10.1.2 lesson 7 - engageny

NYS Common Core ELA & Literacy Curriculum Grade 10 • Module 1 • Unit 2 • Lesson 7

File: 10.1.2 Lesson 7, v2 Date: 5/26/15 Classroom Use: Starting 5/2015

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10.1.2 Lesson 7

Introduction

In this Mid-Unit Assessment, students craft a formal, multi-paragraph response to the following prompt:

How has Hundert developed over the course of the text thus far? Students review their annotated texts,

lesson Quick Writes, completed tools, and discussion notes to organize their ideas. Students then

develop their responses to the 10.1.2 Mid-Unit Assessment prompt. Student responses are assessed

using the 10.1.2 Mid-Unit Text Analysis Rubric.

For homework, students continue to read their Accountable Independent Reading (AIR) texts through

the lens of a new focus standard (RL.9-10.3 or RI.9-10.3) and prepare for a 3–5 minute discussion of

their texts based on that standard. Additionally, students read pages 182–187 of “The Palace Thief”

(from “And so I was preparing to end my days” to “Should I have spoken up to the senator?”), box

unfamiliar words and look up their definitions.

Standards

Assessed Standard(s)

RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations)

develop over the course of a text, interact with other characters, and advance the plot

or develop the theme.

W.9-10.2.a, b Write informative/explanatory texts to examine and convey complex ideas, concepts,

and information clearly and accurately through the effective selection, organization,

and analysis of content.

a. Introduce a topic; organize complex ideas, concepts, and information to make

important connections and distinctions; include formatting (e.g., headings),

graphics (e.g., figures, tables), and multimedia when useful to aiding

comprehension.

b. Develop the topic with well-chosen, relevant, and sufficient facts, extended

definitions, concrete details, quotations, or other information and examples

appropriate to the audience's knowledge of the topic.

W.9-10.4 Produce clear and coherent writing in which the development, organization, and style







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are appropriate to task, purpose, and audience.

L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage

when writing or speaking.

L.9-10.2.c Demonstrate command of the conventions of standard English capitalization,

punctuation, and spelling when writing.

Spell correctly.

Addressed Standard(s)

None.

Assessment

Assessment(s)

Student learning is assessed via a multi-paragraph response. Students respond to the following

prompt, citing textual evidence and inferences drawn from the text.

How has Hundert developed over the course of the text thus far?

Student responses will be assessed using the 10.1.2 Mid-Unit Text Analysis Rubric.

High Performance Response(s)

A High Performance Response should:

Include an introductory paragraph that introduces the topic (e.g., Ethan Canin’s “The Palace Thief”

is a short story about a teacher named Hundert who teaches ancient history at an elite boarding

school. Told from Hundert’s point of view, Canin’s story revolves around the narrator’s attempts to

“mold” (p. 163) the ideals and character of his students, particularly Sedgewick Bell. Although

Hundert is committed to molding the character and ideals of his students, in his interactions with

Bell he repeatedly fails to live up to his own “code of morals” (p. 172).).

Analyze Hundert’s development over the course of the text (see examples below).

A High Performance Response may include the following evidence in support of a multi-paragraph

analysis:

Canin introduces the character of the narrator by describing his classroom as “a tribute to the lofty

ideals of man, which I hoped would inspire my boys, and at the same time to the fleeting nature of

human accomplishment, which I hoped would temper their ambition with humility” (pp. 156–157).

This description establishes the important role Hundert sees himself playing in the lives of his

students. He believes that the examples of history he teaches his students will help them to

become future leaders, men with great ambitions who also possess humility. Hundert’s







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interactions with Senator Bell reinforce Hundert’s idealistic self-perception. When Hundert meets

with the senator to discuss Sedgewick’s inappropriate behavior, the senator challenges Hundert by

asking him, “What’s the good of what you’re teaching them boys?” (p. 163) Hundert responds with

confidence, explaining, “When they read of the reign of Augustus Caesar … when they learn that

his rule was bolstered by commerce, a postal system, and the arts … then they understand the

importance of character and high ideals” (p. 164). Hundert’s response to the senator’s question

emphasizes his belief that he will shape the character of his students for the better. He declares to

Senator Bell, “It’s my job, sir, to mold your son’s character” (p. 163).

