8th Grade Communication Arts
Ms. Joyce
We Beat the Street
Nonfiction Unit
Rationale:
Reading provides both an introduction and immersion into a world unknown. Books can take their readers to a place and time completely unrelated and unfamiliar to their own. They allow their readers to explore a realm that would be left untouched if it were not for the text. However, reading also provides validation for one’s own feelings, experiences, and dreams. Nonfiction stories, be they biographies, autobiographies, or simply novels that incorporate real-life issues, foster strong text-self connections as well as strengthen a sense of empathy or sympathy for the characters. We Beat the Street tells a true story about three boys from the most dangerous neighborhoods of Newark, New Jersey. The book details the events of their childhood: growing up poor, living amongst drugs and crime, and working against the pressure of the streets. Even though the three boys do not unite until high school, they all bring with them similar struggles and experiences. The pact they make (to finish school and become doctors) sustains their perseverance against a heartless system. It is a story that combines the harsh reality with a sense of hope and possibility.
Be they white, black, Hispanic, Asian, poor or wealthy, the majority of my students can relate directly to one, if not each of the characters. While the book details the lives of African American males growing up in impoverished neighborhoods, many of the issues are universal: the feeling of inadequacy, peer pressure, and the sense of triumph. Themes of friendship, dedication, and self-control pervade the story, which also increases the effectiveness of and connection to the text. Many of my students struggle to employ self-control, thus also minimizing the importance of having such control. This book portrays both the consequences of losing control while also showing the positive outcomes of being able to controlling anger, hostility, and discouragement. Lastly, this unit (gently) forces the students to engage in constant self-reflection. I ask them to make connections between their experiences and the experiences of the three characters. They also have the opportunity to consider a future that is inclusive of dreams, goals, college, and success. We Beat the Street is a testament to success in the face of adversity and is a tool for motivating students to believe such success exists.
Objectives:
CA.W.8.02d Write for personal expression and reflection
CA W.1.8.05f Refine selected pieces to publish for general and specific audiences
CA.W8.02c Produce cohesive written forms
CA.W.8.04a Write in complete sentences varying the types
CA.W8.02i Write with a variety of literary devices
CA.R.8.01b Read with fluency and understanding in texts at appropriate difficulty levels
CA.R.8.03a Expand vocabulary using a variety of methods and strategies
CA.R.8.03d Distinguish between connotative and denotative meaning
CA.LS.8.01a Listen for enjoyment and information
CA.LS.8.02a Demonstrate active listening behavior such as asking questions of speaker and use body and facial expressions to indicate agreement, disagreement, or confusion.
CA.W.1a Plan and make written, oral and visual presentations for a variety of purpose and audiences
NOTE: On reading days, students read in small groups of 3-4 students (which I arranged at the beginning of the unit). On Friday, we read as a class with volunteer readers due to the 50 minute classes.
Means of Assessment:
Daily reflections (free writes/comprehension questions)
Quizzes
Summative Exam
Summative Project (detailed in Lesson #2)
I will assess the students based on their comprehension of the themes (daily response questions and summative exam), comprehension of vocabulary (based on quizzes and DO NOW exercises), and ability to make connections between the text and their lives (summative project).
Lesson #1
Key Terms: impulsive, self-control
Rationale:
In order to be a successful and productive citizen, one must prevent impulsive behavior and recognize when and how to employ self-control. Having self-control is essential to maximizing one’s potential and minimizing problematic situations. The quality enables an individual to deal with stress and anger as much as triumph and success in a decent and rational manner. Many of my students struggle to recognize their impulsive behavior, thus struggle to accept the connection between the lack of self-control and the consequences that hinder their education and academic progress. My students can vocalize their dreams and goals for the future but few of them recognize how impulsive behavior prevents progress towards such goals. Therefore, after finishing the first and second chapter of the book, students will reflect on the terms “impulsive” and “self-control”. They will also reflect on their dreams/goals for the future. Lastly, they will draw connections between the two, discussing how habitual suspensions prohibit growth towards their goals.
1) The class will read Chapters 1 and 2 together (student volunteers reading) so that I can define the term “impulsive” and discuss the concept of “self-control”.
2) We will discuss the incidents of impulsive behavior in the first chapter, highlighting the character’s mistakes and the consequences of such mistakes. (Sampson is sent to the principal’s office for throwing pencils and then throws a chair in the principal’s office due to his inability to employ self-control when angered.)
3) Students will construct a “map” detailing TWO outcomes: one positive and one negative. Students will have to show the consequences of Sampson’s impulsive behavior (based on what occurs in the chapter). Students will then create an alternative “route” (outcome) for Sampson providing suggestions for controlling impulsive behavior. (i.e. What could Sampson have said to the principal instead of throwing the chair? Could Samspon simply accept responsibility for his actions and return to class? What would be the alternative outcome?)
4) Students will then reflect on a time when impulsive behavior contributed to negative consequences. They will offer suggestions on ways to control impulsive urges.
