Unit 3 Lesson 6: Writing a Multi-Paragraph response

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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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