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

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:                                                                                                                                                                                                   

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.

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.

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.

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?

Unit 3 Lesson 2

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.9-10.2

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)

• vengeance (n.) – punishment inflicted or retribution enacted for an injury or wrong
• urban dweller (n.) – someone who lives in a city
• misinform (v.) – to give false or inaccurate information
• impartial (adj.) – objective; fair and just
• vulnerability (n.) – the state of being susceptible to physical or emotional attack or harm
• objective (adj.) – not influenced by feelings or opinions

 Materials/Resources (1D):

• Copies of Walter Mosley’s “True Crime” essay for each student
• Student copies of the 9.2 Common Core Learning Standards Tool
• Student copies of the Short Response Checklist and Rubric

 Grouping Rationale:  (1B)

 Students are grouped  based on the data collected on each student’s reading, writing , social interactive and self-discipline abilities, time management and leadership skills. Students are grouped heterogeneously to help each other succeed and in the meantime to warrant their individual growth.

Multiple Entry Points: (1B)

• Questions are designed at various level so all students with various abilities can participate in discussion.
• More advanced students can take turns to paraphrase challenging questions to ensure all group members understand the tasks.
• Students can type or take notes by pen.
• The lesson is provided with definitions for possible new vocabulary words in the text
• Reading can be done by a more advanced reader in a group to help those  who may have trouble with reading
• Audio is used.

Objectives: (1C) SWBAT identify details to develop a central idea in paragraphs 5–11

Aim: What details does Mosley use to develop a central idea in paragraphs 5–11?

Agenda

1. Introduction to Lesson Agenda
2. Do Now
3. Exemplary Reading by a leading reader from the class
4. “ True Crime,” paragraphs 5–11 Reading and Discussion
5. Teacher modeling
6. Students hands –on practice
7. Quick Write
8. Closing

 Procedures

 Do Now (1A)

1.Pair up and share the results of the research you conducted for homework on one of the historical references from paragraph one.  Consider how what you  learned relates to Mosley’s essay.

2. Share the Quick Write from Lesson 1

A High Performance Response may include the following:

Mosley’s first sentence in this essay is, “Everybody is guilty of something.” This is an idea he develops in the first four paragraphs. He references historical acts that were wrong, as well as individual actions that perpetuate our relationship to guilt. Mosley continues to develop this idea of inescapable guilt by saying that guilt is part of our “undeniable destiny,” and “as old as the DNA that defines our species.” Mosley believes we are all guilty and have done things for which we are culpable, and this relationship with guilt is ingrained in everyone.

3.Respond to the following question, in writing: In your own words explain why Mosley says, “Everybody is guilty of something.”  Be ready to share your responses.

Mini Lesson/Guided Practice (1E)

1.Introduce the Quick Write assessment (What details does Mosley use to develop a central idea in paragraphs 5–11?). Explain to students that this is the lesson assessment and the focus for today’s reading.

2. Mini Lesson-

Selecting relevant evidence to support your claim is an important part of writing and will be a part of the Mid-Unit Assessment. Relevant evidence refers to the facts or quotes from the text that most effectively support a claim or develop a response.

Discuss

–Forming EBC HANDOUT (http://litstudies.org/SUPAAcademyEBCHandouts/Forming%20EBC.pdf)

-Organizing EBC handout (http://litstudies.org/SUPAAcademyEBCHandouts/Organizing%20EBC%20(2%20Pts).pdf)

Now let’s practice together-Here is a claim, “Mosley claims that everyone is guilty of something.” Locate two pieces of relevant evidence that supports this claim.

Possible evidence may include:

• “It goes all the way back to Cain and original sin and has been a central topic of discourse among members of society.”
• “We have also been guilty of our religion, national origin, skin color…and, now and then, of the blood in our veins.”
• “Guilt is the mainstay of who we are and how we are organized, and is, seemingly, our
• undeniable destiny, along with Death and Taxes.”

Pick two pieces of evidence and discuss how your evidence supports the claim. Use EBC Criteria Checklist 1 to guide your discussion. (http://litstudies.org/SUPAAcademyEBCHandouts/EBC%20Criteria%20Checklist%20I%20-%20G9-10.pdf)

Independent Practice/Group Activity Questions (3D):

1. In pairs, read paragraphs 5–7 from “This is because most of us see ourselves” through “the words of political, religious, corporate, and social leaders?” Then direct pairs to discuss the following questions and record their answers in writing.

a. What is Mosley referring to by “This” when he writes, “This is because most of us see ourselves as powerless cogs in a greater machine”?

b. What images in paragraph 5 could help you determine the meaning of vulnerability in paragraph 6? What does vulnerability mean?

c. Why would someone “feel stupid for doing what they were taught was right”?  How this does relate to our vulnerability?

