The Other Wes Moore

A TEACHER’S GUIDE The Other Wes Moore

A COMPREHENSIVE LITERACY CURRICULUM TARGETING:

Reading Comprehension : Writing : Speaking and Listening

ALIGNED WITH NATIONAL COMMON CORE STATE STANDARDS

Wes Moore & Troy Akiyama, Ed.D Wes Moore

Each day, we all make a series of decisions that determine the ways in which we live our lives. !ese can include small decisions such as what to wear and what to eat for breakfast or involve larger daily decisions such as the decision to go to school or the decision to complete homework assignments on time.

Troy Akiyama, Ed.D

Dr. Troy Akiyama is the President of Edvanced Solutions Inc., the educational consulting company he established in 2009. Troy specializes in curriculum design and professional development seminars. Troy has written a series of workbooks in partnership with the editors of Webster’s Dictionary and Encyclopedia Britannica to be released in early 2011.

He earned a Doctorate of Education in Curriculum and Teaching from Teachers College, Columbia University, a Masters Degree in Curriculum and Instruction from Portland State University, and a Bachelors Degree in Elementary Education from Washington State University.

Dr. Akiyama holds a New York State School Administrator and Supervisor Certi"cation and is certi"ed in multiple states to teach Grades K–8 and Grades 4–12 English. He has taught 3rd–6th grade students in public and private schools as well as courses and seminars to college and graduate students. CONTENTS

Introduction and Organization of this Book 2 Pacing Guide Options for Teachers 3

Introduction to !eme #1: IDENTITY 7 !eme #1 Discussion 8 !eme #1 Activities 10 !eme #1 Writing 17 !eme #1 Debate 19

Introduction to !eme #2: PERSONAL VALUES 23 !eme #2 Discussion 24 !eme #2 Activities 26 !eme #2 Writing 29 !eme #2 Debate 31

Introduction to !eme #3: DECISION MAKING 35 !eme #3 Discussion 36 !eme #3 Activities 38 !eme #3 Writing 43 !eme #3 Debate 45

Introduction to !eme #4: LOSS, FAITH, & REDEMPTION 49 !eme #4 Discussion 50 !eme #4 Activities 52 !eme #4 Writing 56 !eme #4 Debate 58

Introduction to !eme #5: PEER, PARENT, & COMMUNITY SUPPORT 61 !eme #5 Discussion 62 !eme #5 Activities 64 !eme #5 Writing 68 !eme #5 Debate 71

Introduction to !eme #6: GOALS 75 !eme #6 Discussion 76 !eme #6 Activities 78 !eme #6 Writing 86 !eme #6 Debate 88

Appenix A: Cross Curriculum Extensions 91 Appenix B: Assessment Suggestions and Tools 92 Appenix C: Guide for Parents and Guardians 96

1 INTRODUCTION AND ORGANIZATION OF THIS BOOK

!is Teacher’s Edition serves as a companion piece to “!e Other Wes Moore” and is organized around the six themes that emerge throughout the book: 1 : Identity 2 : Personal Values 3 : Decision Making 4 : Loss, Faith, and Redemption 5 : Peer, Parent, and Community Support 6 : Goals

Within each of these six themes, teachers will "nd four categories of student learning opportunities: discussion questions, activities, writing exercises, and debate prompts. Given this organization, this curriculum has two overarching goals.

1| To increase students’ comprehension of “!e Other Wes Moore” through diverse learning opportunities organized around the book’s six reoccurring themes.

2| To provide teachers with a comprehensive literacy curriculum that engages students in discussions, activities, writing, and debates.

To enhance rigor and relevance, this curriculum aligns with the Common Core State Standards1. Speci"- cally, all discussions, activities, writing activities, and debate prompts have been aligned with the English Language Arts Common Core Standards for “Reading: Informational Text,” “Writing,” and “Speaking and Listening” for students in grades 9–10 and 11–12. More information about the Common Core Standards can be found at www.corestandards.org.

The following chart will assist teachers as they utilize “The Other Wes Moore” in a variety of educational settings and contexts. !e pacing guide chart illustrates a six week scope and sequence in which teachers can choose a sequential or thematic approach. Teachers who choose the sequential approach will likely assign the chapters and pages from column one and utilize the corresponding learning opportunities speci"ed in column three. Teachers who opt to teach “!e Other Wes Moore” thematically should "rst present the six themes to students and regularly spiral, or refer back, to the themes as students progress through the book. Teachers using this approach will likely "nd the “!ematic Pacing Guide” in column two helpful in their planning and instruction.

Teachers whose students are not in grades 9–12, teacher of multiple subjects, or teachers who simply want to spend more time working with “!e Other Wes Moore” can all extend this six week pacing guide to eight or twelve weeks. Lastly, this pacing guide can also be helpful to anyone wishing to only use speci"c components of the curriculum. For example, a debate club leader could use this book solely for debate prompts or a parent might choose to focus only on the writing activities with their student.

1 Common Core State Standards Initiative, Common Core State Standards, http://www.corestandards.org (2010).

2 PACING GUIDE OPTIONS FOR TEACHERS

WEEKLY READING THEMATIC SEQUENTIAL ASSIGNMENT PACING GUIDE PACING GUIDE

Week #1 Theme #1 Discussion: Discussion: Questions #1–4 !eme #1 Questions #1–4 Introduction and Activity: “Identifying our Identities” !eme #2 Questions #1–2 Chapters 1–2: Activity: “Story of my Name” !eme #3 Questions #1–4 Pages xi–45 Debate: Prompts #1–2 !eme #4 Questions #1–8 Theme #2 !eme #5 Questions #1–8 Discussion: Questions #1–2 !eme #6 Questions #1–6 Theme #3 Activities:

Discussion: Questions #1–4 !eme #1 “Identifying our Identities” Activity: “Illustrating Cause and E#ect” !eme #1 “Story of my Name” Theme #4 !eme #3 “Illustrating Cause and E#ect” Discussion: Questions #1–8 Writing: None Debate: Prompts #1–2 Debate: Theme #5 !eme #1 Prompts #1–2 Discussion: Questions #1–6 !eme #4 Prompts #1–2 Debate: Prompts #1–3 !eme #5 Prompts #1–3 Theme #6 Discussion: Questions #1–6

Week #2 Theme #1 Discussion: Activity: “Letter to Wes Moore” !eme#2 Questions #3–7 Chapters 3–4: Theme #2 !eme #3 Questions #5–9 Pages 46–84 Discussion: Questions #3–7 !eme #4 Questions #9–10 Activity: “Personal Values Inventory” !eme #5 Questions #7–9 Debate: Prompts #1–2 !eme #6 Question #7 Theme #3 Activities:

Discussion: Questions #5–9 !eme #1 “Letter to Wes Moore” Activity: “Case Study” !eme #2 “Personal Values Inventory” Debate: Prompts #1–2 !eme #3 “Case Study” Theme #4 Writing: None Debate: Discussion: Questions #9–10 Theme #5 !eme#2 Prompts #1–2 Discussion: Questions #7–9 !eme #3 Prompts #1–2 Debate: Prompts #4–5 !eme #5 Prompts #4–5 Theme #6 !eme #6 Prompt #1

Discussion: Question #7 Debate: Prompt #1

3 PACING GUIDE OPTIONS FOR TEACHERS

WEEKLY READING THEMATIC SEQUENTIAL ASSIGNMENT PACING GUIDE PACING GUIDE

Week #3 Theme #1 Discussion: Discussion: Questions #5–6 !eme #1 Questions #5–6 Chapter 5–6: Debate: Prompts #3–4 !eme #2 Questions #8–9 Pages 85–122 Theme #2 !eme #3 Questions #10–12 Discussion: Questions #8–9 !eme #4 Question #11 Activity: “Decision Making” !eme #5 Question #10 Debate: Prompts #3–4 !eme #6 Question #8 Theme #3 Activities: Discussion: Questions #10–12 !eme #2 “Decision Making” Writing: Writing: Expository Writing Prompt #1 Debate: Prompts #3–4 !eme #3 “Expository Writing Theme #4 Prompt #1” !eme #4 “Creative Writing Prompt #2” Discussion: Question #11 Debate: Writing: Creative Writing Prompt #2 Theme #5 !eme #1 Prompts #3–4 !eme #2 Prompts #3–4 Discussion: Question #10 !eme #3 Prompts #3–4 Debate: Prompt #6 !eme #5 Prompt #6 Theme #6 !eme #6 Prompt #2 Discussion: Question #8 Debate: Prompt #2

Week #4 Theme #1 Discussion: Discussion: Questions #7–8 !eme #1: Questions #7–8 Chapter 7: Writing: Persuasive Writing Prompt #1 !eme #2: Question #10 Pages 123–145 Debate: Prompt #5 !eme #4: Question #12 Theme #2 !eme #6: Questions #6–10 Activities: Discussion: Question #10 Writing: Descriptive Writing Prompt #2 !eme #5 “Interview a Leader” Theme #3 Writing: Writing: Creative Writing Prompt #2 !eme #1 “Persuasive Writing Debate: Prompt #5 Prompt #1” Theme #4 !eme #2 “Descriptive Writing Prompt #2” Discussion: Question #12 !eme #3 “Creative Writing Prompt #2” Theme #5 !eme #6 “Descriptive Writing Activity: “Interview a Leader” Prompt #1” Theme #6 Debate: Discussion: Questions #9–10 !eme #1 Prompt #5 Writing: Descriptive Writing Prompt #1 !eme #3 Prompt #5 Debate: Prompt #3 !eme #6 Prompt #3

4 PACING GUIDE OPTIONS FOR TEACHERS

WEEKLY READING THEMATIC SEQUENTIAL ASSIGNMENT PACING GUIDE PACING GUIDE

Week #5 Theme #1 Discussion: Activity: “Creating a Venn Diagram” !eme #2 Question #11 Chapter 8: Writing: Descriptive Writing Prompt #2 !eme #6 Question #11 Pages 146–171 Debate: Prompt #6 Activities: Theme #2 !eme #1 “Creating a Venn Diagram” Discussion: Question #11 !eme #4 “!e Power of Loss” Theme #3 !eme #6 “Success Story” Writing: Debate: Prompt #6 Theme #4 !eme #1 “Descriptive Writing Prompt #2” Activity: “!e Power of Loss” !eme #4 “Persuasive Writing Writing: Persuasive Writing Prompt #1 Prompt #1” Theme #5 !eme #5 “Creative Writing Prompt #2” Writing: Creative Writing Prompt #2 !eme #6 “Persuasive Writing Debate: Prompt #7 Prompt #2” Theme #6 Debate: Discussion: Question #11 !eme #1 Prompt #6 Activity: “Success Story” !eme #3 Prompt #6 Writing: Persuasive Writing Prompt #2 !eme #5 Prompt #7 Debate: Prompt #4 !eme #6 Prompt #4

Week #6 Theme #1 Discussion: Discussion: Questions #9–10 !eme #1 Questions #9–10 Epilogue, Call To Debate: Prompt #7 !eme #5 Questions #11–13 Action, and Resource Theme #2 Activities: Guide: Writing: Persuasive Writing Prompt #1 !eme #4 “!e Facts and Opinions of Pages 173–228 Theme #3 Faith and Redemption” !eme #5 “Taking Action” Debate: Prompt #7 !eme #6 “Career and Life Map” Theme #4 Writing: Activity: “!e Facts and Opinions of Faith and Redemption” !eme #2 “Persuasive Writing Prompt #1” Debate: Prompts #3–4 !eme #5 “Persuasive Writing Theme #5 Prompt #1” Discussion: Questions #11–13 Debate: Activity: “Taking Action” !eme #1 Prompt #7 Writing: Persuasive Writing Prompt #1 !eme #3 Prompt #7 Debate: Prompts #8–9 !eme #4 Prompts #3–4 Theme #6 !eme #5 Prompts #8–9 Activity: “Career and Life Map” !eme #6 Prompt #5 Debate: Prompt #5

theme 1 IDENTITY

“Identity” can be de"ned as the ways in which an individual describes him/herself or the ways in which a person is described by society. A person can have several “identities” such as: gender, race, age, socioeconomic status, linguistic background, culture, religion, sexual orientation, geographic residence, nationality, creed, familial connections, body size, and other signi"ers.

!e theme of “Identity” is woven throughout “!e !rough this next series of discussions, activities, Other Wes Moore” and we learn about the di#er- writing opportunities, and debates, students will ent “identities” of both Wes Moores in addition explore the theme of “Identity” that will sca#old to the identities of their families, friends, and their understandings by engaging in discussions community members. with peers, self-selecting the attributes of their own identity, and connecting their personal identities to the individuals from “!e Other Wes Moore.” theme discussion 1

Common Core Standards their own views and understand- Addressed in this Section: ing and make new connections in light of the evidence and reason- • Initiate and participate e#ec- ing presented. These discussion ques- tively in a range of collabora- tions are designed to tive discussions (one-on-one, in • Cite strong and thorough textual groups, and teacher-led) with evidence to support analysis of encourage students to diverse partners on grades 9–12 what the text says explicitly as well think deeply about the topics, texts, and issues, building as inferences drawn from the text. scenarios and ideas pre- on others’ ideas and expressing their own clearly and persuasively. • Analyze a complex set of ideas sented in “The Other or sequence of events and explain Wes Moore.” Speciﬁcally, • Come to discussions prepared how speci"c individuals, ideas, or these discussions will having read and researched mate- events interact and develop over build students’ reading rial under study; explicitly draw the course of the text. on that preparation by referring comprehension skills, to evidence from texts and other • Evaluate a speaker’s point of allow them to connect research on the topic or issue view, reasoning, and use of evi- the book to their own to stimulate a thoughtful, well- dence and rhetoric, identifying any reasoned exchange of ideas. fallacious reasoning or exaggerated lives, provide opportu- or distorted evidence. nities for them to learn • Work with peers to set rules for from their classmates, collegial discussions and decision- • Present information, "ndings, making (e.g., informal consensus, and supporting evidence clearly, and increase their critical taking votes on key issues, and concisely, and logically such that thinking skills. presentation of alternate views), listeners can follow the line of clear goals and deadlines, and reasoning and the organization, individual roles as needed. development, substance, and style are appropriate to purpose, audi- • Propel conversations by posing ence, and task. and responding to questions that relate the current discussion to • Adapt speech to a variety of broader themes or larger ideas; contexts and tasks, demonstrating actively incorporate others into command of formal English when the discussion; and clarify, verify, indicated or appropriate. or challenge ideas and conclusions.

• Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify

8 theme 1

Teacher Tip: Remind your students about the theme of “Identity” and encourage them to respond with that theme in mind. Although these discussion questions will guide the conversation, the teacher should ensure that all comments are grounded by the overarching theme so that students’ understanding of “Identity” is reinforced.

Read the following prompts and have a discussion with a partner, small group, or whole class.

1| What does the word “identity” Use examples from the book to all wore the uniform of the United mean? What are some of the support your thinking. States of America.” How does ways in which people identify this quote relate to the theme of themselves? 5| On page 94 we learn that Wes “Identity”? was referred to as a “plebe” at the 2| Some identities can be seen Valley Forge Military Academy. 9| On page 180 Wes writes, by others and other identities are What is a plebe and how does is “People who taught me that no only known to others if the indi- compare to Wes’s other identities? accident of birth, not being black, vidual chooses to share it. What What does this new identity do or relatively poor, being from are some of the identities that you to him? Baltimore or the Bronx or father- can usually “see”? What are some less, would ever de"ne or limit me. identities that you might not be 6| On pages 96–97, Wes sees In other words, they helped me able to see? Captain Hill demand respect from to discover what it means to be the F Company. What are the free.” What does this quote mean 3| If we see a man in a tailored identities that Wes sees in Captain to you? What does it mean to be suit driving a brand new sports Hill? What aspects of Captain free? car, we might identify him as Hill’s identity caused Wes to someone belonging to a higher re$ect on the ways in which Shea 10| What do you think Wes socioeconomic group. Is that an commanded respect? learned about himself by writing accurate assumption? What are this book? Did you learn any- the bene"ts of knowing certain 7| While he was in South Africa, thing about yourself and/or other identities of others and what can Wes learned about a manhunt people around you or in your be misleading or harmful about taking place in his neighborhood neighborhood? making assumptions about the for a man with his same name. identities of others? Why is it signi"cant that they both have the same name? What 4| !e cover of the book contains do you think went through Wes’s the following statement, “!e head when he heard this? chilling truth is that his story could have been mine. !e tragedy 8| On page 132, Wes re$ects is that my life could have been on the people from his past and his.” Given what you already know writes, “Aside from family and about both Wes Moores, what do friends, the men I most trusted all you think this statement means? had something in common: !ey

9 theme activities 1

IDENTIFYING OUR IDENTITIES

“The Other Wes Moore” is uniquely organized as a personal memoir written from both the 1st and 3rd person points of view. This activity will establish a foundation for the curriculum by encouraging students to think expan- sively about their personal identities so that they can engage in the discussions, activities, writings, and debates that follow.

