NYS Common Core ELA & Literacy Curriculum Grade 10 Module 1 Unit 2 Lesson 4

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10.1.2 Lessn 4 Intrductin In this lessn, students read and discuss pages 168 171 f The Palace Thief (frm I had cme t this jb straight frm my degree t my Outline pressed against the inside f his

Students analyze the cnflict the narratr experiences, and explre hw this cnflict develps central ideas in the text.

1 Lessn 4 Intrductin In this lessn, students read and discuss pages f The Palace Thief (frm I had cme t this jb straight frm my degree t my Outline pressed against the inside f his garment ) in which the narratr, Hundert, struggles t understand the events f the Mr. Julius Caesar cmpetitin and hw best t mve frward in its aftermath. Students analyze the cnflict the narratr experiences, and explre hw this cnflict develps central ideas in the text. Student learning is assessed via a Quick Write at the end f the lessn: Hw des the narratr s descriptin f the Mr. Julius Caesar cmpetitin develp a central idea in the text? Fr hmewrk, students read pages f The Palace Thief (frm Well, yung man, I said, kncking n the dr frame t and trundled ff t sit amng his friends ). Students cntinue t use the Central Ideas Tracking Tl t trace the develpment f central ideas in the text, bx unfamiliar wrds, and lk up their definitins. Standards Assessed Standard(s) RL Addressed Standard(s) W a Determine a theme r central idea f a text and analyze in detail its develpment ver the curse f the text, including hw it emerges and is shaped and refined by specific details; prvide an bjective summary f the text. Draw evidence frm literary r infrmatinal texts t supprt analysis, reflectin, and research. a. Apply grades 9-10 Reading standards t literature (e.g., "Analyze hw an authr draws n and transfrms surce material in a specific wrk [e.g., hw Shakespeare treats a theme r tpic frm Ovid r the Bible r hw a later authr draws n a play by Shakespeare]"). L a Determine r clarify the meaning f unknwn and multiple-meaning wrds and phrases based n grades 9-10 reading and cntent, chsing flexibly frm a range f strategies. a. Use cntext (e.g., the verall meaning f a sentence, paragraph, r text; a wrd's psitin r functin in a sentence) as a clue t the meaning f a wrd r phrase. 1

2 Assessment Assessment(s) Student learning is assessed via a Quick Write at the end f the lessn. Students respnd t the fllwing prmpt, citing textual evidence t supprt analysis and inferences drawn frm the text. Hw des the narratr s descriptin f the Mr. Julius Caesar cmpetitin develp a central idea in the text? High Perfrmance Respnse(s) A High Perfrmance Respnse shuld: Identify a central idea in the text (e.g., expectatins). Analyze hw this central idea develps thrugh the narratr s descriptin f the Mr. Julius Caesar cmpetitin (e.g., The narratr s descriptin f the Mr. Julius Caesar cmpetitin develps the central idea f expectatins by demnstrating hw cmpeting expectatins f self and thers shape events. Early in the passage, Hundert expresses his idealistic expectatins fr himself stating that when he came t St. Benedict s, he carried with him the hpe that I culd give t my bys the mre imprtant visin that my classical studies had given t me (p. 168). Hwever, Hundert cmprmises these idealistic expectatins when he fllws his wn ambitin f ne day becming a headmaster (p. 169) by chsing t fllw Mr. Wdbridge s rders t ignre Sedgewick s cheating. Hundert als feels an inexplicable pity fr Sedgewick (p. 168) because f the expectatins Senatr Bell has fr his sn. Hwever, Hundert als realizes that Deepak s parents, t, have expectatins fr their sn. In the end, Hundert finds himself trn by his expectatins fr himself, Senatr Bell s expectatins fr his sn, and Mrs. Mehta s hpes fr her sn.). Vcabulary Vcabulary t prvide directly (will nt include extended instructin) mypia (n.) cnditin f the eye that makes it difficult t see bjects that are far away; nearsightedness begets (v.) causes; prduces as an effect Vcabulary t teach (may include direct wrd wrk and/r questins) cddled (v.) treated tenderly; nursed r tended indulgently 2

