Monthly Archives: January 2014

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Unit 3 Lesson 8: Fish Bowl

Introduction: End-of-Unit Assessment—students will engage in a discussion to analyze “True Crime,” “How Bernard Madoff Did It,” and The Wizard of Lies. Students will first review their notes and annotations for each text they have read in this unit (Mosley’s “True Crime,” Ahamed’s “How Bernie Madoff Did It,” and an excerpt from Henriques’ The Wizard of Lies). They will then identify quotes that complement or challenge one another from the different texts and explain how the authors make similar or contrasting points. Using a fishbowl method for discussion, students will engage in a critical dialogue about the texts, using the open-ended questions developed in the previous lesson. They will also critique their peers’ discussion. Students will be required to synthesize analysis across multiple texts and engage with SL.9-10.1.a, c, and d in order to evaluate their peers.

CCS

RI.9-10.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
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).
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.a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

b.Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

c.Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Texts: All unit texts: Mosley’s “True Crime,” Ahamed’s “How Bernie Madoff Did It,” and an excerpt from Henriques’ The Wizard of Lies

Objectives:Students will will engage in a critical dialogue about the texts, using the open-ended questions developed in the previous lesson. They will also critique their peers’ discussion. Students will  synthesize analysis across multiple texts and engage with SL.9-10.1.a, c, and d in order to evaluate their peers.

Aim: How do we use open-ended questions in a discussion group to synthesize our analysis of the texts?

Do Now: (7 minutes)

  • Share your answers to the homework response: Does the information you know about the Bernie Madoff scandal confirm or challenge Mosley’s claims in “True Crime”?
  • Synthesizing Central Ideas: review your notes and annotations independently from the three texts in this unit: “True Crime,” “How Bernard Madoff Did It,” and The Wizard of Lies. Look for common ideas and claims across all three of the texts and then use evidence that complements or challenges one another from the different texts. Identifying this information will be the basis for explaining how the authors are making similar or contrasting points.
  • share your revisions or refinements of the discussion questions

Mini Lesson- Directions for Fish Bowl Activity ( 4 minutes)

In this part of the End-of-Unit Assessment you  will engage in a discussion using the questions they developed in the previous lesson and will be partaking in a “fishbowl” discussion, which is  a method that asks students to think critically about the discussion itself.

The class will be broken into two equal groups and form two circles—one inner and one outer. The inner circle will be the discussion group, while the outer group will listen and take notes on the inner group’s discussion. After 10 minutes, the outer group will provide feedback to the inner group about their discussion. After that, the groups will switch places, and the process will repeat.

While in the outer circle, you should take notes about when someone makes an especially clear point; when someone backs their points up with strong evidence; when someone responds thoughtfully to someone else’s point of view; and when someone actively incorporates others into the discussion. You should also make note of when any of these things could have been better.

You will be assessed according to the Speaking and Listening Rubric on their ability to prepare for the class discussion; propel conversations by posing and responding to questions that relate the current discussion to broader central ideas or larger ideas; incorporate others into the discussion; clarify, verify, or challenge ideas and conclusions; and respond thoughtfully to diverse perspectives.

Independent Practice ( Assessment)

Round 1: For the first discussion, the inner circle will discuss “True Crime” and “How Bernard Madoff Did It.” Begin their discussion by responding to the following question:( 10 minutes)

Does Ahamed’s article support or challenge claims that Mosley made in “True Crime”? 

You can pose follow-up questions and change the direction of the discussion. You have exactly 10 minutes for discussion

The outer circle share something new your have learned as a result of the discussion. Point out the strong points of the discussion, and where it could have been stronger.You will have 5 minutes to share. ( 5 minutes)

Round 2 : Switch

The inner circle will now focus on “True Crime” and The Wizard of Lies.  Begin their discussion by responding to the following question:

Is Mosley’s claim that “Everybody is guilty of something” supported or challenged by Henriques? 

Exit Slip: Reflect on today’s Fish Bowl activity by focusing on the quality of discussion.  Share one strength of the discussion and one thing you could work to improve for the next group discussion. Refer to specific parts of the rubric as you debrief.

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Unit 2 Lesson 19: Character Analysis

Unit 2 Lesson 19

Objectives: Students will  be able to draw upon their cumulative understanding of Shakespeare’s language and structural choices in order to make a claim about character development across all five acts of the play.

This exploration will be guided by a pair of complementary tools that prompt students to develop evidence-based claims about both Romeo and Juliet. Working first as a class and then in small groups, students will take note of textual details, establish a connection between these details, and finally draw upon these connections to make a claim about the text. These tools will act as a framework for the final writing assignment in Lesson 20, in which students will choose either Romeo or Juliet as their focus character, and craft a formal written response. This response will serve as their End-of-Unit Assessment. For homework students will continue to review their text and gather evidence in preparation for their End-of-Unit Assessment.

Aim:  How do 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?

CCS

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).