Common Core Standards Teach Prior to Activity: Point of View tells us who is Addressed in this Activity: Genre: !is book is a personal telling the story or from what memoir. A personal memoir is a perspective it is being told from. • Assess how point of view or genre of literature in which a per- When a story is told from the 1st purpose shapes the content and son writes about their life or the person point of view, we know style of a text. “memories” from their past. that the author is the person telling the story because the author Objectives: • Determine an author’s point typically uses “I” and “my” in the of view or purpose in a text and • Students will learn about the story. A story written from the 3rd analyze how an author uses personal memoir genre and the 1st person point of view occurs when rhetoric to advance that point of and 3rd person points of view the author is not speaking about view or purpose. his/her own experiences. Instead, • Students will be able to self- they narrate a story about other • Analyze how the author unfolds select their di#erent identities people’s lives and experiences. an analysis or series of ideas or events, including the order in • Students will express their own which the points are made, how perceptions of those identities Individual Work: they are introduced and devel- oped, and the connections that are • Students will consider the 1| Write a quote from pages 5–25 drawn between them. perceived social underpinnings that is written from the 1st Person of their identities point of view. • Determine two or more central ideas of a text and analyze their 2| Write a quote from pages 5–25 development over the course that is written from the 3rd Person of the text, including how they point of view. interact and build on one another to provide a complex analysis; 3| !inking about the pages you provide an objective summary of have already read and the discus- the text. sions you had with your class, list your di#erent “identities.” • Analyze a complex set of ideas Remember, we all have several or sequence of events and explain di#erent identities, so be sure to how speci"c individuals, ideas, or include as many as possible in events interact and develop over your list. the course of the text.

10 theme 1

4| What are your perceptions jurisdictions.” !is illustrates how Identity: slightly overweight about your own identities? Com- one aspect of a person’s identity, Perception: lazy plete the top chart with three of in this case his/her race, can be the identities you identi"ed in generalized, misunderstood, or 6| Now that you identi"ed the question #3. Try to select those stereotyped by others. Reread the perceptions you have of your identities that you might have di#erent identities you listed for identities and the perceptions both positive and negative percep- yourself in question #2. Write the society might have, complete the tions of. ways that society might perceive botom chart. Pick three identities each of your identities next to and a speci"c thing you can do to 5| On page 19, Wes writes, each item on your list. reinforce positive perceptions OR “White neighborhoods in Bal- confront/dispel the negative ones For example: timore blockaded their streets, for each identity. attempting to con"ne the damage Identity: male of the Riots to its poorer, darker Perception: good at sports

Personal “Identity” Positive Perception Negative Perception

Personal “Identity” Action that might reinforce or dispel existing perception

11 theme 1

THE “STORY” OF MY NAME

In “The Other Wes Moore,” Wesley Watende Omari Moore explains the literal and symbolic meanings of his names. In this activity, students will think about the origins of their names and will have the opportunity to share the “story” of their name with peers.

Common Core Standards • Use words, phrases, and clauses • Students will present the story Addressed in this Activity: to link the major sections of the of their name to the class or a text, create cohesion, and clarify partner • Use various types of phrases the relationships between claim(s) Individual Work: (noun, verb, adjectival, adverbial, and reasons, between reasons and participial, prepositional, absolute) evidence, and between claim(s) 1| Re-read pages 6–7 and identify and clauses (independent, depen- and counterclaims. the main idea of these paragraphs. dent; noun, relative, adverbial) to Explain what you learned about convey speci"c meanings and add • Use narrative techniques, such Wes and Nikki’s names. variety and interest to writing or as dialogue, pacing, description, presentations. re$ection, and multiple plot lines, 2| !ink about your "rst, middle, to develop experiences, events, last, or nickname and consider the • Analyze how the author unfolds and/or characters following questions: Do any of an analysis or series of ideas or your names have another meaning events, including the order in • Provide a concluding statement in a di#erent language? Do any of which the points are made, how or section that follows from and your names represent a particular they are introduced and devel- supports the information or expla- character trait? Were you named oped, and the connections that are nation presented (e.g., articulating after someone else? How did your drawn between them. implications or the signi"cance of parents choose your name? Who the topic). gave you your nickname? Do you • Determine two or more central know anything about your ances- ideas of a text and analyze their tors who shared your last name? Teach Prior to Activity: development over the course of the text, including how they Main Idea is the most important 3| Prepare a 5 minute oral pre- interact and build on one another thing or purpose of a particular sentation in which you share the to provide a complex analysis; paragraph or passage. “story” of your name. If you have provide an objective summary of trouble with this, ask a parent, Objectives: the text. grandparent, or guardian to help • Students will identify the main you. • Analyze a complex set of ideas idea of a passage and explain the or sequence of events and explain name origins of the individuals 4| With a partner or small group, how speci"c individuals, ideas, or from “!e Other Wes Moore” take turns sharing the “story” of events interact and develop over your names. Remember to be the course of the text. • Students will name the origins active listeners, respectful, and to of their own name ask questions of each other.

12 theme 1

LETTER TO WES MOORE

When speaking about this book, Wes Moore says that he was haunted by the “Other Wes Moore” and made a decision to write him a letter. In this activity, students will ﬁrst organize their thoughts and questions in a graphic organizer. They will then write a formal letter to either of the two Wes Moores.

Common Core Standards interact and build on one another • Provide a concluding statement Addressed in this Activity: to provide a complex analysis; or section that follows from and provide an objective summary of supports the information or expla- • Use various types of phrases the text. nation presented (e.g., articulating (noun, verb, adjectival, adverbial, implications or the signi"cance of participial, prepositional, absolute) • Analyze a complex set of ideas the topic). and clauses (independent, depen- or sequence of events and explain dent; noun, relative, adverbial) to how speci"c individuals, ideas, or Teach Prior to Activity: convey speci"c meanings and add events interact and develop over variety and interest to writing or the course of the text. !e writing process typically presentations. involves three distinct steps: a • Use words, phrases, and clauses pre-writing activity, a !rst draft for • Analyze how the author unfolds to link the major sections of the editing, and a !nal version. an analysis or series of ideas or text, create cohesion, and clarify events, including the order in the relationships between claim(s) A K/W/L chart is a type of graphic which the points are made, how and reasons, between reasons and organizer that helps students to they are introduced and devel- evidence, and between claim(s) organize the information they oped, and the connections that are and counterclaims. “know,” “want to know,” and drawn between them. “learned” into three columns. See • Use narrative techniques, such the following example: • Determine two or more central as dialogue, pacing, description, ideas of a text and analyze their re$ection, and multiple plot lines, development over the course to develop experiences, events, of the text, including how they and/or characters.

K W L “What I Know” “What I Want to Know” “What I Learned”

13 theme 1

Objectives: Individual Work: questions for Wes. Also, make • Students will be able to complete 1| Later, you will be asked to write at least three references to “!e a K/W/L chart as a pre-writing a formal letter to either of the two Other Wes Moore.” When you activity. Wes Moores. Before you write have "nished your letter, work your letter, "rst re$ect on what with a partner and edit each • Students will write the "rst draft you have already read in “!e other’s work. of a letter and edit their work with Other Wes Moore” and what you a partner. would still like to know. Use the 3| !e third step in the writ- following K/W/L chart to orga- ing process is to write your !nal • Students will write a "nalized nize your pre-writing thoughts. version. Use the edits from your letter to either of the two Wes previous draft and write/type your Moores. 2| Now that you have organized "nal letter to Wes Moore. Be sure your pre-writing thoughts, it is to use correct spelling, punctua- time to write the !rst draft of your tion, and grammar. letter. In your letter, be sure to include a greeting, an introduction of yourself, and at least three

K W L “What I Know” “What I Want to Know” “What I Learned”

14 theme 1

CREATING A VENN DIAGRAM

On pages 52–53 Wes talks about his neighborhood friends and his school friends. He explains the differences between the two groups of friends and says that he doesn’t ﬁt in with either group. In this activity, students will identify other examples from the book that compare and contrast two things.

Common Core Standards Teach Prior to Activity: Objectives: Addressed in this Activity: “Compare and contrast” is a literacy • Students will be able to identify skill that helps readers to identify a Venn diagram. • Determine two or more central the ways in which two things are ideas of a text and analyze their similar and the ways in which they • Students will compare and con- development over the course are di#erent. trast di#erent aspects of both Wes of the text, including how they Moores’ lives. interact and build on one another A Venn Diagram is a graphic to provide a complex analysis; organizer that consists of two • Students will complete a Venn provide an objective summary of circles that overlap each other diagram to illustrate the similari- the text. in the center. A Venn diagram is ties and di#erences between both typically used to show the fea- Wes Moores. • Analyze a complex set of ideas tures that are unique and shared or sequence of events and explain between two items. See the blank how speci"c individuals, ideas, or Venn diagram below: events interact and develop over the course of the text.

• Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Characteristics of Item #1 Characteristics of Item #2

Characteristics SHARED by both items #1 and #2

15 theme 1

Individual Work: Wes Moore (the author) The “Other” Wes Moore 1| Compare and Contrast the lives of the two Wes Moores. Begin with their childhoods and discuss the circumstances and events that are the same and di#erent. !ink about their families, neighborhoods, education, and the decisions they make.

2| Complete the Venn diagram below by including at least "ve items in each section. Shared by both Wes Moores

"is version of the Venn diagram 3| Write three shared character- 5| Write two characteristics that considers the similarities and istics between Wes Moore (the you, Wes Moore (the author), and di#erences between three people, author) and you. !e “other” Wes Moore all share. as opposed to just two. Use the diagram to help you answer the 4| Write three shared character- following questions istics between !e “other” Wes Moore and you.

YOU

Wes Moore The “Other” (The Author) Wes Moore

16 writing theme 1

Common Core Standards • Use various types of phrases Addressed in these (noun, verb, adjectival, adverbial, Writing Activities: participial, prepositional, absolute) and clauses (independent, depen- • Introduce precise claim(s), dent; noun, relative, adverbial) to This section will increase distinguish the claim(s) from convey speci"c meanings and add students’ comprehen- alternate or opposing claims, and variety and interest to writing or create an organization that estab- presentations. sion of “The Other lishes clear relationships among Wes Moore” through claim(s), counterclaims, reasons, • Use a variety of techniques to the writing process. and evidence. sequence events so that they build on one another to create a coher- Speciﬁcally, students • Write arguments to support ent whole. will be asked to develop claims in an analysis of substantive written responses to topics or texts, using valid reason- • Apply knowledge of language to ing and relevant and su&cient understand how language func- prompts in different evidence. tions in di#erent contexts, to make formats, for different e#ective choices for meaning or purposes, and for • Develop claim(s) and counter- style, and to comprehend more claims fairly, supplying evidence fully when reading or listening. different audiences. for each while pointing out the strengths and limitations of both • Use context (e.g., the overall in a manner that anticipates the meaning of a sentence, paragraph, audience’s knowledge level and or text; a word’s position or func- concerns. tion in a sentence) as a clue to the meaning of a word or phrase. • Determine two or more central ideas of a text and analyze their • Use narrative techniques, such development over the course as dialogue, pacing, description, of the text, including how they re$ection, and multiple plot lines, interact and build on one another to develop experiences, events, to provide a complex analysis; and/or characters provide an objective summary of the text. • Provide a concluding statement or section that follows from and • Use words, phrases, and clauses supports the information or to link the major sections of the explanation presented (e.g., text, create cohesion, and clarify articulating implications or the the relationships between claim(s) signi"cance of the topic). and reasons, between reasons and evidence, and between claim(s) and counterclaims.

17 theme 1

1| A persuasive writing piece • Final Version: After you have • Final Version: After you have encourages others to think or act reviewed your draft and received edited your draft, write the "nal in a certain way. In “!e Other feedback from a peer, parent, or version of your two paragraphs Wes Moore,” we learn about the teacher, write a "nal version of describing Cecil Rhodes or the di#erent people who had a posi- your three paragraph persuasive Rhodes Scholarship. tive impact on the author’s life. writing piece. Identify the person who had the biggest impact on Wes’s life. Write 2| A descriptive writing piece three paragraphs to persuade uses details to describe a person, others to agree with you. place, or scenario for readers. We learn that Wes Moore receives the • Pre-writing: !ink about the Rhodes Scholarship but we do people Wes mentions and jot not receive detailed information down a few ideas about the impor- about Cecil Rhodes, the person tant roles they played in his life. the scholarship is named after. Write two paragraphs describ- • Draft: Write three paragraphs ing Cecil Rhodes or the Rhodes describing, in your opinion, the Scholarship. most in$uential person in Wes Moore’s life. Your "rst paragraph • Pre-writing: Search your library should introduce the person and or online to gather information describe the positive in$uence about Cecil Rhodes or the Rhodes they had on Wes’s life. !e second Scholarship. and third paragraphs should persuade readers to agree with your • Draft: Write two paragraphs position by using speci"c examples describing Cecil Rhodes or the and quotes from the book. Rhodes Scholarship.

Teacher Tips: • Begin by ensuring students understand the prompt and introduce them to the rubric so that they know what they are striving for in each scoring category • Use the K/W/L Chart, Venn Diagram, or other graphic organizer of your choice to help students to organize their thoughts in a pre-writing activity • Give students a few vocabulary words that you would like them to use in their writing • Ask students to use their pre-writing when they write their !rst draft. Be sure to ensure that they follow the prompt, use correct spelling, punctuation, and grammar • Partner two students together and ask them to edit each other’s work. Ensure that they know how to give and receive technical and critical feedback • Set a clear expectation and due date for them to submit their !nal draft

18 debate theme 1

Common Core Standards • Cite strong and thorough textual Addressed in this Section: evidence to support analysis of what the text says explicitly as well • Initiate and participate e#ec- as inferences drawn from the text. tively in a range of collabora- tive discussions (one-on-one, in • Analyze a complex set of ideas groups, and teacher-led) with or sequence of events and explain diverse partners on grades 9–12 how speci"c individuals, ideas, or topics, texts, and issues, building events interact and develop over on others’ ideas and expressing the course of the text. their own clearly and persuasively. • Evaluate a speaker’s point of • Come to discussions prepared view, reasoning, and use of evi- having read and researched mate- dence and rhetoric, identifying any rial under study; explicitly draw fallacious reasoning or exaggerated on that preparation by referring or distorted evidence. to evidence from texts and other research on the topic or issue to • Present information, "ndings, stimulate a thoughtful, well-rea- and supporting evidence clearly, soned exchange of ideas. concisely, and logically such that listeners can follow the line of • Work with peers to set rules for reasoning and the organization, collegial discussions and decision- development, substance, and style making (e.g., informal consensus, are appropriate to purpose, audi- Now that students have taking votes on key issues, and ence, and task. read different passages presentation of alternate views), from “The Other Wes clear goals and deadlines, and • Adapt speech to a variety of individual roles as needed. contexts and tasks, demonstrating Moore” and have com- command of formal English when pleted various discus- • Propel conversations by posing indicated or appropriate. sions, activities, and and responding to questions that relate the current discussion to written assignments, broader themes or larger ideas; they will now have the actively incorporate others into opportunity to engage the discussion; and clarify, verify, or challenge ideas and conclusions. in a debate with their peers. • Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

19 theme 1

Teacher Tips: • Explain the purpose of the debate to students and model appropriate debate discourse and transitional phrases such as, “I respectfully disagree with that because…” “You make a good point about ______, I hadn’t thought about that before.” “Can you clarify what you mean?” “Your response made me think about______.” "ese transitional phrases encourage students to be active listeners, to articulate their own opinion in response to others, and require that they utilize details from the book to support their position. • Modify the debate format by alternating between partner/small group debates and debates with the whole class. • For more experienced debaters or in “competitive” debates, teach students about a few debate strategies such as:

“Ad Hominem” means “against A “Red herring” occurs when an the man.” !rough this strategy, irrelevant idea or piece of infor- students should “attack” their mation is entered into the debate opponent’s position or cred- as a “distracter.” For example, if ibility. For example, a student someone holds the position that might argue that Wes’s mother the police o&cer should have made a great decision to arrested Wes after he was caught send Wes to the Valley Forge spray painting public property, Military Academy. Since the they might add, “but since the city opposing position might lack jails are so crowded, they let him substantial evidence, since Wes go. !is is why we should have experienced great success at the more jails in the city.” !e oppos- school, they might argue that a ing position should know that the family member from the oppos- issue of overcrowded jails, in this ing position taught at a military case, is a “red herring” because it school and therefore they have o#ers up new information that a biased position. Teachers can isn’t directly related to the debate also teach students strategies question. !is is also an oppor- for avoiding this “attack” such tunity to teach students to avoid as restating the facts from the speculation and ways to challenge book supporting their posi- opponents who o#er speculative tion and directly asking their evidence. opponent to provide “hard” facts from the book as well.

