week Bell work: Response to Bell work: Blackout Bell work: Bell work: Quiz
4 Sam Cooke – “A Change poetry Question Quick writes (multiple
is Gonna Come” response Choice/
Due: All American Due: All Free
Poetry workshopping: Boys “Wednesday”: Q-A-R American Boys Response)
Writing in styles and Quinn: 204-225 activity/Article: “Thursday”: Quiz
modes Rashad: 226-246 “In March on Quinn: 247-267 (multiple
Washington, Rashad: 268-282 Choice/
Reading Groups: White Activists Free

Discuss about the were Largely Reading Groups: Response)
reading and share Overlooked, but Discuss about
their note cards with Strategically the reading and
Homework: Assign their group. Essential” share their note
Grammar and Vocab cards with their Introduce
Journal entries group. Unit Project
HW: All American
Boys “Thursday”:
Quinn: 247-267 In-class time for HW: All
Rashad: 268-282 writing/reading American Boys
“Friday”: Quinn: Due:
283-296 Rashad: Grammar
297-308 and Vocab
&
Quinn and
Rashad: 309-310
Week Due: All American Boys Quiz

5 “Friday”: Quinn: 283-296 (multiple
Rashad: 297-308 Choice/
& Library/research Library/research Free
Quinn and Rashad: 309- Socratic Seminar day: Mini- day: Mini- Response)
310 (day 2) Lesson on Lesson on MLA
research methods formatting and
citing sources in-text citations.
Reading Groups: Project proposals Project
Discuss about the reading due at end of In-class time for Workshop
and share their note cards class writing/reading Day
with their group.
Socratic Seminar set up Due:

(day 1) Grammar
and Vocab
Week Project Workshop Day Rough Draft Review Final Copy
6 and Peer Editing of
Expository
essay due -
Summative
Lesson 1: Introductory Lesson

Teachers: Bryan Kinsman Subject: 9th Grade English Language Arts
Duration of Lesson: (60 minutes)
Standards: Arizona English Language Arts

9-10.SL.1
b. Work with peers to set rules for collegial discussions and decision‐making (e.g., informal consensus, taking votes on key
issues, and presentation of alternate views), clear goals and deadlines, and individual roles as needed.
Objectives (Explicit): Students will be able to:

- Examine the themes and topics in the novel All American Boys.
- Build community and build trust between students.
Evidence of Mastery (Measurable): List of discussion rules and procedures
Exit Ticket
Sub-objectives, SWBAT (Sequenced from basic to complex):
 Share their responses to opening activity on chart paper.

 Sit in a group.
 Work together as a group to create a list of rules and procedures for discussions.
 Read an article and apply their newly created list of rules and procedures to an open-ended discussion with their
group mates about the topic.
 Reflect on learning in exit ticket.
Key vocabulary: American, Police, Assault, Ally, Community, Materials/Technology Resources to be Used:
Racism, Activism, Loyalty Pencil/Pen, Paper, Markers, Chart Paper, Tape (to hold
the paper up to the walls), News Article.
https://people.com/crime/tamir-rice-cleveland-officer-
not-charged-in-fatal-shooting-of-12-year-old/
Opening (state objectives, connect to previous learning, and make relevant to real life) (15 minutes)
Teacher will have objectives written up on the board before the bell for students to observe over the course of the lesson.
Students will be asked to move around the classroom in small groups and respond to the prompts in the opening/warm up
activity (similar to a silent discussion). Words will be written on chart paper hanging throughout the classroom: American,
Police Bystander, Ally, Community, Racism, Activism, Loyalty. Students job will be to use markers, pencils, or pens to
respond with either a short response or draw a picture that comes to mind when they see the word. They may also ask a
question. Students should NOT talk with one another or respond to one another’s statements; the goal is for them to put their
ideas into the open and come to realize their peers may have many different thoughts or responses to each word. Teacher
will then read out a few answers from each chart paper, and lead into a discussion about “Who’s in the room” [Ex. “As a
class we think of American/Police/Bystander/etc. as…”]. Teacher will then let students know that these words and themes
will be explored more throughout the unit.
Differentiation:
Teacher may have all same colored markers to help conceal identity if students are shy or insecure about writing on paper.
Students may opt out of the activity and instead write 2-3 sentences responding to each one.
Teacher Will: Separate students into literature circle Student Will: Move to sit with their assigned group
groups by numbering them off 1-5. Once seated with members and will each choose one of the alternating
their group members, students will choose which of the roles for the literature reading assignment.
alternating roles each one of them will perform for the
first reading of the book.
Students will pay attention to teacher as teacher
Teacher will talk about the book and talk about the describes book and theme.
themes within it.
“So, the book we will be reading is called All American

