Curriculum / ELA / 9th Grade / Unit 2: You Laugh But It’s True: Humor and Institutional Racism in Born a Crime / Lesson 8
ELA
Unit 2
9th Grade
Lesson 8 of 25
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Lesson Notes
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Analyze how Noah develops his central idea that apartheid laws were unjust, unsustainable, and incoherent.
Book: Born a Crime: Stories from a South African Childhood by Trevor Noah pp. 19 – 31 — Chapter 2: "Born a Crime"
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
How does Noah develop his central idea that apartheid laws were unjust, unsustainable, and incoherent in this chapter? Provide evidence from Chapter 2 that demonstrates each of these ideas and carefully explain your thinking.
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Questions about the text that will help guide the students understanding
What is Noah's perspective on/argument about the government's attempt to enforce laws against race-mixing? How does he use humor to advance this idea? Provide specific evidence from page 22 to support your answer.
How do apartheid laws affect Noah's mother's life before her son is born? How does she respond to these laws? Provide specific examples from pages 24–26 to support your answer and carefully explain your thinking.
How do apartheid laws affect Trevor's life as a young child? What examples and anecdotes does he provide to demonstrate this? Provide specific examples from pages 27–31 to support your answer and carefully explain your thinking.
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
anecdote
n.
a short story about a real incident or person that demonstrates a larger idea or argument. Anecdotes are often, but not always, humorous.
incoherent
adj.
(p. 21)
1. illogical 2. Expressed in a way that is not clear or easily understood
ramification
(p. 22)
the consequence of an action or event
Reading and/or task to be completed at home in preparation for the next lesson.
Book: Born a Crime: Stories from a South African Childhood by Trevor Noah pp. 33 – 59 — Chapters 3 ("Trevor, Pray") and 4 ("Chameleon")
While reading, answer the following questions.
What role did Trevor's male relatives play in his life?
Who is Frances Noah? How does Noah describe her?
What examples does Noah provide when he describes Soweto as "magical"?
What does Trevor's mother and grandmother think happened when they come home and discover "a little turd" in the rubbish bin? What really happened?
What different languages does Trevor learn as a child?
In what way is Trevor's elementary school different from his secondary school?
Why does Trevor ask to switch classes at his new school?
Note where Noah includes an anecdote and jot down what ideas this anecdote illustrates.
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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.
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.
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.9-10.3 — 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.
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.9-10.6 — Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
W.9-10.1 — Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W.9-10.4 — Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.9-10.9 — Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.9-10.10 — Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Next
Analyze how Noah develops the reader’s understanding of his unique experiences navigating life as a mixed-race person in South Africa.
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
RI.9-10.2
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
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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