CLASSROOM UNIT FOR AND DEAR JUSTYCE Photo © Nigel Livingstone

RHTeachersLibrarians.com @RHCBEducators TheRandomSchoolHouse Photo © Nigel Livingstone Find her online at nicstone.info or on Instagram @nicstone Instagram on or nicstone.info at online her Find family. little adorable her with in lives She heroes. of our humanity the facing and past of the pain the with grips to coming with deals novel, middle-grade first Year.the The YA of Novel Best Paste and aSeventeen was which inequality Jackpot Top and Ten List Book selection, Year aRainbow of the and Book Best NPR an was love, to which okay who is it and oneself of author the also is She YorkNew Times Nic’s adults, novel young for debut time. full- write to States United the to returned she years, several for Israel in living and mentoring teen in extensively working After graduate. College aSpelman and native Atlanta an is Stone Nic sure. is Quan even Not charge? amurder to aroad down kid abright leads What it. on Quan’s prints with aweapon and cop adead there’s then But decisions. tough and encounters police to rise give atschool misunderstandings Troubles athome and form. of protagonist Justyce—the Youth Center. Regional Detention Fulton atthe bars behind sits Quan .and of Yale University halls illustrious the walks Justyce Years later, though, Heights. of Wynwood neighborhood Atlanta southwest the in apart up ablock grew McAllister Justyce and Banks LaQuan Vernell crosshairs. In the media fallout, it’s Justyce who is under attack. under who is it’s Justyce fallout, media the In crosshairs. the in caught are Manny and Justyce fired. are fly. Words Shots them. beside cop off-duty of awhite fury the way up—sparking up— turned music down, rolled windows Manny, friend, best his with driving goes day Justyce the comes Then out. find to King Dr. to ajournal starts He hold up anymore? they do But answers. classmates. new of his ridicule the or peers former of his scorn the he can’t escape behind, neighborhood rough his leaving despite And handcuffs. in him put who just officer police the to matters none of that but League— Ivy the for set and class of his top is McAllister Justyce Through a series of flashbacks, vignettes, and letters to to and letters vignettes, of flashbacks, aseries Through Justyce looks to the teachings of Dr. Martin Luther King Jr. for King Luther of Dr. Martin teachings the to looks Justyce , a love-ish story that takes a searing look at economic ateconomic look asearing takes that story , alove-ish New YorkNew Times bestseller and William C. Morris Award finalist. Odd One Out One Odd Dear Marti bestseller n—Quan’s story takes takes story n—Quan’s , a novel about discovering discovering , anovel about Clean Getaway Clean Dear Martin , was a#1, was , Nic’s

Art used under license by ShutterStock.com A LETTER FROM DR. JARRED AMATO, HIGH SCHOOL ENGLISH TEACHER AND PROJECT LIT COMMUNITY COFOUNDER

We know that great books, books like Dear Martin and Dear Justyce, have a unique ability to connect us and comfort us, to challenge us and change us. They help us make sense of our society and our place in it. We also know that great books like Dear Martin and Dear Justyce are being written for today’s students to read now, so thank you for doing your part to make that happen. However, if you’re looking for traditional comprehension questions to quiz students at the end of each chapter, you’ve come to the wrong place. The goal of this guide is to help classrooms and communities read and discuss Dear Martin and Dear Justyce together. It is a starting point, not the finish line. It is full of possibilities, but not a playbook. Our hope is that you take some of these ideas and activities and make them your own. We’re so excited to see what everyone comes up with as we strive to better ourselves and the world around us. Put simply, books like Dear Martin and Dear Justyce are needed in our classrooms and curriculum. Just ask Jakaylia, a Project LIT founder and now college sophomore. She wrote:

“Being a part of Project LIT has given me the space and confidence to share my opinions with others and listen to what they have to say. It’s helped me learn a lot about real-life issues and what we can do together to make a change. A lot of kids today don’t enjoy reading because they think it’s boring and, if we’re being real, they’re not wrong. A lot of the books students are forced to read in school are not relevant, interesting, or enjoyable. They’re out-of-date and out of touch with our lives. That’s why Project LIT is so important. We’re showing kids and adults that books can be just as cool as TV shows, video games, and sports. Through Project LIT, we’ve had the opportunity to read some amazing books by authors who understand what it’s like to be a teenager today. One book that stands out is Dear Martin by . Nic is one of the most influential people in my life, and I am honored to know her. She’s one of the sweetest and funniest people you’ll ever meet, but most important, she’s real. She’s not afraid to tell you how it is. She will tell you that your opinion always matters. She inspires all of us to be ourselves and reminds us that it’s okay to be different, to stand out.”

