Curriculum / ELA / 9th Grade / Unit 3: Power, Justice, and Culpability: Of Mice and Men and The Central Park Five / Lesson 33

Power, Justice, and Culpability: Of Mice and Men and The Central Park Five

Lesson 33: Writing Project Overview

ELA

Unit 3

9th Grade

Lesson 33 of 33

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Writing Project Overview

Project Objective

Write a one-paragraph literary analysis arguing which person at the ranch poses the greatest threat to George and Lennie.

1

Day 1 - Brainstorming and Outlining

Brainstorm ideas for a prompt in order to write a strong topic sentence.

2

Day 2 - Outlining

Outline an analytical paragraph using the acronym T-E-A-L by finding and selecting textual evidence that best supports one's topic sentence.

3

Day 3 - Outlining

Analyze textual evidence by breaking down the quotation and then explaining how it supports the claim in the topic sentence, and write a last sentence to conclude.

4

Day 4 - Drafting

Write a literary analysis paragraph that analyzes textual evidence to argue for which person at the ranch poses the greatest threat to George and Lennie.

Lesson Map

Compare depictions of migrant workers in a video from Reading Through History and various photographs by Dorothea Lange, noting the similarities in their representations.

“History Brief: Okies During the Great Depression”
Migrant worker on California highway
Migrant Mother, Nipomo, California
Drought refugees from Texas encamped in California near Exeter. Seven in family

Standards

RI.9-10.4RI.9-10.7

Explain how setting and characterization establish the mood in Of Mice and Men.

Of Mice and Men pp. 1–3

Standards

RL.9-10.3RL.9-10.4

Analyze how Steinbeck develops the reader's understanding of the relationship between Lennie and George.

Of Mice and Men pp. 4–16

Standards

RL.9-10.3RL.9-10.4

Analyze how Steinbeck develops social hierarchies on the ranch that foreshadow conflict in the story.

Of Mice and Men pp. 17–37 — Chapter 2

Standards

RL.9-10.3RL.9-10.5

Argumentative Writing

Write a strong topic sentence and select relevant textual evidence to support that claim.

Of Mice and Men — Chapters 1 and 2

Standards

RL.9-10.1W.9-10.1.aW.9-10.1.bW.9-10.4W.9-10.5

Argumentative Writing

Outline an analytical paragraph using the acronym T-E-A-L, and write a first draft.

Of Mice and Men — Chapters 1 and 2

Standards

W.9-10.1.aW.9-10.1.bW.9-10.1.cW.9-10.1.dW.9-10.1.e

Argumentative Writing

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.

Of Mice and Men — Chapters 1 and 2

Standards

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

Analyze how Steinbeck develops characters and explain what characters' actions and beliefs can reveal about human nature.

Of Mice and Men pp. 38–65 — Chapter 3

Standards

RL.9-10.2RL.9-10.3

Analyze the character of Crooks through the lenses of racism, loneliness, and power.

Of Mice and Men pp. 66–76

Standards

RL.9-10.3

Analyze the character of Curley's wife through the lenses of sexism, loneliness, and power.

Of Mice and Men pp. 77–83
“John Steinbeck's Letter to Claire Luce”

Standards

RL.9-10.3

Analyze how Steinbeck has used foreshadowing to develop tension leading up to the story's climax.

Of Mice and Men pp. 84–93 — end after "much, much more than a moment"

Standards

RL.9-10.3RL.9-10.5

Analyze how Steinbeck shapes the reader's perception of Lennie's murder through setting, diction, and mood.

Of Mice and Men — pp. 93–end

Standards

RL.9-10.3RL.9-10.4RL.9-10.5

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.

Of Mice and Men — full text
“To a Mouse”

Standards

RL.9-10.2RL.9-10.3RL.9-10.9

Socratic Seminar

Take a position on one of three analytical prompts and gather textual evidence in preparation for a Socratic Seminar.

Of Mice and Men — full text

Standards

RL.9-10.1RL.9-10.2RL.9-10.3W.9-10.1

Socratic Seminar

Engage in a Socratic Seminar in preparation for crafting a literary analysis of Of Mice and Men.

Of Mice and Men — full text

Standards

SL.9-10.1.aSL.9-10.1.bSL.9-10.1.cSL.9-10.1.d

Performance Task

Write a strong thesis statement in response to an analytical essay prompt, and outline body paragraphs needed to support that thesis statement.