 

Assessment

Romeo and Juliet evidence-based claims tools

Vocabulary

  • jointure (n.) – money that the groom’s family pays the bride if the groom dies and she survives her husband
  • enmity (n.) – the state of being hostile/angry
  • sacrifices (n.) – lives offered for a higher purpose

 

Learning Sequence

  1. The Lesson 19 tools provide you with the key excerpts that will help structure your final analysis of character development. Students will make observations of Shakespeare’s language and structural choices in these excerpts. From these observations, you will make an inference about character. Finally, you will be asked to make connections between these details and inferences. You will draw upon these connections in order to make a claim about Romeo or Juliet’s development across all five acts of the play.
  2. You will begin these tools as a class, and then finish them in groups of four. You will be expected to draw upon these worksheets as a framework for their final formal written response in Lesson 20.
  3. Review and Contextualize the EBC Process:
The EBC is a three-step process in making evidence-based claims (EBC): 

  1. Textual details: First take note of textual details that tell you about Romeo or Juliet
  2.  Text-to-text connections: Explain a connection you have made between these details
  3. Make a claim: Draw a conclusion about Romeo or Juliet’s character development that can be referenced back to the textual details and text-to-text connections.

 
  1. Read aloud 5.3.296–310, or play an audio recording.  Discuss the TBQs- What does Capulet ask from Montague? What is Capulet offering in return?
  1. Read lines 298–302. Discuss the TBQs- What does Montague offer to give Capulet? Hint: What is Montague really offering here?
  2. Read lines to lines 303–304 and discuss the TBQs- According to Capulet, who/what to lines 303–304 is to blame for Romeo and Juliet’s deaths? What have Romeo and Juliet been sacrificed for?
  3. Read lines  305–310 and respond: Who has made peace? Why might the Prince describe this peace as “glooming”?
  4. Pass out copies of both the Romeo Tool and the Juliet Tool. 1. turn back in your text to the text selection written on your tool . 2. Offer examples of textual details you see in these lines that may offer insight into Romeo as a character. C. begin to establish a connection between these details. Use questions such as: What do these details have in common? What pattern do you notice? D. draw upon these connections to make an observation about Romeo’s character in this passage.
  5. Work in small groups: working as a group to find textual details and make a second inference about Romeo’s character.
  6. After completing the first two boxes in the second row, we’ll compare this second inference with the one that you generated as a class. What has changed? What has stayed the same?
  7. Repeat this activity for the remainder of class. The goal is for groups to complete both tools. You hey may use their past assignments and notes for reference.
  8. Teacher models the process.

 

Homework:

Review your tools and decide which character you will focus on in your End-of-Unit Assessment.

  1. Formulate a claim about your chosen character’s development. Record this claim at the top of your tool, and come to the next class ready to write.
  2. Complete the evidence-based tool. Bring it to the class to assist you in the final assessment tomorrow.

Romeo Tool

Claim:

 

ROMEO
Text Selection(Act, Scene, Lines) Word Choice/Text Details: What are some specific images, words, and phrases that Shakespeare uses to tell you about Romeo? Observations: What can you infer about Romeo from these details? How does your observation compare to your understanding of Romeo in the previous acts?
1.1.206-236(Romeo talks to Benvolio about Rosaline)  

 

 

 

 

 

 
2.2.1-32(Balcony scene soliloquy)  

 

 

 

 

 

 

  
3.1.59-138(Mercutio and Tybalt death scenes)  

 

 

 

 

 

 

  
5.3.70-120*(Romeo commits suicide)  

 

 

 

 

 

 

  

*Romeo does not appear in Act 4 of Romeo and Juliet

 

Juliet’s Tool

Claim:

 

JULIET
Text Selection(Act, Scene, Lines) Word Choice/Text Details: What are some specific images, words, and phrases that Shakespeare uses to tell you about Juliet? Observations: What can you infer about Juliet from these details? How does your observation compare to your understanding of Juliet in the previous acts?
1.3.64-100
(Juliet talks to Lady Capulet about marriage)		  

 

 

 

 

 

 

  
2.2.107-138(Balcony scene exchange of vows)  

 

 

 

 

 

 
3.2.1-31
(Juliet’s speech while she waits for Romeo)		  

 

 

 

 

 

 
4.1.50-88(Juliet threatens to kill herself)  

 

 

 

 

 

 
5.3.139-170(Juliet commits suicide)  

 

 

 

 

 

 

 

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Unit 3 Lesson 7: Wizard of Lies

Introductions : students will finish reading the excerpt from The Wizard of Lies by Diana B. Henriques. Students will read from where they left off (paragraph 10: “But this wizard behind the curtain”) to the end of the excerpt (paragraph 18: “the most dangerous ones are those we tell ourselves”). Students will use text-dependent questions as the basis for a small-group discussion in preparation for the End-of-Unit Assessment.

Texts: Excerpt from The Wizard of Lies

Materials:

1. Copies of the article

2. Copies of Speaking and Listening rubric

3. Short Response Rubric

CCS ( Common Core Standards Tool)

RI.9-10.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
RI.9-10.5 Analyze in detail how an author’s ideas and claims are developed and refined by particular sentences, paragraphs, or larger portions of the text (e.g., a section or chapter).
W.9-10.9.b Draw evidence from literary or informational texts to support analysis, reflection, and research.

