10.1.2 Lesson 11 The Palace Thief

Guided Notes Name: ______

Standards

Assessed Standard(s)
RL.9-10.2 / Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

Assessment

Quick Write
The learning in this lesson iscaptured through a Quick Write at the end of the lesson. You will answer the following prompt based on the reading (citing evidence from the text and analyzing key words and phrases) completed in the lesson.
  • How does the competition and its aftermath further develop a central idea in the text?

Vocabulary

Provided Vocabulary
  • deft (adj.) –quickandneatinmovement;nimble;dexterous
  • supplication (n.) – an act or instance of supplicating; humble prayer, entreaty, or petition
  • potent (adj.) – powerful; mighty
  • potentate (n.) – apersonwhopossessesgreatpowerorauthority,esp.arulerormonarch
  • abated (v.) – reduced in amount, degree, intensity, etc.; lessened; diminished
  • chastened (v.) – corrected by punishment or suffering; caused to be more humble or restrained
  • veracity (n.) – conformitytotruthorfact;accuracy
  • assiduously (adv.) – diligently, constantly

Homework Accountability

You will be working in rotating pairs for this activity.

In pairs, share two observations from your homework assignment (Actions and Assumptions Tool) with your partner.

Now, find a different partner, share two additional observations, and repeat the process. Try to talk with at least three other members of the class. If a partner shares an observation that you have already made, star that observation on your homework paper.

Question: Which details their peers shared that are most important and relevant in understanding Hundert.

Masterful Reading

You will listen to a masterful reading of the passage from “The Palace Thief,” from “How can I describe the scene that” to “`You have not changed either,’ he said” (pp. 195–198).

Refer to the definitions for the following words: deft, supplication, potent, potentate, abated, chastened, veracity, and assiduously.

Independent Work

Reread the text independently and write down an answer to the focus question below.

What was the purpose of the reunion competition?

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Pages 195–198 Reading and Discussion

Form small groups to read and discuss the following questions and be prepared to share answers at the end of the discussion. Annotate the text as you discuss the following questions:

Read the the paragraph of “Why was I surprised” to “The crowd stood cheering” (p. 196).

How does Hundert’s opinion of Sedgwick, in light of the second cheating incident, contribute to a central idea of the text?

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Read from “As soon as the clapping abated” to “I heard the din late into the night” (pp. 196–197) and answer the following question:

How does Hundert feel about the outcome of the competition? Why? How do Hundert’s reactions develop a central idea of the text?

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Read the paragraph of “Yet, sure enough, my conviction soon began to wane” to “I spent the afternoon alone in a cove across the island” (p. 197) and answer the following question:

How do Hundert’s thoughts about Sedgewick contribute to his interaction with other former students?

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Read the paragraph of text that starts “Needless to say, I resolved to avoid Sedgewick Bell for the remainder of my stay” (p. 197) and answer the following question:

How do Hundert’s actions help develop your understanding of the meaning of spurned sovereign (p. 197)?

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Read from “I did not speak to Sedgewick Bell that entire day” to “’And I see that you have not changed either,’ he said” (pp. 197–198) and answer the following question:

How does this final interaction contribute to your understanding of the word vindication (p. 198)?

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Quick Write- How does the competition and its aftermath further develop a central idea in the text?

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Tear off this page......

Homework

Continue reading your AIR text.