3 deliberatin (n.) careful cnsideratin befre decisin Additinal vcabulary t supprt English Language Learners (t prvide directly) din (n.) lud, cnfusing mixture f nises that lasts fr a lng time Lessn Agenda/Overview Student-Facing Agenda Standards & Text: % f Lessn Standards: RL , W a, L a Text: The Palace Thief frm The Palace Thief by Ethan Canin, pages Learning Sequence: 1. Intrductin f Lessn Agenda 2. Hmewrk Accuntability 3. Masterful Reading 4. Reading and Discussin 5. Quick Write 6. Clsing 1. 5% 2. 10% 3. 10% 4. 55% 5. 10% 6. 10% Materials Student cpies f the Central Ideas Tracking Tl (refer t Lessn 2) students may need additinal blank cpies Student cpies f the Shrt Respnse Rubric and Checklist (refer t Lessn 1) Learning Sequence Hw t Use the Learning Sequence Symbl Type f Text & Interpretatin f the Symbl 10% Percentage indicates the percentage f lessn time each activity shuld take. n symbl Plain text indicates teacher actin. Bld text indicates questins fr the teacher t ask students. Italicized text indicates a vcabulary wrd. Indicates student actin(s). Indicates pssible student respnse(s) t teacher questins. 3

4 Indicates instructinal ntes fr the teacher. Activity 1: Intrductin f Lessn Agenda 5% Begin by reviewing the agenda and the assessed standard fr this lessn: RL In this lessn, students analyze an excerpt frm The Palace Thief, fcusing n hw the narratr s reflectins n the Mr. Julius Caesar cmpetitin develp central ideas in the text. Students lk at the agenda. Activity 2: Hmewrk Accuntability 10% Instruct students t frm pairs and share their additins t the Central Ideas Tracking Tl. See the Mdel Central Ideas Tracking Tl fr pssible student respnses. Lead a brief whle-class discussin f student respnses. Instruct student pairs t share and discuss the vcabulary wrds they identified in the previus lessn s hmewrk. Students may identify the fllwing wrds: mypia and begets. Differentiatin Cnsideratin: Students may als identify the fllwing wrd: din. Definitins are prvided in the Vcabulary bx in this lessn. Activity 3: Masterful Reading 10% Have students listen t a masterful reading f pages f The Palace Thief (frm I had cme t this jb straight frm my degree t my Outline pressed against the inside f his garment ). Cnsider pausing several times during the masterful reading t allw students time t write dwn initial reactins and questins. Students fllw alng, reading silently. Differentiatin Cnsideratin: Cnsider psting r prjecting the fllwing guiding questin t supprt students in their reading thrughut this lessn: 4

5 T what extent des the narratr meet his wn expectatins? Activity 4: Reading and Discussin 55% Instruct students t frm small grups. Pst r prject each set f questins belw fr students t discuss. Instruct students t anntate fr central ideas thrughut the reading and discussin, using the cde CI. This fcused anntatin supprts students engagement with W a, which addresses the use f textual evidence in writing. Instruct student grups t read pages (frm I had cme t this jb straight frm my degree t I culd see the sheets f my Outline pressed against the inside f his garment ) and answer the fllwing questins befre sharing ut with class. Hw des the narratr s descriptin f his first days f teaching develp his expectatins fr himself and his students (p. 168)? Student respnses shuld include: The narratr expresses the idealistic expectatin that he will share with his students his wn lve f learning. He says he carried with him the hpe that I culd give t my bys the mre imprtant visin that my classical studies had given t me (p. 168). The narratr expects himself t be a demanding teacher, nting, I knew that [the bys] respnded best t challenge (p. 168). The narratr expects himself t share with his students the values he expressed t Senatr Bell when he talked abut the imprtance f character and high ideals (p. 163). Differentiatin Cnsideratin: If students struggle, cnsider psing the fllwing scafflding questin: Based n the narratr s interview with Senatr Bell described n page 163, what benefits des the narratr see as the imprtant visin (p. 168) that his classical studies gave him? The narratr believes that by studying the classical wrld, the bys will understand the imprtance f character and high ideals (p. 163). What des the narratr s attitude twards cddling suggest abut his teaching philsphy? The narratr s belief that cddling makes bys weak-minded (p. 168) suggests that he believes that the ppsite f cddling shuld happen. The narratr believes in being strict with students, even suggesting that the best teachers are tyrants (p. 168). 5