  1. Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).
SL.9-10.1.a, c 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.

  1. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
  2. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

Aim: Who does Henriques suggest is to blame for Madoff’s crime? How does the author support this suggestion?Objectives:Students will draw a claim on who is to blame for Madoff’s crime and how the author develops the claim.

Voc.

  • delusion (n.) – a belief or impression that is firmly believed despite obvious evidence against it
  • day of reckoning (n.) – day of judgment, or a day when one’s deeds reap consequences
  • implacable (adj.) – unstoppable; inevitable; relentless

Do Now

Discuss the main ideas in pairs and share their questions about the text. Then,  pairs share their ideas with the entire class.

Write a short paragraph explaining how Madoff and his clients “selectively observed” the facts and how this contributed to the crime.

Mini Lesson

Read Para.1-6 and annotate while listening to the reading with special attention to

pay attention to Henriques’ discussion of “trust” and “self-deception.”  Put CI to indicate the development of a central idea.

Respond to the TDQs-

1.In the first paragraph (“The Madoff case demonstrated…”), explain what was “demonstrated with brutal clarity”?

2. What does Henriques mean by in our midst?

3. According to Henriques what is “exactly the profile of a Ponzi schemer”?

4. Why did people trust Bernie Madoff?

5. How do “we flatter ourselves” by thinking that only a “soulless, heartless monster” could commit a crime like Bernie Madoff and hurt the ones he loves?

6.In paragraph 5 (from “We flatter ourselves” through “we cannot see our own blind spots”), what is Henriques’ claim?

7. How does Henriques support that claim?

8. How is the fact that we deceive ourselves related to Bernie Madoff?

9.What is a delusion?

10.What does Henriques mean by, “Madoff was not inhumanly monstrous. He was monstrously human”? What makes him monstrous?

11.What does Henriques argue was different about Madoff?

12 How did Madoff and his clients “selectively observe” daily experience?

13.What does it mean to “selectively observe” something?

We will be using discussion norms and procedures-  ask and answer questions, move the discussion forward, relate ideas in the discussion to bigger ideas, facilitate discussion without teacher intervention, draw on specific textual evidence, and create a safe and respectful environment for the exchange of ideas.

To score a “2” in a discussion-You should prepare for the discussion before class by researching the material and reading the necessary texts well, and you should respond thoughtfully to other students, even those who disagree with you. See the Listening and Speaking Rubric.

Mid-Lesson Assessment

How does Henriques develop a profile of the Ponzi schemer and Madoff through specific details in paragraphs 1–6?

Write a short paragraph explaining how Madoff and his clients “selectively observed” the facts and how this contributed to the crime.

Independent Practice

Step 1

In small groups, read paragraphs 10–18

Use the following questions as discussion questions. Work together to look for evidence and record your responses. Draw evidence from the text to use in their writing.

a. Who is the “wizard behind the curtain”?

b. Who is Henriques comparing Madoff to by calling him a “wizard” and describing his “Emerald City”?

c. Why does Henriques argue so many people decided to follow Madoff even though he was a fraud?

d. Based on the context, what does day of reckoning mean?

e. Why did people give Madoff the “benefit of the doubt”?

f. How was Madoff like every “opportunistic cheat” and every “impulsive risk-taker”?

g. What does implacable mean in this context?.”

h.What does Henriques mean by “the next Bernie Madoff”?

i. How does Henriques argue that there will always be people like Bernie Madoff? Explain her reasoning in your own words.

j.Why couldn’t a world without trust exist?

k. What point is Henriques making with her descriptions of “the next Bernie Madoff” and the people around him?

l. Why are the most dangerous lies the ones we tell ourselves?

Step 2

Use the following discussion prompt to engage in a full-class discussion. You will continue the work of collaborative discussion outlined in SL.9-10.1.a and c: propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. You should also refer explicitly to the text when making a point.

Who does Henriques suggest is to blame for Madoff’s crime? How does the author support this suggestion?

This is a question that has more than one correct answer, and that lends itself well to discussion that incorporates multiple viewpoints.

Quick Write:

Respond briefly in writing to the following prompt:

Whom does Henriques suggest is to blame for Madoff’s crime? How does the author support this suggestion?

Homework:

Review and expand their notes from all three texts in this unit: “True Crime,” “How Bernie Madoff Did It,” and The Wizard of Lies excerpt.  Write a one-paragraph response to the following: Does the information you know about the Bernie Madoff scandal confirm or challenge Mosley’s claims in “True Crime?”  Use the Short Response Rubric and Checklist to guide their written responses.

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Unit 3 Lesson 7: travails of the rich and famous

Introduction: Students will also begin reading the second informational text in this unit, “How Bernard Madoff Did It,” a book review that explains the nature of Madoff’s crime.

CCS

RI.9-10.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
W.9-10.9.b Draw evidence from literary or informational texts to support analysis, reflection, and research.

  1. Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).
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.

