1. All American Boys
by: Jason Reynolds & Brendan Kiely
Text Selection
Lawrence Bocco
John Hopkins University
2. Text Description
All American Boy gives the perspective of two
boys, two views, one incident that flipped their
lives upside down. The authors depict the the
realness and honesty of the situation through each
character dealing with complex issues of race,
community, prejudice, stereotype and assumptions
The story takes you on a Day by day journey over
a weeks period , each boy tells his story. Rashad
in the hospital, where he watches endless replay
of the incident, and Quinn at school who tries to
avoid the situation
3. Quantitative Measures
Band Level: 6-7
Range :740L-1010L
Word Count: 68,016
The text is right at scholars reading level. As scholars explore the
text they will be able to retell the story from two different
perspectives along while making inference of characters’
personalities by finding supporting evidence in text. Students will
also gain a clear understanding of how to use voice in their writing.
Word length, and frequency of the text should not be a
problem. Scholars will be able to share, discuss and analyze
the text with shoulder partners and whole class. Scholars
who are still behind will receive one on one and small group
assistance
4. Qualitative Measures
Purpose – Moderately Complex:
The primary purpose of the text is not clearly stated but as the students listen and
reads along with the the audio they can easily infer a purpose based on the
context, and multiple perspectives in text. Theme is implicit, but will be relieved
throughout the entirety of text.
Text Structure – Slightly Complex
Text structure is explicit, clear, makes connections between ideas and events.
Organization of text is chronology but is unpredictable and leaves the reader at
the edge of their seats. Text features , such as flashbacks and recalling of events
aid in facilitating comprehension of content.
Knowledge – Moderately complex
Subject matter in text involves life experiences and cultural knowledge. Which
aids scholars in the understanding point of view in text. There are a couple
references to events that are explained in text.
Language – Moderately Complex
Language is literal, explicit, straightforward and mostly contemporary with
familiar vocabulary. Text uses simple sentences that are easy to understand.
Audio –Slightly Complex
Spoken language is highly explicit and coherent.. The audio bears a clear
relationship to text.
5. Objective
Perspective / Voice
Students will be able to understand “voice” in a story and
reflect the speakers / character’s unique personality,
motivation, attitude, along with the importance of word
choice and vocab.
Students will be able to mimic a real life court case by
taking on the roles of each character in the story and
bringing them to life using voice, tone and emotion.
Students will be able to analyze and connect a deeper
meaning of : acceptance, prejudice, racism, empathy,
culture, trust and hope.
6. TEXT SET
Voices in the Park - Anthony Brown
Harper High – WBEZ
Finding Dory - Fighting perspective with one self
(video Snipet )
Perspective is Everything – TEDTalk ( Rory
Sutherland)
I Know I Can – Nas (Song)
Four Women – Nina Simone (Poem)
7. Quantitative Measures:
Text: 560L Range: 460-820 Base Level: 2-3
Four different voices tell their own version of the same
walk in the park. The quantities measures of this text
suggest my 8th scholars at a 925-1185L will have an
expected compression of 93% with the words “pedigree
and bandstand” being the most challenging vocabulary
words in the text. Word length, and frequency of the
text should not be a problem.
Qualitative: Measures
Purpose: Slightly Complex
Structure :Slightly complex
Language : Moderately Complex
Knowledge Demands: Slightly complex
Rational
All American Boy gives scholars two voices on one event. While Voices in the Park,
not only gives the readers four various perspectives on the same event; it also uses
illustrations, and font to decpict each characters personality to enhance voice, and
bring imagery to life. Like All American Boy , Voices in the Park has an audio that
goes with it, to allow readers to hear each characters tone and mood while reading. I
really want students to grasp and begin to experience voice in their own writing, and
distinguish/compare authors styles of writing and turn it into their own.
8. Quantitative Measures:
Text: 1015L Range: 925-1100 Base Level: 6-7
Living in the midst of gun violence, gangs, and fear of death every day, students at
Harper high school in Chicago take us through the tragic events in their
neighborhood and school. Last year alone 29 recent and current
scholars were shot. The passage draws the reader in to the experiences
of various students at harper High who dealt with gun violence head on.
