Curriculum / ELA / 9th Grade / Unit 3: Power, Justice, and Culpability: Of Mice and Men and The Central Park Five / Lesson 6
ELA
Unit 3
9th Grade
Lesson 6 of 30
Jump To
Lesson Notes
There was an error generating your document. Please refresh the page and try again.
Generating your document. This may take a few seconds.
Are you sure you want to delete this note? This action cannot be undone.
Outline an analytical paragraph using the acronym T-E-A-L, and write a first draft.
Book: Of Mice and Men by John Steinbeck — Chapters 1 and 2
Rubric: Argumentative Writing: Literary Analysis Paragraph Rubric
We participate in the Amazon Associate program. This means that if you use this link to make an Amazon purchase, we receive a small portion of the proceeds, which support our non-profit mission.
Unlock features to optimize your prep time, plan engaging lessons, and monitor student progress.
Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
Respond to the following prompt in a well-organized analytical paragraph:
After meeting most of the people on the ranch, Lennie "cried out suddenly, 'I don't like this place George. This ain't no good place. I wanna get outta here'" (32). Which person at the ranch poses the greatest threat to Lennie and George? Why? Provide specific evidence from Chapters 1 and/or 2 to support your reasoning.
Upgrade to Fishtank Plus to view Sample Response.
Reading and/or task to be completed at home in preparation for the next lesson.
Finish writing a draft of your analytical paragraph.
Bring your most engaging lessons to life with comprehensive instructional guidance, detailed pacing, supports to meet every student's needs, and resources to strengthen your lesson planning and delivery.
W.9-10.1.a — Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
W.9-10.1.b — Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns.
W.9-10.1.c — Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
W.9-10.1.d — Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
W.9-10.1.e — Provide a concluding statement or section that follows from and supports the argument presented.
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.9-10.2 — Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
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.
RL.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.
RL.9-10.3 — Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
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).
Next
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.
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
W.9-10.1.aW.9-10.1.bW.9-10.1.cW.9-10.1.dW.9-10.1.e
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
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
Create a free account to access thousands of lesson plans.
Already have an account? Sign In
See all of the features of Fishtank in action and begin the conversation about adoption.
Learn more about Fishtank Learning School Adoption.
Yes
No
We've got you covered with rigorous, relevant, and adaptable ELA lesson plans for free