Boys, which was co-written and published in 2015 by two
authors, Jason Reynolds and Brendan Kiely. The story
closely follows the lives of two particular High School
students, a Black student named Rashad and a White
student named Quinn, both of whom are unacquainted
with one another, but whose fates become intertwined
Students will then pay attention as teacher initiates
Instructional Input (10 mins)
when, one day, Rashad is accused of shoplifting and

violently detained by a police officer. The witnesses? discussion of classroom environment that is necessary
Only two: An unnamed person who has recorded the for learning with this text.
incident using their cellular phone, and Quinn, who must
decide what the facts were, what his role as a bystander is
and what side of history he will stand on. And so, the
book delves into themes that you were asked to consider
and write about in the warm up activity, such as what
racism looks like, what roles bystanders play in settings
where the existence of justice is questionable or dubious,
how far can some rightly go with the title of “authority”,
and so forth.”
“This book contains topics which are difficult for many

people to have conversations over. They can be very
polarizing or challenging for some individuals to discuss
due to their own ideas, experiences, or even biases. Some
of your peers may feel very strongly about a topic we
discuss in class, so it’s important that everybody works
together to create a space where everyone can share ideas
with a healthy amount critique and debate without fear of
judgment. Simultaneously, everybody needs to be
respectful and consider that their words and ideas may
carry weight, as well as the possibility to offend or even
harm someone. With that in mind, let’s get started.”
Here, it is important that the teacher begins to make it

clear to the students that the goal is to establish a
community within the classroom.
Co-Teaching Strategy/Differentiation
One form of differentiation may include prearranging groups depending on learner level (language, ability) in order
to more effectively augment engagement for students who are predicted to struggle or over-accel in their roles and
collaborative learning.
Teacher Will: Instruct students to create their own list of Student Will: Pay attention as teacher explains process
guidelines, rules, and procedures for managing of creating group rules
discussions.
“Students in each group quickly take out a sheet of paper

Student from each group will take out a sheet of paper.
and place your names at the top. Now in your groups,
Students will give their attention to the teacher as they
you guys are going to come together to create your own
give instructions on how to go about guided practice
procedures and guidelines for discussions.
for creating procedures for discussion.
Consider some of the following things when you begin to

create your rules:
- “How do I want to be treated when I’m
Guided Practice (15 minutes)
speaking?”
- “How can we communicate, when we are upset
or frustrated by something, in ways that are
respectful of other group members?”
- “How can we make sure everyone has an
opportunity to speak, share, or ask questions?”
“To get us started, I’ll show you a few of ones

I’d use.” (Teacher will choose a few of these (2-3
to write out for students on board or overhead
projector).
- Listen actively and attentively.

- Ask for clarification if you are confused.
- Do not interrupt one another.
- Challenge one another but do so respectfully.
- Critique ideas, not people.
- Do not offer opinions without supporting
evidence.
- Avoid put-downs (even humorous ones).
- Take responsibility for the quality of the
discussion.
- Build on one another’s comments; work toward

shared understanding.
- Always have your book/readings in front of you.
- Do not monopolize discussion.
- Speak from your own experience, without
generalizing.
- If you are offended by anything said during
discussion, acknowledge it immediately.
- Consider anything that is said in class strictly
confidential.
“Now I advise that you guys create a list of at least 6-8

solid rules, but there isn’t an actual minimum for the
amount I’m going to require you to have. As long as you
guys think that your rules are effective, and you can
agree that they will help you to have respectful and
thought-provoking discussions, then that is all I ask. Just
keep in mind that I not only will I be walking around
looking at these and helping you guys, as needed, but
they will be the basis for how your group conversations
will operate over the course of this text, so if you struggle
because your rules don’t explain or cover something, you
may have to revisit them and come to an agreement on
how they need to be changed.” Students will spend rest of guided practice creating
their own lists.
Teacher will walk around as students work on their lists
in groups, checking to see progress and that they are
understanding task on hand (10 minutes)
(If time) Teacher will briefly ask one or two groups to