Although Hundert says he wants to “mold” (p. 163) his students, he repeatedly compromises his

“own code of morals” (p. 172) in his interactions with Sedgewick. Hundert describes Sedgewick as

“a boor and a bully, a damper to the illumination of the eager minds of my boys” (p. 159), but he

admits to taking “a special interest” in him (p. 164) over the course of his first term at St.

Benedict’s. Hundert’s exact motivations for cheating on Sedgewick’s behalf remain unclear. He

may have helped Sedgewick because after meeting with the senator and realizing what a “tyrant”

Sedgewick’s father is, Hundert’s “heart warmed somewhat toward young Sedgewick” (p. 164). On

the other hand, Hundert describes Sedgewick as one of “the honeyed morsels of a teacher’s

existence, those students who come, under one’s own direction, from darkness into the light” (p.

164), suggesting that he may have decided to cheat on Sedgewick’s behalf in an effort to meet his

expectations of himself as a teacher. Whatever his reasons, Hundert recognizes that by deciding to

cheat on Sedgewick’s behalf he fails to follow “one of the cardinal rules of teaching” (p. 165).

Despite his lofty goals for both himself and Sedgewick, Hundert compromises his own “code of

morals” (p. 172) by giving Sedgewick a grade he does not deserve.

Hundert’s “first mistake” (p. 165) leads to many more; Hundert reflects, “In a position of moral

leadership, of course, compromise begets only more compromise” (p. 169). Hundert continues to

ignore his own “code of morals” (p. 172) when, after realizing that Sedgewick is cheating during

the “Mr. Julius Caesar” competition, the headmaster intimidates him and causes him to remain

silent. Hundert describes his “act of omission” by comparing himself to “a soldier” who is simply

following the orders of “his captain” (p. 172), suggesting that while he knows right from wrong, he

is too weak to act according to this knowledge. Hundert reflects, “What had happened was that

instead of enforcing my own code of morals, I had allowed Sedgewick Bell to sweep me summarily

into his” (p. 172). Hundert’s failure to live up to his own ideals leaves him powerless to shape

Sedgewick’s character for the better. He states, “I did not know at the time what an act of

corruption I had committed, although what is especially chilling to me is that I believe that

Sedgewick Bell, even at the age of thirteen, did” (p. 172). Even Hundert’s attempt to correct the

situation by asking a question that only the other contestant in the competition, Deepak Mehta,

could know, is another compromise. Although Hundert does not allow Sedgwick to win, he only







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prevents him from doing so by manipulating the competition in Deepak’s favor.

Although the “Mr. Julius Caesar” competition causes Hundert to reflect upon his own failings, it

does not prompt him to change his behavior. Hundert continues to compromise his “code of

morals” (p. 172) in the days that follow the “Mr. Julius Caesar” competition. Hundert compares his

struggle to meet his own ideals as a “battle” that he is constantly fighting (p. 172), but he cannot

bring himself to report Sedgewick’s behavior to the disciplinary committee. While still trying “to

marshal [his] resolve” to report Sedgewick (p. 173), Hundert receives a threatening call from

Senator Bell, who confronts him with the fact that he used a question that was not on the study

outline. Hundert ends his description of the interaction by noting, “And thus young Sedgewick Bell

and I began an uneasy compact that lasted out his days at St. Benedict’s” (pp. 173–174). The

phrase “uneasy compact” makes it clear that rather than living by his own “code of morals” (p.

172), Hundert has once again been intimidated into compromising his ideals. Hundert recognizes

his own weakness when he says, “[N]o sooner had I resolved to confront the senator than it

became perfectly clear to me that I lacked the character to do so” (p. 173). Hundert’s weakness is

evident again many years later when he realizes that because of his lack of “conviction” (p. 182) he

lost the opportunity to be the headmaster at St. Benedict’s. In his reflection on this loss, Hundert

directly connects this recent failure to his “first mistake” (p. 164) when he says, “It was as though

Sedgewick Bell had risen, all these years later, to drag me down again” (p. 182). Despite his

awareness of his own failings, again and again, Hundert allows others to manipulate him, causing

him to compromise his own “code of morals” (p. 172).