20 theme 1

"e purpose of these debate ques- 4| On pages 101–102, the “other” we live like kings compared with tions is to increase students’ critical Wes Moore confronts his father this.” Do you think Wes and thinking and to strengthen their while he is asleep on the couch. family live “like kings” in West ability to critique, evaluate, and But when his father asks “who are Baltimore? How did Wes’s experi- form an opinion based on the you,” Wes leaves the house and ences in West Baltimore shape his passages they have read. doesn’t answer the question. Do identity? you think he did the right thing? What would you have done if you 7| After being sentenced to prison, were in Wes’s place? Wes writes, “!e guards placed 1| On page 4, Wes talks about the their hands on Wes and shu'ed similarities between public schools 5| On page 144, we learn that him away. !e hands of the state and prisons. What does he mean after his success at the Job Corps, would stay on him for the rest of by this? Do you agree or disagree Wes returns to his neighborhood his life.” What does this quote with his position? in Baltimore but avoids certain mean? Do the “hands of the state” streets because, “He changed. At impact the “other” Wes Moore’s 2| Early in the book, we learn least he wanted to believe that, identity? about the unfortunate circum- and he continued to tell himself stances in which the “other” Wes that as he walked through the Moore meets his father for the blocks.” Do you think that Wes "rst time. How do you think he had really changed at this point felt while he was meeting his in his life? Use evidence from the father and after he met him? book to support your position.

3| When we learn that Wes and 6| Wes writes, on page 166, “As I Alicia are having a baby, Wes moved closer to the home where writes on page 101, “Wes’s nonex- my host family lived, I couldn’t istent relationship with his father stop staring at the shantytown. probably contributed to his seem- Living in the Bronx and Baltimore ing indi#erence about becoming a had given me the foolish impres- father himself.” Do you think that sion that I knew what poverty was how Wes truly felt about hav- looked like. At that moment, I ing a baby? Why or why not? realized I had no idea what poverty was, even in West Baltimore

theme 2 PERSONAL VALUES

!ings that are very important, irreplaceable, or cherished are typically considered to be of high “value.” !ese valuables can be physical objects such as electronics, jewelry, cars, and homes. Loved ones such as friends, family, and pets can also be described as “valuables.” Another type of “valuable” is the more abstract and deeply held beliefs that guide individual’s lives such as honesty, loyalty, punctuality, integrity, etc. !ese are called “Personal Values.”

“Personal Values” is another theme that regularly Students will build their understanding of “Per- emerges throughout “!e Other Wes Moore” as we sonal Values” and use this theme to ground their learn about the di#erent Wes Moores’ lives, their thoughts, discussions, and written work in this next decisions, and the challenges they each encounter. series of learning opportunities related to “!e Other Wes Moore.” theme discussion 2

Common Core Standards their own views and understand- Addressed in this Section: ing and make new connections in light of the evidence and reason- • Initiate and participate e#ec- ing presented. These discussion ques- tively in a range of collabora- tions are designed to tive discussions (one-on-one, in • Cite strong and thorough textual groups, and teacher-led) with evidence to support analysis of encourage students to diverse partners on grades 9–12 what the text says explicitly as well think deeply about the topics, texts, and issues, building as inferences drawn from the text. scenarios and ideas pre- on others’ ideas and expressing their own clearly and persuasively. • Analyze a complex set of ideas sented in “The Other or sequence of events and explain Wes Moore.” Speciﬁcally, • Come to discussions prepared how speci"c individuals, ideas, or these discussions will having read and researched mate- events interact and develop over build students’ reading rial under study; explicitly draw the course of the text. on that preparation by referring comprehension skills, to evidence from texts and other • Evaluate a speaker’s point of allow them to connect research on the topic or issue to view, reasoning, and use of evi- the book to their own stimulate a thoughtful, well-rea- dence and rhetoric, identifying any soned exchange of ideas. fallacious reasoning or exaggerated lives, provide opportu- or distorted evidence. nities for them to learn • Work with peers to set rules for from their classmates, collegial discussions and decision- • Present information, "ndings, making (e.g., informal consensus, and supporting evidence clearly, and increase their critical taking votes on key issues, and concisely, and logically such that thinking skills. presentation of alternate views), listeners can follow the line of clear goals and deadlines, and reasoning and the organization, individual roles as needed. development, substance, and style are appropriate to purpose, audi- • Propel conversations by posing ence, and task. and responding to questions that relate the current discussion to • Adapt speech to a variety of broader themes or larger ideas; contexts and tasks, demonstrating actively incorporate others into command of formal English when the discussion; and clarify, verify, indicated or appropriate. or challenge ideas and conclusions.

• Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify

24 theme 2

Teacher Tip: Remind your students about the theme of “Personal Values” and encourage them to respond with that theme in mind. Although these discussion questions will guide the conversation, the teacher should ensure that all comments are grounded by the overarching theme so that students’ understanding of “Personal Values” is reinforced.

Read the following prompts and have a discussion with a partner, small group, or your class.

1| What do we mean when we rules and structure relate/di#er might have today. Discuss what talk about “personal values”? from your experiences? they might have discussed when their boys were three years old? 2| Is it important to have personal 7| On page 50 Wes writes about !irteen years old? values? Why or why not? time when he exaggerated the reason he was suspended from school. 11| We learn about Wes’s South 3| Which person from “!e Other In this case, Wes felt that bloody African family on pages 166–168. Wes Moore” do you think had "ght was more respected than an What are some of the values Wes strong personal values? Why? accident that led to someone get- and his new family seem to share? ting hurt. What does this indicate 4| Which person from “!e Other about Wes’s personal values at the Wes Moore” do you think lacked time of this incident? strong personal values? Why? 8| Discuss the types of friends 5| We learn that Wes and Nikki that the two Wes Moores had. had a strong relationship and that Talk about Wes’s friendship with they also fought as many siblings Justin as well as the other friends do. Why was it so important to described in the book. Talk about Joy Moore to punish Wes when the friends the other Wes Moore he hit Nikki? How did his father had? How did they in$uence react? What do we learn about Joy Wes? Moore’s history that would make her react to this incident in such 9| One of the “other” Wes Moore’s a way? female friends says on page 102, “Get up and walk me out! Be 6| On page 42, we learn that Wes’s a gentleman.” How might this mother and grandparents had a lot example relate, or not relate to of rules for Wes. What were some Wes’s personal values? of their rules? Do you think their rules we fair or too strict? Why do 10| Imagine that the two moth- you think they had so many rules? ers were able to meet. Discuss a How does Wes’s experience with conversation that Mary and Joy

25 theme activities 2

PERSONAL VALUES INVENTORY

In this activity, students will think critically about their personal values, identify the origins of their personal values, provide examples in which they demonstrate their personal values in their lives, and make inferences about the personal values of either Wes Moore.

Common Core Standards Teach Prior to Activity: Individual Work: Addressed in this Activity: An inference is when a person uses 1| !e introduction to this theme the information they read to draw mentions a few examples of • Read closely to determine what their own logical conclusion that is personal values (honesty, loyalty, the text says explicitly and to not explicitly stated in the passage. punctuality, integrity). Work with make logical inferences from it; For example, On page 72, Mary a small group of 3–5 students cite speci"c textual evidence when discovers that her son is dealing and brainstorm as many personal writing or speaking to support drugs. !e author explains that, values you can think of. Assign a conclusions drawn from the text. “She wasn’t only upset about the note taker to write them down. drugs, she was upset about the • Analyze how the author unfolds lying.” In this example, the reader 2| Refer to the list of personal an analysis or series of ideas or can make an inference that Mary values you created with your events, including the order in taught her sons to be honest and group. Select the "ve personal which the points are made, how trustworthy, which explains why she values that are most important to they are introduced and devel- was upset that Wes was lying to her. you and write them on a list. oped, and the connections that are Objectives: drawn between them. 3| Next to each of the "ve per- • Students will brainstorm di#er- sonal values on your list, identify • Determine two or more central ent personal values and prioritize the person(s) that instilled those ideas of a text and analyze their the "ve that are most important to values in you. Next, provide a development over the course themselves. speci"c example from your life of the text, including how they in which you demonstrated that interact and build on one another • Students will identify the particular value. to provide a complex analysis; person(s) who instilled those provide an objective summary of values in them and name speci"c 4| On a separate piece of paper, the text. examples in which they demon- write the "ve personal values that strated each of those values. you believe either Wes Moore • Analyze a complex set of ideas might list if he were asked to or sequence of events and explain • Students will make inferences complete a similar activity. Use how speci"c individuals, ideas, or and identify the personal values speci"c examples from the book, events interact and develop over that either Wes Moore might list. with page numbers, to support the course of the text. your list of personal values (you • Students will use speci"c pas- will likely need to make a few sages from “!e Other Wes inferences to do this). Moore” to support their responses.

26 theme 2

DECISION MAKING ACTIVITY

We learn that the other Wes Moore was making a lot of money dealing drugs. Do you think that Tony and his mother knew where Wes was getting the money to buy clothes and shoes? What does Mary do when she discovers Wes’s drugs? How does he react and how does Tony and his mother react? Keeping this scenario in mind, this activity will have students identify the decisions and the outcomes described in “The Other Wes Moore.”

Common Core Standards • Analyze a complex set of ideas Objectives: Addressed in this Activity: or sequence of events and explain • Students will be able to identify how speci"c individuals, ideas, or examples of cause and e#ect in • Analyze how and why individu- events interact and develop over written passages. als, events, and ideas develop and the course of the text. interact over the course of a text. • Students will link individual’s Teach Prior to Activity: decisions with speci"c outcomes. • Analyze how the author unfolds Cause and E#ect describes the rela- an analysis or series of ideas or tionship between two occurrences • Students will predict ways that events, including the order in in a passage when one occurrence outcomes can change when di#er- which the points are made, how makes the other occurrence hap- ent decisions are made. they are introduced and devel- pen. For example, on pages 87–89, oped, and the connections that are Wes shares a story in which he drawn between them. accidently caused his sister’s lip to bleed. When his mother heard • Analyze how an author’s choices this news, she slapped Wes on concerning how to structure a the face and made the decision to text, order events within it (e.g., send him to military school. In parallel plots), and manipulate this example, Wes’s actions and time (e.g., pacing, $ashbacks) his sister’s bleeding lip is the cause create such e#ects as mystery, and the e#ect is that he is slapped tension, or surprise. in the face and eventually sent to military school. • Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.

27 theme 2

Individual Work: 2| In this example, what are the 5| What were the consequences 1| Read the following passage occurrences that cause something of these decisions? How might from page 14: else to happen? the story have changed if di#erent decisions were made? "e ambulance crew loaded my 3| In this example, what are the father onto the gurney and raced e#ects that happen as a result 6| !ink about other decisions back out. By this point dozens of of the items you indenti"ed in made the by the people in “!e people lined the street. "ey watched question #2? Other Wes Moore” and complete as he was placed in the back of the the following chart. ambulance. "e doors slammed shut 4| Prior to this horrible incident, behind him. "e loud sirens and what were the decisions that Wes’s $ashing lights broke the silence of father made? What were the the neighborhood. Mommy quickly decisions that the doctors at the loaded us into the car and followed hospital made? the ambulance to the hospital. "e car was full of sound—Shani crying and Nikki making goo-goo noises to try to calm her down, and the roar of the ambulance in front of us—but it felt as silent as a tomb. No talking. No questions. Just the white noise of the ambulance, one sister crying, and the other struggling to comfort her without words.

Person Decision and Outcome How would this outcome change if a different decision was made?

28 theme writing 2

Common Core Standards • Use various types of phrases Addressed in these (noun, verb, adjectival, adverbial, Writing Activities: participial, prepositional, absolute) and clauses (independent, depen- • Introduce precise claim(s), dent; noun, relative, adverbial) to This section will increase distinguish the claim(s) from convey speci"c meanings and add students’ comprehen- alternate or opposing claims, and variety and interest to writing or create an organization that estab- presentations. sion of “The Other lishes clear relationships among Wes Moore” through claim(s), counterclaims, reasons, • Use a variety of techniques to the writing process. and evidence. sequence events so that they build on one another to create a coher- Speciﬁcally, students • Write arguments to support ent whole. will be asked to develop claims in an analysis of substantive written responses to topics or texts, using valid reason- • Apply knowledge of language to ing and relevant and su&cient understand how language func- prompts in different evidence. tions in di#erent contexts, to make formats, for different e#ective choices for meaning or purposes, and for • Develop claim(s) and counter- style, and to comprehend more claims fairly, supplying evidence fully when reading or listening. different audiences. for each while pointing out the strengths and limitations of both • Use context (e.g., the overall in a manner that anticipates the meaning of a sentence, paragraph, audience’s knowledge level and or text; a word’s position or func- concerns. tion in a sentence) as a clue to the meaning of a word or phrase. • Determine two or more central ideas of a text and analyze their • Use narrative techniques, such development over the course as dialogue, pacing, description, of the text, including how they re$ection, and multiple plot lines, interact and build on one another to develop experiences, events, to provide a complex analysis; and/or characters provide an objective summary of the text. • Provide a concluding statement or section that follows from and • Use words, phrases, and clauses supports the information or expla- to link the major sections of the nation presented (e.g., articulating text, create cohesion, and clarify implications or the signi"cance of the relationships between claim(s) the topic). and reasons, between reasons and evidence, and between claim(s) and counterclaims.

29 theme 2

1| A persuasive writing piece • Final Version: After you have You may use a graphic organizer, encourages others to think or reviewed your draft and received outline, or note-taking strategy of act in a certain way. On pages feedback from a peer, parent, or your choice for your pre-writing. 112–113, someone approaches teacher, write a "nal version of Remember, this should be a Wes and asks, “Do you guys know your three paragraph persuasive descriptive writing piece, so be where I can buy some rocks?” As writing piece. sure to use details to give your an instinct, Wes suspects he’s a readers a clearer idea of your cop and says “no.” But he decides 2| A descriptive writing piece uses values, the people who instilled to re-approach the man and sells details to describe a person, place, them in you, and your previous him drugs. Pretend you are with or scenario for readers. We learn experiences. Wes on this day and write three that Valley Forge students live by a paragraphs trying to persuade him motto, “No excuses, no exceptions” not to sell drugs. and the honor code, “A cadet will not lie, cheat, or steal, nor tolerate • Pre-writing: !ink about the those that do.” Wes writes that personal values that Wes likely has those “were not simply words we and the potential outcomes if he had to memorize but words to live continues to sell drugs. by.” Are these personal values you live by? If so, who instilled them • Draft: Write three paragraphs in you and name speci"c instances persuading Wes not to sell drugs. in which you did, or didn’t, live by Your writing should include refer- these values. ences to his personal values and the potential negative outcomes of Write a four paragraph essay selling drugs. responding to these questions.

Teacher Tips: • Begin by ensuring students understand the prompt and introduce them to the rubric so that they know what they are striving for in each scoring category. • Use the K/W/L Chart, Venn Diagram, or other graphic organizer of your choice to help students to organize their thoughts in a pre-writing activity. • Give students a few vocabulary words that you would like them to use in their writing. • Ask students to use their pre-writing when they write their !rst draft. Be sure to ensure that they follow the prompt, use correct spelling, punctuation, and grammar. • Partner two students together and ask them to edit each other’s work. Ensure that they know how to give and receive technical and critical feedback. • Set a clear expectation and due date for them to submit their !nal draft.

30 theme debate 2

Common Core Standards • Cite strong and thorough textual Addressed in this Section: evidence to support analysis of what the text says explicitly as well • Initiate and participate e#ec- as inferences drawn from the text. tively in a range of collabora- tive discussions (one-on-one, in • Analyze a complex set of ideas groups, and teacher-led) with or sequence of events and explain diverse partners on grades 9-12 how speci"c individuals, ideas, or topics, texts, and issues, building events interact and develop over on others’ ideas and expressing the course of the text. their own clearly and persuasively. • Evaluate a speaker’s point of • Come to discussions prepared view, reasoning, and use of evi- having read and researched mate- dence and rhetoric, identifying any rial under study; explicitly draw fallacious reasoning or exaggerated on that preparation by referring or distorted evidence. to evidence from texts and other research on the topic or issue to • Present information, "ndings, stimulate a thoughtful, well-rea- and supporting evidence clearly, soned exchange of ideas. concisely, and logically such that listeners can follow the line of • Work with peers to set rules for reasoning and the organization, collegial discussions and decision- development, substance, and style making (e.g., informal consensus, are appropriate to purpose, audi- Now that students have taking votes on key issues, and ence, and task. read different passages presentation of alternate views), from “The Other Wes clear goals and deadlines, and • Adapt speech to a variety of individual roles as needed. contexts and tasks, demonstrating Moore” and have com- command of formal English when pleted various discus- • Propel conversations by posing indicated or appropriate. sions, activities, and and responding to questions that relate the current discussion to written assignments, broader themes or larger ideas; they will now have the actively incorporate others into opportunity to engage the discussion; and clarify, verify, or challenge ideas and conclusions. in a debate with their peers. • Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

31 theme 2

“Ad Hominem” means “against A “Red herring” occurs when an the man.” !rough this strategy, irrelevant idea or piece of infor- students should “attack” their mation is entered into the debate opponent’s position or credibility. as a “distracter.” For example, if For example, a student might someone holds the position that argue that Wes’s mother made a the police o&cer should have great decision to send Wes to the arrested Wes after he was caught Valley Forge Military Academy. spray painting public property, Since the opposing position might they might add, “but since the city lack substantial evidence, since jails are so crowded, they let him Wes experienced great success at go. !is is why we should have the school, they might argue that more jails in the city.” !e oppos- a family member from the opposing position should know that the ing position taught at a military issue of overcrowded jails, in this school and therefore they have a case, is a “red herring” because it biased position. Teachers can also o#ers up new information that teach students strategies for avoid- isn’t directly related to the debate ing this “attack” such as restating question. !is is also an oppor- the facts from the book support- tunity to teach students to avoid ing their position and directly speculation and ways to challenge asking their opponent to provide opponents who o#er speculative “hard” facts from the book as well. evidence.

