Curriculum / ELA / 9th Grade / Unit 3: Power, Justice, and Culpability: Of Mice and Men and The Central Park Five / Lesson 25
ELA
Unit 3
9th Grade
Lesson 25 of 30
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Analyze the structure of the first chapter of The Central Park Five and explain the purpose and impact of specific sections of the text.
Book: The Central Park Five: The Untold Story Behind One of New York City's Most Infamous Crimes by Sarah Burns — Chapter 1
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
Describe the overall structure of the first chapter of The Central Park Five and analyze why Burns most likely chose to put the assault of Patricia Meili at the end of the chapter. Provide evidence from this chapter and carefully explain your thinking.
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Questions about the text that will help guide the students understanding
What is the primary purpose of the content Burns includes on pages 3–5, and what is its intended impact on the reader? What details, words, and phrases does Burns use to humanize these young men? Provide specific details from these pages to support your answer.
What information does Burns include on pages 8–12, and why does she most likely include this information at this point in the text? How does this information connect to the story of the teenagers she introduces at the beginning of the chapter? Provide examples from this section of text to support your answer and carefully explain your thinking.
Why does Burns most likely include the stories of Willie Turks and Michael Griffith (pages 14–15)? What ideas is she developing in this section of text, and how do these stories connect to the teenagers she introduced at the beginning of the chapter? Provide evidence from these pages and carefully explain your thinking.
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
structure
the way text is organized
humanize
v.
to treat or portray someone in a way that emphasizes that person's humanity, individuality, and/or dignity
dehumanize
to treat or portray someone in a way that denies a person's humanity, individuality, and/or dignity
Reading and/or task to be completed at home in preparation for the next lesson.
Before assigning the homework, explain to students that they will not be reading all of the next chapter. Offer a brief summary of events:
Book: The Central Park Five: The Untold Story Behind One of New York City's Most Infamous Crimes by Sarah Burns pp. 37 – 51
While reading, answer the following questions.
Was an adult present during Kevin Richardson's interrogation?
Who does Kevin say was present during the rape of Meili?
What does Raymond's first statement say about that evening?
What did Antron's father believe would happen if Antron admitted witnessing Meili's rape?
Who does Raymond eventually say was responsible for Meili's rape?
What statement does Steve Lopez give?
Who does Yusuf say was responsible for Meili's rape?
Note the descriptive words Burns uses to describe the actions of law enforcement toward these young men.
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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.9-10.5 — Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
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.9-10.10 — By the end of grade 9, read and comprehend literary nonfiction in the grades 9—10 text complexity band proficiently, with scaffolding as needed at the high end of the range.<br />By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9—10 text complexity band independently and proficiently.
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.
Next
Analyze how Burns uses descriptive language and specific details to communicate her perspective.
Analyze depictions of migrant workers in an article by John Steinbeck and various photographs by Dorothea Lange, noting the similarities in their representation.
Standards
RI.9-10.2RI.9-10.4
Explain how Steinbeck establishes the setting and introduces his main characters in Of Mice and Men.
RL.9-10.4
Analyze how Steinbeck develops the reader's understanding of the relationship between Lennie and George.
RL.9-10.3RL.9-10.4
Analyze how Steinbeck develops social hierarchies on the ranch and introduces tension into the story.
RL.9-10.3RL.9-10.5
Write a strong topic sentence and select relevant textual evidence to support that claim.
RL.9-10.1RL.9-10.3RL.9-10.4W.9-10.1.aW.9-10.1.bW.9-10.4W.9-10.5
Outline an analytical paragraph using the acronym T-E-A-L, and write a first draft.
W.9-10.1.aW.9-10.1.bW.9-10.1.cW.9-10.1.dW.9-10.1.e
Write a strong analytical paragraph that effectively integrates textual evidence and argues for which person at the ranch poses the greatest threat to Lennie and George.
W.9-10.1.aW.9-10.1.bW.9-10.1.cW.9-10.1.dW.9-10.1.eW.9-10.4W.9-10.5W.9-10.5
Analyze how Steinbeck develops characters and explain what characters' actions and beliefs can reveal about human nature.
RL.9-10.3
Analyze the character of Crooks through the lenses of racism, loneliness, and power.
Analyze the character of Curley's wife through the lenses of sexism, loneliness, and power.
Analyze how Steinbeck has used foreshadowing to develop tension leading up to the story's climax.
RL.9-10.5
Analyze the structural choices Steinbeck has made in the final chapter of Of Mice and Men and how he works to shape the reader's perception of Lennie's murder.
Analyze the Robert Burns poem, "To a Mouse" and draw conclusions about why Steinbeck chose a line from this poem for the title of his novel.
RL.9-10.2RL.9-10.3
Take a position on one of three analytical prompts and gather textual evidence in preparation for a Socratic seminar.
RL.9-10.1RL.9-10.2RL.9-10.3W.9-10.1
Engage in a Socratic seminar in preparation for crafting a literary analysis for Of Mice and Men.
RL.9-10.1RL.9-10.2RL.9-10.3SL.9-10.1.a
Write a strong thesis statement in response to an analytical essay prompt, and outline body paragraphs needed to support that thesis statement.
W.9-10.1.aW.9-10.1.bW.9-10.4W.9-10.5
Write the body paragraphs of an analytical essay in the literary present tense, using strong transitions within and between paragraphs.
W.9-10.1.aW.9-10.1.bW.9-10.1.cW.9-10.1.dW.9-10.1.eW.9-10.4W.9-10.5
Review the parts of an introduction, and write a strong introduction to an analytical essay using the acronym H-I-T (hook, introductory information, thesis statement).
W.9-10.1W.9-10.4W.9-10.5
Review the parts of a conclusion, and write a strong conclusion to an analytical essay using the acronym B-A-M (refer back to thesis, analyze its significance, make it universal).
Revise and edit essay drafts either independently or using a peer review structure.
Explain what the Atkins v. Virginia decision and the case of Marvin Wilson reveal about perceptions of culpability in the criminal justice system.
RI.9-10.2RI.9-10.3RI.9-10.4
Analyze how characters in Of Mice and Men view Lennie's culpability in different situations throughout the text.
Identify claims made about the relationship between racial bias and wrongful convictions, and analyze how structural choices help develop an author's ideas.
RI.9-10.2RI.9-10.5
Identify Sarah Burns' purpose in The Central Park Five, and explain how an author's tone develops the reader's understanding of their perspective.
RI.9-10.1RI.9-10.4RI.9-10.6
RI.9-10.3RI.9-10.5
RI.9-10.1RI.9-10.4RI.9-10.6W.9-10.10W.9-10.9
Analyze the choices director Ava DuVernay made in When They See Us and compare her portrayal of characters and events with Sarah Burns' text, The Central Park Five.
RI.9-10.1RI.9-10.7W.9-10.1
Analyze how racism shaped media coverage of the Central Park Five, and explain the debate around blame and culpability in this case.
RI.9-10.3RI.9-10.4RL.9-10.4
Analyze the choices director Ava DuVerney made in When They See Us and compare her portrayal of characters and events with Sarah Burns's text, The Central Park Five.
RI.9-10.3RI.9-10.4
Brainstorm, outline, and record a podcast episode that analyzes the power of language to construct meaning about a person's identity in both Of Mice and Men and Central Park Five.
RI.9-10.2RI.9-10.4RL.9-10.2RL.9-10.4SL.9-10.4SL.9-10.5W.9-10.4W.9-10.6
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