Vocabulary

Vocabulary to provide directly (will not include extended instruction)

None.*

Vocabulary to teach (may include direct word work and/or questions)

None.*

Additional vocabulary to support English Language Learners (to provide directly)

None.*

*Because this is not a close reading lesson, there is no specified vocabulary. However, in the process of returning to the text,

students may uncover unfamiliar words. Teachers can guide students to make meaning of these words using the strategies

outlined in L.9-10.4.a-d.







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Lesson Agenda/Overview

Student-Facing Agenda % of Lesson

Standards & Text

Standards: RL.9-10.3, W.9-10.2.a,b, W.9-10.4, L.9-10.1, L.9-10.2.c

Text: “The Palace Thief” from The Palace Thief by Ethan Canin, pages 155–182

Learning Sequence

1. Introduction of Lesson Agenda

2. Homework Accountability

3. 10.1.2 Mid-Unit Assessment

4. Closing

1. 5%

2. 10%

3. 75%

4. 10%

Materials

Copies of the 10.1.2 Mid-Unit Assessment for each student

Copies of the 10.1.2 Mid-Unit Text Analysis Rubric and Checklist for each student

Learning Sequence

How to Use the Learning Sequence

Symbol Type of Text & Interpretation of the Symbol

10% Percentage indicates the percentage of lesson time each activity should take.

no symbol

Plain text indicates teacher action.

Bold text indicates questions for the teacher to ask students.

Italicized text indicates a vocabulary word.

Indicates student action(s).

Indicates possible student response(s) to teacher questions.

Indicates instructional notes for the teacher.







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Activity 1: Introduction to Lesson Agenda 5%

Begin by reviewing the agenda and assessed standards for this lesson: RL.9-10.3, W.9-10.2.a, b, W.9-

10.4, L.9-10.1, and L.9-10.2.c. In this lesson, students complete the 10.1.2 Mid-Unit Assessment, in

which they write a multi-paragraph response discussing how Hundert’s character has developed over

the course of the text.

Students look at the agenda.

Activity 2: Homework Accountability 10%

Instruct students to take out their responses to the first part of the previous lesson’s homework

assignment. (Review and expand your notes, tools, and annotations in preparation for the 10.1.2 Mid-

Unit Assessment.) Instruct students to form pairs and share how they reviewed and expanded their

materials for the 10.1.2 Mid-Unit Assessment.

Students discuss how they reviewed and organized their materials for the Mid-Unit Assessment.

Students demonstrate completion of their homework by having all materials organized and

accessible for the assessment.

Instruct students to take out their responses to the second part of the previous lesson’s homework

assignment. (Write an introductory paragraph to the 10.1.2 Mid-Unit Assessment prompt: How has

Hundert developed over the course of the text thus far? Edit for proper grammar, capitalization,

punctuation, and spelling according to standards L.9-10.1, L.9-10.2 and L.9-10.2.c.)

Students share the drafts of their introductions in pairs.

See the High Performance Response at the beginning of this lesson for a sample student

introduction.

Lead a brief whole-class discussion of questions or comments that students have about their

introductions, or the process of drafting an introduction.







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Activity 3: 10.1.2 Mid-Unit Assessment 75%

Explain to students that because it is a formal writing task, the 10.1.2 Mid-Unit Assessment should

include an introductory statement that introduces the topic of their responses, and well-organized

textual evidence that supports their analysis. Remind students to use standard grammar, capitalization,

punctuation, and spelling.

Instruct students to write a multi-paragraph response to the following prompt:


Remind students to use their notes, annotated texts, and lesson Quick Writes to write their responses

and to use this unit’s vocabulary wherever possible in their written responses.

Distribute and review the 10.1.2 Mid-Unit Text Analysis Rubric and Checklist. Remind students to use the

10.1.2 Mid-Unit Text Analysis Rubric and Checklist to guide their written responses.

Consider reminding students that demonstrating command of the conventions of standard English

grammar and usage when writing or speaking demonstrates their application of L.9-10.1.

Consider reminding students that demonstrating command of the conventions of standard English

capitalization, punctuation, and spelling when writing demonstrates their application of L.9-10.2.

If necessary, consider reviewing the components of W.9-10.4, which include producing clear,

coherent writing that employs organization and style appropriate to the task, purpose, and

audience.