6 Differentiatin Cnsideratin: If students struggle, cnsider asking the fllwing scafflding questin: What wrds and phrases in this paragraph clarify the meaning f the wrd cddled? Student respnses may include: Hundert explains that being cddled hlds [the students] back (p. 168) s cddled must mean smething negative. Hundert equates being cddled with being kept in the bsms f their mthers (p. 168), which indicates that cddled might mean being treated as a child. Cnsider drawing students attentin t the applicatin f L a thrugh the prcess f using cntext t make meaning f unknwn wrds. What des the narratr s perid f internal deliberatin (p. 168) suggest abut his expectatins fr himself? The narratr s internal deliberatin suggests that he expects himself t behave ethically, but he als wants t act cmpassinately. The narratr expects himself t challenge the bys and des nt want t cddle them, but at the same time he feels an inexplicable pity fr the by, wh, like the narratr himself, had suffered at the hands f his father (p. 168). Differentiatin Cnsideratin: If students struggle, cnsider psing the fllwing scafflding questin: What details in the text clarify the meaning f deliberatin (p. 168) in this cntext? The phrase internal deliberatin (p. 168) appears after the narratr realizes that Sedgewick has been cheating but befre the narratr acts. The narratr says, I dn t knw hw lng I std there befre deciding what t d (p. 168). Therefre, deliberatin means careful cnsideratin befre decisin. Cnsider drawing students attentin t the applicatin f L a thrugh the prcess f using cntext t make meaning f unknwn wrds. T what extent des Hundert meet his expectatins f himself in his respnse t Mr. Wdbridge s rder t ignre Sedgewick s cheating? This is the first time the text uses the narratr s name. Frm this pint n, lessns will refer t the narratr as Hundert. Student respnses may include: 6

7 Hundert fails t meet his expectatins fr himself when he decides t bey Mr. Wdbridge s rders. Althugh he explains that he designed his rm as a tribute t the lfty ideals f man (p. 156) and says that he wants t teach his students t temper their ambitin with humility (p. 157), Hundert allws his wn ambitin t ne day becme headmaster t influence his decisin. Rather than risking his prfessinal career, Hundert agrees t stay silent and justifies Mr. Wdbridge s rder by saying that he understd the necessities f a bys schl (p. 169). Hundert partially meets his expectatins fr himself; while he des nt stand up fr his principles against Mr. Wdbridge, he des find a way t ensure that Sedgewick, wh is cheating, cannt win the cmpetitin by asking a questin he knws nly the best prepared by, Deepak Mehta, can answer. Hw d parental expectatins influence Hundert s decisins during the Mr. Julius Caesar cmpetitin? Student respnses shuld include: Knwing that Sedgewick s parents are in the audience, Hundert says his eye went instantly t them and when the crwd claps as the senatr calls ut, That s my by! (p. 169), Hundert felt the sudden, indefensible urge t steer the cntest in yung Sedgewick Bell s directin (p. 170). Hundert s awareness f the senatr s expectatin that his sn will win the cmpetitin adds t Hundert s desire t help Sedgewick win. Hundert reprts, [T]he presence f [Deepak s] mther finally brught me t my senses (p. 170). It causes Hundert t ask a questin that he knws nly Deepak can answer s that Deepak will win the cmpetitin. Hundert s awareness f Deepak s mther s expectatins fr her sn, alng with his knwledge that Deepak is the mst deserving f the cmpetitrs, vercmes his impulses t steer the cntest in Sedgewick s favr because f the senatr s expectatins and causes him t favr Deepak instead. What are the mighty frces (p. 170) that Hundert believes influence Sedgewick? Student respnses shuld include: Hundert believes that Senatr Bell, Sedgewick s father, is ne f the mighty frces that influence Sedgewick. Hundert s speculatin fllws Senatr Bell s departure frm the auditrium after Sedgewick lses the cmpetitin. Hundert s earlier descriptins f Senatr Bell as a tyrant and Sedgewick as a by struggling gamely frm beneath the frmidable umbra f his father (p. 164) suggest that Hundert believes Senatr Bell has caused Sedgewick t cheat. Hundert suggests that Sedgewick s childhd experience f cheating during the Mr. Julius Caesar cmpetitin is a frce that influences his later adult decisins. While Hundert says it 7