We encourage educators to do their homework before diving into the world of Justyce and Quan. Know your students. Know the books (that means taking time to read them before starting the unit). Know yourself. Know what your goals are, not just for Dear Martin and Dear Justyce, but for the quarter, for the semester, for the year. Whether you’re a first-year teacher (congrats!) or a thirty-year veteran (congrats!), take a moment to reflect. What other texts are you and your students reading and discussing? What came beforeDear Martin and Dear Justyce? What’s next? How do you build community in your classroom? How do you allow for student voice and choice? How do you ensure that all students feel safe, seen, heard, and valued? Again, we cannot wait for you and your students to read and discuss Dear Martin and Dear Justyce! We are so excited to see the writing, conversation, and change that comes from it. Continue to listen to our young people, and let them lead the way. Continue to do the work. Continue to connect and collaborate with others, online and offline. Continue to block out the noise and provide all students with the positive literacy experiences they deserve, day in and day out. Continue to read, reflect, and resist. Art used under license by ShutterStock.com Happy reading, Jarred Justice Implicit Bias Identity Friendship Family Domestic Violence Criminal Justice Reform Culture Gang of Complexities Movement Rights Civil Adolescent Brain Development Activism else. something or guide, anticipation writing, journal walk, agallery novel(s), the it’s into through whether diving before themes and topics following the explore students and educators that we recommend yes, is answer the If unit? the begin between make students can before you read have texts What classroom? in your race about talk Howdo normally you reflection? student encourage you How do class? Whole group? Small like? look discussion does What revisit? or revise to you need that anything there Is classroom? your in discussion regarding place have in you already do agreements into diving before practices, classroom and identities racial on reflecting work, internal own their continue to educators We encourage BEFORE READING Dear Martin and and Dear Martin Dear Justyce Dear Martin and and ? What texts do you plan to read next? What connections connections What next? read to you plan do texts ? What Dear Justyce and and Trauma and PTSD and Trauma Systems Support Pipeline School-to-Prison Racism Privilege Police Brutality Mental Health Media Mass Incarceration Masculinity Juvenile Justice System Dear Justyce and other texts? Is this the right time to to time right the this Is texts? other and . What community norms and and norms community . What

Art used under license by ShutterStock.com LETTERS POETRY CHARACTERIZATION ACTIVITIES FOR DURING AND AFTER READING ACTIVITIES READING AFTER AND FOR DURING • • • • • • • • • • • • • • • • • • • • • • Write a letter from one character to another either continuing or extending the conversations conversations the extending or continuing either another to character one from aletter Write others. to it why recommend you’d and why it, you enjoyed characters, favorite scenes, favorite impact, and importance its thinking, your how changed it book, the away from you took what about author the to aletter Write relate. how you can sharing or through, they went aconflict on commenting advice, offering novel, the in acharacter to aletter Write by inspired slam apoetry Host novels. the to connect that poems Find Manny. and Justyce or SJ, and Justyce Quan, and Justyce featuring poem, atwo-voice Craft novel(s). by the inspired poetry blackout Create names). character (titles, novels the to related anything using poem acrostic an Create apoem. in them include and out novel(s) the stand from that words ten to seven Find novel(s). by the inspired ahaiku Create novel(s). the in of acharacter of view point the from abio poem Write characters. (or chat) between group conversation message atext Create newspaper. school the for characters of one the with interview an Write characters. or onemore for profile aTwitter/Instagram/Facebook Create awhole. novel as each for or acharacter for aplaylist Create novel(s). the throughout SJ) Quan, Jared, (Justyce, characters more of or one Trace evolution the answers! your support to evidence provide to sure Be possess? each does qualities or traits Doc)? SJ, What Martel, Justyce, (Quan, character each describe to you use would adjectives What Write a letter to someone you consider to be heroic. be to you consider someone to aletter Write corner. your in been always who has life your in someone to aletter Write of encouragement. need in who is life your in someone to aletter Write self. future or younger acharacter’s to aletter Write self. future or past acharacter’s from aletter Write characters. other between or Quan and Justyce between Dear Martin and and Dear Justyce. Justyce. Dear