share what they thought their best rule was and what their
justification for it.
Students can go up to the front of the board and write their groups list of rules.
Teacher Will: Provide students an article to read and to Student Will: Students will apply their rules of
discuss: “Cleveland Officer Who Shot and Killed 12- discussion to the article “Cleveland Officer Who Shot
Independent Practice
Year-Old Tamir Rice Will Not Face Charges After Being and Killed 12-Year-Old Tamir Rice Will Not Face
(16 minutes)
Cleared by Grand Jury” Charges After Being Cleared by Grand Jury.”
Teacher will instruct students to silently read article for Students will silently read article to themselves for 5
on their own. (5 minutes) minutes.
When students are done reading, teacher will ask students Students will discuss article in groups
to discuss the article in groups by responding to 2-3
prompts, or as many as they find time to, given their
discussion is lively. (11 minutes)
Examples of open-ended Questions teacher can use for

discussion (Written or projected on board):
- What words, phrases, or statements does the

author use that caught your attention? Why?
- How did you connect to the piece? Was it

personal? Was it an issue that affects our
community and/or the world? Explain.
- Did the reading leave you with unanswered

questions? What are these?
- Can you identify the facts (explicit details)? The

opinions (implicit details)?
Teacher will have students whole-group popcorn read the article.
Teacher will instruct students to pair share their thoughts about the article using the rules of discussion.
Closing/Student Reflection/Real-life connections: (4 mins)
Exit Ticket: Students will write down one thing they learned today and then one question they have about today’s lesson.
Lesson 2 Poetry Analysis


9-10.RL.6 Analyze how points of view and/or cultural experiences are reflected in works of literature, drawing from a
variety of literary texts including how it emerges and is shaped and refined by specific details; provide an objective
summary of the text.
 Deconstruct the poem “Let America Be America Again” and provide a summary of its meaning.
Evidence of Mastery (Measurable): Group discussion – sharing
Written Summary
Exit ticket
 Write their response paragraph to opening video on a sheet of paper.

 Participate in a class read along and discussion.
 Sit in groups and engage in discussion about topic relating to poem.
Key vocabulary: A part of the weekly vocabulary Materials/Technology Resources to be Used:
Connive – To conspire or plan to do something considered
immoral, illegal, or harmful. Langston Hughes’ poem “Let America Be America
Scheme - A large-scale systematic plan or arrangement for Again”
attaining some particular object or putting a particular idea into https://www.poets.org/poetsorg/poem/let-america-be-
effect. america-again
Bondsman - A slave.
Barter - Exchange (goods or services) for other goods or services
without using money.
Furrow - A long narrow trench made in the ground by a plow,
especially for planting seeds or for irrigation.
Lea - An open area of grassy or arable land.
Lynching – To execute, especially by hanging, by mob action and
without legal authority.
Opening (state objectives, connect to previous learning, and make relevant to real life). (10 minutes)
“For today’s bell work, we’re going to watch and listen to watch a performance of a song from before the civil rights era.
It’s by a famous singer from that time named Billie Holiday’s, and the song is called “Strange Fruit.” Take out a piece of
paper and prepare to write a quick reflection.”
Students will watch video of Billie Holiday singing “Strange Fruit.” In a short paragraph (2-3 sentences), students will
respond to prompt “How you think point of view or cultural experience might be reflected in the song? (if you’re unsure of
how to answer, consider readings we’ve done with other texts, particularly on the civil rights movement).”
https://www.youtube.com/watch?v=dnlTHvJBeP0
“In a short paragraph, reflect on how you think a point of view or cultural experience might be represented in Billie
Holiday’s song (Consider elements such as use of figurative language, cultural references we may have learned about in
previous lessons or elsewhere, and use of certain words or vocabulary). (7 minutes)
Teacher Will: Briefly explain context of song “Strange Student Will: Observe and take notes of presentation of
Fruit” written by Billie Holiday, connecting it to the real- background knowledge on Langston Hughes and civil
life violation of civil rights, and begin giving students a rights poetry, drawing connections between themes
presentation on Langston Hughes and poem, “Let present in poem and in the novel.
America Be America Again.” Briefly discuss themes and
literary devices of poem and connect them to the book All
American Boys.
“Strange Fruit was written in the 1930’s to protest