32 theme 2

"e purpose of these debate ques- 1| On page 51 Wes writes that 4| After shooting Ray on page tions is to increase students’ critical he learned, “Never look people in 105 we learn that, “Adrenaline thinking and to strengthen their the eye. Don’t smile, it makes you was rushing through Wes’s body, ability to critique, evaluate, and look weak.” What does Wes mean followed quickly by fear, but no form an opinion based on the by this? Do you agree or disagree regret.” Do you think Wes should passages they have read. with this statement? have felt regret for what he did? How does the regret, or lack 2| On pages 69–72, Tony is very of regret, relate to his personal violent and threatening toward values? Wes because he wants him to stay away from drugs. In this instance, do you feel that Tony’s violence toward Wes is excusable?

3| When Wes accidently caused his sister’s lip to bleed on page 89, his mother slapped him on the face and made the decision to send him to military school. Do you agree with her reaction in this situation?

theme 3 DECISION MAKING

In “!e Other Wes Moore,” we gain insight into !is section will explore the theme of “Decision to lives of several people and we learn about the Making” and students will have opportunities di#erent decisions they each make. Some of these to examine the decisions made by others and to decisions have positive consequences and others critically think about their own past, present, and have negative ones. Additionally, we see examples future decisions that impact their lives. of long and short term decision making by the di#erent individuals portrayed in the book. discussion 3

Common Core Standards their own views and understand- Addressed in this Section: ing and make new connections in light of the evidence and reason- • Initiate and participate e#ec- ing presented. These discussion ques- tively in a range of collabora- tions are designed to tive discussions (one-on-one, in • Cite strong and thorough tex- groups, and teacher-led) with tual evidence to support analysis encourage students to diverse partners on grades 9–12 of what the text says explicitly as think deeply about the topics, texts, and issues, building well as inferences drawn from scenarios and ideas pre- on others’ ideas and expressing the text. their own clearly and persuasively. sented in “The Other • Analyze a complex set of ideas Wes Moore.” Speciﬁcally, • Come to discussions prepared or sequence of events and explain these discussions will having read and researched mate- how speci"c individuals, ideas, or build students’ reading rial under study; explicitly draw events interact and develop over on that preparation by referring the course of the text. comprehension skills, to evidence from texts and other allow them to connect research on the topic or issue to • Evaluate a speaker’s point the book to their own stimulate a thoughtful, well- of view, reasoning, and use of reasoned exchange of ideas. evidence and rhetoric, identifying lives, provide opportu- any fallacious reasoning or exag- nities for them to learn • Work with peers to set rules for gerated or distorted evidence. from their classmates, collegial discussions and decision- making (e.g., informal consensus, • Present information, "ndings, and increase their critical taking votes on key issues, and and supporting evidence clearly, thinking skills. presentation of alternate views), concisely, and logically such that clear goals and deadlines, and listeners can follow the line of individual roles as needed. reasoning and the organization, development, substance, and • Propel conversations by posing style are appropriate to purpose, and responding to questions audience, and task. that relate the current discussion to broader themes or larger • Adapt speech to a variety of ideas; actively incorporate others contexts and tasks, demonstrat- into the discussion; and clarify, ing command of formal English verify, or challenge ideas and when indicated or appropriate. conclusions.

• Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify

36 theme 3

Teacher Tip: Remind your students about the theme of “Decision Making” and encourage them to respond with that theme in mind. Although these discussion questions will guide the conversation, the teacher should ensure that all comments are grounded by the overarching theme so that students’ understanding of “Decision Making” is reinforced.

Read the following prompts and have a discussion with a partner, small group, or whole class.

1| What is a “decision”? 8| Both Wes Moores get into 12| On pages 103–105 we learn trouble as adolescents, talk about that after getting beat up, Wes 2| Name a few decisions that you the initial indicators that they are storms into the house, gets a gun, have made today. associating with a problematic chases Ray down the street and crowd and that they are beginning eventually shoots him. What are 3| Provide an example of a “short to make the wrong decisions. the direct and indirect reasons term” decision. Wes made these decisions? What 9| On page 67, Wes writes, “I are alternate decisions he could 4| Provide an example of a “long guess it’s hard sometimes to dis- have made in that situation? term” decision. tinguish between second chances and last chances.” What does 5| What are the decisions a per- he mean by this and how does son would need to make if they this quote relate to the theme of wanted to go to college? “redemption”?

6| What is meant by the saying, 10| When Wes is caught spray “One bad decision often leads to painting with Shea what happens another bad decision”? Provide to him when he is thrown in the an example that illustrates your police car? How is his reaction response. di#erent from Shea’s? In what ways, do you think, did this inci- 7| On pages 31–35, Wes gets into dent inform Wes’s future decision a "ght with a boy. Discuss his making process? decision process and explain the consequences after he is arrested 11| How does Wes’s life change by the police. when Alicia becomes pregnant? What is his mother’s reaction to this? What happened the night that Ray and Wes had a "ght about Alicia?

37 activities 3

ILLUSTRATING “CAUSE AND EFFECT”

This story highlights several instances in which both Wes Moores make a series of decisions that lead to good and bad consequences in both the short and long term. In this activity, students will identify and illustrate different cause and effect relationships from “The Other Wes Moore.” Students will also consider the decision making process and how it relates to the consequences for both Wes Moores and themselves.

Common Core Standards • Analyze a complex set of ideas • Students will understand the Addressed in this Activity: or sequence of events and explain relationship between decision how speci"c individuals, ideas, or making and consequences • Read closely to determine what events interact and develop over Individual Work: the text says explicitly and to the course of the text. make logical inferences from it; 1| Read the following passage Teach Prior to Activity: cite speci"c textual evidence when from pages 29–30 and complete writing or speaking to support Cause and E#ect describes the rela- the missing sections from the fol- conclusions drawn from the text. tionship between two occurrences lowing Cause and E#ect Chart: when one occurrence makes the • Analyze how the author unfolds other happen. For example, on As football became more impor- an analysis or series of ideas or page 17, Mary receives a letter tant in Wes’s life, his performance events, including the order in saying that Pell Grants were being in school declined. His test scores which the points are made, how terminated and she realizes that were high enough to make it to the they are introduced and devel- she would not be able to a#ord next grade, but not high enough oped, and the connections that are her college tuition. In this exam- to make a legitimate argument drawn between them. ple, the elimination of the Pell that he’d learned anything. He Grant is the cause and the e#ect is was skating by, and since this was • Analyze how an author’s choices that Mary is unable to attend col- his third elementary school, he concerning how to structure a text, lege due to a lack of funding. was able to do so with fairly little order events within it (e.g., paral- notice. Wes didn’t act up in class, Objectives: lel plots), and manipulate time which kept him under the radar; (e.g., pacing, $ashbacks) create • Students will know the meaning his teachers spent 90 percent of such e#ects as mystery, tension, of “cause and e#ect” their time dealing with the 5 per- or surprise. cent of kids who did. Wes’s teachers • Students will identify examples gave his mother reports that said • Determine two or more central of cause and e#ect from “!e he was unmotivated, but Wes just ideas of a text and analyze their Other Wes Moore.” claimed boredom. He always felt development over the course of the he was smarter than the other kids text, including how they interact • Students will be able to illustrate in class and that the work just and build on one another to pro- cause and e#ect in di#erent graphics didn’t hold his interest. vide a complex analysis; provide an objective summary of the text.

38 theme 3

Cause Effect

Football became more important in Wes’s life a.

b. Wes made it to the next grade level

Wes was enrolled in his third elementary school c.

Wes didn’t act up in class d.

e. Wes said he was bored in school

2| Identify an example from the book in which one e#ect had two causes. Complete the graphic below using the example you identi"ed.

Cause + Cause = Effect

a. ______b. ______c. ______

______

39 3

3| Identify an example from the book in which three causes led to one e#ect. Write those causes and the e#ect next to the appropriate box in the following graphic.

Cause

Cause Cause

Effect

4| Many of the examples of cause a. Identify the decision Wes’s c. What happened as a result of and e#ect from “!e Other Wes mother made prior to this passage. her decision? Moore” illustrate the relationship between an individual’s decision making (the cause) and the consequences of his/her decisions (the e#ect). Keep this in mind and re-read the following passage from page 37.

All right guys, load up, my mother cheerily yelled as she threw in b. Why did she make this d. What might have happened if one !nal bag and slammed shut decision? she made a di#erent decision? the trunk of our lime green Ford Maverick. Nikki helped me get my seat belt done while my mother secured Shani in the car seat. Even as a kid, I could tell my mother’s aggressive good cheer was for our bene!t. Before we took o#, she paused to take one !nal look at our house, the house she’d lived in for six years. It already felt like a past life.

40 theme 3

CASE STUDY ACTIVITY

On pages 77–79, Wes writes about the day when his sister, Shani, was assaulted by another girl, Lateshia. Wes explains he and his Aunt BB decided to confront Lateshia and her brother about the incident. In this activity, students will study this “case” and discuss Wes’s decisions, the consequences of those decisions, and predict alternate outcomes had different decisions been made.

Common Core Standards Teach Prior to Activity: Individual Work: Addressed in this Activity: Predictions are when we use 1| Re-read pages 77–79 and information from a passage or complete the following chart that • Determine a central idea of a our previous experiences to guess identi"es the decisions and the text and analyze its development what might happen next in the consequences made by speci"c over the course of the text, includ- story. For example, on page 5 Wes individuals in the story. ing how it emerges and is shaped writes, “!e yell startled me, but and re"ned by speci"c details; her eyes are what I remember. provide an objective summary of ‘Get up to your damn room’ came the text. my mother’s command from the doorway.” Based on this informa- • Determine two or more central tion, the reader can predict that ideas of a text and analyze their “Wes will be grounded” or “Wes development over the course will be forced to apologize to of the text, including how they his sister” based on the provided interact and build on one another information. to provide a complex analysis; Objectives: provide an objective summary of the text. • Students will analyze a passage, or “case,” from “!e Other Wes • Analyze how an author’s choices Moore.” concerning how to structure a text, order events within it (e.g., paral- • Students will predict alternate lel plots), and manipulate time outcomes based on di#erent (e.g., pacing, $ashbacks) create decisions. such e#ects as mystery, tension, or surprise.

41 3

Person Decision Consequence

Shani

Wes

Aunt BB

Lateshia or Her Brother

2| Now, think about alternate decisions that the individuals might have made in this case. Additionally, think about the ways in which the outcomes might have been di#erent if these decisions were made. Complete the chart with your predictions.

Person Alternate Decision Predicted Outcome or Consequence

Shani

Wes

Aunt BB

Lateshia or Her Brother

42 theme writing 3

Common Core Standards • Use various types of phrases Addressed in these (noun, verb, adjectival, adverbial, Writing Activities: participial, prepositional, absolute) and clauses (independent, depen- • Introduce precise claim(s), dent; noun, relative, adverbial) to This section will increase distinguish the claim(s) from convey speci"c meanings and add students’ comprehen- alternate or opposing claims, and variety and interest to writing or create an organization that estab- presentations. sion of “The Other lishes clear relationships among Wes Moore” through claim(s), counterclaims, reasons, • Use a variety of techniques to the writing process. and evidence. sequence events so that they build on one another to create a coher- Speciﬁcally, students • Write arguments to support ent whole. will be asked to develop claims in an analysis of substantive written responses to topics or texts, using valid reason- • Apply knowledge of language to ing and relevant and su&cient understand how language func- prompts in different evidence. tions in di#erent contexts, to make formats, for different e#ective choices for meaning or purposes, and for • Develop claim(s) and counter- style, and to comprehend more claims fairly, supplying evidence fully when reading or listening. different audiences. for each while pointing out the strengths and limitations of both • Use context (e.g., the overall in a manner that anticipates the meaning of a sentence, paragraph, audience’s knowledge level and or text; a word’s position or func- concerns. tion in a sentence) as a clue to the meaning of a word or phrase. • Determine two or more central ideas of a text and analyze their • Use narrative techniques, such development over the course as dialogue, pacing, description, of the text, including how they re$ection, and multiple plot lines, interact and build on one another to develop experiences, events, to provide a complex analysis; and/or characters provide an objective summary of the text. • Provide a concluding statement or section that follows from and • Use words, phrases, and clauses supports the information or expla- to link the major sections of the nation presented (e.g., articulating text, create cohesion, and clarify implications or the signi"cance of the relationships between claim(s) the topic). and reasons, between reasons and evidence, and between claim(s) and counterclaims.

43 3

1| An expository writing is a piece information about the school with Students also predicted the con- that presents new information to readers. In your essay use the notes sequences that may have resulted the reader. In this activity, students you took during the pre-writing from those decisions. Keep that will revisit Wes’s initial experi- and be sure to include information activity in mind and re-read pages ences as his new military school. about the school setting, the ways 119–121 in which Wes and Dalio !ey will be asked to write a three students are taught, and the goals are confronted by teens on their paragraph expository piece that of the school. way to dinner. shares information about the Val- ley Forge Military Academy. • Final Version: After you have • Pre-writing: Write notes about reviewed your draft and received the ways in which this incident • Pre-writing: Re-read pages feedback from a peer, parent, or might have ended if Wes or Dalio 85–97 about Wes’s experiences at teacher, write a "nal version of made di#erent decisions on that the Valley Forge Military Acad- your three paragraph expository night? Write an alternate out- emy. !ink about the following writing essay. come and the di#erent decisions questions and jot notes as you that might have led to that new read. How are the plebes treated? 2| A creative writing piece is an outcome. Why are they treated this way? opportunity for students to use What are the goals of the school? their imaginations to create new • Draft: Write a four paragraph What types of personalities might characters, settings, words, and creative writing essay describ- respond well in this environment scenarios. In this writing activity, ing the new conclusion to this and which ones might not? What students will use a passage from incident. Use your imagination does the school’s surrounding area “!e Other Wes Moore” to create to create a new “story” about that look like? What are the cadets’ an alternate scenario that might night. Include at least three di#er- living quarters like? have occurred if di#erent decisions ent decisions made by Wes and/or were made. Dalio that eventually leads to the • Draft: Now that you have re- new outcome you create. familiarized yourself with Wes’s For item #2 of the “Case Study” initial experiences at his new activity, students identi"ed • Final Version: After you have school, write a three paragraph alternate decisions the individuals edited your draft, write the "nal expository essay that shares might have made in that incident. version of your essay.

44 theme debate 3

Common Core Standards • Cite strong and thorough textual Addressed in this Section: evidence to support analysis of what the text says explicitly as well • Initiate and participate e#ec- as inferences drawn from the text. tively in a range of collabora- tive discussions (one-on-one, in • Analyze a complex set of ideas groups, and teacher-led) with or sequence of events and explain diverse partners on grades 9–12 how speci"c individuals, ideas, or topics, texts, and issues, building events interact and develop over on others’ ideas and expressing the course of the text. their own clearly and persuasively. • Evaluate a speaker’s point of • Come to discussions prepared view, reasoning, and use of evi- having read and researched mate- dence and rhetoric, identifying any rial under study; explicitly draw fallacious reasoning or exaggerated on that preparation by referring or distorted evidence. to evidence from texts and other research on the topic or issue to • Present information, "ndings, stimulate a thoughtful, well-rea- and supporting evidence clearly, soned exchange of ideas. concisely, and logically such that listeners can follow the line of • Work with peers to set rules for reasoning and the organization, collegial discussions and decision- development, substance, and style making (e.g., informal consensus, are appropriate to purpose, audi- Now that students have taking votes on key issues, and ence, and task. read different passages presentation of alternate views), from “The Other Wes clear goals and deadlines, and • Adapt speech to a variety of individual roles as needed. contexts and tasks, demonstrating Moore” and have com- command of formal English when pleted various discus- • Propel conversations by posing indicated or appropriate. sions, activities, and and responding to questions that relate the current discussion to written assignments, broader themes or larger ideas; they will now have the actively incorporate others into opportunity to engage the discussion; and clarify, verify, in a debate with their or challenge ideas and conclusions. peers. • Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

45 3

Teacher Tip: • Explain the purpose of the debate to students and model appropriate debate discourse and transitional phrases such as, “I respectfully disagree with that because…” “You make a good point about ______, I hadn’t thought about that before.” “Can you clarify what you mean?” “Your response made me think about______.” "ese transitional phrases encourage students to be active listeners, to articulate their own opinion in response to others, and require that they utilize details from the book to support their position. • Modify the debate format by alternating between partner/small group debates and debates with the whole class. • For more experienced debaters or in “competitive” debates, teach students about a few debate strategies such as:

“Ad Hominem” means “against A “Red herring” occurs when an the man.” !rough this strategy, irrelevant idea or piece of infor- students should “attack” their mation is entered into the debate opponent’s position or credibility. as a “distracter.” For example, if For example, a student might someone holds the position that argue that Wes’s mother made a the police o&cer should have great decision to send Wes to the arrested Wes after he was caught Valley Forge Military Academy. spray painting public property, Since the opposing position might they might add, “but since the city lack substantial evidence, since jails are so crowded, they let him Wes experienced great success at go. !is is why we should have the school, they might argue that more jails in the city.” !e oppos- a family member from the opposing position should know that the ing position taught at a military issue of overcrowded jails, in this school and therefore they have a case, is a “red herring” because it biased position. Teachers can also o#ers up new information that teach students strategies for avoid- isn’t directly related to the debate ing this “attack” such as restating question. !is is also an oppor- the facts from the book support- tunity to teach students to avoid ing their position and directly speculation and ways to challenge asking their opponent to provide opponents who o#er speculative “hard” facts from the book as well. evidence.