Students follow along, reading the 10.1.2 Mid-Unit Assessment Prompt and the 10.1.2 Mid-Unit

Text Analysis Rubric and Checklist.

Display the prompt for students to see, or provide the prompt in hard copy.

Ask students if they have any remaining questions about the assessment prompt.

Students independently craft a multi-paragraph response to the prompt using evidence from

the text.

See the High Performance Response at the beginning of this lesson.







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Activity 4: Closing 10%

Display and distribute the homework assignment. For homework, instruct students to read their AIR

texts through the lens of a new focus standard, RL.9-10.3 or RI.9-10.3, and prepare for a 3–5 minute

discussion based on that focus standard.

Introduce RL.9-10.3 and RI.9-10.3 as focus standards to guide students’ AIR, and model what applying

these focus standards looks like. For example, RL.9-10.3 asks students to “Analyze how complex

characters (e.g., those with multiple or conflicting motivations) develop over the course of a text,

interact with other characters, and advance the plot or develop the theme.” Students who have read

“The Palace Thief” might suggest that Hundert’s interaction with the senator advances the plot of “The

Palace Thief” because the senator’s insulting treatment of Hundert leads Hundert to empathize with

Sedgewick. Hundert’s newfound sympathy for Sedgewick is in part what drives him to cheat on

Sedgewick’s behalf, enabling Sedgewick to participate in the “Mr. Julius Caesar” competition.

Students listen.

Also for homework, instruct students to read pages 182–187 of “The Palace Thief” (from “And so I was

preparing to end my days” to “Should I have spoken up to the senator?”). Direct students to box any

unfamiliar words and look up their definitions. Instruct them to choose the definition that makes the

most sense in context and write a brief definition above or near the word in the text.

Students follow along.

Homework

Continue to read your Accountable Independent Reading text through the lens of focus standard (RL.9-

10.3 or RI.9-10.3 and prepare for a 3–5 minute discussion of your text based on that standard.

In addition, read pages 182–187 of “The Palace Thief” (from “And so I was preparing to end my days” to

“Should I have spoken up to the senator?”) and box any unfamiliar words and look up their definitions.

Choose the definition that makes the most sense in context, and write a brief definition above or near

the word in the text.







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10.1.2 Mid-Unit Assessment

Text-Based Response

Your Task: Rely on your reading and analysis of “The Palace Thief” to write a well-developed response to

the following prompt:


Your writing will be assessed using the 10.1.2 Mid-Unit Text Analysis Rubric.

Guidelines

Be sure to:

Closely read the prompt

Address all elements of the prompt in your response

Paraphrase, quote, and reference relevant evidence to support your claim

Organize your ideas in a cohesive and coherent manner

Maintain a formal style of writing

Follow the conventions of standard written English

CCSS: RL.9-10.3, W.9-10.2.a, b, W.9-10.4, L.1, and L.2.c

Commentary on the Task:

This task measure RL.9-10.3 because it demands that students:

Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the

course of a text, interact with other characters, and advance the plot or develop the theme.

This task measures W.9-10.2.a, b because it demands that students:

Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly

and accurately through the effective selection, organization, and analysis of content.

o Introduce a topic; organize complex ideas, concepts, and information to make important connections

and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when

useful to aiding comprehension.

o Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details,

quotations, or other information and examples appropriate to the audience's knowledge of the topic.

Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion,

and clarify the relationships among complex ideas and concepts.

This task measures W.9-10.4 because it demands that students:

Produce clear and coherent writing in which the development, organization, and style are appropriate to

task, purpose, and audience.







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This task measures L.9-10.1 because it demands that students:

Demonstrate command of the conventions of standard English grammar and usage when writing or

speaking.

This task measures L.9-10.2.c because it demands that students:

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when

writing.

o Spell correctly.







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10.1.2 Mid-Unit Text Analysis Rubric / (Total points)

Criteria 4 – Responses at this Level: 3 – Responses at this Level: 2 – Responses at this Level: 1 – Responses at this Level:

Content and Analysis

The extent to which the response analyzes how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

CCSS.ELA-Literacy.RL.9-10.3

Analyze how complex characters (e.g. those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Skillfully analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Accurately analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

With partial accuracy, analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Inaccurately analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Command of Evidence and Reasoning

The extent to which the response develops the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other relevant information and examples appropriate to the audience’s knowledge of the topic.

