Punching the Air

Use this activity to engage all types of learners, while requiring that they refer to and incorporate details from the text over the course of the activity.

“A Letter of Appeal”

In this activity, students will write persuasive letters to the judge of Amal’s case asking for an appeal.

If Jeremy’s statement clears Amal, he will be “exonerated” and let go from prison. If the statement does not clear Amal, his mother and new lawyer can file an appeal, which means that they will argue that the court was not correct in their first conviction. Your job is to write a letter on behalf of Amal.

• First, gather the evidence that you think the court missed or otherwise needs to reconsider. This MUST be evidence from the text.
• Next, draft a letter to the judge. Remember that your tone must be academic and professional in order to be taken seriously. Amal is counting on you! Your letter should:

o explain what case you are appealing,

o highlight evidence to be considered/reconsidered, and

o optionally, provide proof of Amal’s “good character” as evidence.

• When you have drafted your letter, share it with a peer for proofreading and revising. You should look for both content and grammatical issues when supporting each other’s writing.
• Revise your letter based on your peer’s feedback.

When everyone is done with their letter, take turns sharing them with the “judge” (teacher/other adult volunteer). The judge will then decide which arguments are strongest/most convincing in the appeal of Amal’s case.

Teaching Suggestion: This activity provides students with an opportunity for both creative and revised writing time. Consider allowing students to brainstorm in groups prior to writing their own letters. You may also want to offer a prize for the most convincing case to incentivize multiple revisions.

Differentiation Suggestion: For students who struggle with creative writing, you may want to consider providing a model/exemplar appeals letter. This will provide them with structure in their argument, which others may not need. You may also want to consider different forms of sharing for those who struggle with public speaking/anxiety.

Use these essay questions as writing and critical thinking exercises for all levels of writers, and to build their literary analysis skills by requiring textual references throughout the essay.

Differentiation Suggestion: For English learners or struggling writers, strategies that work well include graphic organizers, sentence frames or starters, group work, or oral responses.

Scaffolded Essay Questions

Student Prompt: Write a short (1-3 paragraph) response using one of the bulleted outlines below. Cite details from the text over the course of your response that serve as examples and support.

1. Consider the title of the novel, Punching the Air.

• Who is Amal truly “fighting” against in this novel? (topic sentence)
• In the body of your essay, analyze the title as it relates to the plot of the novel. Amal is in jail for fighting a white boy, but who is his conflict really with? Be sure to cite at least three pieces of evidence to explain your analysis.
• Then, in your concluding sentence or sentences, connect the title back to the theme of The System Perpetuates Racism.

2. Creative teachers—Ms. Rinaldi and Imani—are incredibly influential in Amal’s life.

• Compare and contrast how each teacher interacts with and influences Amal. (topic sentence)
• In the body of your essay, provide at least two pieces of text evidence that embody each teacher’s impact on Amal. Who is trying to “save” him? How do they treat him, despite his label as a student/inmate?
• Then, in your conclusion, summarize what the author is trying to say about role models within the school-to-prison pipeline.

Full Essay Assignments

Student Prompt: Write a structured and well-developed essay. Include a thesis statement, at least three main points supported by text details, and a conclusion.

1. Consider the style the authors chose for this novel. How does the poetry-based approach affect the overall tone of the story? Consider the disconnect between trials (traditionally fact based) and poetry (heavy on emotion) in forming your answer. Why might the authors feel the need to use poetry to convey the overall message? What do we learn about Amal through this type of novel? Be sure to cite at least three pieces of evidence to support your analysis.

2. Throughout the novel, Amal titles several poems based on artistic movements. Pick one of the poems and research a little bit about that movement. Then, relate the movement back to the poem’s content in a detailed analysis. What underlying meaning does the artistic movement add? How does that poem highlight a key value from the movement? Be sure to reference key lines in the poem during your analysis.