8 is histrically inpprtune t blame a life gne aful n a single incident in childhd (p. 169), he casts dubt n that statement and seems t regret nt having fllwed his principles by making Sedgewick s cheating knwn publicly. In the sentence, Hwever, I myself wuld have std up fr ur principles, hw des Hundert s use f the wrd Hwever change the meaning f his previus statement: [I]t is histrically inpprtune t blame a life gne aful n a single incident in childhd (p. 169)? The wrd hwever suggests that althugh Hundert did nt act n his principles and did nt expse Sedgewick s cheating, he regrets that decisin and feels it cntributed t Sedgewick s difficulties as an adult. He says he wuld have std up fr ur principles if Mr. Wdbridge had nt threatened t fire him (p. 169), suggesting that if he had acted accrding t his principles at the time, Sedgewick s life might have been different. Lead a brief whle-class discussin f student respnses. Activity 5: Quick Write 10% Instruct students t respnd briefly in writing t the fllwing prmpt: Hw des the narratr s descriptin f the Mr. Julius Caesar cmpetitin develp a central idea in the text? Ask students t use this lessn s vcabulary wherever pssible in their written respnses. Remind students t use the Shrt Respnse Rubric and Checklist t guide their written respnses. Students listen and read the Quick Write prmpt. Display the prmpt fr students t see, r prvide the prmpt in hard cpy. Transitin t the independent Quick Write. Students independently answer the prmpt using evidence frm the text. See the High Perfrmance Respnse at the beginning f this lessn. Activity 6: Clsing 10% Display and distribute hmewrk assignment. Fr hmewrk, instruct students t read pages f The Palace Thief (frm Well, yung man, I said, kncking n the dr frame t and trundled ff t sit amng his friends ) and cntinue t use the Central Ideas Tracking Tl t trace the develpment f central ideas. Direct students t bx any unfamiliar wrds and lk up their definitins. Instruct them 8

9 t chse the definitin that makes the mst sense in cntext, and write a brief definitin abve r near the wrd in the text. Students fllw alng. Hmewrk Read pages f The Palace Thief (frm Well, yung man, I said, kncking n the dr frame t and trundled ff t sit amng his friends ) and cntinue t use the Central Ideas Tracking Tl t trace the develpment f central ideas. Als, bx any unfamiliar wrds and lk up their definitins. Chse the definitin that makes the mst sense in cntext, and write a brief definitin abve r near the wrd in the text. 9

10 Mdel Central Ideas Tracking Tl Name: Class: Date: Directins: Identify the central ideas that yu encunter thrughut the text. Trace the develpment f thse ideas by nting hw the authr intrduces, develps, r refines these ideas in the texts. Cite textual evidence t supprt yur wrk. Text: The Palace Thief by Ethan Canin Page # Central Ideas Ntes and Cnnectins Page 164 Pages Page 166 Expectatins (the narratr s expectatins f self) Expectatins (the narratr s expectatins f self) Expectatins (the narratr s expectatins f self) The narratr s decisin t cntinue t cheat n Sedgewick s behalf by asking him easier questins in the Mr. Julius Caesar cmpetitin might be mtivated by the ways in which Sedgewick s success in the cmpetitin cntributes t his wn success. Sedgewick s achievements help the narratr t fulfill his wn expectatins f himself as a teacher wh inspires struggling students imprve, r mve frm darkness int the light (p. 164). The narratr s decisin t change Sedgewick s quiz grade s that he is eligible t participate in the Mr. Julius Caesar cmpetitin might be mtivated by the narratr s desire t fulfill his wn expectatins f himself as a teacher. The narratr s descriptin f thse students wh cme, under ne s wn directin, frm darkness int the light as the hneyed mrsels f a teacher s existence (p. 164) suggests that Sedgewick s rise frm pr student (p. 159) t a cntestant in the prestigius Mr. Julius Caesar cmpetitin reinfrces the narratr s belief that he is achieving great things as a teacher. The narratr reacts t Sedgewick s hesitatin at answering a questin by wrrying abut his wn rle in Sedgewick s failure, he felt that it was I wh had put him in this untenable psitin, I wh had brught a tender bud t sn int the heat (p. 166). The narratr s verwhelming feeling f respnsibility fr Sedgewick s apparent failure suggests that his wn expectatins f himself as a teacher wh helps bys 10

