Unit/Topic: Everyone is guilty of something
Enduring Understanding(s)
Students will understand –
- 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.
- Guilt is as old as the DNA that defines our species.
- Human greed contributes to most of the crimes in the world throughout history.
- 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.