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Curriculum Area Project

Aligning New York State Module Two for

Academically Challenged Students

English: Grade 9, 2014

East Meadow School District

CAP Supervisor: Carrie Piombino East Meadow High School

Writers: Principal: Richard Howard

Christine Bailes Superintendent: Louis R. DeAngelo

Mary Kudla

Kim La Faso

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Table of Contents

Abstract 3

Rationale 7

Section 1 Vocabulary 8

Section 2 Module 2 Worksheets 33

Appendix Smart Board 51

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Abstract

Aligning PCG Education Module Two for Academically Challenged Students

Grade Level: 9

2014

This CAP will help implement and support students who struggling readers and writers (specifically those in the Regents Skills classes). It looks the key components of each unit and allows the instructor to lead his/her students down the same path as Regents level students, but uses “chunking” as a guide, thus making it easier for the struggling learner. All students will understand and be able to practice the standards as set for by the Module,

NYS COMMON CORE ENGLISH LANGUAGE ARTS STANDARDS FOR 9TH & 10TH GRADERS:

RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

RL.9-10.10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

CCS Standards: Reading—Informational TextRI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the

text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

RI.9-10.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

RI.9-10.10 By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

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CCS Standards: WritingW.9-10.9.a-b Draw evidence from literary or informational texts to support

analysis, reflection, and research.a. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”).b. Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).

W.9-10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

CCS Standards: Speaking & ListeningSL.9-10.1 Initiate and participate effectively in a range of collaborative

discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

CCS Standards: LanguageL.9-10.4.a-d Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

CCRA.R.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

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CCS Standards: Reading—LiteratureRL.9-10.1 Cite strong and thorough textual evidence to support analysis of

what the text says explicitly as well as inferences drawn from the text.

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.

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.

RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

RL.9-10.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

RL.9-10.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).

CCS Standards: Reading—Informational TextRI.9-10.2 Determine a central idea of a text and analyze 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.

RI.9-10.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

RI.9-10.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

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CCS Standards: WritingW.9-10.2.a,c,f 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.c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

CCS Standards: Speaking & ListeningSL.9-10.1.b, c Initiate and participate effectively in a range of collaborative

discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

CCS Standards: LanguageL.9-10.5.a Demonstrate understanding of figurative language, word

relationships, and nuances in word meanings.Interpret figures of speech (e.g., euphemism, oxymoron) in

context and analyze their role in the text.

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Rationale

All East Meadow English students are expected to complete PCG Education Module Two and be able to pass the new English Language Arts Regents in order to graduate. This CAP is designed to help students who have difficulty reading and writing access the same information, understand the same standards at a slightly different pace and with the instruction broken down (“chunking”) in order to make it easier to comprehend.

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Section I – Vocabulary

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Name ____________________________ Module 2 Unit 1

“The Tell-Tale Heart” by Edgar Allan Poe Vocabulary List 1

1. acute – adj.-_____________________________________________________________________

2. conceived – v. –_____________________________________________________________________

3. proceeded – v. –_____________________________________________________________________

4. foresight – n.-_____________________________________________________________________

5. inquiring – v. –_____________________________________________________________________

6. profound – adj. –_____________________________________________________________________

7. extent – n. –_____________________________________________________________________

8. sagacity – n. –_____________________________________________________________________

9. vain – n. –_____________________________________________________________________

10. unperceived – v. –

Use the sentence from the text and another example (provided) to help you figure out the meaning of each of the words from this list:

1. “The disease had sharpened my sense-not destroyed-not dulled them. Above all was the sense of hearing acute.”

Many species of dogs have an acute sense of smell. That is why they are often used for tracking.

2. “It is impossible to say how first the idea entered my brain; but once conceived, it haunted me day and night.”

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She could not truly conceive how her life would change after winning the amount of money she won in the lottery.

3. & 4. “You should have seen how wisely I proceeded-with what caution-with what foresight-with what dissimulation I went to work!”

We proceeded to walk to the beach, even though the dark clouds continued to move in.

4. I wish I had the foresight many years ago to invest in Apple stocks. Who knew how much they would be worth today?

5. “And every morning, when the day broke, I went boldly into the chamber, and spoke courageously to him, calling him by name in a hearty tone, and inquiring how he had passed the night.”