racism, in particular, the lynching’s of African American
Instructional Input (10 minutes)
citizens.”
“Today we’re going to read Langston Hughes’ “Let
America Be America Again.” Langston Hughes was an
African-American poet, author, columnist, and social
activist whose works tended to focus on topics of race
and social justice at a time when the law didn’t guarantee
Black people in America civil rights.”
Teacher will hand out copies of poem to students.
Students will be given typed notes describing containing pertinent information from presentation on Hughes and
themes of poem.
Teacher Will: Begin by having student read the first Student Will: Read the poem out loud as instructed by
Guided Practice (20 minutes)
couple stanza of poem, alternating to other students with teacher and follow along as their peers read. They will
changing stanzas until the final few, where teacher will stop and participate in discussion when teacher pauses
take over and complete reading. to clarify, explain, or elicit brief discussion about a
portion of the text.
Teacher will pause during intervals to discuss content of
stanzas with students.
Question/Discussion Examples
Section 1
Begins with- 1st line

Ends with: Nor freedom in this "homeland of the free."
“What is the tone of the first stanza of the poem? What

words and images help create this tone?”
“What is the function of the lines in parentheses? Are
they as important as the other lines of the poem? Why or
why not? Why do you think Hughes used parentheses
around these lines?”
“What is the function of the lines in parentheses? Are
they as important as the other lines of the poem? Why or
why not? Why do you think Hughes used parentheses
around these lines?”
Section 2:
Begins with: “I am the poor white, fooled and pushed
apart”
Ends with: “The poorest worker bartered through the
years.”
“What words and phrases are repeated several times in
this section of the poem? What effect does this use of
repetition achieve for the message and/or tone of the
poem?”
“What American values and cultural norms does the
speaker criticize in the stanza beginning “I am the young
man”? Who suffers because of these values and norms?”
“What do you think Hughes means in the fourth stanza

when he says, “I am the poor white, fooled and pushed
apart;
I am the Negro bearing slavery’s scars;
I am the red man driven from the land;
I am the immigrant clutching the hope I seek
And finding only the same old stupid plan
Of dog eat dog, of mighty crush the weak?”
How do you think this might have reflected a point of

view or a cultural perspective during the time Hughes
was alive?”
Section 3:
Begins with: “Yet I'm the one who dreamt our basic
dream”
Ends with: “Except the dream that's almost dead today”
“The tone of the poem shifts somewhat in the first stanza
of this section of the poem. How does it shift? What
words and images in this stanza help contribute to this
tone shift? “
“What impact does the heavy use of question marks have
on the tone and message of the poem?”
“What is the prognosis for the American Dream at the
end of this section of the poem? In other words, how
optimistic is the speaker that the dream will survive?”
Section 4:
Begins with: O, let America be America again—
Ends with: last line of poem
“What words and images help convey a sense of

determination in the struggle for freedom and equality?
“Do you find the tone at the end of the poem hopeful?
Why or why not?”
One example of differentiation will include having adapted versions of text to be available for students that require
it, e.g. ones with large type or extra content in margin (vocab, essential themes).
This activity could also be redesigned for a lecture format and turned into a read, write, and jigsaw (Multiple poems
(students effectively co-teach the book by asking key questions prepared on cards)).
Teacher Will: Student Will: Get into groups and each carry out
Independent Practice
discussion. One member of each group will either

(10 minutes)
Students will be arranged into groups consisting of 5-6

volunteer or be chosen to present findings to class in
students each. Groups will each be given a unique
closing.
essential discussion question pertaining to the text which
they will answer and then share with the class.
Students will go back through text to find clues/context

in order to answer discussion questions.
Instructor will move around classroom, monitoring

student work pace and observing student progress level
and engagement in discussion, answering questions and
guiding as needed.
Groups will be prearranged based on learner level and to accommodate small group instruction, if necessary, for
ELLs and students with disabilities that require it.
Independent work/working with teacher in small group or one-on-one.
Allowing student to choose their question or group.
Giving student question in advance so they can come to discussion prepared to engage and learn with/teach their
peers.
Closing/Student Reflection/Real-life connections: (7 minutes) Groups share their responses to their discussion questions
with the class. Students’ homework will be to bring one paragraph (minimum 5-6 sentences).
“For your homework, you will need to write a one-paragraph summary of the poem and bring it to class.”
Exit ticket: (3 minutes)