2. Lead a brief class discussion of these questions. Remind students to take notes during the discussion.

3. In small groups, students will continue reading “True Crime,” paragraphs 8–11 from “In smaller societies we worked side by side” through “and the world in general, getting worse” and discuss their responses to the following TBQs before recording them in writing. Continue to annotate the text for evidence of the development of a new central idea. Write the code CI in the margin.

a. Explain Mosley’s claim about life in “smaller societies.” What is different today?

B. What does Mosley mean by “the media misinform”?

C. Why might we distrust an “objective opinion source”?

D. How does the author connect vulnerability to guilt in paragraphs 5–11?

4.Lead a brief class discussion of these questions. Remind students to take notes during the discussion.

Assessment ((1F/3D): Quick Write

What details does Mosley use to develop a central idea in paragraphs 5–11?

Remind students to use the Short Response Checklist and Rubric to guide their written responses.

 Summary/Closure/ (1F/3D)

Preview paragraph 12 (from “This dissatisfaction brings us to fictional accounts” through “wouldn’t even be aware of us getting crushed under its collective weight”) and write one question they have about the paragraph for clarification in the next class. This question can be related to overall comprehension or vocabulary.

Also, instruct students to continue their Accountable Independent Reading through the lens of their focus standard and prepare for a 3–5 minute discussion of their text based on that standard.

 Homework (1E)

Preview paragraph 12 (from “This dissatisfaction brings us to fictional accounts” through “wouldn’t even be aware of us getting crushed under its collective weight”), and write one question about the paragraph for clarification in the next class. This question can be related to overall comprehension or vocabulary.

Continue to read your Accountable Independent Reading text through the lens of a focus standard of your choice, and prepare for a 3–5 minute discussion of your text based on that standard.

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.9-10.2

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.9-10.9.b

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”).

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.

L.9-10.4.a

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 (1A)

• heresy (n.) – an opinion or belief, which seriously disagrees with the principles of a church or religion
• endangerment (v.) – to put someone or something in danger
• predicament (n.) – an unpleasant situation that is hard to get out of
• perversion (n.) – any abnormal means of obtaining sexual satisfaction
• lusting (v.) – having intense sexual desire
• innuendo (n.) – an indirect reference to something rude or unpleasant
• truism (n.) – an obvious truth
• original sin (n.) – the Christian notion that humans are born sinful and will always struggle with their own immoral tendencies
• discourse (n.) – written or spoken communication
• culpable (adj.) – deserving blame

 Materials/Resources (1D):

• Copies of Walter Mosley’s “True Crime” essay for each student
• Student copies of the 9.2 Common Core Learning Standards Tool (refer to 9.2.1 Lesson 1)
• Student copies of the Short Response Checklist and Rubric (refer to 9.2.1 Lesson 1)

 Grouping Rationale:  (1B)

Students are grouped  based on the data collected on each student’s reading, writing , social interactive and self-discipline abilities, time management and leadership skills. Students are grouped heterogeneously to help each other succeed and in the meantime to warrant their individual growth.

Multiple Entry Points: (1B)

• Questions are designed at various level so all students with various abilities can participate in discussion.
• More advanced students can take turns to paraphrase challenging questions to ensure all group members understand the tasks.
• Students can type or take notes by pen.
• The lesson is provided with definitions for possible new vocabulary words in the text
• Reading can be done by a more advanced reader in a group to help those  who may have trouble with reading
• Audio is used.

Objectives: (1C) Students will be able to use evidence to support their response to the question of “How does Mosley develop a central idea in paragraphs 1–4? “

Aim: Why is the western civilization based on guilt?

Agenda

1. Introduction to Lesson Agenda
2. Do Now
3. Exemplary Reading by a leading reader from the class
4. Paragraphs 1–4 Reading and Discussion
5. Quick Write
6. Closing

 Procedures

Do Now (1A)

1.       Review assessed standard for this lesson: RI.9-10.2. What do you notice the differences between this lesson’s writing standard and the ones we have learned from Unit 1 & 2 ( literature)?

