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.