Write do you think was the most important thing we learned today? If you were writing a quiz over today’s material, what is
one question you would put on it?
Lesson 3 Socratic Seminar (2 day) Prep and Execute


9-10.SL.1
a. Come to discussions prepared having read and researched material under study; explicitly draw on that preparation by
referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well‐ reasoned exchange
of ideas.
b. Work with peers to set rules for collegial discussions and decision‐making (e.g., informal consensus, taking votes on key
issues, and presentation of alternate views), clear goals and deadlines, and individual roles as needed.
c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger
ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted,
qualify or justify their own views and understanding and make new connections based on the evidence and reasoning
presented.
Analyze questions and content in preparation for a discussion.
Assess the ideas of peers by determining their validity through appeals to evidence and use of reason.
Evidence of Mastery (Measurable):
Inner circle self-reflection

Outer circle evaluation
Exit ticket
 Listen to instructions and procedures regarding Socratic seminars.

 Analyze the deeper meanings of words and texts.
 Organize an approach toward discussion with their peers.
Key vocabulary: Obsess, Snarl, Hover, Flicker, Hustle, Chaotic Materials/Technology Resources to be Used: Novel All
American Boys, Socratic Seminar Handouts, Self-
evaluation form and observation form,
At the beginning of class, students will gather into their literature circle groups and discuss the final chapters of the book,
assuming their roles and completing their literature circles.
Teacher Will: (Day 1) Student Will:

Give students Socratic Seminar handouts and questions Receive handouts and pay attention to the teacher as
handout in advance of discussion. they begin describing the process Socratic seminar will
take and the roles students will take on during the
“To culminate our reading of the book, we are going to
discussion.
have a Socratic discussion. How many are familiar with
this method or strategy of learning? “
Teacher will give presentation and lecture about the
Socratic method and Socratic Seminars:
“The Socratic method of teaching is based on Socrates'
theory that it is more important to enable students to
think for themselves than to merely fill their heads with
"right" answers. A Socratic Seminar is a method to try to
understand information by creating a dialectic class in

regard to a specific text. In a Socratic Seminar,
participants seek deeper understanding complex ideas in
the text through rigorously thoughtful dialogue. This
process encourages divergent thinking rather than
convergent…Participants in a Socratic Seminar respond
to one another with respect by carefully listening instead
of interrupting. Students are encouraged to "paraphrase"
essential elements of other ideas before responding,
either in support of or in disagreement. Members of the
dialogue look each other in the "eyes" and use each other
names. This simple act of socialization reinforces
appropriate behaviors and promotes team building.” Etc.
“Teacher will divide students will into two groups: inner

and outer circles. The inner circle will represent the
speakers, those are the students who discuss the Students will listen carefully as teacher explains roles
questions. The outer circle students will be the recorders. of seminar.
They will silently record notes on the inner circle
speakers. Each student on the inner circle will have a
corresponding student on the outer circle, and vice versa.
Every few minutes of discussion, students will alternate
roles so that every student has an opportunity to interact

in discussion on a topic question (all questions will not be
gotten to, but students will have some amount of choice
over which questions they can discuss).”
Students will receive rubrics for inner circle self-

Teacher will give students two rubrics: One for inside evaluation and outside circle observation.
circle self-evaluation, and one for outside circle
evaluation of peers; color coded so students can easily
tell difference.
Use of graphic organizers to help relay the concepts of lecture/presentation to certain students who need them.
Teacher Will: Teacher will give students the remainder of Student Will: Students will utilize remainder of class
class time to research their arguments by reviewing time to research arguments and review content
content and familiarize themselves with (primarily from the novel All American Boys).
handouts/discussion questions (not all questions will on
the list, however). Teacher will move around classroom,
checking on students to answer questions and see how
they are preparing.
Teacher will remind students about directions on how the