Art used under license by ShutterStock.com PLOT AND POINT OF VIEW OF POINT PLOT AND MORE PROMPTS AND IDEAS! CRITIQUE AND SUMMARY • • • • • • • • • • • • • • • • • • • • Turn a scene (or the entire novel!) into a movie script or play. or script amovie into novel!) (orTurn entire ascene the of view. point character’s adifferent from ascene Rewrite book. either from scene apivotal Rewrite Create a double-entry journal to reflect on key quotes and passages. quotes on key reflect to journal adouble-entry Create about? thinking or wondering you are novel? What the in points you have atdifferent that questions big of the some are What chapter. each for titles new Create why? and it, you about to out stood What book. either from asentence Pick style. and Stone’s Nic technique Analyze reveal? it does What serve? it does purpose What story? the in dialogue use Stone Nic How does particularly important. found that you or to you unknown the novel(s) previously five from that were Find more)(or words thoughts. your explains that book or section, of achapter, end atthe aone-sheet Create novel(s). the through Trace atheme example). for collage, or sketch, cover, book character (alternate novels by the inspired artwork Create books. both from etc. themes, characters, images, quotes, captures that aone-sheet Create contrast and Compare book(s). the for trailer amovie Create choice. of your platform media asocial on review your Share critique. and summary combines that review abook Create book. and character, chapter, each for critique asix-word Create book. and character, chapter, each for summary asix-word Create resolution). action, falling climax, action, rising (exposition, book each in moments major the Chart Dear Martin and and Dear Justyce Dear through art, video, essay, poetry. or video, art, through

Art used under license by ShutterStock.com prompts that may work during or after reading the novel. the reading after or work may during that prompts We that hope PROMPTS WRITING Quan). to yourself or Justyce, to Quan Quan, to Justyce (from letters own your write letters, these revisiting After Justyce. with communication his of course Trace over the Quan’s evolution Justyce? and have Quan on letters these do impact What letters? these in he reveal does What dad). his to aletter (along with Justyce to letters nine writes Quan LETTERS life. own your from either for own your write snapshots, these revisiting novel? After have the on they do effect What moments? these from learn reader the does What in snapshots twelve are There SNAPSHOTS AFTER-READING ACTIVITIES, PROMPTS, AND PROJECTS ACTIVITIES, AND PROMPTS, AFTER-READING • • • • • • • • • • • • • • • • • Write about your hopes and dreams. dreams. and hopes your about Write .? if What question: the asks that apoem Write underestimated. or you’ve when misunderstood been atime about Write court). basketball library, (playground, safe you feel aplace about Write (or you. believe) in didn’t who believed ateacher about Write similar. something you experienced Test, atime or Math the to reaction your about Write powerless. or stuck you felt when atime about Write neighborhood. your about Write 70). (p. kid” a“KID being about you miss what about Write memories. childhood favorite of one your about Write changed. something when atime about Write Justyce? Quan? from different and you similar How are Write a letter to your younger or future self. future or younger your to aletter Write situation. no-win or acatch-22 you’ve when in been atime about Write up. giving like you felt atime about Write member. family or afriend to aletter Write talents. and strengths your about Write Dear Justyce Dear inspires students to write stories and letters of their own. Here are some some are Here own. of their letters and stories write to students inspires Dear Justyce Dear , including the final one, six months after the main action. action. main the after months six one, final the , including Dear Martin or or Dear Justyce Dear . Or write a snapshot asnapshot write . Or