46 theme 3

"e purpose of these debate ques- 1| Wes writes, on page 54 that, 5| !ings change very quickly tions is to increase students’ critical “Later in life, I learned that the for Wes once he returns from the thinking and to strengthen their way many governors projected the Job Corps. Talk about the dif- ability to critique, evaluate, and numbers of beds they’d need for ferent pressures he faced and his form an opinion based on the prison facilities was by examining decision to go back to his life on passages they have read. the reading scores of third grad- the streets? Based on what you ers.” Why do you think governors know about Wes’s life experiences, link prison facilities with third do you believe this was a di&cult grade reading scores? Do you decision for him to make? Do you agree or disagree with this prac- think there were people or oppor- tice? Why? tunities that could have prevented him from making this decision? 2| On pages 57–58, we learn that Wes was initially lured into 6| After Wes is arrested for shoot- dealing drugs because he wanted ing Ray, Tony arrives and their to wear a headset. Do you believe mother says, “It’s too late, Wes is this story or do you think Wes was already gone.” What are the two drawn to drug dealing for other ways in which this quote could be reasons? interpreted? Do you agree with 3| Wes’s teacher bluntly told him, her? “It didn’t matter to her if I showed up because the class ran smoother 7| On pages 176–178, we learn when I wasn’t there.” Do you agree about the numerous goals Wes or disagree with the teacher’s posi- has accomplished since 2000. tion? What would you have done What are the calculated decisions if you were in her shoes? he made in order to accomplish those goals? Do you think Wes is 4| On pages 80–82, Wes is the person responsible for those arrested for tagging and we gain accomplishments or do you think insight into his thoughts related to other individuals are respon- his actions and its consequences. sible? Support your position with Why do you think the police evidence from the book. o&cer responded the way he did? Did the police o&cer do the right thing or should he have handled the situation di#erently.

theme 4 LOSS, FAITH, AND REDEMPTION

“!e Other Wes Moore” shares the life stories of two individuals and the various people in their lives. !e two Wes Moores, along with their friends and family members, experience di#erent “losses,” to di#ering degrees, throughout the book. !ese “losses” include the loss of a family member, the loss of youth and innocence, the loss of freedom, and the loss of time amongst others.

Similarly, both Wes Moores and the people in their !is section examines the themes of “Loss,” “Faith,” lives demonstrate various forms of faith and expe- and “Redemption” through the lenses of both Wes rience redemption in very di#erent ways. Religion, Moores, the individuals in their lives, and the stu- hope, trust, second chances, and forgiveness are all dents participating in this curriculum. !roughout reoccurring examples of faith and redemption that this section, students will have multiple opportuni- emerge throughout the book. ties to sca#old their understanding of these themes, critique and evaluate passages from the book, and to make connections that inform their own lives. discussion 4

Common Core Standards their own views and understand- Addressed in this Section: ing and make new connections in light of the evidence and reason- • Initiate and participate e#ec- ing presented. These discussion ques- tively in a range of collabora- tions are designed to tive discussions (one-on-one, in • Cite strong and thorough tex- groups, and teacher-led) with tual evidence to support analysis encourage students to diverse partners on grades 9-12 of what the text says explicitly as think deeply about the topics, texts, and issues, building well as inferences drawn from the scenarios and ideas pre- on others’ ideas and expressing text. their own clearly and persuasively. sented in “The Other • Analyze a complex set of ideas Wes Moore.” Speciﬁcally, • Come to discussions prepared or sequence of events and explain these discussions will having read and researched mate- how speci"c individuals, ideas, or build students’ reading rial under study; explicitly draw events interact and develop over on that preparation by referring the course of the text. comprehension skills, to evidence from texts and other allow them to connect research on the topic or issue to • Evaluate a speaker’s point the book to their own stimulate a thoughtful, well- of view, reasoning, and use of reasoned exchange of ideas. evidence and rhetoric, identifying lives, provide opportu- any fallacious reasoning or exag- nities for them to learn • Work with peers to set rules for gerated or distorted evidence. from their classmates, collegial discussions and decision- making (e.g., informal consensus, • Present information, "ndings, and increase their critical taking votes on key issues, and and supporting evidence clearly, thinking skills. presentation of alternate views), concisely, and logically such that clear goals and deadlines, and listeners can follow the line of individual roles as needed. reasoning and the organization, development, substance, and style • Propel conversations by posing are appropriate to purpose, audi- and responding to questions ence, and task. that relate the current discussion to broader themes or larger • Adapt speech to a variety of ideas; actively incorporate others contexts and tasks, demonstrat- into the discussion; and clarify, ing command of formal English verify, or challenge ideas and when indicated or appropriate. conclusions.

• Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify

50 theme 4

Teacher Tip: Remind your students about the theme of “Loss, Faith, and Redemption” and encourage them to respond with that theme in mind. Although these discussion questions will guide the conversation, the teacher should ensure that all comments are grounded by the overarching theme so that students’ understanding of “Loss, Faith, and Redemption” is reinforced.

Read the following prompts and have a discussion with a partner, small group, or entire class.

1| What does it mean to have 7| On page xiv, Wes writes that, 11| Talk about the sadness that faith in something? What are “Life and death, freedom and both Wes Moores share when it things that you have faith in? bondage hang in the balance of comes to their fathers? How are everything.” Does this quote relate their losses similar? How are they 2| What does redemption mean? to the themes of faith or redemp- di#erent? Have you ever experienced tion? How so or why not? redemption? Share your example 12| What do you think is going of redemption with the class. 8| After getting in trouble on page through Mary’s mind when she 10, Wes is sent to his room. As sees her two sons wanted for arrest 3| Can you think of other stories he waits for his mother to punish on the television? How did you you have read or movies you have him, Wes says he was, “Men- feel when you read that Wes and seen that involve themes of faith? tally running through my non- Tony might be responsible for this existent options for escape.” In crime? 4| Can you think of other sto- this example, what are the ways in ries you have read or movies you which Wes might have been able have seen that involve themes of to redeem himself? redemption? 9| Describe the scene in the 5| Have you yet identi"ed any kitchen when Wes loses his examples of faith and redemption father? What is his reaction? in “!e Other Wes Moore”? Share What are the two memories he them with the class. recalls of his father?

6| On page xiii, Wes writes, “But 10| !e “other” Wes has a di#er- even the worst decisions we make ent memory of his father, describe don’t necessarily remove us…” it. How are his memories di#erent What does this quote mean and from those of the author? how does it relate to the theme of redemption?

51 activities 4

THE POWER OF “LOSS”

The individuals in “The Other Wes Moore” lose things at different points in the book. In this activity, students will think about what it means to lose someone or something and the ways that loss affects a person.

Common Core Standards Teach Prior to Activity: 2| !ink about what it means to Addressed in this Activity: Sequencing refers to the ways that lose something and make a list an author shares events with read- of the things that you have lost • Analyze how the author unfolds ers in a particular order. Events are in your lifetime. Write as many an analysis or series of ideas or typically sequenced in the chrono- things that come to mind on your events, including the order in logical order in which it happens list. which the points are made, how or in step-by-step order such as a they are introduced and devel- cooking recipe. 3| How many of the items from oped, and the connections that are your list were physical objects Objectives: drawn between them. like house keys or an ipod? How • Students will understand the many of the losses from your list • Analyze how an author’s choices theme of “loss” by identifying involved other things such as a concerning how to structure a text, examples from the book and their lost loved one, lost time, or loss of order events within it (e.g., paral- own life. faith? lel plots), and manipulate time (e.g., pacing, $ashbacks) create • Students will be able to articu- 4| Complete the following chart such e#ects as mystery, tension, or late the impact that di#erent by "rst identifying a particular loss surprise. losses had on their life. and then specifying the ways in which that loss a#ected your life. • Determine two or more central • Students will demonstrate their Be sure to list the consequences ideas of a text and analyze their ability to sequence items in the of that loss in the correct chrono- development over the course correct chronological order. logical sequence. of the text, including how they Individual Work: interact and build on one another to provide a complex analysis; 1| Name two speci"c examples provide an objective summary of from the book in which an the text. individual lost something. Draw a diagram or chart to show how • Analyze a complex set of ideas the two examples were similar and or sequence of events and explain di#erent. Be sure to name the per- how speci"c individuals, ideas, or son with the loss, the thing they events interact and develop over lost, and the page from the book the course of the text. that talks about the loss.

52 theme 4

The thing I lost: The impact the loss had on my life:

• I didn’t have music for the bus ride home • I had to save money for over three months Ex. Ipod • I didn’t have money to go to the movies with friends • I ﬁnally saved enough money and bought a new ipod • I took better care of my new ipod

53 4

THE FACTS AND OPINIONS OF FAITH AND REDEMPTION

Common Core Standards Teach Prior to Activity: Addressed in this Activity: • Readers should di#erentiate between Fact and Opinion as they • Analyze how the author unfolds read di#erent texts so that they This activity will continue an analysis or series of ideas or can formulate their own under- to explore the themes of events, including the order in standing of the material they read. “faith” and “redemption.” which the points are made, how A fact is a piece of information they are introduced and devel- that can be proven to be true and Students will use pas- oped, and the connections that are cannot be disagreed with. An sages from the book and drawn between them. opinion, however, is an individual’s discuss the roles these belief or personal position. Opin- • Determine two or more central ions can be supported by facts themes play in resolving ideas of a text and analyze their but they cannot be proven to be different situations. development over the course true or false. For example, “Wes of the text, including how they attended Valley Forge Military interact and build on one another Academy” is a fact and, “Enroll- to provide a complex analysis; ing Wes in Valley Forge Military provide an objective summary of Academy was a great decision” is the text. an opinion.

Objectives: • Analyze a complex set of ideas or sequence of events and explain • Students will know the di#er- how speci"c individuals, ideas, or ence between fact and opinion. events interact and develop over the course of the text. • Students will be able to identify examples of fact and opinion from “!e Other Wes Moore.”

• Student will articulate speci"c facts and create opinions related to the theme of “faith” and “redemption.”

54 theme 4

Individual Work: • On page 168, Wes asks his 3| With these examples in mind, 1| !ere are several ways in which South African host mother how or others that you think of, write the themes “faith” and “redemp- she was able to forgive the pain three opinions from the book tion” emerge in the book. Keep of apartheid and she responds, related to the theme of faith. these two themes in mind and “Because Mr. Mandela asked a. read the following examples: us to.” b. c. • On page 3, the two Wes Moores • On page 173 we read that in share an understanding that they prison, “Wes is now a devout 4| With these examples in mind, are going to mourn absences of Muslim. Initially, he went to or others that you think of, write their fathers in di#erent ways. Friday mosque services because three facts from the book related they were the only opportunity he to the theme of redemption. • On page 36, Wes’s mom gives a had to see his brother, Tony, who a. "nancial gift to help emergency was also in Jessup, but eventu- b. aid providers avoid making the ally he started to pay attention c. same mistake that caused the to the message and decided to death of Wes’s father. learn more.” 5| With these examples in mind, or others that you think of, write • On page 122, we read how the 2| With these examples in mind, three opinions from the book wooded area surrounding Valley or others that you think of, write related to the theme of redemption. Forge played dual roles in this three facts from the book related a. story. First it posed as an obstacle to the theme of faith. b. for Wes and then it was a haven. a. c. b. • On pages 135–137, Wes c. describes his experience as para- trooper jumping out of the plane and the di#erent things he had faith in as he prepared to jump.

55 writing 4

Common Core Standards • Use various types of phrases Addressed in these (noun, verb, adjectival, adverbial, Writing Activities: participial, prepositional, absolute) and clauses (independent, depen- • Introduce precise claim(s), dent; noun, relative, adverbial) to This section will increase distinguish the claim(s) from convey speci"c meanings and add students’ comprehen- alternate or opposing claims, and variety and interest to writing or create an organization that estab- presentations. sion of “The Other Wes lishes clear relationships among Moore” through the claim(s), counterclaims, reasons, • Use a variety of techniques to writing process. Spe- and evidence. sequence events so that they build on one another to create a coher- ciﬁcally, students will be • Write arguments to support ent whole. asked to develop written claims in an analysis of substantive responses to prompts topics or texts, using valid reason- • Apply knowledge of language to ing and relevant and su&cient understand how language func- in different formats, for evidence. tions in di#erent contexts, to make different purposes, and e#ective choices for meaning or for different audiences. • Develop claim(s) and counter- style, and to comprehend more claims fairly, supplying evidence fully when reading or listening. for each while pointing out the strengths and limitations of both • Use context (e.g., the overall in a manner that anticipates the meaning of a sentence, paragraph, audience’s knowledge level and or text; a word’s position or func- concerns. tion in a sentence) as a clue to the meaning of a word or phrase. • Determine two or more central ideas of a text and analyze their • Use narrative techniques, such development over the course as dialogue, pacing, description, of the text, including how they re$ection, and multiple plot lines, interact and build on one another to develop experiences, events, to provide a complex analysis; and/or characters. provide an objective summary of the text. • Provide a concluding statement or section that follows from and • Use words, phrases, and clauses supports the information or expla- to link the major sections of the nation presented (e.g., articulating text, create cohesion, and clarify implications or the signi"cance of the relationships between claim(s) the topic). and reasons, between reasons and evidence, and between claim(s) and counterclaims.

56 theme 4

1| A persuasive writing piece position. Remember to use facts might really be like if they “lived encourages others to think or and opinions from the book to in a bubble.” act in a certain way. In the book, support your position. Use com- the “other” Wes Moore is found pelling language to try to persuade • Pre-writing: Write notes about guilty of murder and we learn the reader that your position is what your bubble might look like that he will spend the rest of his worth acting on. In your sixth (it does not need to be sphere life in prison. Imagine that Wes paragraph, conclude your essay by shaped; you might choose to cre- is scheduled to meet with a judge re-stating your position and high- ate a “bubble” that looks more like to discuss the possibility of parole. lighting your supporting evidence. a glass box). What are some of Write a six paragraph essay that the things you would be protected attempts to persuade the judge • Final Version: After you have from if you lived in a bubble? that Wes Moore deserves to spend reviewed your draft and received What are some things you would the rest of his life in prison or an feedback from a peer, parent, or be deprived of if you lived in a essay that persuades the judge that teacher, write a "nal version of bubble? Wes deserves a chance at redemp- your essay. tion and that he should receive a • Draft: Use your pre-writing reduced prison sentence. 2| A creative writing piece is an notes to write a four paragraph opportunity for students to use creative writing story about your • Pre-writing: !ink about the their imaginations to create new life in a bubble. Use your imagi- task and select the position you characters, settings, words, and nation to create your story. Use plan to take in your essay. Re-read scenarios. On page 118, Wes talks adjectives and imagery to describe the book and identify "ve reasons about his military school being your life. Be sure to explain the that support your position. a “force "eld” and how he felt as pros and cons of living in the if he was in a bubble being kept bubble. Lastly, give your story • Draft: Write your six paragraph from the outside world. In this a title. essay. Be sure clearly explain your writing activity, students will be position in the "rst paragraph. !e asked to write a four paragraph • Final Version: After you have second through "fth paragraphs creative story describing what life edited your draft, write the "nal should be spent explaining your version of your essay.