(22 minutes (Day 1)
Socratic seminar will be done. Students will complete exit ticket and turn it in to
Guided Practice
teacher before leaving class for first day
Teacher will give students an exit ticket to complete at

the end of class (3 mins)
Exit Ticket: Write down one thing you would like me to

review for tomorrow.
Use of targeted small-group instruction for particular students to help address gaps in understanding or areas of
need during study time
Guided notes or some form of study guide with relevant locations in text to help students resource their text to find
answers that will relevant to discussion.
Teacher Will: (Day 2) Student Will: (Day 2)

Teacher will briefly review procedures and rules for Students will listen to teacher review rules and respond
Socratic seminars and break students up into circles, to questions/concerns regarding activity. Students will
initiating Socratic Seminar over the final reading of the then engage in activity and complete their inner circle
book. self-evaluation and outer circle observation forms
during the course of the seminar.
If discussion starts to lag, teacher will introduce new
questions, but it is mainly up to students to get the ball
rolling (they are aware that it is their obligation to engage
in discussion).
Let students know when to wrap up their discussion and
begin to transition to alternate roles.
Example discussion questions for students and teacher to

choose from:
1. As the novel opens, Rashad states, “Let me make
Independent Practice (50 minutes)
something clear: I didn’t need ROTC. I didn’t want to be

part of no military family.” Despite his lack of desire to
be involved in ROTC, he remains a member in good
standing to make his father happy. What can be inferred
about Rashad from this knowledge? Have you ever been
in a similar situation where you remained committed to
something to please the people you love? If so, share
your experience.
2. Rashad’s father tells him, “There’s no better

opportunity for a black boy in this country than to join
the army.” Based on what you learned about his father’s
experiences, do you think he has a valid point?
3. Consider the cover of All American Boys. In what

ways is the image symbolic for the events that transpire
throughout the course of the book?
4. Describe Rashad and Quinn. What makes them

dynamic characters? Are they the type of people you
would want to befriend?
5. What is your earliest impression of Spoony, Rashad’s

brother? Do you find him to be a good brother to
Rashad? In what ways are these two brothers similar?
How are they different?
6. Quinn states, “On Friday nights, there were only two

things on my mind: getting the hell out of the house and
finding the party.” Why do his responsibilities at home
make him feel such a need to escape? How would you
describe Quinn’s family? In what ways has the

absence/loss of his father impacted how the family
functions? Are they in any way similar to your own? If
so, in what ways?
7. For what reasons do you think Quinn begins to feel

connected to Jill? How would you characterize their
relationship, and how does it change over the course of
the novel?
8. Guzzo states, “People have it all backward. They do . .

. I’m sorry, but my brother did the right thing. He has to
make tough calls.” When his brother attacks Rashad,
Guzzo is around the corner from the store, so he doesn’t
bear witness to the assault. Why is Guzzo unable to come
to terms with the truth about his brother’s actions?
9. Consider the variety of settings for All American Boys;

name the three places you believe to be most important to
the story. Using textual evidence from the book, explain
why you find them to be significant to the overall story
structure.
10. Jill tells Quinn, “I don’t think most people think

they’re racist. But every time something like this
happens, you could, like you said, say, ‘not my problem.’
You could say, ‘it’s a one-time thing.’ Every time it
happened.” Do you agree with her assessment?
11. Quinn states, “And if I don’t do something. If I just

stay silent, it’s just like saying it’s not my problem.” How
does this moment show that Quinn is actively choosing
not to be a bystander? Though difficult, do you agree it’s
the right decision?
12. How does the discovery of the spray-painted tag,

“Rashad Is Absent Again Today” change the dynamics
about how students at the high school are able to deal
with the event? In what ways does this initially non-
spoken symbol become an avenue for reflection and
conversation among both the student body and the
faculty?
13. All American Boys is told in a dual first-person

narrative. How would the story be different if someone
besides Rashad and Quinn were telling it? Do you think
changing the point of view would make the story better
or worse? If you could, would you want another
character’s perspective to be included in the novel? If so,
whose?
14. Dwyer tells Quinn, “Listen, man. You’ve got to fix

this. We got to get the team straight . . . This is too big.
This is our life, man. Our futures.” Consider English’s,
Shannon’s, Guzzo’s, Dwyer’s, and Quinn’s shared
passion for basketball. What role does the game play in
the lives of these characters, and in what ways does this
sport allow these young men to come together as a team?
How is the team changed after the attack on Rashad?
From your perspective, what will they have to do as a
team to overcome this divisive experience?
15. Explain the title, All American Boys. What does it

