Curriculum / ELA / 9th Grade / Unit 3: Power, Justice, and Culpability: Of Mice and Men and The Central Park Five / Lesson 28
ELA
Unit 3
9th Grade
Lesson 28 of 30
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Analyze how racism shaped media coverage of the Central Park Five, and explain the debate around blame and culpability in this case.
Book: Of Mice and Men by John Steinbeck pp. 2 – 3
Book: The Central Park Five: The Untold Story Behind One of New York City's Most Infamous Crimes by Sarah Burns — Chapter 3
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
On page 85, Burns writes, "A panoply of arguments and ideas found their way into the press, asking whether society or the individual was to blame" for the boys' actions." Pick two different arguments made during this time about the boys' perceived culpability for this crime and explain the reasoning behind each argument. Provide specific evidence from pages 84–89 to support your answer.
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Questions about the text that will help guide the students understanding
Why does Burns most likely include details about other rapes that took place during this time period in New York City? What do these examples reveal about the relationship between race, racism, and the media? Provide specific evidence from page 67 and carefully explain your thinking.
What is significant about the language that the media used when writing about the accused boys? What connections does Burns make between the media's coverage and the history of racism in this country? Provide specific evidence from pages 68–79 and use the word dehumanizing, in your response.
Suggestions for teachers to help them teach this lesson
Today's reading discusses lynching, which may be upsetting to students. Leave space for students to share their thoughts and reactions to this topic, if needed.
Reading and/or task to be completed at home in preparation for the next lesson.
Explain to students that all five young teenagers were tried and found guilty of rape and sentenced to prison time. They each served 5–11 years. Korey Wise was the only one of the boys still incarcerated when another man—a convicted rapist and killer—confessed to the crime.
Book: The Central Park Five: The Untold Story Behind One of New York City's Most Infamous Crimes by Sarah Burns pp. 188 – 206
While reading, answer the following questions.
Who ultimately admitted to committing the crime against Trisha Meili, and when did he make his confession?
What did the DNA evidence show?
What did Nancy Ryan conclude about the confessions that the five young teenagers had given police in 1989?
How did the NYPD respond when Judge Tejada vacated the convictions?
What was the police's new theory of what happened that night?
What does Burns suggest might help prevent wrongful convictions in the future?
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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.9-10.4 — 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).
RL.9-10.4 — Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
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.
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.9-10.10 — 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 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.
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
Analyze the structure of the first chapter of The Central Park Five and explain the purpose and impact of specific sections of the text.
RI.9-10.3RI.9-10.5
Analyze how Burns uses descriptive language and specific details to communicate her perspective.
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
RI.9-10.3RI.9-10.4RL.9-10.4
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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