Week One

Monday - Day One

Common Core Standards:

11-12.SL.1—Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively

Content: Finding out what students know or don’t know, historical and contextual information

Readings/Materials:

Gun Violence Disproportionately and Overwhelmingly Hurts Communities of Color

Gun Violence is a Racial Justice Issue

Author Jason Reynolds: Racism hasn’t changed ‘because we still haven’t talked about it’

Performance Task Scaffolding: Mind map, discussion, and journaling

Main Lesson Steps:

1. Welcome and agenda/getting situated

a. Give students warning about sensitive subjects within text

b. Explain that there will be two options for the summative assessment at the end of the unit

2. Set up classroom agreements with students (keep posted on the wall throughout the unit)

3. Class mind map

a. Students will discuss as a class what they know about race, privilege, and racial injustice within the United States

b. Teacher will create a mind map on the white board

4. Article reading and discussion

a. Students will form groups of two to three and be given one of the two articles to read

b. Students will fill out THIS worksheet on their own before sharing in their small groups

c. Class discussion based on the worksheets

d. Read Jason Reynolds interview as a class and discuss

5. Journaling

a. Students will record their thoughts and key takeaways during the last few minutes of class to serve as a basis for their summative project later in the unit

b. Some guiding questions (let students know that these are for their eyes only): How do you feel after this discussion? Is there anything that you felt connected to your own experiences? What would you like to look more into? What issues or circumstances/topics could you see connecting to the text?

6. Announce homework/reminders for next class

a. Students will read the following two articles to prepare for next class:

Metaphor: A Poet is a Nightingale

It Is Something of an Accident That You Are the Reader and I the Writer

Tuesday - Day Two

Common Core Standards:

11-12.L.3—Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening

Content: Discussion, poetry basics, contextual information

Readings/Materials:

Poetry Terms List (for students to use throughout the unit)

Poetry and Prose: What's The Difference?

Looking for Omar—E. Ethelbert Miller

Grandmother Portrait—Judith Harris

Performance Task Scaffolding: Poetry reading and discussion

Main Lesson Steps:

1. Welcome and agenda/getting situated

a. Reminder about the summative assessment

2. Class discussion about the pieces from homework

3. Poetry components and narrative poetry/poetry not prose overview

4. Poems and discussion

a. Students will be given one of the two poems listed above to read through individually

b. Students will then form groups of two or three and discuss THESE questions in relation to the poem

c. Class discussion based on the worksheet

5. Announce homework/reminders for next class

a. Students will reading the following article to prepare for tomorrow's class

The Code of the Streets

Wednesday - Day Three

Common Core Standards:

11-12.W.4—Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Content: Introduction to the book, poetry writing

Readings/Materials:

The Code of the Streets Documentary

Jason Reynolds reading the first six poems

Performance Task Scaffolding: “MY NAME IS” style poem

Main Lesson Steps:

1. Welcome and agenda/getting situated

a. Reiterate the summative assessment

2. Video One and discussion

a. Did the article differ from the video? Why or why not? Which one was more effective in getting across the information?

b. What were your thoughts on the material?

3. Video Two and discussion

a. What do we know about the character so far? About his circumstances?

b. How does the surrounding community impact Will’s identity?

c. Does the information from the video impact your understanding of Will's character?

4. Poetry work

a. Students will read the poem titled “MY NAME IS” from Jason Reynolds’ novel and write a poem in the same style

5. Announce homework/reminders for next class

a. Students will read up to page 74 (elevator floor seven)

a. Students will need to explain their poem and its connection to themes of identity found in the first section of the novel (written or recorded)

Thursday - Day Four

Common Core Standards:

11-12.W.1—Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence

Content: Review of homework readings, beginning work for the final project

Readings/Materials: N/A

Performance Task Scaffolding: Group graphic organizer

Main Lesson Steps:

1. Welcome and agenda/getting situated

a. Reiterate the summative assessment at the end of the unit

2. Group reading of some of the same pages in the graphic novel version (scanned copies for students)

a. How does visual context change the interpretation of certain words or phrases within these poems? What are some examples?

3. Think-pair-share activity

a. Students will write down information they’ve gathered from the reading as it relates to Will, Shawn, and their community

b. Students will then pair up and discuss the information before sharing with the class

c. The teacher will write this information on the whiteboard for students to have during the next portion of class

4. Students will break into groups of two or three and create a graphic organizer that discusses themes, characters, and identity

a. Students will include at least three pieces of textual evidence and their understanding of how the story connects to larger themes

b. Students will include the development of characters thus far as it relates to their identities and the two themes that students have decided upon

c. These will be hung up around the classroom

5. Announce homework/reminders for next class

a. Students will determine which summative assessment to complete, and whether or not to work individually or in a small group

b. Students will determine the historical circumstances on which to base their final project

Friday - Day Five

Common Core Standards:

11-12.W.1—Write arguments to support claims in an analysis of substantive topics or texts,

using valid reasoning and relevant and sufficient evidence

11-12.W.4—Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience

Content: Summative assessment rubrics, class discussions, and historical research

Readings/Materials:

Black communities are disproportionately hurt by gun violence. We can’t ignore them.

In 'Long Way Down,' The Ghosts Of Gun Violence Chill A Plan For Revenge

Performance Task Scaffolding: Historical circumstances work for Final Project

Main Lesson Steps:

1. Welcome and agenda/getting situated

a. Students will receive the rubrics and requirements for each project option

2. Article segment (sections titled Poverty Connection and Persistent Segregation)

3. NPR Interview

a. Class discussion on the interview

b. Class discussion on the circumstances that create disproportionately higher rates of gun violence

c. How does the past historical context impact your understanding of the reading? How about the circumstances surrounding gun violence?

4. Historical circumstances research work (if time allows)

5. Announce homework/reminders for next class

a. Students will read up to page 147 (elevator floor five)