Art used under license by ShutterStock.com RESEARCH AND DISCUSSION QUESTIONS • To borrow a prompt from Doc: How is the United States “currently failing to uphold the standards set forth in its foundational documents”? (p. 40) • Quan asks Justyce, “Why’d we turn out so different?” (p. 43) How would you answer this question? • Quan says, “When you’re in that like middle to high school range, the people you’re connected to REALLY influence what you wind up doing” (p. 70). Why do you think this is the case? What articles or research can you find about teenage brain development and the effects of peer pressure? • We are told that for Quan, “There was no not noticing the number of brown faces that came and stayed compared to the number of not-brown ones that came and left” (p. 80). Research the juvenile justice system and school-to-prison pipeline, and share what you learn with your classmates. • Martel wrote “Black Power is giving power to people who have not had power to determine their destiny” (p. 89). Research Huey Newton and the Black Panther Party for Self-Defense. • Why does Quan join the Black Jihad? More broadly, why do young people join gangs? • Analyze the symbolism of the rocket ship and its significance in the novel. • To borrow another prompt from Doc: “Write a compelling argumentative essay that either supports or refutes the continued use of Harper Lee’s To Kill a Mockingbird as a seminal text on American racism” (p. 132). • How does the “THE END/a short film” (pp. 118–125) connect toMonster by Walter Dean Myers? • Read aloud the class scene (pp. 168–174), and write your own class discussion. • Quan has a solid team of people in his corner—caseworker, therapist, teacher, and attorney. Which of these careers most interests you? Research what it takes to join that profession. • Quan says, “Everyone should have somebody who believes in ’em. Like no matter what they’ve done. Somebody who won’t give up on them. . . . No strings attached” (p. 226). How do you feel about this statement? Who do you believe in? Who believes in you? • What connections can you make between Dear Martin, Dear Justyce, and other texts you have read? Create a poster or brainstorm map to demonstrate connections. • Select and analyze a podcast, film, documentary, TED Talk, or anything else that examines a theme from Dear Martin or Dear Justyce. Art used under license by ShutterStock.com Instagram for more information. more for Instagram and Twitter on @ProjectLITcomm Follow join! to students your love you and for they’d and states, fifty all across chapters LIT Project 1,500 than more are there 2020, of June As movement. the join to 2017, By June schools other leaders. and encouraged they writers, readers, as daily empowered are “chapter,” students where LIT Project amodel developed they curriculum, literacy our redesigning and club book community-wide amonthly hosting to Nashville East across libraries up LIT setting and drive abook launching From atatime. step one conversation, one book, movement—one literacy grassroots anational into project aclass have transformed they years, four past the Over reading. alove of promoting and deserts book of eliminating goal the 2016 with August in LIT Project founded TN) (Nashville, School High atMaplewood students incredible the and Amato Dr. Jarred LIT PROJECT ABOUT

Art used under license by ShutterStock.com EXAMPLE PROJECT LIT BOOK CLUB PREPARATION for Dear Martin and Dear Justyce • Share at least five possible discussion questions for our book club. Now that you’ve readDear Martin and Dear Justyce, what would you like to talk about with your classmates? What’s on your mind? • Submit at least one piece of writing from our unit that you would like to share with Nic Stone!

• Go back to the text and create at least five questions (and answers) for ourDear Martin/Dear Justyce trivia competition! • What suggestions or ideas do you have for our book? How would you like to contribute?

SAMPLE QUESTIONS FROM STUDENTS IN DR. AMATO’S CLASS • Overall, what are your thoughts on Dear Martin? How did your emotions change from beginning to end? • What characters could you most identify with or relate to, and why? • What scene(s) and quotes stood out to you? What do you think you’ll most remember from this book? • If you could change something about the book, what would it be? (Yeah, let’s talk about Manny.) • How do you think Dr. King would feel about our country today? Why does racism still exist? • Who would you write letters to for guidance, and why? (How do you normally cope with stress and anger?) • What can we do to make our world better? • How does Dear Martin compare to other books we’ve read with similar themes, such as and ? • What questions would you like to ask Nic about the book and her experience writing it?

FOR ADDITIONAL INFORMATION, RESOURCES, AND PROJECT LIT CONTENT, PLEASE FOLLOW FACEBOOK.COM/PROJECTLITCOMMUNITY @PROJECTLITCOMM Art used under license by ShutterStock.com “The Path to Ending Systemic Racism in in Racism Systemic Ending to Path “The America” in Son aBlack Raise to “How Boldly Walk Biases? Our Overcome to “How Story” aSingle of Danger “The Silence” of Danger “The “3 Ways to Speak English” English” Ways Speak “3 to Injustice” an Talk to About Need “We Guide prepared by Dr. Jarred Amato, Amato, by Dr. Jarred prepared Guide High school English teacher and Project LIT Community Cofounder Community LIT Project and teacher English school High America” an_injustice?language=en america-slavery.html The 1619 Project 1619 The Teaching Tolerance Toward Them” systemic_racism_in_the_us?referrer=playlist-talks_to_ of_a_single_story?language=en content=talk&utm_source=t.co&utm_medium=referral RESOURCES RESOURCES TALKSTED nytimes.com/interactive/2019/08/14/magazine/1619- https://eji.org/ help_you_understand_r tolerance.org ted.com/talks/jamila_lyiscott_3_ways_to_speak_english ted.com/talks/bryan_stevenson_we_need_to_talk_about_ ted.com/talks/dr_phillip_atiba_goff_rashad_robinson_dr_ ted.com/talks/clint_smith_how_to_raise_a_black_son_ ted.com/talks/verna_myers_how_to_overcome_our_ ted.com/talks/chimamanda_ngozi_adichie_the_danger_ term=social-justice&utm_campaign=social&utm_ ted.com/talks/clint_smith_the_danger_of_silence?utm_ Rodgers Rodgers in_america?language=en facinghistory.org by Jamila Lyiscott by Jamila Stevenson by Bryan Pennington Whitney and Anderson by Chris Smith by Clint Myers by Verna Ngozi by Chimamanda Smith by Clint Facing History Equal Justice Initiative Matter Lives Black blacklivesmatter.com/resources/ bernice_king_anthony_d_romero_the_path_to_ending_ biases_walk_boldly_toward_them/transcript

