Unit 3 Lesson 2: EBC Practice

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.

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