2.       How can you apply your focus standard to your independent reading text and write an effective AIR log?

3.       What are the differences between informational and literary texts?

 Mini Lesson/Guided Practice (1E)

1.  About the author- that the author of this essay is Walter Mosley, an accomplished writer of crime fiction. ( More about the author-http://www.roycecarlton.com/speaker/in-the-news/Walter-Mosley.html )
2. What can be identified about this text from the title?( Students briefly discuss in pairs)
3. Introduce the Quick Write assessment (How does Mosley develop a central idea in paragraphs 1–4?). This is the lesson assessment and the focus for today’s reading
4. Read paragraph 1, from “Everybody is guilty of something” through “going right to the rotted heart of the race laws of Nazi Germany.” Annotate while rereading to identify unfamiliar vocabulary, as well as note important points in the text.
5.  Discuss in pairs the following questions and record your responses in the notebooks:  What is Mosley referring to when he writes, “This is a truism of the West”?

 Notes: the West” refers to Western Civilization, specifically European culture, as well as countries settled by Europeans (e.g. Australia, Canada, and the United States). This is in contrast to “the East,” or Eastern Civilization, specifically Asian societies (e.g. China and India). This is an important concept because some cultures do not share this collective sense of guilt.

6. Based on context, what is the definition of truism? ( Apply standard L.9-10.4.a through the process of determining word meaning through the use of context clues. )

7. Original sin is the Christian explanation of the human condition—sin is with us when we come into the world and will always be with us. How does Mosley connect guilt and original sin?

8. Which historical references in paragraph 1 have you recognized?

Notes: the race laws of Nazi Germany (the laws that oppressed the Jews and other minorities in Germany during the time of Hitler) .

9. Why does Mosley include all of these historical references?

10. Lead a brief whole-class discussion to ensure students understand key words and concepts.

11. Review  responses to the previous two questions and annotate the text for evidence of the development of a central idea.  Write the code CI in the margin. As you annotate for central idea, you are beginning to identify textual evidence that may be used in the lesson assessment as well as the Mid-Unit and End-of-Unit Assessments, which address the development of central ideas in the text. This focused annotation will support your engagement with W.9-10.9.b, as you draw evidence from the text to use in your writing.

Independent Practice/Group Activity Questions (3D):

 In each small group, students will do the following-

1. Read paragraph 2 to paragraph 4.  
2. Annotate according to the protocols established in 9.1.1, and continue to use the annotation code CI to indicate the development of a central idea in the text.
3.  Discuss the following questions before sharing out with the class. We’ll have a  whole-class discussion on these questions. Remind students to take notes during the discussion:

 For paragraph 2 (read in pairs):

A. According to Mosley, what have we been guilty of “in 2,000 years of Western Civilization”?

B. How can the sentence structure in paragraph 2 (“In 2,000 years of Western civilization we have been guilty”) help you understand the meaning of the word culpable?

C. How does paragraph 2 relate to the claim and historical references in paragraph 1?

For paragraphs 3 and 4 – from “Guilt is the mainstay of who we are” through “faster than any call for justice, human rights, or ceasefires.”( read in the whole group)

A.According to Mosley how is guilt related to “Death and Taxes”?
B. Mosley claims, “our relationship with guilt is as old as the DNA that defines our species.” How does this relationship change over time?
C. What is the “predicament” we “seek to understand”?

Assessment ((1F/3D): Quick Write

How does Mosley develop a central idea in paragraphs 1–4? Use the Short Response Checklist and Rubric to guide your written responses.

Summary/Closure/ (1F/3D)

• Remind students to write down any question they may still have about the lesson and leave it in the “Park my Questions” folder by the group.
• Explain homework assignment. For homework, research one of the historical references in paragraph 1 and  list three facts you learned as a result of their research.
• Continue  you Accountable Independent Reading through the lens of their focus standard.
• Resources: More about the author Walter Mosely (http://www.roycecarlton.com/speaker/in-the-news/Walter-Mosley.html)

 Homework (1E)

 Research one of the historical references in paragraph 1 and list three facts you learned as a result of your research.

Continue to read your Accountable Independent Reading text through the lens of a focus standard of your choice.

Short Response Rubric

Assessed Standard(s):                                                                                      

Short Response Checklist

Assessed Standard(s):