11 develp int better versins f themselves play a crucial rle in his respnse t Sedgewick s struggle. Pages 164, 167 Page 167 Page 167 Page 168 Expectatins (the narratr s expectatins f Sedgewick) Expectatins (the narratr s expectatins f Sedgewick) Expectatins (the narratr s expectatin f self) Expectatins (the narratr s expectatins f Sedgewick; Sedgewick s expectatins f self) The narratr s decisin t skew the Mr. Julius Caesar cmpetitin in Sedgewick s favr by asking him easier questins, r giving him an easier examinatin (p. 167) results frm his expectatin that Sedgewick is nt as smart r capable as the ther bys in the cmpetitin because f the disadvantage f grwing up under the frmidable umbra f his father (p. 164). The narratr s lw expectatin fr Sedgewick cnvinces him that he needs t cheat n Sedgewick s behalf s that Sedgewick can succeed. The narratr reacts t Sedgewick s success with the sudden, heartening premnitin (p. 167) that Sedgewick might win the cmpetitin. Hundert s surprise at Sedgewick s success suggests that he riginally had lw expectatins f Sedgewick s ability t cmpete at the same level as the ther students. It als suggests that the narratr is beginning t expect mre f Sedgewick, because he starts t believe that Sedgewick can win the cmpetitin. The narratr reacts with delight[] (p. 167) at Sedgewick s success in the cmpetitin, and explains nt nly was he prving my gamble wrthwhile, but he was shwing the twittering bys in the audience that, under fire, discipline prduces accurate thught (p. 167). The narratr s fcus n hw Sedgewick s success validates his wn questinable decisin t cheat n Sedgewick s behalf, as well as prves t the ther students the effectiveness f the narratr s emphasis n discipline in his classrm, suggests that his attitude twards Sedgewick s success is shaped by his wn desire t be recgnized as a successful teacher wh, as he explained t the senatr earlier, can impart the imprtance f character and high ideals (p. 163) n his students. The narratr s realizatin that Sedgewick is cheating develps the idea f hw the narratr s expectatins influence Sedgewick s actins. The narratr s decisin t cheat n Sedgewick s behalf is mtivated bth by his lw expectatins f Sedgewick s academic abilities and 11

12 his desire t fulfill his high expectatins fr himself as a teacher wh imparts upn his students the imprtance f character and high ideals (p. 163). Sedgewick s decisin t cheat suggests his need t maintain his status as a leader amng his classmates and t escape the frmidable umbra f his father (p. 164). Page 169 Expectatins While Hundert wants t meet his wn idealistic expectatins, he als wants t meet his prfessinal expectatins and knws that disbeying Mr. Wdbridge will destry his chance f ne day becming a headmaster himself. Page 169 Page 170 Page 171 Expectatins (parents expectatins f children) Expectatins (parents expectatins f children) Expectatins (parents expectatins f children) While wndering, What kind f desperatin wuld lead a by t cheat n a public stage? Hundert s eyes g instantly t Sedgewick s parents, establishing the idea that the parents expectatins may have caused Sedgewick t cheat and that his parents have frmed Sedgewick s character. Hundert, watching Senatr Bell and his wife leave the auditrium after Deepak Mehta wins the title f Mr. Julius Caesar, says, I had my first inkling then f the mighty frces that wuld twist the life f that by. Hundert s bservatin suggests that Sedgewick s identity is shaped mre by the mighty frces f his pwerful father s expectatins than anything else. Hundert says that lsing the Mr. Julius Caesar cmpetitin was the beginning f Sedgewick Bell s lifelng pursuit f missed glry, indicating his belief that this single event was key t Sedgewick s effrts thrughut his life t meet his father s expectatins. 12

Lesson 1. Introduction. Standards

Lesson 1. Introduction. Standards 10.4.3 Lessn 1 Intrductin In this first lessn f Unit 3, students explre Nicclò Machiavelli s The Prince by cnsidering the first tw paragraphs f chapter 17: Of cruelty and mercy, and whether it is better