57 debate 4

Common Core Standards • Cite strong and thorough textual Addressed in this Section: evidence to support analysis of what the text says explicitly as • Initiate and participate e#ec- well as inferences drawn from tively in a range of collabora- the text. tive discussions (one-on-one, in groups, and teacher-led) with • Analyze a complex set of ideas Now that students have diverse partners on grades 9–12 or sequence of events and explain read different passages topics, texts, and issues, building how speci"c individuals, ideas, or from “The Other Wes on others’ ideas and expressing events interact and develop over their own clearly and persuasively. the course of the text. Moore” and have completed various discus- • Come to discussions prepared • Evaluate a speaker’s point of sions, activities, and having read and researched mate- view, reasoning, and use of evi- written assignments, rial under study; explicitly draw dence and rhetoric, identifying on that preparation by referring any fallacious reasoning or exag- they will now have the to evidence from texts and other gerated or distorted evidence. opportunity to engage research on the topic or issue in a debate with their to stimulate a thoughtful, well- • Present information, "ndings, reasoned exchange of ideas. and supporting evidence clearly, peers. concisely, and logically such that • Work with peers to set rules for listeners can follow the line of collegial discussions and decision- reasoning and the organization, making (e.g., informal consensus, development, substance, and style taking votes on key issues, and are appropriate to purpose, audi- presentation of alternate views), ence, and task. clear goals and deadlines, and individual roles as needed. • Adapt speech to a variety of contexts and tasks, demonstrating • Propel conversations by posing command of formal English when and responding to questions that indicated or appropriate. relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

• Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

58 theme 4

“Ad Hominem” means “against A “Red herring” occurs when an the man.” !rough this strategy, irrelevant idea or piece of infor- students should “attack” their mation is entered into the debate opponent’s position or credibility. as a “distracter.” For example, if For example, a student might someone holds the position that argue that Wes’s mother made a the police o&cer should have great decision to send Wes to the arrested Wes after he was caught Valley Forge Military Academy. spray painting public property, Since the opposing position might they might add, “but since the city lack substantial evidence, since jails are so crowded, they let him Wes experienced great success at go. !is is why we should have the school, they might argue that more jails in the city.” !e oppos- a family member from the opposing position should know that the ing position taught at a military issue of overcrowded jails, in this school and therefore they have a case, is a “red herring” because it biased position. Teachers can also o#ers up new information that teach students strategies for avoid- isn’t directly related to the debate ing this “attack” such as restating question. !is is also an oppor- the facts from the book support- tunity to teach students to avoid ing their position and directly speculation and ways to challenge asking their opponent to provide opponents who o#er speculative “hard” facts from the book as well. evidence.

59 4

"e purpose of these debate questions 1| On page 15, Wes talks about 3| Should convicted criminals be is to increase students’ critical think- the faith his father put in the hos- given to opportunity to redeem ing and to strengthen their ability pital. Do you think the hospital themselves and re-enter society? to critique, evaluate, and form an deserved that type of faith? What opinion based on the passages they do they do to earn, or not earn, it? 4| !e murdered police o&cer have read. from the story left behind a wife 2| Do public schools deserve our and "ve children. How do you faith? Use examples from the think they feel about this book book and your own experiences being written? Do you think the to defend your position. author does a good job respecting them, their loss, and the memory of their husband/father?

60 theme 5

theme 5 PEER, PARENT, AND COMMUNITY SUPPORT

As Wes re$ects on his life during a trip to South Africa he writes, “His tribe’s in$uence in making him a man was obvious and indelible. At that moment, I realized the jour- ney I took was never mine alone either.” !is realization from the end of “!e Other Wes Moore” illustrates the fact that Wes’s peers, parents, family, and community all had positive in$uences on him.

!e theme of “Peer, Parent, and Community Sup- !rough this theme, students will be prompted to port” refers to the people and the ways in which consider the roles di#erent people played in Wes Wes’s life and his decisions were heavily in$uenced Moore’s life, recognize the importance of having by the people he surrounded himself with. Simi- people to support them, and identify the peers, larly, the “other” Wes Moore was also in$uenced by parents, and community members who support the people in his life. them in their daily lives.

61 theme discussion 5

Common Core Standards their own views and understand- Addressed in this Section: ing and make new connections in light of the evidence and reason- • Initiate and participate e#ec- ing presented. These discussion ques- tively in a range of collabora- tions are designed to tive discussions (one-on-one, in • Cite strong and thorough textual groups, and teacher-led) with evidence to support analysis of encourage students to diverse partners on grades 9-12 what the text says explicitly as well think deeply about the topics, texts, and issues, building as inferences drawn from the text. scenarios and ideas pre- on others’ ideas and expressing their own clearly and persuasively. • Analyze a complex set of ideas sented in “The Other or sequence of events and explain Wes Moore.” Speciﬁcally, • Come to discussions prepared how speci"c individuals, ideas, or these discussions will having read and researched mate- events interact and develop over build students’ reading rial under study; explicitly draw the course of the text. on that preparation by referring comprehension skills, to evidence from texts and other • Evaluate a speaker’s point of allow them to connect research on the topic or issue view, reasoning, and use of evi- the book to their own to stimulate a thoughtful, well- dence and rhetoric, identifying any reasoned exchange of ideas. fallacious reasoning or exaggerated lives, provide opportu- or distorted evidence. nities for them to learn • Work with peers to set rules for from their classmates, collegial discussions and decision- • Present information, "ndings, making (e.g., informal consensus, and supporting evidence clearly, and increase their critical taking votes on key issues, and concisely, and logically such that thinking skills. presentation of alternate views), listeners can follow the line of clear goals and deadlines, and reasoning and the organization, individual roles as needed. development, substance, and style are appropriate to purpose, audi- • Propel conversations by posing ence, and task. and responding to questions that relate the current discussion to • Adapt speech to a variety of broader themes or larger ideas; contexts and tasks, demonstrating actively incorporate others into command of formal English when the discussion; and clarify, verify, indicated or appropriate. or challenge ideas and conclusions.

• Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify

62 theme 5

Teacher Tip: Remind your students about the theme of “Peer, Parent, and Community Support” and encourage them to respond with that theme in mind. Although these discussion questions will guide the conversation, the teacher should ensure that all comments are grounded by the overarching theme so that students’ understanding of “Peer, Parent, and Community Support” is reinforced.

Read the following prompts and have a discussion with a partner, small group, or whole class.

1| How do your peers/friends 7| Discuss the role of family in 12| Who are the people in your support you? this book. How was Wes’s rela- life that have a positive in$uence tionship with his sister similar and on you? Explain why they are 2| Give an example of how your di#erent from Wes’s relationship important to you and your future. parents and family support you? with his brother Tony? Provide as many examples as 13| After being accepted to Johns possible. 8| After moving to New York, Hopkins, Wes writes, “Having an Wes meets new friends and bonds advocate on the inside, someone 3| What role does your com- with them on the basketball court. who had gotten to know me and munity or neighborhood play in How did these peer relationships understood my story on a personal supporting you? in$uence Wes? level, had obviously helped. It made me think deeply about the 4| How would your life be dif- 9| Re-read pages 50–51 and way privilege and preference work ferent if you did not have the explain how drugs negatively in the world, and how many kids support of peers, parents, or your impacted Wes’s community. who didn’t have ‘luck’ like mine in community? this instance would "nd them- 10| How did their grand mothers selves forever outside the ring of 5| How would your life be di#er- impact the lives of both Wes power and prestige.” What does ent if you had additional sup- Moores? this quote mean and how does it port from peers, parents, or your relate to the theme of peer, parent, community? 11| Look at the organizations and community support? listed at the back of the book. 6| On page 36, we learn that Wes’s Have you ever heard of these mother slept in the living room to organizations? If you are a member protect the kids from a possible of one or more of these groups, intruder. What other things did share your experiences. If not, she do to protect her children? which organization sounds the most interesting to you and why?

63 theme activities 5

INTERVIEW A LEADER

In this activity, students will be asked to identify someone they see as a “leader.” Students will first define what makes a person a leader. They will then construct a series of questions they would like to ask a leader from their life. In conclusion, students will be asked to interview that person and report their key findings.

Common Core Standards Teach Prior to Activity: Individual Work: Addressed in this Activity: A Cluster Diagram is a type of 1| In “!e Other Wes Moore” we graphic organizer that helps learn about the leaders that had • Analyze how the author unfolds students to group, or cluster, their positive in$uences on the author. an analysis or series of ideas or thoughts around a central topic. We also learn how Wes, himself, events, including the order in Cluster diagrams are often used as becomes a leader in di#erent which the points are made, how a pre-writing activity to encourage contexts. Consider what it means they are introduced and devel- students to brainstorm ideas, words, to be a leader and write one lead- oped, and the connections that are or subtopics directly related to the ership quality you value in each drawn between them. main idea. blank box of the following cluster diagram. Objectives: • Determine two or more central ideas of a text and analyze their • Students will complete a cluster 2| Now that you have identi"ed development over the course diagram with the essential quali- the qualities you look for in a of the text, including how they ties they look for in a leader. leader, select a leader from the past interact and build on one another or present who embodies each of to provide a complex analysis; • Students will de"ne the term the nine qualities you identi"ed in provide an objective summary of “leader” and identify the lead- the previous item. the text. ers that posses the qualities they value. 3| Identify a leader from your own • Analyze a complex set of ideas life that you would like to inter- or sequence of events and explain • Students will interview a leader view. When selecting this leader, how speci"c individuals, ideas, or of their choice. be sure to select a person that events interact and develop over you have access to. For example, the course of the text. • Students will share what they it might be wonderful to inter- learned from their interview with view the President of the United the class. States, but you will likely "nd it

64 theme 5

very di&cult to actually interview list of the ten questions you would 5| Following your interview, our country’s President. For this like to ask that leader. prepare a "fteen minute presenta- reason, think of leaders in your tion to share your "ndings with school such as a principal, assis- 4| Contact that person to request an audience. Your presentation tant principal, or teacher. Other a day and time to interview him/ should include a brief introduction examples of leaders you might her. You can either interview the of the person you selected, the choose to interview are your sports leader in person, by phone, or by leadership qualities they possess, coaches, afterschool activity lead- e-mail. the reason you chose to interview ers, or a leader from your com- him/her, and a few key "ndings munity, family, or church. Create a from your interview.

a. b. c.

d. e. QUALITIES OF A LEADER

f. g. h.

65 theme 5

TAKING ACTION ACTIVITY

Community support plays a big role in “The Other Wes Moore.” We learn about the positive and negative ways that both Wes Moores are affected by their different communities. Through this activity, students will create a plan to take action within their own community, or school, to make a positive impact on others.

Common Core Standards Teach Prior to Activity: Individual Work: Addressed in this Activity: A T-Chart is a graphic organizer 1| In “!e Other Wes Moore,” we that groups two aspects of an item learn about the neighborhoods • Determine a central idea of a or topic into separate columns. that both Wes Moores lived in. text and analyze its development !ese charts get their name from We also learn about their school, over the course of the text, includ- the fact that they look like a capi- religious, and family communities. ing how it emerges and is shaped tal letter “T.” T-charts are com- List at lease three of the di#er- and re"ned by speci"c details; monly used to illustrate opposites ent communities you belong to. provide an objective summary of such as fact/opinion or good/bad. In addition, list one or two of the the text. leaders for each of those com- A strategic plan is a description of munities. For example, you might • Determine two or more central a goal and the speci"c steps and say that you belong to your school ideas of a text and analyze their timeline necessary to accomplish community and two of its leaders development over the course the goal. are Mrs. Rivera, the principal and of the text, including how they Mr. Anderson, your teacher. Objectives: interact and build on one another to provide a complex analysis; • Students will identify the di#er- 2| Focus on one of the communi- provide an objective summary of ent communities they belong to. ties you listed for the previous the text. item and complete the following • Students will identify the posi- T-Chart with positive and negative and negative aspects of those tive aspects of that community. di#erent communities.

• Students will create a strategic plan to positively impact their communities.

66 theme 5

NAME OR TYPE OF COMMUNITY:

Positive Aspects of the Community Negative Aspects of the Community

3| Now that you have identi"ed a speci"c community you belong to and some of the positive and negative aspects of that community, you will develop a strategic plan to impact that community in a positive way. Answer the following questions to begin work on your strategic plan.

A. I want to positively impact my community by: ______

______

B. I will work with the following community leader(s) to make a positive impact:

______

C. In order to make this happen, I will take the following steps:

______

D. I would like to successfully accomplish this goal by (set date):

______

E. I will know I have accomplished my goal when (describe what will be di#erent or better about your community):

______

67 theme writing 5

Common Core Standards • Use various types of phrases Addressed in these (noun, verb, adjectival, adverbial, Writing Activities: participial, prepositional, absolute) and clauses (independent, depen- • Introduce precise claim(s), dent; noun, relative, adverbial) to This section will increase distinguish the claim(s) from convey speci"c meanings and add students’ comprehen- alternate or opposing claims, and variety and interest to writing or create an organization that estab- presentations. sion of “The Other Wes lishes clear relationships among Moore” through the claim(s), counterclaims, reasons, • Use a variety of techniques to writing process. Spe- and evidence. sequence events so that they build on one another to create a coher- ciﬁcally, students will be • Write arguments to support ent whole. asked to develop written claims in an analysis of substantive responses to prompts • Apply knowledge of language to topics or texts, using valid reason- in different formats, for ing and relevant and su&cient understand how language func- evidence. tions in di#erent contexts, to make different purposes, and e#ective choices for meaning or for different audiences. • Develop claim(s) and counter- style, and to comprehend more claims fairly, supplying evidence fully when reading or listening. for each while pointing out the strengths and limitations of both • Use context (e.g., the overall in a manner that anticipates the meaning of a sentence, paragraph, audience’s knowledge level and or text; a word’s position or func- concerns. tion in a sentence) as a clue to the meaning of a word or phrase. • Determine two or more central ideas of a text and analyze their • Use narrative techniques, such development over the course as dialogue, pacing, description, of the text, including how they re$ection, and multiple plot lines, interact and build on one another to develop experiences, events, to provide a complex analysis; and/or characters provide an objective summary of the text. • Provide a concluding statement or section that follows from and • Use words, phrases, and clauses supports the information or expla- to link the major sections of the nation presented (e.g., articulating text, create cohesion, and clarify implications or the signi"cance of the relationships between claim(s) the topic). and reasons, between reasons and evidence, and between claim(s) and counterclaims.

68 theme 5

1| A persuasive writing piece • Draft: Now that you have 2| A creative writing piece is an encourages others to think or thought about the impact a role opportunity for students to use act in a certain way. In “!e model can have and you identi- their imaginations to create new Other Wes Moore,” we discover "ed speci"c examples of the role characters, settings, words, and the people who emerged as role models in Wes’s life, write a "ve scenarios. On page 169 Wes talks models for the author. Write a paragraph persuasive essay. First, about the Xhosa ritual when "ve paragraph persuasive essay introduce the role model that, you boys spend four weeks with the that identi"es Wes Moore’s believe, had the biggest impact on elders and learn what it means to most in$uential role model. Use Wes’s life. Second, use examples be a Xhosa man. Today, you will evidence from the book to support from the book to support your write a four paragraph creative your position and encourage your position. !ird, remember to use writing essay and create a ritual. readers to agree with you. compelling language to persuade Your essay should explain who your readers to agree with you. would participate in the ritual, the • Pre-writing: !ink about the Finally, conclude your essay by purpose of the ritual, how long ways that a role model can posi- summarizing your position. the ritual would take, and where it tively shape a person’s life. Gener- . would take place. ate a list of the people that had a • Final Version: After you have positive impact on Wes Moore’s reviewed your draft and received • Pre-writing: !ink about the life. As a part of your list, include feedback from a peer, parent, or rituals that you have seen or speci"c examples of the ways that teacher, write a "nal version of participated in such as a wedding, person impacted Wes. your "ve paragraph essay. funeral, or graduation. Also, think about the ritual that Wes describes

69 theme 5

on page 169. Write a few ideas for • Draft: Use the chart you created the ritual. Your fourth paragraph a ritual you would like to create. for the pre-writing to help you should conclude the essay. !ink about the purpose, partici- write a four paragraph creative • Final Version: After you have pants, and location of the ritual. writing essay. Your "rst paragraph reviewed your draft and received Write your notes in the following should introduce the name and feedback from a peer, parent, chart: purpose of the ritual. !e second or teacher, write a "nal version and third paragraphs should pro- of your four paragraph creative vide information about the par- writing essay. ticipants, duration, and location of

NAME OF RITUAL

Who are the participants? What is the purpose of the ritual?

How long would the ritual take? Where would the ritual take place?

