What Is Our Goal?
How does language shape our identity? Where does the concept of race come from and how does it shape policies, schools, and laws in our country? How are communities, families, and individuals affected by racism today? In our fifth unit this year, we will unearth answers to these questions as we dig into the novel Between the World and Me, by Ta-Nehisi Coates. By the end of this unit, each student will read our novel, thoroughly analyze more than a dozen passages, complete SSCASI notes, write three reading responses, and a final project.
What Will We Be Doing?
Addressed as a letter to his teenage son, our novel is at once a stunning rebuke of the racist policies that mar our country and an intimate portrayal of the love and fear a father feels for his eldest child. Ta-Nehisi Coates is a world renowned author of fiction, a professor at NYU, and a celebrated orator. As we read this beautiful novel, we’ll analyze the stylistic flourishes and rhetorical strategies that Coates uses to portray the injustices he experienced growing up in Baltimore and the ongoing struggle of the Black community in our country.
This unit will constitute our final literary work, which students may use for their paper two exams in May. In order to prepare for those exams, students will learn stylistic vocab and practice close reading and annotating chapters from our novel in class. Additionally, student will respond to reading response questions, which are included in the back of their packets and should be a page or two of thoughtful writing. Finally, at the end of our unit, students will choose one of three final project options: a comparative analysis presentation of the stylistic features and themes present in Coates’ and Baldwin’s writing; a research project that analyzes the lyrical and tragic pages the portray the murder of Prince Jones by PG County police and provides context surrounding the PG County and their abuse of civil rights; or, a comparative analysis essay that analyzes themes from our novel and explores similarities and differences present in the paintings of Kehinde Wiley. All presentations and analysis grades will count as a proof and will include written-teacher feedback, a scored rubric, and time in class for revisions.
How Will I Be Graded?
Every day in class, we will be practicing reading, writing, and speaking. Students will receive constructive feedback and daily in-class assignments, including their annotations of chapters and SSCASI notes. All annotations will be included in the printed copy of the script in each student’s packet (see the link below). Students will also receive multiple prep scores for turning in reading response questions for their out of class reading.
Additionally, students will earn a “proof” grade for one of our three final projects, including: a group Google Slides presentation comparing Coates and Baldwin’s prose; a research project surrounding the murder of Prince Jones and PG County police; or, a comparative analysis essay exploring the works of painter Kehinde Wiley and the similar themes in our novel. Prior to receiving a final grade on their projects, students will have peers leave constructive criticism and will be given the opportunity to boost their grade after receiving initial feedback and a grade from Mr. Edwards on Google Classroom. Once students revise their writing and deliver their presentations, their grades will be final. All projects will be on a 10 point scale using the IB rubrics, with 10 signifying “mastery,” or an “A+,” and a 4 signifying “proficient” (B).
There will be time in class to complete our daily reading, annotations, and our final projects. That being said, students may need to revise, review, and complete their work at home. Below, I’ve included several examples of the assignments students will be completing during this unit.
With our new literary terms, you’ll analyze passages from our novel and lead small group discussions.
Grade Distribution
Prep:
Reading and Writing Assignments: (20%) Complete thoughtful and detailed SSCASI notes for three to five shots and group poster presentations, including a thoughtful analysis with a point, illustration and explanation.
Proofs
Google Slides Presentation: (80%) You will present a Google Slides presentation in class with a group of two to three of your peers on Thursday, March 21st. During your presentation, your team will state a line of inquiry, a strongly worded thesis, and analysis that includes direct quotes and illustrations from our novel that support your LOI and support your thesis. Finally, please make sure your citations are in MLA format.
Comparative Analysis Essay: (80%) In place of the presentation, if you choose to write a comparative analysis essay, then you will submit your final revisions by Friday, March 22nd. All analysis writing should include a full intro paragraph and thesis, at least three PIEIES paragraphs, and a conclusion. Final grades will be assessed using all four strands of the paper two rubric.
Classroom Resources
1. Unit Materials: Students will primarily use a color-printed and spiral bound packet, which is included below. Given the need to reference materials throughout the year, it is imperative that all students keep their packet work in good condition. Below, I’ve included a PDF copy of our packet and ta student example of our Google Slides presentation
2. Weekly PowerPoints: Weekly PowerPoint slides will be posted on Google Classroom. However, if you’d like to learn more about our class -or preview the work students will engage in, then please feel free to click the links below. Aside from the first two weeks of lessons, this page will not include the later half of our unit. Contact Mr. E. directly for more info.
