Camden City School District



|English II |

|Unit 4: Crime and Punishment |

|36 days |

|Unit Focus |

|Students analyze the motivation of criminals and the consequences of their actions. Reading about law, crimes, trials, verdicts and sentences in world texts, students immerse themselves in questions of justice |

|and the role of law in modern society. Evidence based writing focuses on arguing whether certain punishments are justifiable for certain crimes. |

|Stage 1 : Desired Results |

|(both skills-based and concept-based) |

|Big Ideas: |Essential Questions: |

|Authors provide valid, relevant and sufficient evidence to support specific claims |How do we achieve justice? |

|Authors develop, shape and refine themes or central ideas in a text using specific details |Does every crime warrant a punishment? |

| |How do authors play with the readers’ emotions and sympathies in texts involving crime, punishment |

| |and/or justice? |

|Students Will Know… |Students Will Be Able To… |

|The role of law in modern society |Examine the development of an author’s ideas or claims in a text |

|Examples of different kinds of justice i.e. social, legal, etc. |Evaluate whether the author’s claims, evidence and reasoning are valid |

|Different consequences of crime and motivations of criminals |Analyze how an author uses specific details in a text to shape and refine a theme or central idea |

| |

|Goals NJSLSA: RL.10.1, RL.10.2, RL.10.9, RI.10.1, RI.10.2, RI.10.5, RI.10.8, W.10.1, W.10.4, W.10.5, W.10.7, W.10.8, W.10.9, W.10.10, SL.10.1, SL.10.4, SL.10.6, L.10.1 , L.10.2, L.10.4 (a), (b) ----- (see also |

|Critical Knowledge and Sub-Skills for Focus Standards in unit Appendix) |

|Note: This unit overview focuses primarily on the reading standards for this unit. Teacher will find however, there are logical extensions to be made in order to integrate all standards listed for this |

|instructional window. |

|Stage 2: Assessment/Evidence |

|Summative Assessment Description: |Formative Checkpoints: |

| | |

|Drawing on evidence from texts read during the unit, students |Students keep track of crimes and punishments on a three column chart, in the third column students check whether the punishment was just or |

|consider how we achieve justice and whether certain punishments are|unjust |

|justifiable for particular crimes. | |

| |Using their tracking sheets, students generate a class criteria chart listing what punishments are justifiable for particular crimes and why |

| | |

| |Students craft a claim answering the question whether a certain punishment in a text read was justifiable for a particular crime |

| | |

| |Students collect evidence to support the claim |

| | |

| |Students complete an evidence and reasoning anchor chart as they read |

| | |

| |Using anchor chart evidence, students participate in Socratic Seminar to evaluate the strength of the evidence collected to support their |

| |generated claim |

| | |

| | |

| |Other Types of Evidence to Collect During the Unit: |

| |Jots (sticky notes) |

| |Reader’s Notebook |

| |Journals |

| |Graphic Organizers |

| |Conferring Notes |

|Unit Suggested Readings |

|Anchor Text |Author |Text Type |Lexile Level (Suggested Range: |Source |

| | | |1110-1310)* | |

|Teaching Notes: | | | | | |

|Close Reading Module Text(s) |Author |Text Type |Lexile Level | Source |Synthesis Task |

|Is Torture Ever Justified? |The Economist |Informational Text |1330L | | |

|Kubark Counter Intelligence |Kubark |Government Document |N/A | |

|Interrogation CIA Training Manual| | | |01-60.pdf | |

|How Bad is the School to Prison |Carla Amurao |Info Graphic |1080L | |

|Pipeline? | | | |t/school-to-prison-pipeline-fact-sheet/ | |

|Crime Library |Crime Museum |Website Resource |N/A | | |

|The Hunger Games |Suzanne Collins |Novel |810L |ISBN13: 978-0439023528 | |

|1984 |George Orwell |Novel |1090L |ISBN13: 978-0451524935 | |

*Although this is the suggested Lexile range, Lexiles are only one measure of text complexity, and text choices should be based on qualitative measures, and reader and task considerations as well.