Objectives: Students will determine the central idea of the article ” How Bernard Madoff Did It” and how the author Ahamed  shapes and develops the CI in the article.

Aim: What is the central idea of the article ” How Bernard Madoff Did It” and how does  the author Ahamed  shape and develop it throughout the article?

Materials:

  • Student copies of the Speaking and Listening Rubric and Checklist
  • Copies of the article

Vocabulary

    • stock market (n.) – a place where shares of a company are bought and sold
    • hedge fund (n.) – an investment fund that invests large amounts of money using risky methods
    • fluctuation (n.) – irregular rising and falling in number or amount
    • voyeuristic (adj.) – having the quality of being an obsessive observer of sordid or sensational subjects
    • morbidly (adv.) – unhealthily; unwholesomely gloomy or extreme
    • travails (n.) – pains and suffering because of hardships
    • broker-dealer firm (n.) – an organization that trades stocks for customers; when acting for the customer the organization is the “broker,” and when acting for themselves they are the “dealer”
    • downside risks (n.) – the risks between the return you hope to get and the return you actually receive
    • hedge the portfolio (v.) – to reduce losses of the combined investments
    • cottage industry (n.) – any small-scale, loosely organized industry
    • feeder funds (n.) – smaller amounts of money that invest into a larger “master fund”
    • channeled assets (n.) – moved assets (money or stocks)
    • Potemkin-like (adj.) – apparently impressive but actually false; named after the Russian soldier and statesman who was Empress Catherine II’s lover and is supposed to have built fake villages along the route of her tour of the Crimea
    • Sophoclean family tragedy (n.) – reference to Sophocles the playwright; a terrible thing happening to a family on a dramatic scope
    • chasm (n.) – a deep divide or gap
    • Securities and Exchange Commission (n.) – a U.S. federal agency that regulates the stock market and other financial exchanges in the United States
    • option trading (n.) – buying and selling a very risky financial asset
    • derivatives market (n.) – a market for a type of asset
    • incarceration (n.) – the state of being in prison
    • recession (n.) – a period of economic contraction or decline
    • plausible (adj.) – appearing to be true and believable
    • viability (n.) – capacity to operate and sustain
    • engrossing (adj.) – fully occupying the mind
    • embodiment (n.) – a concrete or physical representation

Mini Lesson

A book review, a type of informational text, is meant to give information about a book and its topic, as well as an opinion about the quality and scope of the book.

Read the 1st paragraph of the article and determine the central idea in the first paragraph of “How Bernard Madoff Did It.” How does this idea emerge and what details shape its development?  Identify textual evidence that addresses the development of central ideas in the text.

Use questions to deepen the understanding-

  1. According to Ahamed what makes the Madoff scandal different from others?
  2. What does Ahamed mean by “others found a certain voyeuristic pleasure in the financial travails of the rich and famous”?
  3. Why was the public “morbidly fascinated” by the Madoff scandal?

Independent Practice

Through a jigsaw activity, students will present central ideas and supporting evidence that develop and/or refine the ideas from selected paragraphs from the text.  Students will be assessed on their presentation as well as the written response of their given portion of text.

Discuss and present the key portions of your  paragraphs, definitions of the academic vocabulary present, and will take notes on others’ presentations. You will determine the development of the central idea in this portion of text through the presentations. We will use the Speaking and Listening Rubric and Checklist to evaluate your own presentation before presenting to the rest of the class.

Your presentation needs to –

  1. provide a clear and organized summary of the paragraph, as well as highlight the main ideas present in each portion of text.
  2. Use introductory language such as “In this paragraph Ahamed states…” as well as organizational language to logically connect their understanding of the text.
  3. underscore the importance of academic vocabulary present in their portion of text, “This word means…and functions to do…in the text.”
  4.  provide an objective summary of the text and identify the central ideas present in your portion of text.

Students should be evaluated on their presentations using the Speaking and Listening Rubric and Checklist.

The Text: How Bernard Madoff Did It

Groups 1-paragraph 2-3 , Group 2- Paragraphs 4-6, Group 3 -para. 7-8, Group 4 -para. 9, Group 5 -para 10 .

Use the guided steps & questions to help deepen understand the text-

  1. Read in pairs and annotate the text using the code CI to note the development of a central idea in the text.
  2. Identify a central idea in “How Bernard Madoff Did It.” How does this idea emerge and develop in this portion of text?
  3. Use the questions to guide your discussion-
    a. How does Ahamed refine his idea that the Madoff scandal grabbed public attention? Cite evidence Ahamed uses to refine this idea.
    b. What might Ahamed mean by “Sophoclean family tragedy” in reference to the Madoff scandal?What was the reason Madoff “fudged the numbers”?c. Why did Madoff stop “even bothering to invest the cash”?
    d. Based on your understanding of a Ponzi scheme from the video, write the last sentence of paragraph 4 (“After a while, the chasm…”) in your own words.
    e. How is Henriques able to add “significant detail to the story”?
    f. What context clues can be used to help determine the meaning of Potemkin-like?
    g. Explain how Madoff’s actions would require a writer like Henriques to be knowledgeable about “the mechanics of the fraud.”
    h. What can threaten the viability of a Ponzi scheme?
    i. What circumstances lead to the scheme being “on the verge of breaking down”?
    j. Why did Madoff constantly need to find “a new source of money”?

