這門課是在 英語講授的。

Each week students will discuss various chapters from different character's perspectives while looking introspectively at how their own identity shapes their own choice to act or passively stand behind the scenes in the face of injustice.  As we continue along we will focus on both the Figurative Language and Literary Devices that are seen in each Chapter. For example, repetition, imagery, hyperbole, onomatopoeia, simile, metaphor, characterization etc..  As a group we will also examine the Harvard Implicit Association study and have some thoughtful discussions. It is the students responsibility to read the Chapters before class.  The teacher will post which chapters are covered for each week as well as the exercises that go along with the specific readings.  In this class we discuss some hard topics and people in a safe way, including Trevon Martin, Michael Ferguson, Junius Stinney Jr., Emmet Till, Tamir Rice,the L.A. Race Riots, and major historical events that have led to the racial tension we see today.   
Objective:  Literal and Inferential- 
Connect own background knowledge, including personal experience and  perspectives shaped by age, gender, class or national origin, to determine author’s purpose.
Identify specific ways an author accomplishes purpose, including organization,  narrative and persuasive techniques, style, literary forms or genre, portrayal of themes, tone and intended audiences.
Differentiate among strategies to aid comprehension, including skimming, scanning, note   taking, outlining, questioning, creating graphic organizers, and annotating.
Recognize how works of a given period reflect author’s background, historical events, and cultural influences.
Draw inferences from a sentence or a paragraph (including conclusions,  generalizations and predictions) and support them with text evidence.
Recognize the role of bias for both author and reader in the comprehension of a text.
Recognize how signal/transition words and phrases denote shifts that contribute  to the meanings of the text 
Objective 2:  Summary and Generalization- 
     Summarize and paraphrase structures in informational and literary texts,  including relationships among concepts and details.
Objective3:  Analysis and Evaluation- 
     Discriminate between fact/opinion and fiction/nonfiction.
     Recognize and define various points of view (e.g., omniscient narrator, third person,limited).
     Identify and categorize figures of speech and sound devices, including simile, metaphor, personification, hyperbole, oxymoron  and    
     paradox.

All-American Boys is a text that shows teachers and students that silence is not an option. It forces us to reflect, discuss, and act. How do we define racism in 2022? Does it still exist today? Will it always exist? What is white privilege? And what do we do about all of this?  As a teacher, it is not our job to know the answers to these questions. It is not our input that matters most. Rather, the most important role we have as teachers is to show our students how they can share their thoughts, experiences, and voices with each other and the rest of the world.

Much of my life and career has centered around social justice issues. I have practiced Criminal and Family Law (over 20 years), I was a Criminal Justice Professor at a New York College for many years, and finally I was a High School teacher at a Charter School down South, for ten years. I have taught grades pre-k through graduate school with the same enthusiasm each day over the years.  Social Justice is at the heart of everything I do and it is my hope that students will learn to love this book as much as I do. On a personal note, my family is from a multi-cultural background, Native American, Hispanic, White and African American. I have experience on these topics from a perspective that many do not.  

Note:  Some of the topics we cover are sensitive and may lead to tough discussions. There is violence in this book, swearing and conflict. I will encourage students each week to discuss our topics with their parents, families and friends.

提供的家庭作業
Reading text.  Finishing class assignments, although time will be given in class.  Optional at home activity:  Watch Remember the Titans.  For the final class students will write their own section in the text.  Character Bios will be handed out week five.
1 - 2 每週課外時間
提供的評估
Assessment is available if needed.  Each week we will have a writing activity that may be graded upon request.  We also have worksheets that support our understanding of figurative language and literature devices.   Writing work is contingent on student's needs.  I respect all IEP's and/or parent's input, and I am happy to create a class that is conducive to all types of learning. 
提供的成績

We will as a class look over clips the LA Riots and 25 years after.
Teacher will provide various handouts.