This text fits scholars reading level, scholars will be able to grasp the
purpose of the main idea as they read on. Organization of text is
chronology but is unpredictable and leaves the reader at the edge of
their seats. Language is literal, explicit and straight forward. Scholars
will listen to audio of text as they read and annotate, making sure no
one is left behind while reading.
Qualitative: Measures
Purpose: Slightly Complex
Structure :Slightly Complex
Language : Moderately Complex
Knowledge Demands: Slightly Complex
Audio: Slightly Complex
https://www.thisamericanlife.org/radioarchives/episode/487/harpe
r-high-school-part-one
Rational
The challenge this reading poses is to give scholars a deeper perspective and outlook on school environment and young
adult lifestyle in other cultures. I want scholars to take a step back and place themselves in the shoes of other young
adults that are in the midst of gang/gun violence and how they navigate and survive. Before beginning the text, I will
introduce scholars to the setting, conditions, and statistics of where the interviews and passage took to help them in
better understanding of text. Having scholars listen to the audio reading of the passage as they read along allows them to
better understand, feel and bring the text to life by hearing emotion and emphasis that’s not on the page. As scholars are
reading they will begin to develop a deeper level of meaning on how it is important to have a strong community, people
to talk to when you are going through situations and how having support by others does not mean your weak but aids in
making you strong.
9. Quantitative Measures:
Text: 3311 Range: 1050-1245 Base Level: 8-12
This video/ text is slightly above scholars
reading level. Scholars will first watch the
video, before reading the script along with the
video as they annotate and analyze.
Qualitative: Measures
Purpose: Very Complex
Structure :Moderately Complex
Language : Moderately Complex
Knowledge Demands: Very Complex
https://www.ted.com/talks/rory_sutherland_per
spective_is_everything
Rational
Rory Sutherland makes a compelling case for reframing your mindset during times of
hardships/ crucial times in life is the key to happiness. “ The circumstances of our lives may
matter less than how we see them.” I chose this TEDtalk for scholars to analyze and take a
deeper look at their own mind set and mind frame. To connect to various situations in their life
and discuss as a class how mind frame influences how we take on challenges that life throws at
this. This connects to the anchor text by scholars can compare and contrast the mind frame of
Rashad and Quinn and how it influenced their decisions and outcome in the book.
10. Summary: Dory is a very bright, energetic blue tang fish
suffering from memory loss, but the one thing she does
remember is being separated from her parents as a child.
With help from her close friends, Dory embarks on a
journey to find her family, and relieves flashbacks from
memories in her past that aid in helping her finding her
parents.
Rational:
From the day she was born Dory has suffered from a 10
second memory loss. She is consistently fighting a battle
within herself of who she truly is, her purpose in life and
where she fits in. I want the scholars to dive deeper in
understanding that throughout life you may find your self
dealing with a constant battle within yourself, but as long
as you stay true to your self and listen to true voice
within, you can do all things. This connects to the anchor
text due to the battle Rashad and Quinn are dealing with
due to the incident. Should they shut the event out?
Should they speak up? What is the right thing to do?
11. “Watch the company you keep and the crowd you
bring
'Cuz they came to do drugs and you came to sing
So if you gonna be the best, I'ma tell you how
Put your hands in the air and take a bow
I know I can, I know I can
Be what I wanna be, be what I wanna be
If I work hard at it
I'll be where I wanna be, I'll be where I wanna be
I know I can, I know I can”
(SNIPPET)
Read more: Nas - I Know I Can Lyrics |
MetroLyrics
Rational:
Scholars will listen to the full song by hip hop
artist Nas, which empowers children of all ages
to be the best they can be despite their
circumstances and what they THINK may be
holding them back. It does not matter what
society says about you and your current situation
as long as you put your mind to it you can do all
things you put your mind to. Even though
12. Quantitative Measures:
Text: 140L Range: 460-820 Base Level:
2-3
Four Woman is a short poem/ song by
Nina Simone tells the story of four
different Afrian American women. The
poem is very straight forward with one
vocabulary scholars may need to sound out
to understand. Scholars would need to
understand the cultural background of
Ms.Simone and the events going on in the
era she wrote the poem in. Scholars will
listen/watch as they analyze and read the
poem.