Assessment: Make one connection between a central idea in “How Bernard Madoff Did It” and a central idea in “ America’s Obsession with Crime.” Write a brief explanation that includes supporting evidence from each text.  Use the Short Response Checklist and Rubric to guide your written responses.

————————————————————————————————-

Homework:

Watch a text-based video, http://youtu.be/52nYNE9DYYQ “$50bn Ponzi scheme – How Madoff Did It,” that explains that nature of Bernard Madoff’s crime and outlines the concept of a Ponzi scheme.  Answer some comprehension questions before finishing the viewing.  Consider these focus questions while viewing the video: Who is Bernard Madoff? What did he do? In two to three sentences describe how a Ponzi scheme works. What makes a Ponzi scheme a crime?

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Unit 3 Lesson 6: Writing a Multi-Paragraph response

Introduction

In this lesson students will reread the full text of “True Crime” in groups and complete an Evidence Collection Tool. They will then independently draft a multi-paragraph response based on Mosley’s central idea that humans are fascinated with true and fictional crime stories. This lesson is the first half of the Mid-Unit Assessment.

Students have reviewed and practiced making independent evidence-based claims in the previous units.  This lesson will require students to reread the text, as well as their annotations, to identify how Mosley develops and refines his claim in this essay, and to draw connections between the central ideas in the text. Students will use the Evidence Collection Tool to gather evidence and explain how the given evidence reinforces Mosley’s claim and the connections between the evidence and central ideas.

In groups students will reread “True Crime” to analyze the development of Mosley’s claim: “Humans are fascinated with true and fictional crime stories.” Students will analyze how the author uses the text to develop and refine this central idea using an Evidence Collection Tool. Students will independently draft a multi-paragraph response to the following prompt: How does Mosley use particular sentences, paragraphs, or larger portions of the text to develop and refine his claim that “Humans are fascinated with true and fictional crime stories”? Student understanding of this claim and its development through the text will be assessed using the Text Analysis Rubric.

CCS

RI.9-10.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
W.9-10.2.a, b Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

  1. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
  2. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
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.
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 the text (e.g., a section or chapter).
W.9-10.9.b Draw evidence from literary or informational texts to support analysis, reflection, and research.

  1. Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).

Assessment

Students will draft a multi-paragraph response to the following prompt:

  • How does Mosley shape and develop his claim that “Humans are fascinated with true and fictional crime stories”?

Student understanding will be assessed using the Text Analysis Rubric.

Agenda

  1. Introduction to Lesson Agenda
  2. Homework Accountability
  3. Introduction to the Evidence Collection Tool
  4. Evidence Collection
  5. Drafting a Response (Assessment)
  6. Closing

Objectives: Students will  write a muti-paragraph response based on Mosley’s central idea that humans are fascinated with true and fictional crime stories.

Aim; How does Mosely develop his central idea ( claim) that humans are fascinated with true and fictional crime stories in his article “America’s Obsession with Crimes”?

Do Now:  Share your worksheet on making an EBC supported by evidence. Share the paragraph and evaluate it using the Short-Response rubric

Mini Lesson

the Mid-Unit Assessment prompt : How does Mosley shape and develop his claim that “Humans are fascinated with true and fictional crime stories”?

What does the prompt ask you to do? Howe do we approach this task?

  1. Reread “America’s Obsession with Crime” and using their annotations and responses to discussion questions in order to select relevant and sufficient evidence.
  2. Use the Model Evidence Collection Tool to collect and analyze the evidence
  3. Claim: Humans are fascinated with true and fictional crime stories.                                                          
  4. For  example-Claim: Humans are fascinated with true and fictional crime stories.                                                                         
    Quote (Paragraph Number) How the evidence develops the author’s claim Connections to central ideas in the article
    “We have also been guilty of our religion, national origin, skin color…and, now and then, of the blood in our veins.” (2) Mosley believes that throughout history, all people have been guilty of something, sometimes even things beyond their control. Because of this, we relate to characters who are guilty, and also to those who are thought to be guilty due to forces beyond their control. Guilt is a central theme that contributes to our feeling of vulnerability as well as mistrust of the world around us.
    “…most of us see ourselves as powerless cogs in a greater machine…” (5) We see ourselves as small and insignificant, this also pushes us to read crime stories. Our vulnerability comes from feeling powerless and interplays with our guilt, which in turn contributes to our interest in crime fiction.

Independent Practice

Use the Evidence Collection Tool to r gather your  thoughts as well as analyze the connections between Mosley’s central ideas and how they are developed in the article.

Use the tool to record the evidence to support the writing of your multi-paragraph response.  Write your evidence in the first column.  look at columns two and three. Record your thoughts about the evidence in note form. Column two is a space to record how the evidence develops Mosley’s claim: Humans are fascinated with true and fictional crime stories. Column three is a space to record how the evidence is connected to the central ideas in the article.

