Curriculum / ELA / 9th Grade / Unit 2: You Laugh But It’s True: Humor and Institutional Racism in Born a Crime / Lesson 20
ELA
Unit 2
9th Grade
Lesson 20 of 25
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Lesson Notes
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Engage in a summative Socratic seminar about the larger themes and ideas of Born a Crime, supporting arguments with strong and thorough textual evidence.
Book: Born a Crime: Stories from a South African Childhood by Trevor Noah
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
Trevor Noah opens his memoir discussing how his existence was illegal. What does he mean by this? How does he carry this metaphor of "illegal existence" throughout the course of his memoir? What can we do to support others with "illegal existences"?
Consider the use of humor throughout Trevor Noah’s memoir. What are the most memorable instances of humor in the text? Why does he use it? In what way does it impact his argument about institutional racism? How would his memoir be different without the use of humor? Is the use of humor effective?
Trevor Noah recalls many notable relationships with family and friends throughout the memoir but the relationship with his mother is largely the focus in the memoir. Why is this relationship at the center of his memoir? How is their mother-son relationship characterized? What role have societal factors played in their relationship?
Reading and/or task to be completed at home in preparation for the next lesson.
Review the Free Response Question.
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RI.9-10.1 — Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.9-10.2 — Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
RI.9-10.3 — Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
RI.9-10.6 — Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
SL.9-10.1 — Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9—10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
SL.9-10.3 — Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
SL.9-10.4 — Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
SL.9-10.6 — Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
Standards that are practiced daily but are not priority standards of the unit
L.9-10.1 — Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.9-10.6 — Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
W.9-10.9 — Draw evidence from literary or informational texts to support analysis, reflection, and research.
Next
Analyze a central theme developed over the course of Born a Crime, sharing one’s understanding in a final product.
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
Emulate Noah’s writing style by creating a short narrative description of a place using description and imagery.
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.
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
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
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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