Qualitative: Measures
Purpose: Moderatly Complex
Structure :Slightly complex
Language : Moderately Complex
Knowledge Demands: Very complex
Rational
Four Women ties into All American Boy by providing scholars with another aspect and in-depth look of
stereotypes in society. That stereotypes, racism and prejudice did not die along with the Civil War but
still remains in today society. Like the cop who beat Rashad to death because the ‘assumed’ Rashad was
stealing the bag of potato chips. Why? Well, all because he was black. Even within our own race and
community there is still prejudice. Certain African Americans view other African Americans a certain
way, whites view other whites a certain way. I want to inspire scholars to look past color and stereotypes
and realize that we are all the same, no matter the view point. Our blood still bleeds red.
13. ACTIVITYS
Voices in the Park: Scholars will create an illustration for at least two sense
in the book that depicts the characters voice, tone, setting and personality,
while using textual evidence to support
Harper Highschool: Scholars will interview each character in All American
Boys, the same way interviews were conducted in Harper High to get a better
understanding of purpose, meaning, tone, mood, and emotion.
TEDTalk: Scholars will conduct a Socratic seminar on a time where their
perspective changed the situation at hand/ how they got through the situation
due to their mind set.
Finding Dory: Scholars will write a letter to their families dealing with
the hardships they had to face in finding their own voice / meaning in
life. Can share if they want. But will write letters and throw them away
as a means of tosing out the old and in with the new.
Nina Simone/ Nas: Scholars will write a poem and or rap on incident in
All American Boy
All American Boy: Scholars will pick from list of characters to bring to
14. Court Case CharactersProtagonists and their families:
Rashad Butler — African American protagonist of
the novel; junior at Springfield Central High
School; member of JROTC; arrested at a local
convenience store
Randolph “Spoony” Butler — Rashad’s older
brother; works for UPS; social activist
David Butler — Rashad’s father; former police
officer and Army soldier
Jessica Butler — Rashad’s mother
Quinn Marshall Collins — Caucasian protagonist
of the novel; senior at Springfield Central High
School; member of the varsity basketball team
Willy “Tough Will” Collins — Quinn’s younger
brother
“Ma” Collins — Quinn and Willy’s widowed
mother; works several jobs to support her sons
Friends and other characters:
Paul Galluzzo — Guzzo’s older brother; police o
cer who arrested Rashad
“Guzzo” Galluzzo — Quinn’s best friend; Paul
Galluzzo’s younger brother; member of the
varsity basketball team
Dwyer — Quinn’s friend; member of the varsity
basketball team
Jill — Quinn’s crush; Paul and Guzzo’s cousin;
co-organizer of the protest
Tiany W — Rashad’s crush; co-organizer of the
protest
Clarissa — Rashad’s nurse in the hospital
Coach Carney — varsity basketball coach for
Springfield Central High School
Mrs. Fitzgerald — works in the hospital gift
shop; befriends Rashad; her brother marched
for civil rights in Selma
Kae Lansing — the woman who accidentally
trips over Rashad in the convenience store;
orders to testify in defense of Rashad
Chief Killabrew — instructor for Rashad’s
15. Community
Develop a stronger sense of
community.
Being able to open up about life
situations.
No judgment zone
We all have a VOICE that needs to
be heard.
https://www.youtube.com/watch?v=dybBD
1hbmF4
16. TEKS
8.6 (B) – Analyze how the central characters' qualities influence the theme of a fictional
work and resolution of the central conflict.
8.6 (C) – Analyze different forms of point of view, including limited versus omniscient,
subjective versus objective.
8.1 (C) – Reflect on understanding to monitor comprehension (e.g., summarizing and
synthesizing; making textual, personal, and world connections; creating sensory images).
8.1 (D) – Make complex inferences about text and use textual evidence to support
understanding.
R.2 (A) – Expand vocabulary by reading, viewing, listening, and discussing.
R.5 (D) – Communicate information gained from reading.
R.7 (B) – Respond to text through discussion, journal writing, performance, and visual
representation.
S.5 (D) – Demonstrate persuasive skills in informal or formal argumentation, discussions,
or debates.
S.6 (D) – Use effective group decision-making skills in group performances.
S.6 (E) – Use appropriate verbal and nonverbal skills in individual or group interpretations
of literature.