Discuss the differences between columns two and three.

Use the Evidence Collection Tool to gather needed information

 Claim:                                                                                                                                                                                                   

Quote (Paragraph Number) How the evidence develops the author’s claim Connections to central ideas in the article

Because the Mid-Unit Assessment is a formal writing task, your writing should include introductory and concluding statements; well-chosen, relevant, and sufficient textual evidence; and precise language and domain-specific vocabulary. In addition, you should use proper grammar capitalization, punctuation, and spelling.

Assessment: Write a multi-paragraph response to the following prompt using the Tool

How does Mosley shape and develop his claim that “Humans are fascinated with true and fictional crime stories”?

Use  the Text Analysis Rubric to guide your  written responses.

Homework: Use the tools to find two additional pieces of evidence to use in the revision process in the next lesson.

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Unit 3 Lesson 5: Practice Making EBC

Unit/Topic:   Everyone is guilty of something

Enduring Understanding(s)

Students will understand –

  1. Guilt is the mainstay of who we are and how we are organized, and is, seemingly, our undeniable destiny. This is a truism of the West.
  2. Guilt is as old as the DNA that defines our species.
  3. Human greed contributes to most of the crimes in the world throughout history.
  4. Ponzi scheme is an embodiment of our infinite capacity for self-delusion.

Essential Question(s):

  • Why is the western civilization based on guilt?
  • Why did Madoff emerge not as some master criminal, but as a sad, hapless man who, lacking the character to tell the truth at the critical moment, stumbled foolishly and blindly into one of the crimes of the century?
  • Why does the Ponzi scheme such as Madoff’s  hold us not because of the engrossing details of the scam, but because of its human dimension?
  • Were Ponzi scheme victims innocent? Why or why not?

CCS Standards & Skills (1A/1E):

RI.9-10.5   Analyze in detail how an author’s ideas and claims are developed and refined by particular sentences, paragraphs, or larger portions of the text (e.g., a section or chapter).

RI.9-10.2

Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

Draw evidence from literary or informational texts to support analysis, reflection, and research.

W.9-10.2.b

Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

W.9-10.9.b Draw evidence from literary or informational texts to support analysis, reflection, and research.

L.9-10.4.a Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.

Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

 Materials/Resources (1D):

  • Copies of Walter Mosley’s “True Crime” essay for each student
  • EBC Worksheets and examples

Agenda

  • Check homework
  • Point out the objectives and aim and Do Now
  • Mini Lesson
  • Student Independent practice
  • Assessment
  • Closing

Objectives: Students will demonstrate their understanding of making an EBC by completing the worksheet provided.

Aim: How do we make a make a compelling claim that is clearly articulated?

Do Now: Lead a brief discussion based on the revision experiences of the Quick Write  and share some of the comments you have written.

  • How do particular sentences in the text develop and refine Mosley’s claim that “fiction…can offer escape” from our guilt and vulnerability?

Mini Lesson: EBC-Based Writing rubric

1. Read the Content and Analysis criterion from the rubric : “The extent to which the response conveys complex ideas and information clearly and accurately in order to respond to the task and support an analysis of the text”, which means the written responses should be clear and make sense to the reader; complicated ideas should come across easily in their writing.

2. Read the Command of Evidence rubric : ”The extent to which the response presents evidence from the provided text to support analysis”(W.9-10.2.a, W.9-10.9), which means evidence needs to be text-based . You can use a direct quotation or s set of words and phrases to show pattern or connection of the evidence.

3. Use an example in the handout to exemplify the rubric.

Prompt: Mosley writes, “We are fascinated with stories of crime, real or imagined.” Think about how this claim relates to the short story ”The Tell-Tale Heart”  and write a paragraph explaining the connection.

a.. Read the following examples and give it a score according to the rubric-” The Tell-Tale Heart” connects to Mosley. It supports Mosley’s claim about fascination of crime. This story and point of view makes us see the mind of a bad guy. Also, this point of view also connects to the idea by Mosley that we need “someone to blame.” It makes us feel like we are better than the main character in “The Tell-Tale Heart.”

b.According to the rubric, what would make this response better? Provide an example of how you would re-write the first sentence.

The writer could introduce more evidence to support the idea that “The Tell-Tale Heart” lets us see into the mind of a criminal, and also use a quote from Mosley to connect this idea back to Mosley’s claim that “we are fascinated by stories of crime, real or imagined.” The writer also needs to make sure their writing is clearer. For example, the first sentence could become: The point of view in “The Tell-Tale Heart” supports Mosley’s claim that “we are fascinated by stories of crime, real or imagined.”

4. Review “Writing Evidence-Based Claims”

a. State your claim clearly

b. Paraphrase and Quote

c. Reference your evidence

Independent Practice:

Complete the worksheet in the packet ( page 3) ” Organizing Evidence-Based Claims” based on Mosely article “Americans’ Obsession with Crime”.

The claim can be a direct quotation from the article or in your own words based on your overall understanding of the article.

