NYS Common Core ELA & Literacy Curriculum
D R A F T
Grade 9 • Module 2 • Unit 3 • Lesson 9
In this lesson students will analyze and present the third portion of the informational text “How Bernard Madoff Did It” paragraphs 8–10 (from “Not everyone was duped” through “the embodiment of our infinite capacity for self-delusion”). This portion of the text continues to elaborate on the details of the Madoff scandal as well as the central ideas present in the text The Wizard of Lies, an excerpt of which students will read in the following lessons.
This lesson requires students to analyze and present a portion of “How Bernard Madoff Did It.” The goal of this lesson is for students to participate and discuss in groups a portion of text and then present that text to the rest of the class. Students will discuss and present the key portions of their respective paragraphs, definitions of the academic vocabulary present, and will take notes on others’ presentations. Students will determine the development of the central idea in this portion of text through the presentations. Students will use the Speaking and Listening Rubric and Checklist to evaluate their own presentation before presenting to the rest of the class. For homework, students will use their notes from the presentations to reflect on one of the presented paragraphs they did not read and come up with one question about that paragraph.
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
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.
b. 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”).
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Through a jigsaw activity, students will present central ideas and supporting evidence that develop and/or refine the ideas from selected paragraphs from the text. Students will be assessed on their presentation as well as the written response of their given portion of text.
· Students should be evaluated on their presentations using the Speaking and Listening Rubric and Checklist....