mean? In your opinion, does it accurately describe the
events and relationships portrayed in the novel?
16. What is the significance of the march? Why did it

mean so much to Quinn, Rashad, and Spoony? How
about the rest of the characters? Why do people protest?
Do you think protests are effective in voicing a cause?
Can they institute change?
17. How does finding his father on the Police Plaza steps,
waiting to join them on the march, affect Rashad? What
makes this act such a powerful statement?
18. As the novel closes, Spoony and Berry read a roll call
of real names of black people killed by police. What was
your emotional response to the novel’s closing?
19. How is All American Boys a statement, or a response,

to some of the racial injustice featured in the media
today? What is the message that you think the authors are
trying to convey through this novel? Do you think this
book is an accurate reflection on society today?
Some examples of differentiation in the discussion/seminar portion of the lesson may include:
Allowing a student to pre-choose a certain question for discussion.
Allowing a student to use a pre-written answer for a discussion.
Closing/Student Reflection/Real-life connections: (3 minutes)

Exit Ticket: In a short paragraph, write about what you felt was important in your learning today. Years from now, what will
you remember from today’s lesson?
Lesson 4 Introduction to Project/Proposal


9-10.W.2
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately
through the effective selection, organization, and analysis of content.
a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions;
include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with well‐chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or
other information and examples appropriate to the audience’s knowledge of the topic.
c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships
among complex ideas and concepts.
d. Use precise language and domain‐specific vocabulary to manage the complexity of the topic.
e. Establish and maintain a formal style and an appropriate tone while attending to the norms and conventions of the
discipline in which they are writing.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g.,
articulating implications or the significance of the topic).
 Prepare to write an essay by distinguishing key themes and topics from the novel and organizing them into a Mind-
map.
Evidence of Mastery (Measurable):
Mind maps
Exit ticket
 Listen to instructions and procedures regarding Proposal/Unit writing project.

 Organize essential themes and topics into Mind-Map.
Key vocabulary: Graffiti, Deliberate, Engage, Impromptu, Materials/Technology Resources to be Used: Paper,
Skeptical, Agitated, Scrimmage, Saunter, Surge, Immaculate, Pencil, Research paper parameters hand out, rubric,
Scrawl, Guerrilla, Impertinent, Jaunty, Quandary quiz materials.
Students will have 5 minutes to study for their vocabulary and grammar quiz. Teacher will administer quiz and students will
complete, reading quietly or completing work when they are done until all have finished.
Teacher Will: Present students a handout of the Unit Student Will: Pay attention and take notes as teacher
Project with rubric and explain project parameters. presents essential information on project proposal.
Proposal
Students will have the option of selecting a topic or

theme from the text All American Boys and submitting a
proposal to complete doing an expository paper. Teacher
will give students an assignment handout outlining the
parameters for assignment.
Teacher will lecture on expectations (going over

components that make up the essay (such as describing
things, listing order of events, comparing two or more
things, explaining cause and effect, describing problems
and solutions, etc.), citing in MLA format, etc.).
For expository essay, students may select submit any

topic or subtopic to teacher as a proposal for research in
their expository essay (minimum 3 pages, double spaced,
12 pt. font, MLA formatted, 2 sources).
Teacher can differentiate by giving structured notes or guided notes on lecture/presentation, emphasizing essential
information and areas of high importance within content.
Teacher Will: Teacher will introduce graphic organizers Student Will: Pay attention as the teacher introduces
Practice (10
minutes)
and direct students to begin planning process for how graphic organizer. Students will follow along, taking
Guided
they want to approach paper. Teacher will scaffold notes on Mind Maps by either copying down the one
preplanning process by creating a Mind Map using the teacher has created or by beginning their own.
themes and topics from one of the class’ previously read
short stories, modeling a successful approach to building