Assessment: Reflect- How does the worksheet help you articulate your claim and support it?

Homework: Write a paragraph using the EBC worksheet. Be sure to include a topic sentence, three points that connect to your claim and “so what” sentence to conclude the paragraph.

 

 

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Unit 3 Lesson 4: Evaluating short responses

Unit/Topic:   Everyone is guilty of something

Enduring Understanding(s)

Students will understand –

  1. Guilt is the mainstay of who we are and how we are organized, and is, seemingly, our undeniable destiny. This is a truism of the West.
  2. Guilt is as old as the DNA that defines our species.
  3. Human greed contributes to most of the crimes in the world throughout history.
  4. Ponzi scheme is an embodiment of our infinite capacity for self-delusion.

Essential Question(s):

  • Why is the western civilization based on guilt?
  • Why did Madoff emerge not as some master criminal, but as a sad, hapless man who, lacking the character to tell the truth at the critical moment, stumbled foolishly and blindly into one of the crimes of the century?
  • Why does the Ponzi scheme such as Madoff’s  hold us not because of the engrossing details of the scam, but because of its human dimension?
  • Were Ponzi scheme victims innocent? Why or why not?

CCS Standards & Skills (1A/1E):

RI.9-10.5   Analyze in detail how an author’s ideas and claims are developed and refined by particular sentences, paragraphs, or larger portions of the text (e.g., a section or chapter).

RI.9-10.2

Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

Draw evidence from literary or informational texts to support analysis, reflection, and research.

W.9-10.2.b

Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

W.9-10.9.b Draw evidence from literary or informational texts to support analysis, reflection, and research.

L.9-10.4.a Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.

Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

Objectives: students will work with the Text Analysis Rubric to determine the qualities of a strong written response, evaluate their own responses from the previous lesson, and then revise their written responses.

Aim: How do we select the most appropriate evidence to support or illustrate a claim?

Materials:

  • Copies of Mosely’s essay
  • copies of EBC worksheets
  • copies of the textual analysis rubric
  • copies of revision sheet

Agenda

  1. Introduction to Lesson Agenda
  2. Homework Accountability
  3. Rubric Introduction
  4. Self-Review
  5. Revision
  6. Closing

Do Now:

Lead a brief discussion on the previous lesson’s homework assignment: Mosley writes, “We are fascinated with stories of crime, real or imagined.” How does the author develop  the claim in this article?

Mini Lesson: EBC-Based Writing rubric

We’ll work on revising your written  response to the previous lesson’s Quick-Write prompt:

  • How do particular sentences in the text develop and refine Mosley’s claim that “fiction…can offer escape” from our guilt and vulnerability?

After working through the Text Analysis Rubric, you will review and improve your own analysis of how Mosley’s claim is developed and refined by specific details in the text. We will use the Text Analysis Rubric to develop and strengthen the writing as needed by revising, editing, rewriting, or trying a new approach.

1. Read the Content and Analysis criterion from the rubric : “The extent to which the response conveys complex ideas and information clearly and accurately in order to respond to the task and support an analysis of the text”, which means the written responses should be clear and make sense to the reader; complicated ideas should come across easily in their writing.

2. Read the Command of Evidence rubric : “The extent to which the response presents evidence from the provided text to support analysis”(W.9-10.2.a, W.9-10.9), which means evidence needs to be text-based . You can use a direct quotation or s set of words and phrases to show pattern or connection of the evidence.

3. Use an example in the handout to exemplify the rubric.

Prompt: Mosley writes, “We are fascinated with stories of crime, real or imagined.” Think about how this claim relates to the short story ”The Tell-Tale Heart”  and write a paragraph explaining the connection.

1. Read the following examples and give it a score according to the rubric-” The Tell-Tale Heart” connects to Mosley. It supports Mosley’s claim about fascination of crime. This story and point of view makes us see the mind of a bad guy. Also, this point of view also connects to the idea by Mosley that we need “someone to blame.” It makes us feel like we are better than the main character in “The Tell-Tale Heart.”

2.According to the rubric, what would make this response better? Provide an example of how you would re-write the first sentence.

The writer could introduce more evidence to support the idea that “The Tell-Tale Heart” lets us see into the mind of a criminal, and also use a quote from Mosley to connect this idea back to Mosley’s claim that “we are fascinated by stories of crime, real or imagined.” The writer also needs to make sure their writing is clearer. For example, the first sentence could become: The point of view in “The Tell-Tale Heart” supports Mosley’s claim that “we are fascinated by stories of crime, real or imagined.”

Independent Practice:

  1. Use the rubric to score your written analysis
  2. Use the revision sheet to make specific comments and help you revise. Write comments in the worksheet.
  3. Once you have finished reviewing your work using the rubric,  get into pairs and briefly take turns explaining your self-reviews to each other.

Assessment: Use one of the blank EBC Worksheet to practice making a claim based on the CI of Mosely’s article.

Homework: Write a paragraph applying what you have learned today in class about textual analysis and EBC on the topic of ” why does Mosely assert that Americans are obsessed with crime. You will need to use at least two points to support your claim.

