Standards: All of these journal prompts can fall under either standard W.1 (claims/argument) or W.2 (explanatory) . Reading standards have been added where applicable. I have also added Social Justice Standards for each prompt.
Prompt 1: To be done after pre-reading activity (MLK Speech): What are your thoughts and opinions on the issues discussed in today's activities? How do you feel going into this unit? What are you hoping to learn? What are you hesitant about?
DI 9-12.8: I respectfully express curiosity about the history and lived experiences of others and exchange ideas and beliefs in an open-minded way.
DI. 9-12.9: I relate to and build connections with other people by showing them empathy, respect and understanding, regardless of our similarities and differences.
Prompt 2: After Chapter 4: What is preventing Jared from understanding racial inequality? Do you think Jared will ever understand the points SJ is trying to make? Why or why not?
JU.9-12.12: I can recognize, describe and distinguish unfairness and injustices at different levels of society.
JU.9-12.13: I can explain the short and long-term impact of biased words and behaviors and unjust practices, laws and institutions that limit the rights and freedoms of people based on their identity groups.
JU. 9-12.14: I am aware of the advantages and disadvantages I have in society because of my membership in different identity groups, and I know how this has affected my life.
Prompt 3: After Chapter 5: Justyce decides to go out with Jared and his friends for Halloween despite their offensive costumes because of MLK's definition of integration: "intergroup and interpersonal living." Do you think Justyce accurately interpreted MLK's definition? Explain your thinking.
JU.9-12.15: I can identity figures, groups, events and a variety of strategies and philosophies relevant to the history of social justice around the world.
Prompt 4: After Chapter 8: Why do you think Justyce's mom would have a problem with SJ being white? Does this make his mom racist? Class discussion around what constitutes as racist and if reverse racism is a thing. Can use this website's definitions: https://www.nea.org/professional-excellence/student-engagement/tools-tips/racial-justice-education-key-terms-and to lead discussion.
JU. 9-12.12: I can recognize, describe and distinguish unfairness and injustice at different levels of society.
Prompt 5: After Chapter 9: Justyce calls Blake out on the racist law gnomes and white people in black face in his house. Blake defends himself by saying, "Dude, none of this crap is mine. My mom's great-uncle was one of those performers, so she hung up some posters. No big deal. " Is Blake's complicity perpetuating racism? Why or why not?
AC.9-12.17: I take responsibility for standing up to exclusion, prejudice and injustice.
AC.9-12.18: I have the courage to speak up to people when their words, actions or views are biased and hurtful, and I will communicate with respect even when we disagree.
Prompt 6: After Chapter 17: Justyce goes to visit Quan in jail. What does Justyce realize after meeting with Quan? How do you think this visit will impact Justyce's journey?
RL 9-10.5: Analyze how an author's choices concerning how to structure a text, order events within it, and manipulate time create effects such as mystery, tension, or suprise.
ID.9-12.3: I know that all my group identities and the intersection of those identities create unique aspects of who I am and this is true for other people too.
Prompt 7: After page 155: Manny's dad is forced to quit his job after his participation in protests cost his company clients and money. Why do people care about what someone does after working hours? Does the type of protest his dad participated in play a role? Would the results have been the same if the cause was different?
JU. 9-12.12: I can recognize, describe and distinguish unfairness and injustice at different levels of society.
JU.9-12.13: I can explain the short and long-term impact of biased words and behaviors and unjust practices, laws and institutions that limit the rights and freedoms of people based on their identity groups.
Prompt 8: After page 193: What are your thoughts on the verdict? Do you think the verdict would have been different if Justyce wasn't associated with Quan? Do you think Justyce's interactions with Jared and Blake played a role in the verdict?
RL 9-10.3: Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
AC.9-12.17: I take responsibility for standing up to exclusion, prejudice and injustice.
Prompt 9: After final journal entry: In the beginning of the novel, Justyce states: "I need to pay more attention, Martin. Start really seeing stuff and writing it down. Figure out what to do with it. That's why I'm writing to you.....I wanna try to live like you. Do what you would do. See where it gets me." Did writing to Dr. King help Justyce? Where did it get him?
RL. 9-10.2: Determine a theme of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
JU.9-12.15: I can identity figures, groups, events and a variety of strategies and philosophies relevant to the history of social justice around the world.
Prompt 10: End of novel: Revisit your entry for Prompt 2 about Jared. How is the final scene significant to his character development? How do you as a reader feel about Jared now? Have your feelings changed? Do you think he has redeemed himself?
RL 9-10.3: Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
DI. 9-12.9: I have the language and knowledge to accurately and respectfully describe how people (including myself) are both similar to and different from each other and others in their identity group.
Prompt 11: After completing "after" reading column on the Anticipation Guide: What opinions changed after reading this novel? How did this novel influence your opinions? Cite specific evidence from the text to support your answer.
RL. 9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
ID. 9-12.5: I recognize the traits of the dominant culture, my home culture and other cultures, and I am conscious of how I express my identity as I move between those spaces.