Artifact #4

INTASC Standards: Recognizing how diverse learners process information and develop skills,
the teacher incorporates multiple approaches to learning that engage a range of learner
preferences.

INTASC Standards: teacher uses a variety of approaches to make concepts clear and provides
extensions that engage learners in deepening academic content by connecting it to individual
learners’ interests, background knowledge, and need for real-world application.

CCSS.ELA- Literacy. R L. 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.

CCSS.ELA – Literacy R.L 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

Objective: Students will be able to demonstrate their understanding of important events and the
characters using the Plot/character outline.

Students will be able to analyze how people develop stereotypes and to consider how stereotypes
can lead to prejudice and social injustice today by relating it to the story peer/group discussion.

Auditory: Students will be listening to the teacher as she reads passages from the reading
material.

Kinesthetic: Students will be doing a few writing exercises to practice kinesthetic skills.

Visual: Students will be given descriptions, so they can be able t visualize and classify them with
any characteristics.

Materials: The book All American Boys by Brendan Kiely and Jason Reynolds, Paper, Pencils,
Dry erase board and dry erase marker, Plot structure Diagram.

Instruction:
Introduce: Present the All American Boys by Brendan Kiely and Jason Reynolds. Ask the
class if they or anyone they know, ever been stereo typed or discriminated against by a raise of
hands, then continue.( This book is about Police Brutality, and racism and it talks about two boys
of different ethnicities and how they deal with a particular event)

Read: Teacher will have students read the book at home. Then she will read a few
passages from the book as a refresher.
 Discussion: Teacher will be addressing questions to the students regarding certain events
and characters in the book; afterwards there will be an open class discussion allowing students to
voice their opinions.
• Question 1: While reading Rashaad’s encounter with police
brutality what current events come to mind?
• Question 2: If the roles were switched in the book, how do you
think Quinn and Rashaad would have dealt differently? Do you
think Quinn would have received the same treatment? If so, how
do you think Rashaad would have reacted?
• Question 3: Throughout the book Quinn describes his relationship
with Paul Galouzzo (police officer) and his family. In your
opinion, would that have influenced you and your reaction?
Guided Practice
• Students will be filling out their character/plot outline
file:///C:/Users/AARON/Documents/Allamericanboysplotoutline.p
df to demonstrate their understanding on the reading material and
we will go over the outline as a class.

Independent Practice

• Students will be reading words describing people and their roles

for Teacher example: teacher, farmer, policeman, mother etc. The
students will then be placed in groups; each will have to provide
characteristics for the word given. Then each group will post their
responses on the board. Students will then reflect on the reasoning
behind their choices.

Exit slip: Teacher checks students character/plot outline and response to discussion
questions.

Resources:

Morrison, L. (2017, February 26) Teaching All American Boys: Resources for Addressing
Sensitive Topics and Engaging Students. Retrieved from:
https://lauriemorrisonwrites.com/2017/02/teaching-all-american-boys-resources-for-
addressing-sensitive-topics-and-engaging-students/

We Need Diverse Books (2016, March 29) WNDB Reading Guide for All American Boys.
Retrieved from:
https://diversebooks.org/wpcontent/uploads/2017/12/WNDB_ReadingGuide_AllAmeric
anBoys_2017.pdf

Hofheimer, E. (2004, March) Building a Community and Combating Hate

Lessons for the Middle School Classroom. Retrieved from:
http://www.partnersagainsthate.org/educators/middle_school_lesson_plans.pdf

Reynold, J. (2015, September 25) All American Boys

file:///C:/Users/AARON/Documents/Allamericanboysplotoutline.pdf

Reflection:
The student would be able to practice their critical thinking skills. The questions given
can give the student a chance to actively communicate with his/her classmates in a
positive manner. Students will be able to actively engage in the activities provided
because it strongly connects with their real-life experiences and gives them a deeper
understanding by relating it to something they understand or have experienced. I believe
the strengths to this lesson plan is the familiarization students will have with the
curriculum being taught. This lesson plan addresses real-life problems that some students
face, making it more relatable. The weaknesses I believe, is that this lesson plan is too
much, the activities might not transition effectively, and students might veer off the
lesson at hand.