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

Lesson 7
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ELA

Unit 3

9th Grade

Lesson 7 of 30

Objective


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. 

Readings and Materials


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Target Task


Writing Prompt

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.

Criteria for Success

  • Strong topic sentence the presents the argument to be proven (claim)
  • Includes at least two quotations that support the claim (evidence)
  • Explains the significance of each quotation, tying it back to the topic sentence (analysis)
  • Integrates and cites each quote using proper MLA citation 
  • Transitions between ideas
  • Has a concluding statement that restates the topic sentence 

Sample Response

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Homework


Finish your analytical paragraph.

  • Book: Of Mice and Men by John Steinbeck  pp. 38 – 65 — Chapter 3

While reading, answer the following questions.

  • What happened with the girl in Weed?

  • What does Lennie try to bring back with him into the bunkhouse?

  • What does Carlson want to do with Curley's dog? Why?

  • What happens between Lennie and Curley at the end of this chapter?

  • Why does Curley agree not to tell anyone the truth of what happened?

  • In what way is Lennie's interaction with Curley similar to what happened with the girl in Weed?

Annotation Focus

Note lines of dialogue and passages in the text that help reveal different aspects of characters and their relationships with one another.

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Standards


  • 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.
  • W.9-10.4 — Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
  • W.9-10.5 — Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
  • W.9-10.5 — Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

Supporting Standards

L.9-10.1
L.9-10.2
L.9-10.6
RL.9-10.1
RL.9-10.3
RL.9-10.4
W.9-10.10
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Lesson 6

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Lesson 8

Lesson Map

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