3. Consider Officer Stanford’s role in Amal’s time in prison. In what ways does he act like a part of “the system”? In what ways does he support Amal? Why might he feel protective of a boy like Amal? In your analysis, consider how race—including the race of the guards—plays a role in the justice system within the novel. As you cite textual evidence, you may also want to consider how Officer Stanford does or does not fit into the theme of The System Perpetuates Racism.

Multiple Choice and Long Answer Questions create ideal opportunities for whole-text review, exams, or summative assessments.

Multiple Choice

1. What type of figurative language is used in the following quote: “Maybe ideas have their own eyes”? (“Gray Suit”)

A) Metaphor

B) Personification

C) Alliteration

D) Imagery

2. What is implied by the comparison Amal makes that “[Amal] is man / [Jeremy] is boy”? (“Black Ink”)

A) That Amal is actually a lot older than Jeremy

B) That Amal should have known better than to fight

C) That Jeremy is the youngest sibling

D) That Jeremy is allowed more of a childhood than Amal

3. Why was the court case against Amal listed as “The People vs. Amal Dawud Shahid”? (“The Last Judgment”)

A) Jeremy was still in a coma and couldn’t be in court.

B) Multiple people were accusing Amal of something.

C) They didn’t know who the victim was.

D) People is Jeremy’s last name.

4. What extended metaphor does Amal use to compare his sentencing and movement to jail to?

A) The gentrification of his neighborhood

B) His frequent moves as a child

C) The slave trade from Africa to the Americas

D) A rebirth

5. Why do the other inmates on the bus start to shout at Amal?

A) He’s snoring.

B) He starts rapping out loud.

C) He rats on the guy who hit him.

D) He’s crying really loudly.

6. What is Amal’s religion?

A) Catholic

B) Atheist

C) Baptist

D) Muslim

7. Which of the themes is best represented by the following quote: “Allah is the only artist here / And He prefers the darkest night to be his canvas”? (“God, The Artist”)

A) Freedom Is Worth Hoping for

B) Destiny Cannot Be Controlled

C) The System Perpetuates Racism

D) Religion Is the Way to Peace

8. What does Amal send Zenobia in response to her letter?

A) Nothing

B) A long letter

C) A poem

D) A painting

9. What is implied by the series of poems titled “Pipeline”?

A) For many kids like Amal, there is a direct connection between school and prison.

B) Amal’s only escape is through the sewers.

C) The prison is turning all of the inmates into copies of each other.

D) The justice system wants to send innocent people to prison to make money.

10. Who does Amal call the “god” of the prison?

A) Himself

B) Kadon

C) Officer Stanford

D) Superintendent Buford

11. What creature does Amal use to represent freedom?

A) Tiger

B) Butterfly

C) Ant

D) Bird

12. What does Amal mean when he says, “[T]he wings I drew [his friends] are actually there on their backs”? (“Brotherhood VII”)

A) They made a costume out of his designs.

B) The act of creating art is giving them all hope and freedom.

C) He got in trouble for drawing on their clothing.

D) He literally drew on the backs of his friends.

13. What does Amal ultimately share with Imani as his “truth”?

A) His raps

B) His letters

C) His cooking

D) His artwork

14. Why does Uncle Rashon’s visit have such a strong effect on Amal?

A) He doesn’t like his uncle.

B) His uncle is the major father figure in his life.

C) Amal was told that his uncle was dead.

D) His uncle just got out of prison himself.

15. Based on the titles of the associated poems, how does Amal view the friendships he’s made throughout the novel?

A) He sees his friends as potential enemies.

B) He sees each friend as a different work of art.

C) He sees them as deeply connected to him, like brothers.

D) He sees them as fellow gang members.

Long Answer

Compose a response of 2-3 sentences, incorporating text details to support your response.

1. How does Amal’s outlook change once he is allowed to complete the mural?

2. What is the distinction Amal makes between calling himself an “old soul” versus the media calling him a “man”?