70 theme debate 5

• Come to discussions prepared • Evaluate a speaker’s point of having read and researched mate- view, reasoning, and use of evi- rial under study; explicitly draw dence and rhetoric, identifying on that preparation by referring any fallacious reasoning or exag- to evidence from texts and other gerated or distorted evidence. research on the topic or issue to stimulate a thoughtful, well- • Present information, "ndings, reasoned exchange of ideas. and supporting evidence clearly, concisely, and logically such that • Work with peers to set rules for listeners can follow the line of collegial discussions and decision- reasoning and the organization, making (e.g., informal consensus, development, substance, and style Now that students have taking votes on key issues, and are appropriate to purpose, audi- read different passages presentation of alternate views), ence, and task. from “The Other Wes clear goals and deadlines, and individual roles as needed. • Adapt speech to a variety of Moore” and have com- contexts and tasks, demonstrating pleted various discus- • Propel conversations by posing command of formal English when sions, activities, and and responding to questions that indicated or appropriate. relate the current discussion to written assignments, broader themes or larger ideas; they will now have the actively incorporate others into opportunity to engage the discussion; and clarify, verify, or challenge ideas and conclusions. in a debate with their peers. • Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

71 theme 5

“Ad Hominem” means “against A “Red herring” occurs when an the man.” !rough this strategy, irrelevant idea or piece of infor- students should “attack” their mation is entered into the debate opponent’s position or credibility. as a “distracter.” For example, if For example, a student might someone holds the position that argue that Wes’s mother made a the police o&cer should have great decision to send Wes to the arrested Wes after he was caught Valley Forge Military Academy. spray painting public property, Since the opposing position might they might add, “but since the city lack substantial evidence, since jails are so crowded, they let him Wes experienced great success at go. !is is why we should have the school, they might argue that more jails in the city.” !e oppos- a family member from the opposing position should know that the ing position taught at a military issue of overcrowded jails, in this school and therefore they have a case, is a “red herring” because it biased position. Teachers can also o#ers up new information that teach students strategies for avoid- isn’t directly related to the debate ing this “attack” such as restating question. !is is also an oppor- the facts from the book support- tunity to teach students to avoid ing their position and directly speculation and ways to challenge asking their opponent to provide opponents who o#er speculative “hard” facts from the book as well. evidence.

72 theme 5

"e purpose of these debate ques- 1| Do you think Wes’s brother, 7| On page 161, Wes writes, tions is to increase students’ critical Tony, is a good role model? “For the rest of us—those who thinking and to strengthen their Why or why not? snuck in despite coming from the ability to critique, evaluate, and margins—the mission has to be form an opinion based on the 2| On pages 36–38 Wes writes to pull up others behind us. !at’s passages they have read. about his mother’s decision to what Paul White did for me, and move from Maryland to New it changed my life.” What does York City. Do you think this was this quote mean and do you agree a good decision? with it? Defend your position.

3| Do you agree or disagree with 8| After living in South Africa, the way Wes’s mother reacted Wes re$ects, “Here, burgeoning after he experimented with drugs? manhood was guided and cel- What do you think is the most ebrated through a rite of passage. e#ective way to respond to a child At home, burgeoning manhood who takes drugs or drinks alcohol? was a trigger for apprehension.” What does this quote mean? Do 4| On page 71, Wes mentions that you agree or disagree with Wes? he skipped school and, “My sister, always the loyal accomplice, never 9| On page 179, Wes writes, snitched.” Do you think Wes’s “What changed was that I found sister made a good decision by myself surrounded by people— not snitching on Wes for cutting starting with my mom, grand- school? Why or why not? parents, uncles, and aunts, and leading to a string of wonderful 5| After catching Wes and Shea role models and mentors—who spray painting public property on kept pushing me to see more than pages 83–84, the cops give the what was directly in front of me, boys a lecture and let them go free. to see the boundless possibilities Is this an example of community of the wider world and the unex- involvement? How or how not? plored possibilities within myself.” Although Wes was fortunate to 6| When Sergeant Austin gave have positive role models in his Wes a map to escape from Valley life, do you think it is possible for Forge on page 91, did you think someone to be successful with- he was being a supportive peer? out peer, parent, or community Did your opinion change after support? reading what happens on pages 92–93.

theme 6 GOALS

In the "rst paragraph of the book, Wes re$ects on an experience from his childhood and says, “Like a dog chasing a car, I had no idea what to do.” Conversely, toward the end of the book, Wes writes that, “Life’s impermanence, I realized, is what makes every single day so precious. It’s what shapes our time here. It’s what makes it so important that not a single moment be wasted.” !ese two examples from the book illustrate an instance when Wes did not have a goal and an instance when he realized the importance of having goals.

As we read about the di#erent individuals in “!e !is "nal section will explore the theme of “Goals” Other Wes Moore,” the theme of “Goals” emerges by "rst having students identify examples of goals, in di#erent contexts. !roughout the book, we or lack of goals, from the book. !ey will then learn about setting goals, the joys of accomplishing participate in di#erent learning opportunities to goals, and the consequences of not having them. sca#old their understanding of the theme. As a culminating activity, students will set ambitious, yet realistic, goals and sign a commitment agreement to accomplish their goals. theme discussion 6

Common Core Standards their own views and understand- Addressed in this Section: ing and make new connections in light of the evidence and reason- • Initiate and participate e#ec- ing presented. These discussion ques- tively in a range of collabora- tions are designed to tive discussions (one-on-one, in • Cite strong and thorough textual groups, and teacher-led) with evidence to support analysis of encourage students to diverse partners on grades 9–12 what the text says explicitly as well think deeply about the topics, texts, and issues, building as inferences drawn from the text. scenarios and ideas pre- on others’ ideas and expressing their own clearly and persuasively. • Analyze a complex set of ideas sented in “The Other or sequence of events and explain Wes Moore.” Speciﬁcally, • Come to discussions prepared how speci"c individuals, ideas, or these discussions will having read and researched mate- events interact and develop over build students’ reading rial under study; explicitly draw the course of the text. on that preparation by referring comprehension skills, to evidence from texts and other • Evaluate a speaker’s point of allow them to connect research on the topic or issue to view, reasoning, and use of evi- the book to their own stimulate a thoughtful, well-rea- dence and rhetoric, identifying any soned exchange of ideas. fallacious reasoning or exaggerated lives, provide opportu- or distorted evidence. nities for them to learn • Work with peers to set rules for from their classmates, collegial discussions and decision- • Present information, "ndings, making (e.g., informal consensus, and supporting evidence clearly, and increase their critical taking votes on key issues, and concisely, and logically such that thinking skills. presentation of alternate views), listeners can follow the line of clear goals and deadlines, and reasoning and the organization, individual roles as needed. development, substance, and style are appropriate to purpose, audi- • Propel conversations by posing ence, and task. and responding to questions that relate the current discussion to • Adapt speech to a variety of broader themes or larger ideas; contexts and tasks, demonstrating actively incorporate others into command of formal English when the discussion; and clarify, verify, indicated or appropriate. or challenge ideas and conclusions.

• Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify

76 theme 6

Teacher Tip: Remind your students about the theme of “Goals” and encourage them to respond with that theme in mind. Although these discussion questions will guide the conversation, the teacher should ensure that all comments are grounded by the overarching theme so that students’ understanding of “Goals” is reinforced.

Read the following prompts and have a discussion with a partner, small group, or entire class.

1| What comes to mind when you 7| On pages 48–49, we learn about 10| On page 133, Wes writes that hear the word “goal?” the sacri"ces Wes and Justin made Colonel Murphy left Valley Forge to attend their school. What did for cancer treatment and said, 2| What is the di#erence between this early experience teach Wes “When it is time for you to leave a short term and a long term goal? and Justin about the importance this school, leave your job, or even of goals? leave this earth, you make sure you 3| Name one goal a doctor might have worked hard to make sure have? Name a goal a police o&cer 8| What was the "nal straw that it mattered you were ever here.” might have? What goals do you pushed Joy Moore to send Wes What goals did Colonel Murphy think teachers have? to Military School? Describe the accomplish in his lifetime? Who interaction between Wes and his do you think supported him in his 4| What goals have you set for mother on pages 87–89. life? yourself in the past? Did you accomplish them? 9| On page 126, Wes writes that, 11| On page 147, Wes and Tony “!e expectations that others rob a jewelry store. What were 5| What would you like to ask place on us form our expectations their goals in doing this? Do you each Wes Moore about their of ourselves.” What does this think they were focusing on short goals? quote mean and how does it speak term or long term goals when to the importance of personal and they made the decision to rob the 6| On pages 16–18, Mary Moore public accountability? jewelry store? receives a letter explaining that her Pell Grant was no longer available. Talk about how her life may have been di#erent if this letter never came? Talk about how it changed her goals and her path in life.

77 theme activities 6

SUCCESS STORY ACTIVITY

On page 108, Wes provides an inspirational example in which Woody over- came obstacles and successfully completed high school. Wes writes that for Woody, “All that mattered was that he was here. He had accomplished his mission of completing high school.” Like Woody, all of us have accomplished big and small goals in our lives. In this activity, students will create a list of the long and short term goals they have accomplished and will identify how they accomplished each goal.

Common Core Standards Teach Prior to Activity: Objectives: Addressed in this Activity: Sequencing refers to the way in • Students will di#erentiate which information is presented in between the short and long term • Analyze a complex set of ideas a particular order. Information can goals they have accomplished. or sequence of events and explain be sequenced in the chronological how speci"c individuals, ideas, or order in which events happen or in • Students will demonstrate their events interact and develop over a step-by-step order such as a cook- understanding of “sequence” and the course of the text. ing recipe. “cause and e#ect” by identifying the steps necessary to accomplish • Analyze how the author unfolds Cause and E#ect describes the rela- di#erent goals. an analysis or series of ideas or tionship between two occurrences events, including the order in in a passage when one occurrence which the points are made, how makes the other occurrence happen. they are introduced and devel- For example, on pages 108–109 we oped, and the connections that are learn that Woody worked very hard, drawn between them. that he stayed out of trouble, and that he graduated from high school. • Determine two or more central In this example, the facts that ideas of a text and analyze their Woody worked hard and stayed development over the course out of trouble are the causes and of the text, including how they the e#ect is that he accomplished interact and build on one another his goal and graduated from high to provide a complex analysis; school. provide an objective summary of the text.

78 theme 6

Individual Work: 1| In previous activities, you learned about “sequencing.” Write the numbers 1–15 next to each item to put them in the correct chronological sequence. #1 should be the "rst thing that happened in the book and #15 should be the last.

____ Wes learns about the “other” Wes Moore ____ Wes is sent to his room because he hit his sister ____ Wes makes new friends in New York City ____ Wes writes “The Other Wes Moore” ____ Wes returns from South Africa ____ Wes tries to run away from Valley Forge ____ Wes and Justin travel a long distance to Military Academy attend school each day ____ Wes and his family load up the car and ____ Wes’s mother decides to move her family drive to New York City to New York City ____ Wes graduates from Valley Forge Military ____ Wes’s mother sends him to Valley Forge Academy Military Academy ____ Wes is impressed when he meets Captain ____ Wes travels to South Africa Hill

____ Wes’s father goes to the hospital ____ Wes is caught by the police for spray painting public property

79 theme 6

2| Complete the following chart with an appropriate cause or e#ect for each item.

CAUSE EFFECT

a. Wes learns about the “other” Wes Moore a.

b. b. Wes travels to South Africa

c. c. Wes’s father goes to the hospital

d. Wes writes “The Other Wes Moore” d.

e. e. Wes and his family move to The Bronx

f. Wes is sent to his room because he f. hit his sister

g. g. Wes makes new friends in NYC

h. Wes tries to run away from Valley Forge h. Military Academy

i. i. Wes and Justin travel a long distance to attend school each day

j. Wes is caught by the police for spray j. painting public property

80 theme 6

3| Complete the following chart with four short term and four long term goals that you have accomplished in your life.

SHORT TERM GOALS LONG TERM GOALS (For Example: Saved $15 in two weeks) (For Example: Got accepted to college)

a. a.

b. b.

c. c.

d. d.

4| Pick one short term goal and one long term goal from the chart you just completed and list the speci"c steps you needed to take in order to accomplish each goal. Be sure to write each step in the correct chronological sequence.

THE SHORT TERM GOAL THE LONG TERM GOAL I ACCOMPLISHED WAS: I ACCOMPLISHED WAS:

3 things I did to accomplish this goal: 5 things I did to accomplish this goal:

a. a.

b. c.

d. c. e.

81 theme 6

5| Each of the short and long term goals you accomplished likely had positive consequences on your life. Identify four long or short term goals you have accomplished. !ink about those goals as “causes” and write the di#erent “e#ects” that resulted from each of your accomplishments.

CAUSE EFFECT (List four goals you have accomplished) (Write how these accomplishments impacted your life)

82 theme 6

CAREER AND LIFE MAP ACTIVITY

In previous activities, students focused on Wes’s successes and presented the short and long term goals they have accomplished. As students likely know, it typically takes a lot of hard work, patience, and support to accomplish different goals. In this activity, students will reﬂect on Wes’s many accomplishments and map out a series of long and short term goals for themselves. In an effort to teach students to be accountable to themselves and others, this activity will also require them to commit to a timeline and to sign an agreement. Students will have the opportunity to identify a peer and an adult to “co-sign” the agreement with them. This Career and Life Map activity stems directly from Wes’s hope that his book will be a “Call to Action” for readers.

Common Core Standards Teach Prior to Activity: Individual Work: Addressed in this Activity: Sequencing refers to the way in 1| Brainstorm a list of the short which information is presented in and long term goals you would • Analyze a complex set of ideas a particular order. Information can like to accomplish in the future. or sequence of events and explain be sequenced in the chronological how speci"c individuals, ideas, or order in which events happen or in 2| Based on the list you just events interact and develop over a step-by-step order such as a cook- generated, identify the three short the course of the text. ing recipe. term goals and two long term goals you would like to prioritize Objectives: • Analyze how the author unfolds for the remainder of this activity. an analysis or series of ideas or • Students will determine their events, including the order in own short and long term goals. which the points are made, how they are introduced and devel- • Students will articulate their oped, and the connections that are process for accomplishing each drawn between them. goal.

• Determine two or more central • Students will describe the di#er- ideas of a text and analyze their ent support systems and resources development over the course they will need to assist them. of the text, including how they interact and build on one another • Student will commit to a to provide a complex analysis; timeline for working toward and provide an objective summary of accomplishing each goal. the text.

83 theme 6

3| Complete the following chart.

The Short Term Goal The Steps I Need to The Resources and I Would Like to Accomplish this Support Systems I Will Accomplish Accomplish is... Goal are... I Will Need are... this Goal by...

a. a. a. a.

b. b. b. b.

c. c. c. c.

The Long Term Goal The Steps I Need to The Resources and I Would Like to Accomplish this Support Systems I Will Accomplish Accomplish is... Goal are... I Will Need are... this Goal by...

d. d. d. d.

e. e. e. e.

4| Now that you have mapped out your plans for three short term and two long term goals, you will hold yourself accountable by signing a contract and obtaining two additional signatures, one from a peer and one from a parent, teacher, or other adult.

84 theme 6

STUDENT AGREEMENT AND SIGNATURE:

I agree to commit to these goals, processes, and timelines. I will remain mindful of these goals and consistently do my best to accomplish them by the deadline attached to each goal. I will be proud of my accomplishments and will not make excuses or failure.

______(Signature) ______(Date)

PEER AGREEMENT AND SIGNATURE:

I agree to hold ______(name of student) accountable to these goals, processes, and timelines. I will do my best to be a positive role model and support him/her as they work toward each goal. I will praise their accomplishments and will not tolerate excuses or failure.

______(Signature) ______(Date)

PARENT/TEACHER/ADULT AGREEMENT AND SIGNATURE:

______(Signature) ______(Date)

85 theme writing 6

Common Core Standards • Use various types of phrases Addressed in these (noun, verb, adjectival, adverbial, Writing Activities: participial, prepositional, absolute) and clauses (independent, depen- • Introduce precise claim(s), dent; noun, relative, adverbial) to This section will increase distinguish the claim(s) from convey speci"c meanings and add students’ comprehen- alternate or opposing claims, and variety and interest to writing or create an organization that estab- presentations. sion of “The Other Wes lishes clear relationships among Moore” through the claim(s), counterclaims, reasons, • Use a variety of techniques to writing process. Spe- and evidence. sequence events so that they build on one another to create a coher- ciﬁcally, students will be • Write arguments to support ent whole. asked to develop written claims in an analysis of substantive responses to prompts topics or texts, using valid reason- • Apply knowledge of language to ing and relevant and su&cient understand how language func- in different formats, for evidence. tions in di#erent contexts, to make different purposes, and e#ective choices for meaning or for different audiences. • Develop claim(s) and counter- style, and to comprehend more claims fairly, supplying evidence fully when reading or listening. for each while pointing out the strengths and limitations of both • Use context (e.g., the overall in a manner that anticipates the meaning of a sentence, paragraph, audience’s knowledge level and or text; a word’s position or func- concerns. tion in a sentence) as a clue to the meaning of a word or phrase. • Determine two or more central ideas of a text and analyze their • Use narrative techniques, such development over the course as dialogue, pacing, description, of the text, including how they re$ection, and multiple plot lines, interact and build on one another to develop experiences, events, to provide a complex analysis; and/or characters. provide an objective summary of the text. • Provide a concluding statement or section that follows from and • Use words, phrases, and clauses supports the information or expla- to link the major sections of the nation presented (e.g., articulating text, create cohesion, and clarify implications or the signi"cance of the relationships between claim(s) the topic). and reasons, between reasons and evidence, and between claim(s) and counterclaims.