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Unit 3 Lesson 3: Use Questioning Techniques to delve deeper into a text

Unit 3 Lesson 3

Unit/Topic:   Everyone is guilty of something

Enduring Understanding(s)

Students will understand –

  1. Guilt is the mainstay of who we are and how we are organized, and is, seemingly, our undeniable destiny. This is a truism of the West.
  2. Guilt is as old as the DNA that defines our species.
  3. Human greed contributes to most of the crimes in the world throughout history.
  4. Ponzi scheme is an embodiment of our infinite capacity for self-delusion.

Essential Question(s):

  • Why is the western civilization based on guilt?
  • Why did Madoff emerge not as some master criminal, but as a sad, hapless man who, lacking the character to tell the truth at the critical moment, stumbled foolishly and blindly into one of the crimes of the century?
  • Why does the Ponzi scheme such as Madoff’s  hold us not because of the engrossing details of the scam, but because of its human dimension?
  • Were Ponzi scheme victims innocent? Why or why not?

CCS Standards & Skills (1A/1E):

RI.9-10.5   Analyze in detail how an author’s ideas and claims are developed and refined by particular sentences, paragraphs, or larger portions of the text (e.g., a section or chapter).

RI.9-10.2

Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

Draw evidence from literary or informational texts to support analysis, reflection, and research.

W.9-10.2.b

Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

W.9-10.9.b

Draw evidence from literary or informational texts to support analysis, reflection, and research.

L.9-10.4.a

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.

Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

 Academic Vocabulary/Key Concepts (1A)

  • corroborate (v.) – to confirm or give support to

 Materials/Resources (1D):

  • Copies of Walter Mosley’s “True Crime” essay for each student
  • salvation (n.) – the act of saving or being saved

Agenda

  • Review standards
  • Check homework
  • Point out the objectives and aim and Do Now
  • Mini Lesson
  • Student Independent practice
  • Assessment- Quick Write
  • Closing

Objectives: Students will analyze and discuss in small groups how Mosley introduces and develops another central idea—the notion that fictional accounts of crime can help us cope with our inherent guilt

Aim: How do particular sentences in the text develop and refine Mosley’s claim regarding what fiction can offer?

Do Now: Share homework assignments in small groups

Mini Lesson/Guided Practice (1E)

How do we use questioning techniques to uncover an author’s purpose or the central idea s/he tries to convey?

Example 1: Read paragraph 5 and identify the key idea in the paragraph, which is people who are powerless become victims of a wicked society or caught in between good and evil.

Based on the key idea, use a question format to raise the issue implied-

Why does a society victimize its innocent bystanders? ( What issue is implied in the question? What do we know about the society? its people? what causes them to be victims?)

Example 2: Read paragraph 6 and identify the key idea in the paragraph, which is people are vulnerable and can get hurt or become guilty for doing the right thing.

Based on the key idea, use a question format to raise the issue implied-

Why are we “vulnerable”? Can someone be guilty of doing what he believes is right? What make people vulnerable in a society? Why is someone guilty for doing the right thing? Again what does it reveal about ” everyone is guilty of something” central idea?

The questions reveal that the society can’t protect its people who may be guilty of stupidity (due to our vulnerability )for doing something right, which connects to the CI that due to this fear for losing safety, we can be guilty of not doing the right thing when called upon, in other words, we can be cowards because we need to protect ourselves first.

Independent Practice/Group Activity Questions (3D):

In pairs, read assigned paragraphs and do the following. Write your responses on a loose leaf. Share in class.

group 1:Paragraphs 7 &8; group 2: paragraphs 9 & 10; Group 3: paragraphs 11 & 12

Group 4: Paragraphs 13-14  Group 5: Paragraphs 15-16

  1. What’s the key idea in the paragraph? Write a sentence or two to express it.
  2. Based on the key idea, what issues are being addressed or discussed?
  3. What kind questions can we raise or ask based on the  issue, implied or stated?
  4. What do the questions reveal about how the author is developing his central idea that “everyone is guilty of something” and “This is the truism of the west”.

Assessment: Quick Write- How do particular sentences in the text develop and refine Mosley’s claim regarding what fiction can offer?

Homework: Respond to the following TBQs-

  1. According to Mosley, why do we turn to fiction for truth? According to Mosley, what do fiction and entertainment provide for us?(para. 12)
  2. What role do fictional “heroes” play for us in our lives, and how are they limited? What does Mosley mean when he says dilemmas? Give an example of a dilemma from the text. (para 13)
  3. What does Mosley mean by salvation? What is the “machine that covers the world with its cold, gray shadow”? How does Mosley’s use of “cold, gray shadow” refine the central idea of vulnerability?( para.14)
  4. Why, according to Mosley, do “We need forgiveness and someone to blame”?How is guilt related to our fascination with real and fictional crime stories? ( Para. 15 & 16)
  5. What is the central idea ( claim) Mosely has made through this article? How does he evolve the claim? What are the most relevant evidence does Mosely use to develop his claim?