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Module 1, Unit 2-Lesson 3
Transcript of Module 1, Unit 2-Lesson 3
What do these interactions between the narrator and Sedgewick or the Senator reveal about the narrator's Character?
Define the following words on your vocabulary sheet for lesson 1.2-3
First Reading and Annotation
Listen to a masterful reading of a passage from “The Palace Thief” from “Back at St. Benedict’s, furthermore, I saw that my words...” to “and it was at that moment I realized he was cheating" (pp. 164–168).
Module 1, Unit 2-Lesson 3
In this lesson, students read and discuss the next section of “The Palace Thief,” from “Back at St. Benedict’s, furthermore, I saw that my words” to “and it was at that moment I realized he was cheating” (pp. 164–168). Students explore how Hundert’s actions surrounding the “Mr. Julius Caesar” competition help contribute to the development of a central idea.
Students discuss their homework and listen to a masterful reading. This reading familiarizes students with the lesson’s text excerpt and allows them to build off of their homework analysis as a foundation for the discussion of an emerging central idea. Students engage in evidence-based discussions, during which they collaborate to investigate the weight of the decisions that Hundert makes before and during the competition, as well as how these choices further develop a central idea. Students complete a brief written response to assess their analysis of the relationship between Hundert’s actions and a central idea. For homework, students reread the section of the text and respond to the following reflective writing prompt: Describe the impact that Sedgewick’s cheating has on himself and on Hundert.
Find a students whose homework had a similar focus as yours
Using your text and Analyzing Details Tool discuss the relationship between the narrator and Senator Bell or the narrator and Sedgewick Bell
What are some of examples of central ideas that have developed in the text based on the text analysis so far?
nascent (adj.)- begining to exist or develop
formidable (adj.)- causing fear, apprehension or dread
Umbra (n.)- shade; shadow
As you listen annotate the text using sticky notes and the annotation codes established in lesson 1
Quick Write Preview
How do the narrator’s actions in this passage reveal an emerging central idea of this text?
Review pages 164-5 and answer the following questions
1. How does the narrator describe the importance of the contest?
2. What doe sthe leadup to the contest reveal about the narrator and his thoughts about Sedgewick?
Review pages 16-5 and answer the following questions
1. What possible explanations does the narrator provide for making his "first mistake"(p. 165)
2. What is the "the cardinal rule" in the context of this paragraph (p. 165)?
3. What complex emotions does the narrator experience because of Sedgwick's apparent success in the contest? What functions do these feelings serve?
4. How does the contest and Hundert's control of the situation become more complicated since initially breaking a "Cardinal rule of teaching" (p. 165)?
How do Hundert's and Senator Bell's roles help reveal an emerging central idea in the text?
Review pages 164-5 and answer the Text Dependant Questions on your worksheet
Review pages 165-8 and answer the Text Dependant Questions on your answer sheet.
Share your answers in small group