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Common Core ELA 10 1.2-1
Transcript of Common Core ELA 10 1.2-1
This unit consists of 13 lessons that focus on character development and how this development contributes to the central idea of the text. The introduction to the major characters allows students to analyze their interaction and development from the beginning of the story. In this lesson, students begin their exploration of Ethan Canin’s short story “The Palace Thief,” from “I tell this story not for my own honor” to “and therefore I called him to my office” (pp. 155–160), in which students are first introduced to the history-loving narrator Hundert and his problematic student, Sedgewick Bell.
A masterful reading of the text excerpt allows students to revisit and further develop the annotation skills that they were introduced in 10.1.1. Next, students analyze the complex nature of Hundert’s character, including the passion he feels about his profession and his field, and the impact he hopes to make on his students. Students also investigate the first impressions of Sedgewick Bell from Hundert’s point of view, where the author establishes the foundation of the relationship between teacher and student. Using the Details Expansion Tool to aid in an evidence-based discussion, students examine how word choice and details help contribute to their understanding of Hundert as a complex character. Students are assessed through a Quick Write, in which they are asked to analyze how the character of Hundert develops in this passage. For homework, students continue to read their Accountable Independent Reading (AIR) text through the lens of their focus standard.
In Partner Pairs discuss and share how you applied the focus standard to your AIR texts
As we read record the definition of new vocabulary words on the 2.1-1 vocabulary sheet
: critical observation or examination
: placing in a post office of mailbox
:a person, especially and orrator of political leader, who gains power and popularity by arousing the emotions, passions, and prejudices of the people
patricians: people of high rank; aristocrats
prerogative: a right or privilege exclusive to a particular individual or class
dullard: a slow or stupid person
Roustabout: an unskilled laborer, a person of low intelligence capable of only manual work
Magistrates: a civil officer or lay judge who administers the law; justice of the peace.
: created a new condition by directed effort
: to reduce or softn in attitude
: the feeling that someone or something is unworthy of one's consideration or respect; contempt.
: childishly silly and trivial.
Masterful Reading 1
Turn to page 155 of The Palace Thief by Ethan Canin. Follow along while your teacher reads the text (pg 155-160).
-As you reread use the annotation protocols you learned in lesson one to annotate the text (pg155-160) using Post-It notes.
-Take out a sheet of lined paper. Reread the section and record any questions, observations or reactions that occur to you as you reread the text.
As a large group share your annotation, observations, and questions regarding the text
"How does the character of Hundert develope in this passage?"
Textual Details are one of the tools authors use do develope character and plot
“It was times like these when I thought [Atticus], who hated guns and had never been to any wars, was the bravest man who ever lived.”
“George's voice became deeper. He repeated his words rhythmically as though he had said them many times before."
Detail Expansion Tool
- At your seat and on your own complete the Detail Expansion Tool by filling in the missing information
- Maintain an awarness that the purpose o the tool is to pepare for the Quick Write
-When a quote is provided go to the page indicated and use the context of the surrounding texts to evaluate the details role in developing character or plot
- When an analysis is provided search the page for a quote that would support that analysis
-Break from your group and pair up with a partner from the oposite group
-Share with your new partner the information you have found from your ECT
-Record what your partner has found in their group on your blank ECT
Return to your group and share what you have learned from your partner
-Divide into groups A and B from previous class
- in your group reread pages 155-156
-Discuss the following prompts:
Group A: What relationship is being established between Hundert and St. Benedicts?
Group B: What is the narrator's opinion of Sedgwick Bell?
Refer to the text and your ECT in order to respond to the prompts
This activity is played in volleys.
-Team A will begin by making a claim about the relationship that is being established between Hundert and St. Benedicts
-Team B will respond by providing supporting details for Team A's claim
Team B will now return a volley by making a claim about the narrator's opinion of Sedgewic Bell.
-Team B will respond by providing supporting details supporing the other teams claim.
Directions: In the space provided, write a paragraph (8 sentences minimum) in response to the Quick Write prompt. Be sure to use specific text-based evidence from the poem in your response. You may use your text and notes to help you write this paragraph. A complete paragraph will:
Answer the prompt completely
Provide relevant and complete evidence
Include the following:
1) A focus statement: answering the question
2) At least three pieces of specific, cited evidence from the text
3) For each piece of evidence, an additional sentence or two of an analysis or explanation stating what the evidence means
4) A concluding sentence
Quick Write Prompt:
How does the character of Hundert develop in this passage?