Critique one’s own writing Revise writing Unit 3: is guilty of Something” “Everybody Mid-Unit: Crime: The 13 Read closely for textual details CCRA.R.9 “True roots of an Students write a multi-paragraph response to Annotate to support RI.9-10.2 American the following prompt: How does Mosley comprehension and analysis RI.9-10.5 obsession” by shape and develop his claim that are “We Engage in productive evidence-based RI.9-10.7 Walter Mosley fascinated with stories of crime, real or conversations about text W.9-10.2.a, b, imagined” (par. 16)? Students then use the Bernard Provide an objective summary of a text “How c, d, f 9.2.3 Mid-Unit Peer Review Tool (Criterion 1 Madoff Did It” by Paraphrase and quote relevant W.9-10.5 and Criterion 2) to review their own and a Liaquat Ahamed evidence from a text peer’s responses before revising their own W.9-10.9.b The Wizard of Lies: Make claims about texts using specific response based on both reviews. Bernie Madoff and SL.9-10.1.a, b, textual evidence the Death of Trust, End-of-Unit: c, d pages 361–364 by Collect and organize evidence from Students use textual evidence to engage in a SL.9-10.4 Diana Henriques texts to support analysis in writing fishbowl discussion of one of the following SL.9-10.6 prompts: To what extent does Ahamed’s Organize evidence to plan around L.9-10.1 article support or challenge claims that writing L.9-10.2 Mosley made in Crime: The Roots of an Make claims “True L.9-10.4.a, b American Obsession”? Create connections between key details OR L.9-10.5.a to form a claim To what extent is Mosley’s claim that
Critique one’s own writing Revise writing Unit 3: “Everybody is guilty of Something” “True Crime: The roots of an American obsession” by Walter Mosley “How Bernard Madoff Did It” by Liaquat Ahamed The Wizard of Lies: Bernie Madoff and the Death of Trust, pages 361–364 by Diana Henriques 13 Read closely for textual details Annotate to support comprehension and analysis Engage in productive evidence-based conversations about text Provide an objective summary of a text Paraphrase and quote relevant evidence from a text Make claims about texts using specific textual evidence Collect and organize evidence from texts to support analysis in writing Organize evidence to plan around writing Make claims Create connections between key details to form a claim CCRA.R.9 RI.9-10.2 RI.9-10.5 RI.9-10.7 W.9-10.2.a, b, c, d, f W.9-10.5 W.9-10.9.b SL.9-10.1.a, b, c, d SL.9-10.4 SL.9-10.6 L.9-10.1 L.9-10.2 L.9-10.4.a, b L.9-10.5.a Mid-Unit: Students write a multi-paragraph response to the following prompt: How does Mosley shape and develop his claim that “We are fascinated with stories of crime, real or imagined” (par. 16)? Students then use the 9.2.3 Mid-Unit Peer Review Tool (Criterion 1 and Criterion 2) to review their own and a peer’s responses before revising their own response based on both reviews. End-of-Unit: Students use textual evidence to engage in a fishbowl discussion of one of the following prompts: To what extent does Ahamed’s article support or challenge claims that Mosley made in “True Crime: The Roots of an American Obsession”? OR To what extent is Mosley’s claim that
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