“Why Teens Should Understand Their Their Understand Teens Should “Why YA Literature, About Conversation “A Frank “Even When They’re Hunting Us, I Would Still Still IWould Us, Hunting They’re When “Even Stories Racism—Read About Read Just “Don’t Reparations” for Case “The “100 Things White People Can Do for Racial Racial for Do Can People White Things “100 Children’s in Color of People the Are “Where Point Turning the Moment This Make to “How Justice” Justice” About Black People Living” Trevor Noah Interviews Jason Reynolds and Kendi X. Ibram Interviews Trevor Noah ew.com/books/author-interviews/nic-stone-kim-johnson- Own Brains (And Why Their Teachers Teachers Their Why (And Brains Own cc.com/video-clips/avk8pe/the-daily-show-with-trevor- conversation/ INTERVIEWS by Barack Obama by Barack npr.org/sections/ed/2018/05/15/609769519/why- noah-jason-reynolds—-serving-young-readers-with— and the Nuances of Black Storytelling” Storytelling” Black of Nuances the and Choose to Be Black Over and Over Again” Again” Over and Over Black Be to Choose OP-EDS OP-EDS cosmopolitan.com/entertainment/books/a32770951/read- can-do-for-racial-justice-f2d18b0e0234 cosmopolitan.com/politics/a32747529/young-people- their-teachers-should-t teenagers-should-understand-their-own-brains-and-why- Too!)”Should, reparations/361631/ nytimes.com/2014/03/16/opinion/sunday/where-are-the- medium.com/equality-includes-you/what-white-people- moment-the-turning-point-for-real-change-9fa209806067 medium.com/@BarackObama/how-to-make-this- youtube.com/watch?v=6D6Ge1VXySo people-of-color-in-childrens-books.html protests-tiffany-jackson/ long-way-down- by Nic Stone and Kim Johnson Johnson Kim and Stone by Nic Police Brutality, theatlantic.com/magazine/archive/2014/06/the-case-for- by Nic Stone Stone by Nic Coates by Ta-Nehisi by Corinne Shutack by Corinne Myers Dean by Walter Jackson D. by Tiffany Books?” Books?” for Real Change” Real for black-books-nic-stone/

Art used under license by ShutterStock.com ADDITIONAL TITLES BY NIC STONE!

A MIDDLE-GRADE ROAD- AN HONEST AND A PITCH-PERFECT TRIP STORY THROUGH TOUCHING DEPICTION ROMANCE THAT AMERICAN RACE OF FRIENDSHIP, FIRST EXAMINES CLASS, RELATIONS PAST LOVE, AND EVERYTHING PRIVILEGE, AND HOW AND PRESENT IN BETWEEN A STROKE OF GOOD LUCK CAN CHANGE H “A heartwarming, family- “For fans of authors who AN ENTIRE LIFE centered adventure dig complex relationships, that will leave readers like Shannon M. Parker, “A heartfelt, humorous guessing until the end.” Ashley Woodfolk and teen romance —Publishers Weekly, Misa Sugiura.” fraught with tension. . . . Starred Review —Paste Hard-to-put-down.” —Booklist H “An absolute firecracker “Essential reading.” of a book and —Booklist “Stone delivers a a must-have for “An important and thoughtful and polished children’s collections.” novel about class, privilege, —Booklist, necessary love story.” Starred Review —School Library Journal and relative poverty.” —Kirkus Reviews “Stone challenges “Rich in history, Stone’s “Stone authentically stereotypical notions middle-grade debut portrays the precarious, of what it means to be entertains and informs terrifying act of living with straight, bisexual, or gay, young readers. . . . far less than is needed to showing how sexual A road trip to remember.” survive, and its financial identities and desires can —Kirkus Reviews and emotional fallout.” be as complicated as the —Publishers Weekly “Stone has crafted a individual human brain.” history lesson in road-trip —Publishers Weekly form. . . . a good addition for school libraries seeking unconventional approaches to history.” —School Library Journal Art used under license by ShutterStock.com

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