CCSS.ELA-Literacy.W.9-10.2

Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection,

Thoroughly and skillfully develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. (W.9-10.2.b)

Develop the topic with relevant and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. (W.9-10.2.b)

Partially develop the topic with weak facts, extended definitions, details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. (W.9-10.2.b)

Minimally develop the topic, providing few or irrelevant facts, extended definitions, details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. (W.9-10.2.b)







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organization, and analysis of content.

CCSS.ELA-Literacy.W.9-10.2.b

Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

Coherence, Organization, and Style

The extent to which the response introduces a topic, organizes complex ideas, concepts, and information to make important connections and distinctions; when useful to aiding comprehension, includes formatting, graphics, and multimedia.


Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

CCSS.ELA-Literacy.W.9-10.2.a

Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions;

Skillfully introduce a topic; effectively organize complex ideas, concepts, and information to make important connections and distinctions; when useful to aiding comprehension, skillfully include formatting, graphics, and multimedia. (W.9-10.2.a)

Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; when useful to aiding comprehension, include formatting, graphics, and multimedia. (W.9-10.2.a)

Somewhat effectively introduce a topic; organize complex ideas, concepts, and information, making limited connections and distinctions; when useful to aiding comprehension, somewhat effectively include formatting, graphics, and multimedia. (W.9-10.2.a)

Lack a clear topic; illogically arrange ideas, concepts and information, failing to make connections and distinctions; when useful to aiding comprehension, ineffectively include formatting, graphics, and multimedia. (W.9-10.2.a)







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include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.


The extent to which the response demonstrates clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.


Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Consistently demonstrate clear and coherent writing in which the development, organization, and style thoroughly and skillfully address the task, purpose, and audience.

Demonstrate clear and coherent writing in which the development, organization, and style are appropriate to the task, purpose, and audience.

Inconsistently demonstrate clear and coherent writing in which the development, organization, and style are appropriate to the task, purpose, and audience.

Rarely demonstrate clear and coherent writing in which the development, organization, and style are appropriate to the task, purpose, and audience.

Control of Conventions

The extent to which the response demonstrates command of the conventions of standard English grammar and usage.

CCSS.ELA-Literacy.L.9-10.1

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Demonstrate skillful command of conventions with no grammar or usage errors.

Demonstrate command of conventions with occasional grammar or usage errors that do not hinder comprehension.

Demonstrate partial command of conventions with several grammar or usage errors that hinder comprehension.

Demonstrate insufficient command of conventions with frequent grammar or usage errors that make comprehension difficult.

Control of Conventions

The extent to which the response is spelled correctly.

Spell correctly with no errors. (L.9-10.2.c)

Often spell correctly with occasional errors that do not hinder comprehension. (L.9-10.2.c)

Occasionally spell correctly with several errors that hinder comprehension. (L.9-10.2.c)

Rarely spell correctly with frequent errors that make comprehension difficult. (L.9-10.2.c)







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CCSS.ELA-Literacy.L.9-10.2

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

CCSS.ELA-Literacy.L.9-10.2.c

Spell correctly.

A response that is a personal response and makes little or no reference to the task or text can be scored no higher than a 1.

A response that is totally copied from the text with no original writing must be given a 0.

A response that is totally unrelated to the task, illegible, incoherent, blank, or unrecognizable as English must be scored as a 0







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10.1.2 Mid-Unit Text Analysis Checklist

Assessed Standards:

Does my writing… ✔

Content and Analysis Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme? (RL.9-10.3)

Command of Evidence and Reasoning

Develop the topic with well-chosen and relevant textual evidence? (W.9-10.2.b)


Introduce a topic? (W.9-10.2.a)

Organize complex ideas, concepts, and information to make important connections and distinctions? (W.9-10.2.a)

When useful to aiding comprehension, include formatting, graphics, and multimedia? (W.9-10.2.a)

Demonstrate clear and coherent writing in which the development, organization, and style that are appropriate to task, purpose, and audience? (W.9-10.4)

Control of Conventions Demonstrate command of the conventions of standard English grammar and usage? (L.9-10.1)

Demonstrate accurate spelling? (L.9-10.2.c)


10.1.2 lesson 7 - engageny

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