Argumentative Writing Mentor Text (G9, U3, L16–20)
Analytical Essay Graphic Organizer

Standards

W.9-10.1.aW.9-10.1.bW.9-10.4W.9-10.5

Performance Task

Write the body paragraphs of an analytical essay in the literary present tense, using strong transitions within and between paragraphs.

Argumentative Writing Mentor Text (G9, U3, L16–20)

Standards

W.9-10.1.aW.9-10.1.bW.9-10.1.cW.9-10.4W.9-10.5

Performance Task

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).

Argumentative Writing Mentor Text (G9, U3, L16–20)

Standards

W.9-10.1W.9-10.4W.9-10.5

Performance Task

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).

Standards

W.9-10.1W.9-10.1.eW.9-10.4W.9-10.5

Performance Task

Revise and edit essay drafts using a peer review structure.

Peer Review Worksheet (G9, U3, L20)

Standards

W.9-10.4W.9-10.5

Explain what the Atkins v. Virginia decision and the case of Marvin Wilson reveal about perceptions of culpability in the criminal justice system.

“Supreme Court Bars Executing Mentally Retarded”
“Supreme Court Denies Stay of Execution for Marvin Wilson”
“Family of John Steinbeck 'deeply troubled' by Scheduled Execution of Marvin Wilson”

Standards

RI.9-10.2RI.9-10.5

Analyze how characters in Of Mice and Men view Lennie's culpability in different situations throughout the text.

Of Mice and Men — pp. 41–42, 62–65, 94–107

Standards

RL.9-10.3

Identify the central idea about the relationship between bias and wrongful convictions in two nonfiction articles.

“What is Cognitive Bias and How Does it Contribute to Wrongful Convictions”
“Black People are Wrongly Convicted More Than Any Other Group”

Standards

RI.9-10.2

Identify Sarah Burns's purpose in The Central Park Five and explain how she uses tone to achieve that purpose and develop the reader's understanding of her perspective.

The Central Park Five — Preface

Standards

RI.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.

The Central Park Five pp. 3–27 — Chapter 1

Standards

RI.9-10.3RI.9-10.5

Analyze how Burns uses descriptive language and specific details to communicate her perspective.

The Central Park Five pp. 37–51

Standards

RI.9-10.4RI.9-10.6

Analyze the choices director Ava DuVernay made in When They See Us and compare her portrayal of characters and events with Sarah Burns's text, The Central Park Five.

The Central Park Five — pp. 3–7, 21–27, 38–43
When They See Us — 00:00–07:32; 23:25–30:25

Standards

RI.9-10.1RI.9-10.7

Analyze how racism shaped media coverage of the Central Park Five, and explain the debate around blame and culpability in this case.

The Central Park Five pp. 66–90 — Chapter 3

Standards

RI.9-10.3RI.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.

The Central Park Five pp. 188–206
When They See Us — Episode 4, 1:01:00–1:12:50

Standards

RI.9-10.3RI.9-10.4RI.9-10.7

Free Response Question

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.

Of Mice and Men — full text
The Central Park Five — excerpts

Standards

RI.9-10.2RI.9-10.4RL.9-10.2RL.9-10.4W.9-10.6

Free Response Question

Outline a podcast episode that analyzes the power of language to construct meaning about a person's identity in both Of Mice and Men and The Central Park Five.

Of Mice and Men
The Central Park Five

Standards

RI.9-10.2RI.9-10.4RL.9-10.2RL.9-10.4W.9-10.4W.9-10.6

Free Response Question

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 The Central Park Five.

Of Mice and Men
The Central Park Five

Standards

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

Write a one-paragraph literary analysis arguing which person at the ranch poses the greatest threat to George and Lennie.

Day 1 - Brainstorming and Outlining

Brainstorm ideas for a prompt in order to write a strong topic sentence.

Standards

Day 2 - Outlining

Outline an analytical paragraph using the acronym T-E-A-L by finding and selecting textual evidence that best supports one's topic sentence.

Standards

Day 3 - Outlining

Analyze textual evidence by breaking down the quotation and then explaining how it supports the claim in the topic sentence, and write a last sentence to conclude.

Standards

Day 4 - Drafting

Write a literary analysis paragraph that analyzes textual evidence to argue for which person at the ranch poses the greatest threat to George and Lennie.

Standards

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