|Stage 3 – Learning Plan |

|Text 1: Torture’s Terrible Toll, by John McCain |Optional Supplementary Texts |

|Text 2: The Case for Torture, by Michael Levin |1984, a novel by George Orwell |

| | |

|Arts Integration: | |

|Rendition, a movie about the horrors of abusive interrogation and complexity of American values | |

|TedTalks: Chris Abani talks about surviving in a Nigerian prison | |

|Brief Synopsis: Torture’s Terrible Toll presents U.S. Arizona Senator John McCain's views on abusive |Alignment to the Big Ideas: |

|interrogation tactics, which he believes undermine the nation's values. The Case for Torture presents |Authors provide valid, relevant and sufficient evidence to support specific claims |

|Michael Levin’s view that torture is an acceptable and necessary measure for preventing future evils. |Authors develop, shape and refine themes or central ideas in a text using specific details |

| | |

|This module can accommodate 45 minute blocks and is meant to last 4-5 days. | |

|Common Core State Standard Goals to Address: |

|RI.10.1 Accurately cite strong and thorough textual evidence, (e.g., via discussion, written response, |RI.10.5 Analyze in detail how an author’s ideas or claims are developed and refined by particular |

|etc.) and make relevant connections, to support analysis of what the text says explicitly as well as |sentences, paragraphs, or large portions of a text. |

|inferentially, including determining where the text leaves matters uncertain. | |

| |RI. 10.8 Describe and evaluate the argument and specific claims in a text, assessing whether the reasoning |

|RI.10.2. Determine a central idea of a text and analyze how it is developed and refined by specific |is valid and the evidence is relevant and sufficient; identity false statements and fallacious reasoning. |

|details; provide an objective summary of the text. | |

|Suggested Instructional Routines and Engagement Methods: |

|Shared reading |

|Active reading strategies (e.g., turn and talk, stop and jot, targeted task) |

|Text-dependent questions that lead to key understandings |

|Explicit and incidental academic vocabulary instruction |

|Evidence-based oral and/or written responses |

|Anchor charts (elementary); Accountable Talk |

| |

|Academic Vocabulary (Choose at least 5 target words per week, selected from standards and/or text) |

|Nefarious |Concede |Tone |

|Coerced |Deference |Allusion |

|Humanitarian |Hypothetical |Idealism |

|Learning Tasks and Formative Checkpoints: * see module for Grade 10 unit 4 (This module is comprised of two texts to be taught over a 12-14 day period.) |

| |

|Culminating Question for Evidence Based Response Writing: |

|Drawing on McCain and Levin’s key ideas and literature we have read, is it moral to sacrifice individual rights in order to maintain a safe and secure society? |

|How do the authors make their arguments? |

|Evaluate the authors’ perspectives on torture as a reflection of the conflict between individual rights and societal needs. |

| |

|TASK: Use the PAPA square and rhetorical précis templates to analyze McCain and Levin’s positions. Then, take a position on the conflict between individual rights and society needs. Defend your position by |

|citing evidence in a structured debate. |

| |

|Learning Tasks/Outcome |

|SWBAT – cite textual evidence in order to complete a PAPA square and rhetorical précis. |

|SWBAT – analyze the text in order to take a position on the morality of using torture to maintain a safe and secure society. |

|SWBAT - evaluate how the author makes his argument in order to debate the topic. |

|Standards-Based Academic Vocabulary Suggestions |

|Literal |Central idea |Agency |

|Figurative |Emerge |Historical Significance |

|Denotation |Refine |Fallacious |

|Connotation |Censorship |Exaggerated |

|Discrete |Objective |Distorted |

|Just |Subjective |Nuance |

|Conscious |Ethical |Prejudiced |

|Allusion |Moral |Counterclaim |

|Additional |Science |Social Studies |

|Interdisciplinary |Students conduct research on the physiological and psychological effects of waterboarding |Students research landmark Death Row cases and the legal proceedings surrounding the cases|

|Connections |and torture. |i.e. Troy Davis. |

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