86 theme 6

1| A descriptive writing piece uses their successes and the impact of and examples from the book or details to describe a person, place, those successes. your personal experience that or scenario for readers. Midway supports your position. Before you through the book, we learn that • Final Version: After you have begin writing your essay pick the both Wes Moores are making reviewed your draft and received three strongest, or most compel- positive changes in their lives. Wes feedback from a peer, parent, or ling, examples that you plan to Moore, the author, is enrolled at teacher, write a "nal version of include in your essay: Valley Forge Military School and your four paragraph descriptive the “other” Wes Moore is enrolled writing piece. • Draft: Write a four paragraph in the Job Corps. Write a four essay that either supports or dis- paragraph descriptive essay that 2| A persuasive writing piece agrees with Uncle Howard’s quote describes the di#erent goals each encourages others to think or act that Wes should have a “backup Wes has accomplished and explain in a certain way. In the book, Wes plan.” In your "rst paragraph, the impact these positive changes retells a conversation he had with state your position. Your second might have on their futures. his uncle Howard after playing a and third paragraphs should use game of basketball. Uncle Howard speci"c examples from the book • Pre-writing: Write a list of the says he hopes Wes makes it to the or from your own life to support di#erent goals each Wes Moore NBA but also says, “It is impor- your position. Your "nal paragraph has accomplished. Try to identify tant that you understand that the should re-state your position and at least two for each person. chances are not in your favor, and the supporting examples. Be sure you have to have some backup to use compelling language to • Draft: Write a four paragraph plans.” Write a four paragraph persuade your audience to agree descriptive essay that describes persuasive essay either support- with you. two goals that each Wes Moore ing or disagreeing with this quote accomplished. In your essay, from Uncle Howard. • Final Version: After you have explain the impact these posi- reviewed your draft and received tive changes might have on their • Pre-writing: First, decide if feedback from a peer, parent, or futures. Be sure to use descriptive you agree or disagree with Uncle teacher, write a "nal version of language and details to give your Howard. Once you have estab- your three paragraph persuasive reader a clear understanding of lished your position, list details writing piece.

87 theme debate 6

88 theme 6

“Ad Hominem” means “against A “Red herring” occurs when an the man.” !rough this strategy, irrelevant idea or piece of infor- students should “attack” their mation is entered into the debate opponent’s position or credibility. as a “distracter.” For example, if For example, a student might someone holds the position that argue that Wes’s mother made a the police o&cer should have great decision to send Wes to the arrested Wes after he was caught Valley Forge Military Academy. spray painting public property, Since the opposing position might they might add, “but since the city lack substantial evidence, since jails are so crowded, they let him Wes experienced great success at go. !is is why we should have the school, they might argue that more jails in the city.” !e oppos- a family member from the opposing position should know that the ing position taught at a military issue of overcrowded jails, in this school and therefore they have a case, is a “red herring” because it biased position. Teachers can also o#ers up new information that teach students strategies for avoid- isn’t directly related to the debate ing this “attack” such as restating question. !is is also an oppor- the facts from the book support- tunity to teach students to avoid ing their position and directly speculation and ways to challenge asking their opponent to provide opponents who o#er speculative “hard” facts from the book as well. evidence.

89 theme 6

"e purpose of these debate ques- 1| When Tony tried to keep Wes at all. Early losses condition you tions is to increase students’ critical out of trouble, he said, “Do as I to believe that short term plans thinking and to strengthen their say, not as I do.” Do you think this are always smarter. Now Wes’s ability to critique, evaluate, and is a good way to keep youngsters mind wandered to the long term form an opinion based on the out of trouble? Why or why not? for the "rst time. Finally, he could passages they have read. see his future.” Do you think short 2| On page 95 Wes describes the term or long term goals are more "nancial sacri"ces his mother important? Why? Use examples and grandparents made to pay his from the book and your own per- military school’s tuition. What sonal experiences to defend your were their previous goals and what position. were their new goals? Was this a good investment? 5| On page 179, Wes writes, “… We make decisions based on what 3| During his time in the Job we see in that limited world and Corps, Wes decided to build a follow the only models available.” small house for his daughter. Do you agree or disagree with this What does this house symbolize? quote? Do you think Wes should have spent his time building something else?

4| As the “other” Wes Moore pre- pares to spend the rest of his life in prison, Wes, the author, writes, “Maybe it was because he’d never thought long term about his life

90 APPENDIX A: CROSS CURRICULUM EXTENSIONS:

One of the goals of this book is could also use a cause and e#ect connections between their "nd- to help teachers make meaningful approach to encourage students to ings and their own lives. Students connections between the curricula consider, for example, how, slavery, could also be asked to plot the they teach, their students, and segregation, or civil rights relate, cities/countries they are from, or “!e Other Wes Moore.” !ese or do not relate, to the events from the ones they have visited, on the “Cross Curriculum Extensions” “!e Other Wes Moore.” same map/globe. are intended to help teachers English Language Learn- make these connections simply History teachers who teach their ers and Special Education and more e#ectively with students. curriculum thematically could use Students this Teacher’s Guide to identify English Language Arts parallels between the themes they Teachers can use this Teacher’s Although reading comprehen- teach and the content of “!e Guide to make modi"cations sion and formal writing skills are Other Wes Moore.” For example, for English Language Learners, typically prioritized in English a United States history teacher some Special Education students, Language Arts curricula, we might organize her curriculum and struggling readers. Teachers recommend that this Teacher’s around the themes of “con$ict,” should "rst identify the speci"c Guide is used to develop students “reform,” “decisions,” and “equal- literacy skill in need of develop- speaking, listening, and critical ity.” As she presents di#erent seg- ment. Next, teachers should teach thinking skills. For this reason, ments of U.S. history, her students a mini-lesson to target a speci"c this curriculum includes opportu- will categorize the content within skill such as parts of speech or nities for students to speak, listen, each of the themes. Teachers can sentence structure. Following the debate, form an opinion, defend then use this Teacher’s Guide to mini-lesson, the teacher could their viewpoints, and to create help embed key events from “!e then adapt the learning opportu- graphic organizers in addition to Other Wes Moore” within those nities from this Teacher’s Guide so reading comprehension and writ- existing themes. that it only focuses on the content ing activities. or skill taught in the mini-lesson. Geography Social Studies !roughout “!e Other Wes For example, after teaching a mini- Teachers of United States History, Moore,” Wes writes about the lesson on past tense verbs, the World History, and African di#erent cities he lived in, the teacher could then ask students to American Studies typically orga- di#erent cities and countries his read a passage from “!e Other nize their curriculum chronologi- grandparents came from, and the Wes Moore” and write, for exam- cally or thematically. For subjects places he traveled to in his life. ple, "ve past tense verbs. Students taught chronologically, teachers Teachers could use a world map can then be asked to change those can situate the events of “!e or globe and have students place verbs into present tense verbs. Other Wes Moore” within the a marker on each city or country timeline of their existing curricu- mentioned in the book. Teachers can also extend the mini- lum. For example, teachers can lesson and student practice by have students connect particular Teachers could then have their assessing students writing activi- events from “!e Other Wes students do additional extension ties from this Teacher’s Guide Moore” that take place in the early activities in which they research primarily on their use of correct 1980s with other events that take each city/country, identify the past/present tense verbs. place in the United States during people, languages, and cultures of the same time period. Teachers those cities/countries, and make

91 APPENDIX B: ASSESSMENT SUGGESTIONS AND TOOLS:

Discussions: this, teachers might consider response. Speci"cally, teachers !e purpose of the discussion developing two grading scales or should look for a variety of responses questions is to engage students rubrics, one for presenters (speak- as opposed to, “I value telling the in a conversation that links their ing) and one for audience mem- truth. My parents taught me this” personal experiences and opinions bers (listening). and “I value integrity. My parents with the issues and themes from also taught me this.” “!e Other Wes Moore.” Because • Teachers might ask audience Theme #2 “Decision Making” of the personally constructed members to evaluate the presenta- nature of these discussions, it is tions and/or have the presenters • Although student responses will recommended that teachers use an evaluate the audience members. vary slightly, teacher should ensure informal assessment for class dis- that students correctly answer Theme #1 “Letter to Wes cussions. Teachers might consider ques tions #2–5 and demonstrate a Moore” participation points or assessing solid understanding of “cause and student responses with a “plus,” • Teachers should use the Writing e#ect.” “check,” or “minus” for these class Rubric provided (or a rubric of discussions. their own choice) to assess stu- • Teachers should assess student dents’ writing for this activity. mastery of “cause and e#ect,” Activities: “predictions,” and their compre- Theme #1 “Creating a Venn Teachers might choose to use the hension of “!e Other Wes Diagram” following suggestions to inform Moore” based on the chart they their formative and summative • Teacher should ensure that complete for question #6. assessments for students in each student completes the Venn Dia- Theme #3 “Illustrating Cause activity from this curriculum. grams with accurate information and Effect” and that the overlapping areas are Theme #1 “Identifying our correct. • Although student responses will Identities” vary, teacher should ensure that • Ensure that students demon- • In addition to the accuracy of students complete the chart for strate the di#erence between 1st the information included in each question #1 and demonstrate a and 3rd person points of view in Venn diagram, teachers should solid understanding of “cause and Item #1 and #2. also assess students on the depth, e#ect.” detail, and richness of their • Teachers should assess students responses. • Teachers should assess student on their ability to follow direc- mastery of “cause and e#ect,” Theme #2 “Personal Values tions, apply their understandings and their comprehension of “!e Inventory” of “!e Other Wes Moore,” and Other Wes Moore” based on their the connections they make to their • Students should be informally responses to questions #2–4. own lives. Teachers should also assessed on their participation Theme #3 “Case Study” assess students on the depth, detail, within their small group. and richness of their responses. • Although student responses will • Teacher should ensure that vary slightly, teacher should ensure Theme #1 “Story of my Name” students correctly follow the that students complete the chart • Students should be evaluated directions for questions #2 and for question #1 and demonstrate a based on their presentation as well #3. Students should be assessed solid understanding of “cause and as the role they play as an audi- on the examples they provide and e#ect” based on the decisions and ence member. While assessing the depth and quality of each consequences they identify.

92 • Teachers should assess student • Students should then be assessed Theme #6 “Career and Life mastery of making predictions based on their presentation. Map” based on their responses question Teachers should establish a formal • Because this is highly personal- #2 in which they identify alternate assessment rubric and present it to ized activity, it is important that decisions and predict di#erent students at the beginning of the teachers explicitly frame the consequences or outcomes. activity. Recommended categories activity’s purpose and expectations for the rubric include: quality of in the beginning. Teachers should Theme #4 “The Power of Loss” selected leader, student prepara- then provide feedback and guid- • Teachers should assess students tion for interview, informative ance to students as they develop on question #1 based on their value of presentation, and creativ- their Career and Life Map. ability to select and complete an ity and/or audience enjoyment of appropriate graphic organizer, presentation. • Teachers should help student to such as a Venn diagram, to repre- set ambitious, yet feasible, short Theme #5 “Taking Action” sent their ideas. and long term goals. • Students should name three • Teachers should assess students communities which they belong • Teachers should help student to for questions #2–4 based on the to and complete the T Chart with understand the signi"cance of the degree to which they followed the positive and negative aspects peer and parent/adult agreement the directions, the quality and of one of those communities for and signature. depth of their responses, and their questions #1 and #2. mastery of sequencing as demon- • For this activity, it is ideal to strated in question #4. • Teachers should assess students utilize a “self assessment” in which on question #3 based on the students are given the speci"c Theme #4 “The Facts and depth, quality, and feasibility of grading guidelines and the oppor- Opinions of Faith and their strategic plans. tunity to determine their own Redemption” grade based on a personal re$ec- Theme #6 “Success Story” • Students should be assessed on tion and assessment of their work. questions #2–5 based on their • For question #1, teacher should demonstrated mastery of “fact and ensure that students put the items Writing: opinion.” Speci"cally, students in the following order: 14, 6, 13, 3, Teachers could use the following should be able to accurately iden- 4, 8, 12, 2, 1, 15, 9, 5, 11, 10, 7. writing rubric to assess students tify examples of facts and opinions on all writing activities. Teach- that directly relate to the themes • Although responses might vary ers could also use the writing of “faith” and “redemption.” slightly for question #2, teachers rubric from their school, district, should assess student mastery of or state instead. Regardless of the Theme #5 “Interview a Leader” “cause and e#ect” based on their rubric used, it is recommended • Although the speci"c qualities responses to the cause and e#ect that teachers present the rubric might vary from student to prompts. to students prior to each writing student, teachers should assess assignment. Students should be students’ ability to accurately • Students should be assessed familiar with the categories they complete the cluster diagram in on questions #3–5 based on the will be assessed on and aware of question #1. quality of their responses and the di#erent points associated their demonstrated mastery of within each category. sequencing.

93 SUGGESTED WRITING RUBRIC

CATEGORY 5 4 3 2 1

Task, Prompt, Strong connec- Good connec- Moderate Weak connec- No connection and Directions tion to prompt tion to prompt connection to tion to prompt to prompt and followed all and followed prompt and/or and/or followed and/or did directions most directions followed some few directions not follow directions directions

Organization Highly orga- Well organized Somewhat Weakly orga- Poorly orga- and Develop- nized writing. writing. Intro- organized writ- nized writing. nized writing. ment of Writing Contains a duction, body, ing. Introduc- Introduction, Introduction, clear and logical and conclusion tion, body, and body, and con- body, and introduction, are included in conclusion are clusion unclear conclusion body, and a logical way somewhat clear or not logical are absent conclusion

Language, Style, Clear voice Author’s voice Author’s voice Author’s voice No evidence and Creativity of author and is mostly clear is somewhat is unclear and of author’s includes variety and includes clear and includes mini- voice. No of creative some creative includes minor mal creative creative and and stylistic and stylistic creative and and stylistic stylistic lan- language. language. stylistic lan- language. guage. Unclear Writing is Writing is clear guage. Writing Writing is not writing. Not extremely and appropri- is somewhat clear and/or not appropriate concise and ate for given clear and gener- appropriate for for audience appropriate for audience ally appropri- audience given audience ate for given audience

Mechanics and No spelling, Minor spelling, Some spelling, Substantial Multiple Conventions punctuation/ punctuation/ punctuation/ spelling, punc- spelling, grammatical grammatical grammatical tuation/ gram- punctuation errors in writing errors that do errors that matical errors and/or gram- not e#ect over- that negatively do not e#ect matical errors all writing e#ects overall overall writing writing

94 Debate: and reasoning presented.” Using case based on speci"c evidence • Teachers might consider assess- this standard as the foundation from the book. ing students both individually and of assessment, a teacher could in teams for the debate exercises. create a checklist and assess points • Similar to the Discussion sec- or develop a rubric based on the tion, teachers might consider • It is recommended that teach- frequency and/or quality in which using the debates for participation ers use speci"c Common Core students: and/or “teamwork” points. Standards to ground their assess- 1. Respond thoughtfully ment. For example, one of the 2. S ummarize points of agreement/ “Speaking and Listening” stan- disagreement and dards states that students should 3. Qualify/Justify their views. “Respond thoughtfully to diverse perspectives, summarize points • Teachers can use the demo- of agreement and disagreement, cratic process to assess students and, when warranted, qualify in debate scenarios by asking the or justify their own views and class vote on the student/team understanding and make new con- who made the most compelling nections in light of the evidence

95 APPENDIX C: GUIDE FOR PARENTS AND GUARDIANS:

Although this curriculum was city to another, ask your child/ making progress toward their primarily designed for teachers, student how their experience was short and long term goals. parents and guardians can also similar or di#erent than Wes’s. utilize this book at home with • Read the pre-writing and "rst their child/student. Parents and • Do “!e Story of My Name” drafts of your student/child’s writ- guardians might consider the activity with your child/student ten work. Help them with ideas following ideas when using this and share the stories of di#erent and edits to improve their writing. Teacher’s Guide at home: family member’s names with your Once the "nal draft is completed, child/student. "nd ways to “publish” their work • Read the chapters together with so that it is celebrated and shared your child/student. !is can be • Examine each of the six themes with others so that students can done in a “read aloud” setting or in and help students to make receive positive feedback. a “book club” format where each stronger connections between person reads a designated amount the themes and their own lives. • Identify additional opportunities of pages prior to a certain day/time. For example, talk about “Personal to reward and/or celebrate your Values” and state the values you student/child based on his/her • Use the discussion and debate have and your expectations for work, thoughts, and progress with questions to guide conversations your student/child. “!e Other Wes Moore” and the with your child/student. learning opportunities from the • Re-visit the “Career and Life Teacher’s Guide. • Personalize the conversations by Map” activity with your student/ incorporating elements that are child and consistently follow-up unique to your family. For exam- with him/her to ensure they are ple, if your family moved from one