Curriculum / ELA / 9th Grade / Unit 3: Power, Justice, and Culpability: Of Mice and Men and The Central Park Five / Lesson 1
ELA
Unit 3
9th Grade
Lesson 1 of 30
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Analyze depictions of migrant workers in an article by John Steinbeck and various photographs by Dorothea Lange, noting the similarities in their representation.
Essay: “Excerpt from John Steinbeck's The Harvest Gypsies” by John Steinbeck
Photo: Migrant worker on California Highway (1935) by Dorothea Lange
Photo: Migrant Mother, Nipomo, California (1936) by Dorothea Lange
Photo: Dorothea Lange: Drought refugees from Texas encamped in California near Exeter. Seven in Family (1936)
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
Choose one of the three Dorothea Lange photographs. How does that photograph reflect Steinbeck's depiction of the life and experiences of the migrant worker? Be sure to refer to specific details from both the article and photograph to support your ideas.
An example response to the Target Task at the level of detail expected of the students.
Questions about the text that will help guide the students understanding
How does Steinbeck depict the experiences and living conditions of the "new kind of migrant" in this excerpt? Provide specific evidence from the text and carefully explain your thinking.
What were the circumstances that led to a new population of migrant workers? Provide specific evidence from the text and carefully explain your thinking.
Have students look at Migrant worker on California Highway (1935) by Dorothea Lange (NYPL Digital Collections). How do the details in this photograph contribute to its impact and meaning?
Have students look at Drought refugees from Texas encamped in California near Exeter. Seven in Family (1936) (NYPL Archive). How do the details in this photograph contribute to its impact and meaning?
Have students look at Migrant Mother, Nipomo, California (1936) by Dorothea Lange (MoMA Learning). How do the details in this photograph contribute to its impact and meaning?
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
nomadic
adj.
wandering from place to place
mete
v.
to dispense or give out
ostracize
to exclude someone from society or a group
destitute
without the basic necessities of life
ingenuity
n.
the quality of being clever or resourceful
cultivate
to promote or improve the growth of something
anachronistic
not being in its correct historical or chronological time, especially belonging to an earlier time
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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.9-10.4 — Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
Standards that are practiced daily but are not priority standards of the unit
L.9-10.1 — Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.9-10.6 — Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
RL.9-10.1 — Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
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.
SL.9-10.6 — Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
W.9-10.1 — Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W.9-10.9 — Draw evidence from literary or informational texts to support analysis, reflection, and research.
Lesson 2
RI.9-10.2 RI.9-10.4
Explain how Steinbeck establishes the setting and introduces his main characters in Of Mice and Men.
RL.9-10.4
Analyze how Steinbeck develops the reader's understanding of the relationship between Lennie and George.
RL.9-10.3 RL.9-10.4
Analyze how Steinbeck develops social hierarchies on the ranch and introduces tension into the story.
RL.9-10.3 RL.9-10.5
Writing
Write a strong topic sentence and select relevant textual evidence to support that claim.
RL.9-10.1 RL.9-10.3 RL.9-10.4 W.9-10.1.a W.9-10.1.b W.9-10.4 W.9-10.5
Outline an analytical paragraph using the acronym T-E-A-L, and write a first draft.
W.9-10.1.a W.9-10.1.b W.9-10.1.c W.9-10.1.d W.9-10.1.e
Write a strong analytical paragraph that effectively integrates textual evidence and argues for which person at the ranch poses the greatest threat to Lennie and George.
W.9-10.1.a W.9-10.1.b W.9-10.1.c W.9-10.1.d W.9-10.1.e W.9-10.4 W.9-10.5 W.9-10.5
Analyze how Steinbeck develops characters and explain what characters' actions and beliefs can reveal about human nature.
RL.9-10.3
Analyze the character of Crooks through the lenses of racism, loneliness, and power.
Analyze the character of Curley's wife through the lenses of sexism, loneliness, and power.
Analyze how Steinbeck has used foreshadowing to develop tension leading up to the story's climax.
RL.9-10.5
Analyze the structural choices Steinbeck has made in the final chapter of Of Mice and Men and how he works to shape the reader's perception of Lennie's murder.
Analyze the Robert Burns poem, "To a Mouse" and draw conclusions about why Steinbeck chose a line from this poem for the title of his novel.
RL.9-10.2 RL.9-10.3
Assessment: Socratic Seminar
Take a position on one of three analytical prompts and gather textual evidence in preparation for a Socratic seminar.
RL.9-10.1 RL.9-10.2 RL.9-10.3 W.9-10.1
Engage in a Socratic seminar in preparation for crafting a literary analysis for Of Mice and Men.
RL.9-10.1 RL.9-10.2 RL.9-10.3 SL.9-10.1.a
Argumentative Writing
Write a strong thesis statement in response to an analytical essay prompt, and outline body paragraphs needed to support that thesis statement.
W.9-10.1.a W.9-10.1.b W.9-10.4 W.9-10.5
Write the body paragraphs of an analytical essay in the literary present tense, using strong transitions within and between paragraphs.
W.9-10.1.a W.9-10.1.b W.9-10.1.c W.9-10.1.d W.9-10.1.e W.9-10.4 W.9-10.5
Review the parts of an introduction, and write a strong introduction to an analytical essay using the acronym H-I-T (hook, introductory information, thesis statement).
W.9-10.1 W.9-10.4 W.9-10.5
Review the parts of a conclusion, and write a strong conclusion to an analytical essay using the acronym B-A-M (refer back to thesis, analyze its significance, make it universal).
Revise and edit essay drafts either independently or using a peer review structure.
Explain what the Atkins v. Virginia decision and the case of Marvin Wilson reveal about perceptions of culpability in the criminal justice system.
RI.9-10.2 RI.9-10.3 RI.9-10.4
Analyze how characters in Of Mice and Men view Lennie's culpability in different situations throughout the text.
Identify claims made about the relationship between racial bias and wrongful convictions, and analyze how structural choices help develop an author's ideas.
RI.9-10.2 RI.9-10.5
Identify Sarah Burns' purpose in The Central Park Five, and explain how an author's tone develops the reader's understanding of their perspective.
RI.9-10.1 RI.9-10.4 RI.9-10.6
Analyze the structure of the first chapter of The Central Park Five and explain the purpose and impact of specific sections of the text.
RI.9-10.3 RI.9-10.5
Analyze how Burns uses descriptive language and specific details to communicate her perspective.
RI.9-10.1 RI.9-10.4 RI.9-10.6 W.9-10.10 W.9-10.9
Analyze the choices director Ava DuVerney made in When They See Us and compare her portrayal of characters and events with Sarah Burns' text, The Central Park Five.
RI.9-10.1 RI.9-10.7 W.9-10.1
Analyze how racism shaped media coverage of the Central Park Five, and explain the debate around blame and culpability in this case.
RI.9-10.3 RI.9-10.4 RL.9-10.4
Analyze the choices director Ava DuVerney made in When They See Us and compare her portrayal of characters and events with Sarah Burns's text, The Central Park Five.
RI.9-10.3 RI.9-10.4
Assessment: Performance Task
Brainstorm, outline, and record a podcast episode that analyzes the power of language to construct meaning about a person's identity in both Of Mice and Men and Central Park Five.
RI.9-10.2 RI.9-10.4 RL.9-10.2 RL.9-10.4 SL.9-10.4 SL.9-10.5 W.9-10.4 W.9-10.6
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