Lesson #2: Summative Project (two weeks)
Rationale:
We Beat the Street required my students to make many text-self connections, evaluating themselves in terms of their self-control, perseverance, and goals. The book provided the opportunity to “witness” three “at risk” boys overcome seemingly insurmountable odds and achieve their dreams of becoming doctors. With this book, students also had the opportunity to evaluate the documentary “The Boys of Baraka” which tells the story of four teenagers from Baltimore, confronting the same issues of peer pressure, gangs, drugs, and violence. Making connections between the movie, the book, and their own lives, the lessons engrained in We Beat the Street materialized with even more effectiveness. Furthermore, given We Beat the Street places so much emphasis on college, the students also had the opportunity to visit St. Louis University. They walked around campus and compared the book description to their own experience. Overall, this entire unit exposed them to what was seemingly out of thought for many of them: college.
This summative project will take two weeks to complete and is a compilation of the book’s themes. Students will engage in self-reflection, inquiry, and assessment, constructing a “book” that, in the end, will characterize them currently and will initiate (hopefully) thoughts of the future. As 8th graders, they will be leaving Fanning and entering a new academic chapter: high school. It will not be long before the time comes to consider college as a future option. Therefore, I want them to leave Fanning thinking about lessons in self-control and the potential of college.
1) I will provide a folder for each student. The first day they will decorate the front cover to characterize themselves. I will provide markers and magazines that students can use to create the cover.
2) The second “work day”, students will receive the “syllabus” for the project which will detail what they must complete at the end of two weeks. Given multiple assignments to complete, students may choose the order in which they complete them. However, students must complete a certain number of tasks daily, which they will record (and the teacher will record as well).
3) At the end of the two-week work period, students must complete the following in their folder/book:
There is a theme of friendship in this book. You are to write 3 paragraphs addressing the following questions about friendship.
o Why is friendship so important in general?
o Why is friendship so important in the story? What happens when the boys are not there for each other?
o Why is friendship so important to YOU? Talk about your friends: how have they helped you? How have you helped them?
Write a business letter to one of the doctors. In this letter you have to:
o tell him what you think about their experience. (Are you impressed? Inspired?)
o tell him THREE lessons you have learned from the book.
o ask THREE questions about their experience/life that the book did not discuss. (ex: How did you pay for med school? Do you have children? What are you doing now?)
Write a graduation speech. You must include:
o one lesson you have learned in 8th grade.
o one goal you hope to accomplish in the next year.
o 3 people to thank and WHY you are thanking them.
(we will take time in class to present the speeches)
Create an ACROSTIC poem with your name. You are to describe yourself using the letters of your name.
Write two paragraphs answering the following questions:
o How did the doctors make a difference in the world? (Think about their work in their communities. Think about the people/students they have inspired with their book.)
o How can YOU make a difference in the world? (Think about the problems in society today and think about ways YOU can make society better.) You have to identify at least ONE problem and DETAIL how YOU are going to help make a difference.
Tell me ONE lesson you have learned in THIS class. (It can be ANYTHING!)
4) On the last day, students will have the opportunity to share their speeches with the class, using the podium and microphone. In addition, students will add one last page to their books. They will title the page “Shout Outs”. As a class, the students will pass the books around, taking one minute to write on each other’s “Shout Out” page. Students must only write positive messages to each other, congratulating each other on an accomplishment or wishing each other luck. Students will then have time to read their messages of appreciation.
NOTE: Students will produce rough drafts of each assignment but will have to rewrite neatly for book.
Summative Project Rubric
3= NO mistakes 2= 1 mistake 1= several mistakes 0= did not follow instructions
Followed Instructions/Completed Each Part / Correct Spelling / Correct Structure / TOTAL
POINTS
Friendship Essay / /9
Business Letter / /9
Speech / /9
Acrostic Poem / /9
“A Difference” / /9
One Lesson / /9
Cover Page / NA / /6
Project Total: _____ /60
FINAL PROJECT
Student Handout
Directions: Using the folder provided, you are to construct a book that must include all the assignments listed below. Projects are due Friday, May 23, the LAST DAY of classes for 8th grade!
NOTE: You will have 2 weeks (only 3-4 class periods) to complete the entire project. This project is worth 60 points (see the rubric). You MUST complete at least ONE assignment per workday (it does not matter the order of completion). You will keep this sheet in the front of your folder to keep track of the assignments you have completed.
Put an X through the box as you complete each assignment. I will keep track as well.
Design the cover using magazines and markers to reflect YOU. Use words, pictures, or symbols that describe you or show your interests.
There is a theme of friendship in this book. You are to write 3 paragraphs addressing the following questions about friendship.
o Why is friendship so important in general?
o Why is friendship so important in the story? What happens when the boys are not there for each other?
o Why is friendship so important to YOU? Talk about your friends: how have they helped you? How have you helped them?
Write a business letter to one of the doctors. In this letter you have to:
o tell him what you think about their experience. (Are you impressed? Inspired?)
o tell him THREE lessons you have learned from the book.
o ask THREE questions about their experience/life that the book did not discuss. (ex: How did you pay for med school? Do you have children? What are you doing now?)
Write a graduation speech. You must include:
o one lesson you have learned in 8th grade.
o one goal you hope to accomplish in the next year.
o 3 people to thank and WHY you are thanking them.
(we will take time in class to present the speeches)
Create an ACROSTIC poem with your name. You are to describe yourself using the letters of your name.
Write two paragraphs answering the following questions: