MLK Other Wes Moore

A TEACHER’S GUIDE
The Other
Wes Moore
A COMPREHENSIVE LITERAC Y 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. These 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
Certification and is certified 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 Theme #1: IDENTITY 7

Theme #1 Discussion 8
Theme #1 Activities 10
Theme #1 Writing 17
Theme #1 Debate 19
Introduction to Theme #2: PERSONAL VALUES 23

Theme #2 Writing 29
Theme #2 Debate 31
Introduction to Theme #3: DECISION MAKING 35

Theme #3 Writing 43
Theme #3 Debate 45
Introduction to Theme #4: LOSS, FAITH, & REDEMPTION 49

Theme #4 Writing 56
Theme #4 Debate 58
Introduction to Theme #5: PEER, PARENT, & COMMUNITY SUPPORT 61

Theme #5 Writing 68
Theme #5 Debate 71
Introduction to Theme #6: GOALS 75

Theme #6 Writing 86
Theme #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
This Teacher’s Edition serves as a companion piece to “The 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 find 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 “The 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. Specifi-
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. The 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 specified in column three. Teachers who opt to teach “The Other Wes Moore” thematically
should first 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 find the “Thematic 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 “The 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 specific
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 Theme #1 Questions #1–4
Introduction and Activity: “Identifying our Identities” Theme #2 Questions #1–2
Chapters 1–2: Activity: “Story of my Name” Theme #3 Questions #1–4
Pages xi–45 Debate: Prompts #1–2 Theme #4 Questions #1–8
Theme #2 Theme #5 Questions #1–8
Activities:
Theme #3
Discussion: Questions #1–4 Theme #1 “Identifying our Identities”
Activity: “Illustrating Cause and Effect” Theme #1 “Story of my Name”
Theme #3 “Illustrating Cause and
Theme #4 Effect”
Discussion: Questions #1–8
Writing: None
Debate: Prompts #1–2
Debate:
Theme #5
Theme #1 Prompts #1–2
Theme #6

Activity: “Letter to Wes Moore” Theme#2 Questions #3–7
Chapters 3–4: Theme #2 Theme #3 Questions #5–9
Pages 46–84 Discussion: Questions #3–7 Theme #4 Questions #9–10
Activity: “Personal Values Inventory” Theme #5 Questions #7–9
Debate: Prompts #1–2 Theme #6 Question #7
Activities:
Theme #3
Discussion: Questions #5–9 Theme #1 “Letter to Wes Moore”
Activity: “Case Study” Theme #2 “Personal Values Inventory”
Debate: Prompts #1–2 Theme #3 “Case Study”
Writing: None
Theme #4
Discussion: Questions #9–10 Debate:
Theme #5 Theme#2 Prompts #1–2
Discussion: Questions #7–9 Theme #3 Prompts #1–2
Debate: Prompts #4–5 Theme #5 Prompts #4–5
Theme #6 Prompt #1
Theme #6
Discussion: Question #7
Debate: Prompt #1
3


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

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


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

Epilogue, Call To Debate: Prompt #7 Theme #5 Questions #11–13
Action, and Resource Theme #2 Activities:
Guide: Writing: Persuasive Writing Prompt #1 Theme #4 “The Facts and Opinions of
Pages 173–228 Faith and Redemption”
Theme #3
Theme #5 “Taking Action”
Debate: Prompt #7
Theme #6 “Career and Life Map”
Theme #4
Writing:
Activity: “The Facts and Opinions of
Faith and Redemption” Theme #2 “Persuasive Writing
Prompt #1”
Theme #5 “Persuasive Writing
Theme #5 Prompt #1”
Discussion: Questions #11–13 Debate:
Activity: “Taking Action” Theme #1 Prompt #7
Writing: Persuasive Writing Prompt #1 Theme #3 Prompt #7
Debate: Prompts #8–9 Theme #4 Prompts #3–4
Theme #6 Theme #5 Prompts #8–9
Activity: “Career and Life Map” Theme #6 Prompt #5
Debate: Prompt #5
5
theme
1
IDENTITY
“Identity” can be defined 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 signifiers.
The theme of “Identity” is woven throughout “The Through this next series of discussions, activities,
Other Wes Moore” and we learn about the differ- writing opportunities, and debates, students will
ent “identities” of both Wes Moores in addition explore the theme of “Identity” that will scaffold
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 “The Other Wes Moore.”
theme
d i sc u ssi on
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 effec- ing presented.
These discussion ques-
tively in a range of collabora-
tive discussions (one-on-one, in • Cite strong and thorough textual tions are designed to
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.
on others’ ideas and expressing scenarios and ideas pre-
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 specific individuals, ideas, or
having read and researched mate- events interact and develop over these discussions will
rial under study; explicitly draw the course of the text. build students’ reading
on that preparation by referring comprehension skills,
to evidence from texts and other • Evaluate a speaker’s point of
research on the topic or issue view, reasoning, and use of evi-
allow them to connect
to stimulate a thoughtful, well- dence and rhetoric, identifying any the book to their own
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
collegial discussions and decision- • Present information, findings, from their classmates,
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 define 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 reflect 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 benefits 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 significant that they
both have the same name? What
4| The cover of the book contains do you think went through Wes’s
the following statement, “The head when he heard this?
chilling truth is that his story
could have been mine. The tragedy 8| On page 132, Wes reflects
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: They
9
theme
ac t i vi t i e s
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 discus-
sions, 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: This 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 tell-
ing the story because the author
• Determine an author’s point Objectives: 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 different 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
they are introduced and devel- Individual Work:
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| Thinking 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 different “identities.”
• Analyze a complex set of ideas Remember, we all have several
or sequence of events and explain different identities, so be sure to
how specific 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.” This 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 identified in generalized, misunderstood, or 6| Now that you identified the
question #3. Try to select those stereotyped by others. Reread the perceptions you have of your
identities that you might have different 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 specific 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
timore blockaded their streets, For example: for each identity.
attempting to confine 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)
(noun, verb, adjectival, adverbial, and reasons, between reasons and Individual Work:
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 specific meanings and add • Use narrative techniques, such Wes and Nikki’s names.
variety and interest to writing or as dialogue, pacing, description,
presentations. reflection, and multiple plot lines, 2| Think about your first, 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 different 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 significance 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?
development over the course Teach Prior to Activity:
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,
the text. Objectives: 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 specific individuals, ideas, or from “The 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 significance 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 specific individuals, ideas, or
convey specific meanings and add events interact and develop over Teach Prior to Activity:
variety and interest to writing or the course of the text. The writing process typically
presentations. involves three distinct steps: a
• Use words, phrases, and clauses pre-writing activity, a first draft for
• Analyze how the author unfolds to link the major sections of the editing, and a final 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 reflection, 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 “The
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 finished your letter, work
your letter, first reflect on what with a partner and edit each
• Students will write the first draft you have already read in “The 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| The third step in the writ-
following K/W/L chart to orga- ing process is to write your final
• Students will write a finalized 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 final letter to Wes Moore. Be sure
your pre-writing thoughts, it is to use correct spelling, punctua-
time to write the first draft of your tion, and grammar.
letter. In your letter, be sure to
include a greeting, an introduc-
tion 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 different. trast different 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 differences 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 specific individuals, ideas, or Venn diagram below:
events interact and develop over
the course of the text.
• Analyze how and why individu-

als, 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 different. Think
about their families, neighbor-
hoods, education, and the deci-
sions they make.
2| Complete the Venn diagram

below by including at least five
items in each section.
Shared by both Wes Moores
This 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
differences between three people, author) and you. The “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 The “other” Wes
Moore and you.
YOU
Wes Moore The “Other”

(The Author) Wes Moore
16
theme
wri t i n g
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
distinguish the claim(s) from convey specific meanings and add This section will increase
alternate or opposing claims, and variety and interest to writing or students’ comprehen-
create an organization that estab- presentations. sion of “The Other
lishes clear relationships among
claim(s), counterclaims, reasons, • Use a variety of techniques to
Wes Moore” through
and evidence. sequence events so that they build the writing process.
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
topics or texts, using valid reason- • Apply knowledge of language to written responses to
ing and relevant and sufficient understand how language func- prompts in different
evidence. tions in different contexts, to make
formats, for different
effective choices for meaning or
• Develop claim(s) and counter- style, and to comprehend more purposes, and for
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.
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 reflection, 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) significance 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 final
in a certain way. In “The Other feedback from a peer, parent, or version of your two paragraphs
Wes Moore,” we learn about the teacher, write a final version of describing Cecil Rhodes or the
different 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: Think 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 influential person in Wes
Moore’s life. Your first paragraph • Pre-writing: Search your library
should introduce the person and or online to gather information
describe the positive influence about Cecil Rhodes or the Rhodes
they had on Wes’s life. The second Scholarship.
and third paragraphs should per-
suade readers to agree with your • Draft: Write two paragraphs
position by using specific 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 first 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 final draft
18
theme
de b at e
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 effec- as inferences drawn from the text.
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 specific 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, findings,
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.
presentation of alternate views), read different passages
clear goals and deadlines, and • Adapt speech to a variety of from “The Other Wes
individual roles as needed. contexts and tasks, demonstrating Moore” and have com-
command of formal English when
• Propel conversations by posing indicated or appropriate.
pleted various discus-
and responding to questions that sions, activities, and
relate the current discussion to written assignments,
broader themes or larger ideas;
they will now have the
actively incorporate others into
the discussion; and clarify, verify, opportunity to engage
or challenge ideas and conclusions. in a debate with their
peers.
their own views and understand-
ing and make new connections in
ing 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____________.” These transi-
tional 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.” Through 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 officer 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. This is why we should have
experienced great success at the more jails in the city.” The 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 offers up new information that
a biased position. Teachers can isn’t directly related to the debate
also teach students strategies question. This 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 offer speculative
tion and directly asking their evidence.
opponent to provide “hard” facts
from the book as well.
20
theme
1
The 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, “The guards placed
1| On page 4, Wes talks about the their hands on Wes and shuffled
similarities between public schools 5| On page 144, we learn that him away. The 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
first 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 indifference 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 pov-
erty was, even in West Baltimore
21
theme
PERSONAL VALUES
2
Things that are very important, irreplaceable, or cherished are typically considered to
be of high “value.” These 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. These are
called “Personal Values.”
“Personal Values” is another theme that regularly Students will build their understanding of “Per-
emerges throughout “The Other Wes Moore” as we sonal Values” and use this theme to ground their
learn about the different 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 “The
Other Wes Moore.”
theme
d i sc u ssi on
2

research on the topic or issue to view, reasoning, and use of evi-
stimulate a thoughtful, well-rea- dence and rhetoric, identifying any the book to their own
soned exchange of ideas. fallacious reasoning or exaggerated lives, provide opportu-
thinking skills.

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’ under-
standing 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/differ 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 Thirteen years old?
values? Why or why not? time when he exaggerated the rea-
son he was suspended from school. 11| We learn about Wes’s South
3| Which person from “The Other In this case, Wes felt that bloody African family on pages 166–168.
Wes Moore” do you think had fight 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 “The 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 influence
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
ac tivities
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| The 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 specific textual evidence when discovers that her son is dealing and brainstorm as many personal
writing or speaking to support drugs. The 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 five 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
drawn between them. Objectives: 3| Next to each of the five per-
• Students will brainstorm differ- 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 five that are most important to values in you. Next, provide a
development over the course themselves. specific 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 specific 4| On a separate piece of paper,
the text. examples in which they demon- write the five 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 specific individuals, ideas, or and identify the personal values specific 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 specific pas- will likely need to make a few
sages from “The 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 dis-
covers 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 specific individuals, ideas, or examples of cause and effect 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 specific outcomes.
• Analyze how the author unfolds Cause and Effect 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 differ-
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, flashbacks) his sister’s bleeding lip is the cause
create such effects as mystery, and the effect is that he is slapped
tension, or surprise. in the face and eventually sent to
military school.
ideas of a text and analyze their
development over the course of the
text, including how they interact
and build on one another to pro-
vide 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 different
decisions were made?
The ambulance crew loaded my 3| In this example, what are the
father onto the gurney and raced effects that happen as a result 6| Think about other decisions
back out. By this point dozens of of the items you indentified in made the by the people in “The
people lined the street. They watched question #2? Other Wes Moore” and complete
as he was placed in the back of the the following chart.
ambulance. The doors slammed shut 4| Prior to this horrible incident,
behind him. The loud sirens and what were the decisions that Wes’s
flashing 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. The
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
wri t i n g
2
• 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 significance of
the relationships between claim(s) the topic).
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 final 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: Think 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 specific 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.
that they know what they are striving for in each scoring category.
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.
that they follow the prompt, use correct spelling, punctuation, and grammar.
know how to give and receive technical and critical feedback.
• Set a clear expectation and due date for them to submit their final draft.
30
theme
de b at e
2
diverse partners on grades 9-12 how specific individuals, ideas, or
presentation of alternate views), read different passages
peers.
ing presented.
31
theme
2
position.

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 officer 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. This is why we should have
the school, they might argue that more jails in the city.” The 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 offers up new information that
teach students strategies for avoid- isn’t directly related to the debate
ing this “attack” such as restating question. This 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 offer speculative
“hard” facts from the book as well. evidence.
32
theme
2
The 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?
33
theme
DECISION MAKING
3
Each day, we all make a series of decisions that determine the ways in which we live our
lives. These 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.
In “The Other Wes Moore,” we gain insight into This section will explore the theme of “Decision
to lives of several people and we learn about the Making” and students will have opportunities
different 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
different individuals portrayed in the book.
d i sc u ssi on
3

tive discussions (one-on-one, in • Cite strong and thorough tex- tions are designed to
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
topics, texts, and issues, building well as inferences drawn from
on others’ ideas and expressing the text. scenarios and ideas pre-
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
having read and researched mate- how specific individuals, ideas, or these discussions will
rial under study; explicitly draw events interact and develop over build students’ reading
on that preparation by referring the course of the text. comprehension skills,
research on the topic or issue to • Evaluate a speaker’s point
stimulate a thoughtful, well- of view, reasoning, and use of the book to their own
reasoned exchange of ideas. evidence and rhetoric, identifying lives, provide opportu-
any fallacious reasoning or exag-
• Work with peers to set rules for gerated or distorted evidence.
collegial discussions and decision- from their classmates,
making (e.g., informal consensus, • Present information, findings, 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 discus-
sion 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.

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’ under-
standing of “Decision Making” is reinforced.
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. different 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 fight 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 fight
about Alicia?
37
ac t i vi t i e s
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 specific individuals, ideas, or making and consequences
• Read closely to determine what events interact and develop over
the text says explicitly and to the course of the text. Individual Work:
make logical inferences from it; 1| Read the following passage
cite specific textual evidence when Teach Prior to Activity: from pages 29–30 and complete
writing or speaking to support Cause and Effect describes the rela- the missing sections from the fol-
conclusions drawn from the text. tionship between two occurrences lowing Cause and Effect 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 afford 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 effect 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,
lel plots), and manipulate time Objectives: which kept him under the radar;
(e.g., pacing, flashbacks) create • Students will know the meaning his teachers spent 90 percent of
such effects as mystery, tension, of “cause and effect” 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 effect from “The 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 effect in different 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 effect had two causes. Complete the graphic below using
the example you identified.
Cause
+ Cause
= Effect
a. ________________________ b. ________________________ c. ________________________
_________________________ _________________________ _________________________
_________________________ _________________________ _________________________
39
3
3| Identify an example from the book in which three causes led to one effect. Write those causes and the effect
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 effect from “The Other Wes mother made prior to this passage. her decision?
Moore” illustrate the relationship
between an individual’s deci-
sion making (the cause) and the
consequences of his/her decisions
(the effect). 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 final bag and slammed shut decision? she made a different 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
benefit. Before we took off, she
paused to take one final 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.

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 identifies the decisions and the
text and analyze its development what might happen next in the consequences made by specific
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, “The yell startled me, but
and refined by specific 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;
provide an objective summary of Objectives:
the text. • Students will analyze a passage,
or “case,” from “The 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 different
(e.g., pacing, flashbacks) create decisions.
such effects 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 different 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
wri t i n g
3
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
They 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 final version of made different decisions on that
the Valley Forge Military Acad- your three paragraph expository night? Write an alternate out-
emy. Think about the following writing essay. come and the different 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 “The 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 differ-
living quarters like? have occurred if different 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 identified • Final Version: After you have
school, write a three paragraph alternate decisions the individuals edited your draft, write the final
expository essay that shares might have made in that incident. version of your essay.
44
theme
de b at e
3
diverse partners on grades 9–12 how specific individuals, ideas, or
read different passages
presentation of alternate views),
broader themes or larger ideas; they will now have the
peers.
ing presented.
45
3
Teacher Tip: • Explain the purpose of the debate to students and model appropriate debate discourse
position.

46
theme
3
The purpose of these debate ques- 1| Wes writes, on page 54 that, 5| Things 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 difficult
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.
officer responded the way he did?
Did the police officer do the right
thing or should he have handled
the situation differently.
47
theme
4
LOSS, FAITH, AND
REDEMPTION
“The Other Wes Moore” shares the life stories of two individuals and the various people
in their lives. The two Wes Moores, along with their friends and family members, experi-
ence different “losses,” to differing degrees, throughout the book. These “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 This 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 different ways. Religion, Moores, the individuals in their lives, and the stu-
hope, trust, second chances, and forgiveness are all dents participating in this curriculum. Throughout
reoccurring examples of faith and redemption that this section, students will have multiple opportuni-
emerge throughout the book. ties to scaffold their understanding of these themes,
critique and evaluate passages from the book, and
to make connections that inform their own lives.
d i sc u ssi on
4

tive discussions (one-on-one, in • Cite strong and thorough tex- tions are designed to
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
topics, texts, and issues, building well as inferences drawn from the
on others’ ideas and expressing text. scenarios and ideas pre-
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
having read and researched mate- how specific individuals, ideas, or these discussions will
rial under study; explicitly draw events interact and develop over build students’ reading
on that preparation by referring the course of the text. comprehension skills,
research on the topic or issue to • Evaluate a speaker’s point
stimulate a thoughtful, well- of view, reasoning, and use of the book to their own
reasoned exchange of ideas. evidence and rhetoric, identifying lives, provide opportu-
any fallacious reasoning or exag-
• Work with peers to set rules for gerated or distorted evidence.
collegial discussions and decision- from their classmates,
making (e.g., informal consensus, • Present information, findings, 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 discus-
sion 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.

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 conversa-
tion, 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- different?
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 identified any kitchen when Wes loses his
examples of faith and redemption father? What is his reaction?
in “The 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| The “other” Wes has a differ-
even the worst decisions we make ent memory of his father, describe
don’t necessarily remove us…” it. How are his memories different
What does this quote mean and from those of the author?
how does it relate to the theme of
redemption?
51
ac t i vi t i e s
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| Think 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
drawn between them. Objectives: 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, flashbacks) create • Students will be able to articu- 4| Complete the following chart
such effects as mystery, tension, or late the impact that different by first identifying a particular loss
surprise. losses had on their life. and then specifying the ways in
which that loss affected 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
interact and build on one another Individual Work:
to provide a complex analysis; 1| Name two specific 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 different. Be sure to name the per-
how specific 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 differentiate
between Fact and Opinion as they
• Analyze how the author unfolds read different texts so that they This activity will continue
an analysis or series of ideas or can formulate their own under-
events, including the order in standing of the material they read. to explore the themes of
which the points are made, how A fact is a piece of information “faith” and “redemption.”
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
drawn between them. opinion, however, is an individual’s
sages from the book and
belief or personal position. Opin- discuss the roles these
• 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.
• Analyze a complex set of ideas Objectives:

or sequence of events and explain • Students will know the differ-
how specific 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
“The Other Wes Moore.”
• Student will articulate specific

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| There 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 different 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.
financial 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 different things he had
faith in as he prepared to jump.
55
w ri t i ng
4
create an organization that estab- presentations. sion of “The Other Wes
Moore” through the
and evidence. sequence events so that they build writing process. Spe-
on one another to create a coher- cifically, students will be
asked to develop written
topics or texts, using valid reason- • Apply knowledge of language to responses to prompts
ing and relevant and sufficient understand how language func- in different formats, for
different purposes, and
• Develop claim(s) and counter- style, and to comprehend more for different audiences.
claims fairly, supplying evidence fully when reading or listening.
to provide a complex analysis; and/or characters.
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 final 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: Think 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 five reasons about his military school being your life. Be sure to explain the
that support your position. a “force field” 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 first paragraph. The asked to write a four paragraph • Final Version: After you have
second through fifth paragraphs creative story describing what life edited your draft, write the final
should be spent explaining your version of your essay.
57
d e b at e
4
what the text says explicitly as
• Initiate and participate effec- 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 specific individuals, ideas, or
on others’ ideas and expressing events interact and develop over from “The Other Wes
their own clearly and persuasively. the course of the text. Moore” and have com-
• Come to discussions prepared • Evaluate a speaker’s point of
having read and researched mate- view, reasoning, and use of evi- sions, activities, and
rial under study; explicitly draw dence and rhetoric, identifying written assignments,
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.
research on the topic or issue
opportunity to engage
to stimulate a thoughtful, well- • Present information, findings, in a debate with their
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
the discussion; and clarify, verify,

ing presented.
58
theme
4
position.

59
4
The 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| The murdered police officer
have read. from the story left behind a wife
2| Do public schools deserve our and five 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
PEER, PARENT, AND

COMMUNITY SUPPORT
5
As Wes reflects on his life during a trip to South Africa he writes, “His tribe’s influence
in making him a man was obvious and indelible. At that moment, I realized the jour-
ney I took was never mine alone either.” This realization from the end of “The Other
Wes Moore” illustrates the fact that Wes’s peers, parents, family, and community all had
positive influences on him.
The theme of “Peer, Parent, and Community Sup- Through this theme, students will be prompted to
port” refers to the people and the ways in which consider the roles different people played in Wes
Wes’s life and his decisions were heavily influenced 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 influenced by parents, and community members who support
the people in his life. them in their daily lives.
61
theme
d i sc u ssi on
5

diverse partners on grades 9-12 what the text says explicitly as well
research on the topic or issue view, reasoning, and use of evi-
to stimulate a thoughtful, well- dence and rhetoric, identifying any the book to their own
reasoned exchange of ideas. fallacious reasoning or exaggerated lives, provide opportu-
thinking skills.

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.
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 influence
tionship with his sister similar and on you? Explain why they are
2| Give an example of how your different 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? influence 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 find them-
10| How did their grandmothers selves forever outside the ring of
5| How would your life be differ- 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
ac tivities
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.

Addressed in this Activity: A Cluster Diagram is a type of 1| In “The 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 influences 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 different
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.
• Determine two or more central Objectives:
ideas of a text and analyze their • Students will complete a cluster 2| Now that you have identified
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 define the term the nine qualities you identified 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 specific 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 find it
64
theme
5
very difficult 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 fifteen minute presenta-
reason, think of leaders in your tion to share your findings 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 findings
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.

Addressed in this Activity: A T-Chart is a graphic organizer 1| In “The 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 These 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 differ-
and refined by specific 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 specific 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.
interact and build on one another Objectives:
to provide a complex analysis; • Students will identify the differ- 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 nega-
tive and negative aspects of those tive aspects of that community.
different 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 identified a specific 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 different or better about your
community):
_________________________________________________________________________________
_________________________________________________________________________________
67
theme
w ri t i ng
5
This section will increase
distinguish the claim(s) from convey specific meanings and add
lishes clear relationships among Moore” through the
• Write arguments to support ent whole. asked to develop written
evidence. tions in different contexts, to make different purposes, and
style, and to comprehend more
for different audiences.
• Develop claim(s) and counter-
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 “The model can have and you identi- their imaginations to create new
Other Wes Moore,” we discover fied specific examples of the role characters, settings, words, and
the people who emerged as role models in Wes’s life, write a five scenarios. On page 169 Wes talks
models for the author. Write a paragraph persuasive essay. First, about the Xhosa ritual when
five paragraph persuasive essay introduce the role model that, you boys spend four weeks with the
that identifies Wes Moore’s believe, had the biggest impact on elders and learn what it means to
most influential 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. Third, 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: Think 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: Think about the
life. As a part of your list, include feedback from a peer, parent, or rituals that you have seen or
specific examples of the ways that teacher, write a final version of participated in such as a wedding,
person impacted Wes. your five 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.
Think about the purpose, partici- write a four paragraph creative • Final Version: After you have
pants, and location of the ritual. writing essay. Your first 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. The second or teacher, write a final 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
de b at e
5
groups, and teacher-led) with • Analyze a complex set of ideas
on others’ ideas and expressing events interact and develop over
their own clearly and persuasively. the course of the text.

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 stimulate a thoughtful, well- • Present information, findings,
reasoned exchange of ideas. and supporting evidence clearly,
making (e.g., informal consensus, development, substance, and style Now that students have
presentation of alternate views), ence, and task. read different passages
clear goals and deadlines, and from “The Other Wes
individual roles as needed. • Adapt speech to a variety of Moore” and have com-
and responding to questions that indicated or appropriate. sions, activities, and
peers.
ing presented.
71
theme
5
position.

72
theme
5
The 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. That’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 reflects, “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.
effective 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.
73
theme
6 GOALS
In the first paragraph of the book, Wes reflects 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.” These 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 different individuals in “The This final section will explore the theme of “Goals”
Other Wes Moore,” the theme of “Goals” emerges by first having students identify examples of goals,
in different contexts. Throughout the book, we or lack of goals, from the book. They will then
learn about setting goals, the joys of accomplishing participate in different learning opportunities to
goals, and the consequences of not having them. scaffold 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
d i sc u ssi on
6

research on the topic or issue to view, reasoning, and use of evi-
stimulate a thoughtful, well-rea- dence and rhetoric, identifying any the book to their own
soned exchange of ideas. fallacious reasoning or exaggerated lives, provide opportu-
thinking skills.

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 sacrifices Wes and Justin made Colonel Murphy left Valley Forge
to attend their school. What did for cancer treatment and said,
2| What is the difference 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 officer 8| What was the final 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
“The 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 different if this letter never
came? Talk about how it changed
her goals and her path in life.
77
theme
ac tivities
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 accom-
plished 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 differentiate
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 specific 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 effect” by identifying
the steps necessary to accomplish
• Analyze how the author unfolds Cause and Effect describes the rela- different 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 effect is that he accomplished
interact and build on one another his goal and graduated from high
to provide a complex analysis; school.
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 first 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 effect 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 specific
steps you needed to take in order to accomplish each goal. Be sure to write each step in the correct chrono-
logical 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.
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. Think about those goals as “causes” and write
the different “effects” 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 accom-
plish 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.

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 specific 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
• Analyze how the author unfolds Objectives: 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 differ-

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:
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)
85
theme
w ri t i ng
6
Moore” through the
asked to develop written
different purposes, and
• Develop claim(s) and counter- style, and to comprehend more for different audiences.
to provide a complex analysis; and/or characters.
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 final 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 different 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 first 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 specific 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
different goals each Wes Moore NBA but also says, “It is impor- your position. Your final 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 final 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
d e b at e
6
groups, and teacher-led) with • Analyze a complex set of ideas
on others’ ideas and expressing events interact and develop over
their own clearly and persuasively. the course of the text.

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 stimulate a thoughtful, well- • Present information, findings,
reasoned exchange of ideas. and supporting evidence clearly,
making (e.g., informal consensus, development, substance, and style Now that students have
presentation of alternate views), ence, and task. read different passages
clear goals and deadlines, and from “The Other Wes
individual roles as needed. • Adapt speech to a variety of Moore” and have com-
and responding to questions that indicated or appropriate. sions, activities, and
peers.
ing presented.
88
theme
6
position.

89
theme
6
The 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 first 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
financial sacrifices 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 effect connections between their find-
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
“The Other Wes Moore.” These or do not relate, to the events from the ones they have visited, on the
“Cross Curriculum Extensions” “The Other Wes Moore.” same map/globe.
are intended to help teachers
make these connections simply History teachers who teach their English Language Learn-
and more effectively with students. curriculum thematically could use ers and Special Education
this Teacher’s Guide to identify Students
English Language Arts parallels between the themes they Teachers can use this Teacher’s
Although reading comprehen- teach and the content of “The Guide to make modifications
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 “conflict,” should first identify the specific
Guide is used to develop students “reform,” “decisions,” and “equal- literacy skill in need of develop-
speaking, listening, and critical ity.” As she presents different seg- ment. Next, teachers should teach
thinking skills. For this reason, ments of U.S. history, her students a mini-lesson to target a specific
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 “The 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 Throughout “The 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 different cities he lived in, the teacher could then ask students to
American Studies typically orga- different cities and countries his read a passage from “The 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, five 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 “The 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 “The 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. Specifically, teachers

The 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.”
“The Other Wes Moore.” Because • Teachers might ask audience
of the personally constructed members to evaluate the presenta- Theme #2 “Decision Making”
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
cussions. Teachers might consider Theme #1 “Letter to Wes questions #2–5 and demonstrate a
participation points or assessing Moore” solid understanding of “cause and
student responses with a “plus,” • Teachers should use the Writing effect.”
“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 effect,”
Activities: “predictions,” and their compre-
Teachers might choose to use the Theme #1 “Creating a Venn hension of “The Other Wes
following suggestions to inform Diagram” 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-
activity from this curriculum. grams with accurate information Theme #3 “Illustrating Cause
and that the overlapping areas are and Effect”
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 difference 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, effect.”
detail, and richness of their
• Teachers should assess students responses. • Teachers should assess student
on their ability to follow direc- mastery of “cause and effect,”
tions, apply their understandings Theme #2 “Personal Values and their comprehension of “The
of “The Other Wes Moore,” and Inventory” 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
assess students on the depth, detail, within their small group. Theme #3 “Case Study”
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 effect” 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 different 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
sent their ideas. Theme #5 “Taking Action” 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 significance 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 specific
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 reflec-
• Students should be assessed on Theme #6 “Success Story” 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.” Specifically, 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 effect” based on their rubric used, it is recommended
• Although the specific qualities responses to the cause and effect 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 different 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 effect over- that negatively
do not effect matical errors
all writing effects overall
overall writing
writing
94
Debate: and reasoning presented.” Using case based on specific 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 specific Common Core students: and/or “teamwork” points.
Standards to ground their assess- 1. Respond thoughtfully
ment. For example, one of the 2. Summarize 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 different than Wes’s.
utilize this book at home with • Read the pre-writing and first
their child/student. Parents and • Do “The 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 different and edits to improve their writing.
Teacher’s Guide at home: family member’s names with your Once the final draft is completed,
child/student. find ways to “publish” their work
• Read the chapters together with so that it is celebrated and shared
your child/student. This 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. “The 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
96

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A TEACHER’S GUIDE

Reading Comprehension : Writing : Speaking and Listening

Troy Akiyama, Ed.D

He earned a Doctorate of Education in Curriculum and Teaching from Teachers

Introduction and Organization of this Book 2

Introduction to Theme #1: IDENTITY 7

Introduction to Theme #2: PERSONAL VALUES 23

Introduction to Theme #3: DECISION MAKING 35

Introduction to Theme #4: LOSS, FAITH, & REDEMPTION 49

Introduction to Theme #5: PEER, PARENT, & COMMUNITY SUPPORT 61

Introduction to Theme #6: GOALS 75

Appenix A: Cross Curriculum Extensions 91

WEEKLY READING THEMATIC SEQUENTIAL

Week #1 Theme #1 Discussion:

Week #2 Theme #1 Discussion:

WEEKLY READING THEMATIC SEQUENTIAL

Week #3 Theme #1 Discussion:

Week #4 Theme #1 Discussion:

WEEKLY READING THEMATIC SEQUENTIAL

Week #5 Theme #1 Discussion:

Week #6 Theme #1 Discussion:

Common Core Standards their own views and understand-

• Respond thoughtfully to diverse

“The Other Wes Moore” is uniquely organized as a personal memoir written

Personal “Identity” Positive Perception Negative Perception

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

Common Core Standards Teach Prior to Activity: Objectives:

• Analyze how and why individu-

Characteristics of Item #1 Characteristics of Item #2

Characteristics SHARED by both items #1 and #2

2| Complete the Venn diagram

Wes Moore The “Other”

“Ad Hominem” means “against A “Red herring” occurs when an

Common Core Standards their own views and understand-

• Respond thoughtfully to diverse

Common Core Standards Teach Prior to Activity: Individual Work:

Common Core Standards • Analyze a complex set of ideas Objectives:

Person Decision and Outcome How would this outcome change

“Ad Hominem” means “against A “Red herring” occurs when an

3| When Wes accidently caused

Common Core Standards their own views and understand-

• Respond thoughtfully to diverse

6| What is meant by the saying, 10| When Wes is caught spray

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

a. ________________________ b. ________________________ c. ________________________

_________________________ _________________________ _________________________

_________________________ _________________________ _________________________

All right guys, load up, my mother

Common Core Standards Teach Prior to Activity: Individual Work:

Person Alternate Decision Predicted Outcome or

“Ad Hominem” means “against A “Red herring” occurs when an

Common Core Standards their own views and understand-

• Respond thoughtfully to diverse

• I didn’t have music for the bus ride home

Common Core Standards Teach Prior to Activity:

a. b. c.

_____________ _ _____________

_____________ _ _____________

___________________________ (Signature) (Date)

___________________________ (Signature) (Date)

___________________________ (Signature) (Date)