an expository paper.
“I want you guys to take out a sheet of paper. Who here

has never heard of a type of graphic organizer called a
Mind Map before?
One way the guided practice could be differentiated could be to put students in groups and have each group utilize
a different graphic organizer and then do a jigsaw activity where they share their graphic organizer and notes with a
group that has different organizers than them.
Teacher Will: Teacher will instruct students to work Student Will: Students will spend time in independent
independently on their graphic organizers, utilizing texts practice finishing their Mind Maps and determining
and class resources in the available time as needed in what their project proposal will be.
Independent Practice (17 minutes)
order to begin creating project proposal and take it home

as homework.
Students will complete Mind Map in class and finish it
Teacher will move around classroom observing student
as homework if unable to complete it.
work pace and helping out whenever necessary. Teacher
will also check to see whether students have completed
their Mind Maps (check for understanding). If not
completed in class, Mind Map will be due for homework.
Teacher can give other forms of graphic organizers to students who would prefer so.
Teacher can give students a list of themes and topics to choose from.
Teacher can expand list of themes and topics for students to choose from.
Closing/Student Reflection/Real-life connections: (8 minutes)

Teacher will spend 5 minutes answering questions and clarifying assignment particulars by calling on individual students.
Exit Ticket: (3 minutes)
Do you have any questions about the project that went unanswered in the closing which you would like to have answered?
Which aspect of this assignment would you like to focus on the most going forward with class time?

Eng482 Ya Book Unit

Încărcat de

Informații document

Titlu original

Drepturi de autor

Formate disponibile

Partajați acest document

Partajați sau inserați document

Opțiuni de partajare

Vi se pare util acest document?

Este necorespunzător acest conținut?

Drepturi de autor:

Formate disponibile

Eng482 Ya Book Unit

Încărcat de

Drepturi de autor:

Formate disponibile

Young Adult Literature Book Unit 1

HW: Groups Due:

In-class time for cards with their Rights

In class time for working HW: All

Reading Groups: White Activists Free

Week Due: All American Boys Quiz

Socratic Seminar set up Due:

Lesson 1: Introductory Lesson

Standards: Arizona English Language Arts

Objectives (Explicit): Students will be able to:

Sub-objectives, SWBAT (Sequenced from basic to complex):

 Share their responses to opening activity on chart paper.

“So, the book we will be reading is called All American

when, one day, Rashad is accused of shoplifting and

“This book contains topics which are difficult for many

Here, it is important that the teacher begins to make it

“Students in each group quickly take out a sheet of paper

Consider some of the following things when you begin to

“To get us started, I’ll show you a few of ones

- Listen actively and attentively.

- Build on one another’s comments; work toward

“Now I advise that you guys create a list of at least 6-8

(If time) Teacher will briefly ask one or two groups to

Cleared by Grand Jury” Charges After Being Cleared by Grand Jury.”

Examples of open-ended Questions teacher can use for

- What words, phrases, or statements does the

- How did you connect to the piece? Was it

- Did the reading leave you with unanswered

- Can you identify the facts (explicit details)? The

Lesson 2 Poetry Analysis

Standards: Arizona English Language Arts

Objectives (Explicit): Students will be able to:

Sub-objectives, SWBAT (Sequenced from basic to complex):

 Write their response paragraph to opening video on a sheet of paper.

“Strange Fruit was written in the 1930’s to protest

Teacher will hand out copies of poem to students.

Begins with- 1st line

“What is the tone of the first stanza of the poem? What

“What do you think Hughes means in the fourth stanza

How do you think this might have reflected a point of

“What words and images help convey a sense of

discussion. One member of each group will either

Students will be arranged into groups consisting of 5-6

Students will go back through text to find clues/context

Instructor will move around classroom, monitoring

Exit ticket: (3 minutes)

Lesson 3 Socratic Seminar (2 day) Prep and Execute

Standards: Arizona English Language Arts

Evidence of Mastery (Measurable):

Inner circle self-reflection

Sub-objectives, SWBAT (Sequenced from basic to complex):

 Listen to instructions and procedures regarding Socratic seminars.

Teacher Will: (Day 1) Student Will:

understand information by creating a dialectic class in

“Teacher will divide students will into two groups: inner

roles so that every student has an opportunity to interact

Students will receive rubrics for inner circle self-

Teacher will remind students about directions on how the

teacher before leaving class for first day

Teacher will give students an exit ticket to complete at

Exit Ticket: Write down one thing you would like me to

Teacher Will: (Day 2) Student Will: (Day 2)

Example discussion questions for students and teacher to