Curriculum / ELA / 9th Grade / Unit 2: You Laugh But It’s True: Humor and Institutional Racism in Born a Crime / Lesson 17
ELA
Unit 2
9th Grade
Lesson 17 of 25
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Lesson Notes
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Emulate Noah’s writing style by creating a short narrative description of a place using description and imagery.
Book: Born a Crime: Stories from a South African Childhood by Trevor Noah pp. 205 – 206 — Chapter 16: "The Cheese Boys"
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
Choose your own neighborhood or a neighborhood you know well and/or have spent a lot of time in. Describe that place using vivid imagery to develop the reader’s understanding of setting.
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Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
second person point of view
narrative perspective in which the writer speaks to the audience
simile
the comparison of two unlike things using "like" or "as" to indicate what is being compared in order to provide the reader with a deeper understanding of one of those things
metaphor
the comparison of two unlike things in order to provide the reader with a deeper understanding of one of those things
Reading and/or task to be completed at home in preparation for the next lesson.
Born a Crime, Chapter 17: "The World Doesn’t Love You"
While reading, answer the following questions.
How does Trevor’s mother feel about the boys he spends time with in Alex?
Why is Trevor arrested?
Who does he call? What does he ask this person to do?
What reputation do colored people have in South Africa?
Who is "the Hulk"? How does Trevor connect with him?
What does Trevor do when he gets in front of the judge?
How does Trevor think his mother will react when she gets home? How does he actually react?
Note down places where Trevor makes assumptions about others, and where they make assumptions about him.
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W.9-10.3 — Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
W.9-10.3.b — Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
W.9-10.3.d — Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
W.9-10.4 — Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.9-10.5 — Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
Standards that are practiced daily but are not priority standards of the unit
RI.9-10.4 — Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
Next
Analyze how Noah develops different ideas within Chapter 17, and make connections between events in this chapter and those that have occurred previously in the text.
Determine the central causes and effects of apartheid in South Africa and how it impacted different groups in society.
Standards
RI.9-10.2RI.9-10.3
Identify and evaluate the claims made by the National Party in an excerpt from their statement in support of apartheid.
RI.9-10.1RI.9-10.2RI.9-10.8
Analyze Mandela’s inaugural speech for diction and imagery and how both contribute to his rhetorical purpose.
L.9-10.5RI.9-10.2RI.9-10.4RI.9-10.6
Conduct a short research project on South African history in order to create a digital presentation.
RI.9-10.1RI.9-10.2W.9-10.2.aW.9-10.2.bW.9-10.2.cW.9-10.2.dW.9-10.7W.9-10.8
Logically organize the research information into a digital presentation that includes all required components.
L.9-10.1L.9-10.2.cL.9-10.6W.9-10.2.aW.9-10.2.bW.9-10.2.cW.9-10.2.dW.9-10.2.eW.9-10.2.f
Present digital presentations as a group using appropriate physical presence and strong voice and articulation.
L.9-10.1SL.9-10.4SL.9-10.5SL.9-10.6
Analyze how Noah introduces characters, develops setting, and establishes tone in the first chapter of Born a Crime.
RI.9-10.3RI.9-10.4RI.9-10.5
Analyze how Noah develops his central idea that apartheid laws were unjust, unsustainable, and incoherent.
RI.9-10.2
Analyze how Noah develops the reader’s understanding of his unique experiences navigating life as a mixed-race person in South Africa.
Brainstorm and plan a short narrative scene that uses an informal and conversational tone as well as description and dialogue.
W.9-10.3W.9-10.3.bW.9-10.3.dW.9-10.4W.9-10.5
Emulate Noah's tone in a short narrative scene using an informal and conversational tone as well as description and dialogue.
Analyze how Noah characterizes his parents, their parenting, and his relationship with them.
RI.9-10.2RI.9-10.3RI.9-10.5
Identify similarities and differences in the portrayal of South Africa’s colored community in Born a Crime Chapter 9 and a news report.
RI.9-10.5RI.9-10.7
Analyze how Noah develops the reader's understanding of his unique experiences navigating life as a mixed-race person in South Africa.
RI.9-10.3RI.9-10.5
Analyze how Noah develops the reader’s understanding of life in Alex township, and how his experience there shaped his perspective.
Plan a short description of a neighborhood that uses vivid imagery to develop the reader’s understanding of setting.
W.9-10.3
RI.9-10.3RI.9-10.5RI.9-10.5
Analyze how Abel’s presence impacts Trevor’s life and how the structural choices at the end of the memoir connect to its opening.
RI.9-10.4RI.9-10.5
Engage in a summative Socratic seminar about the larger themes and ideas of Born a Crime, supporting arguments with strong and thorough textual evidence.
RI.9-10.1RI.9-10.2RI.9-10.3RI.9-10.6SL.9-10.1SL.9-10.3SL.9-10.4SL.9-10.6
Analyze a central theme developed over the course of Born a Crime, sharing one’s understanding in a final product.
RI.9-10.1RI.9-10.2RI.9-10.3RI.9-10.5W.9-10.2W.9-10.9
Apply the structural parts of a personal narrative to an excerpt from Born a Crime and brainstorm a personal narrative that explores identity development.
RI.9-10.2RI.9-10.3W.9-10.5
Outline the structure of a personal narrative that shows identity development and connects to a larger societal issue, and begin drafting.
W.9-10.5
Review the purpose of an introduction and conclusion in a personal narrative, and revise to strengthen those parts of a draft.
W.9-10.3.aW.9-10.3.bW.9-10.3.cW.9-10.3.dW.9-10.3.eW.9-10.4W.9-10.5
Analyze the effects of transitions in a personal narrative, and revise drafts to strengthen transitions.
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