I called to inquire about available rooms in the hotel Saturday night.

6. “So you see he would have been a very profound old man, indeed, to suspect that every night, just at twelve, I looked in upon him while he slept.” –T

His influence had a profound impact on the end product.

7. & 8. “Never before that night, had I felt the extent of my own powers – of my sagacity.”- T

I love you so much that I can’t even think of words to express the extent of my love.

The journey was a success; not simply by luck, but because of the sagacity of those who planned it.

9. “Yes, he had been trying to comfort himself with the suppositions; but he had found all in vain.”

After searching for hours in vain, I realized my ipod was gone forever.

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10. “And it was the mournful influence of the unperceived shadow that caused him to feel-although he neither saw nor heard-to feel the presence of my head within the room.”

The thief was unperceived as he climbed through the window in the middle of the night and stole my mother’s jewelry.

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Name ____________________________ List 1 – QUIZ“The Tell-Tale Heart” By Edgar Allan Poe

Choose the answer that BEST defines each of your vocabulary words. 1. acute

A. sharpB. triangularC. prettyD. passionate

2. conceivedA. createdB. presentedC. allowedD. demonstratedE. flushed

3. proceededA. boughtB. donatedC. beganD. happenedE. pre-calculated

4. foresightA. judgmentB. anticipationC. preoccupationD. fearE. understanding

5. inquiringA. explainingB. appealingC. demandingD. sellingE. asking

6. profoundA. sneakyB. optimisticC. mind-readerD. boredE. penetrating

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7. extentA. magnitudeB. sadnessC. judgmentD. opennessE. story

8. sagacityA. painfullyB. herbalC. epicD. foolishnessE. wisdom

9. vainA. uselessB. prettyC. angryD. slowE. friendly

10. unperceivedA. unconcernedB. unknownC. observableD. immoralE. detected

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Name ____________________________ Module 2 Unit 1“The Tell-Tale Heart” by Edgar Allan Poe Vocabulary List 2

concealment– n.-2. waned– v. –3. wary– adj. –4. suavity– n.-5. audacity– n. –6. reposed– v. –

vehemently– adv. –gesticulations – n. –raved – v. –derision– n.. –

Use the sentence from the text and another example (provided) to help you figure out the meaning of each of the words from this list:

1. “If you still think me mad, you will think so no longer when I describe the wise precautions I took for the concealment of the body.”

I use that makeup for the concealment of blemishes on my face.

2. “The night waned, and I worked hastily, but in silence.”After a few negative news stories, the popularity of the singer waned.

3. “There was nothing to wash out-no stain of any kind-no blood-spot whatever. I had been too wary for that.”

Zebras must be constantly wary of lions and hyenas.

4. “There entered three men, who introduced themselves, with perfect suavity, as officers of the police.”

He lacked the suavity to fit in at the elegant party.

5 & 6. “I brought chairs into the room, and desired them here to rest from their fatigues, while I myself, in the wild audacity of my perfect triumph, placed y own seat upon the very spot beneath which reposed the corpse of the victim.” Only I have the audacity and guts to admit that I committed the act.

I reposed on the beach while my children played in the surf.

7. “I talked more quickly – more vehemently; but the noise steadily increased.”7. Many people vehemently accuse the authorities of not improving the community.

8. “I arose and argued about trifles, in a high key and with violent gesticulations; but the noise steadily increased.”8. The teacher’s animated gesticulations clearly demonstrated that she was very passionate about the discussion.

9. “I foamed – I raved – I swore!”

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9. They raved about how great the movie was, and they were right.

10. “Anything was more tolerable than this derision!”10. He deserves understanding and kindness, not judgment and derision.

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Name ____________________________“The Tell-Tale Heart” By Edgar Allan Poe

Choose the answer that BEST defines each of your vocabulary words.

1. concealmenta. the act of revealingb. the act of withholding

the act of givingthe act of hidingthe act of harming

2. waneda. darkenedb. endedc. complainedd. moonlighte. began

3. warya. awareb. oldc. cautiousd. quiete. sober

4. suavitya. cleanlinessb. audacityc. smoothnessd. claritye. charisma

5. audacitya. boldnessb. excitementc. smoothnessd. intelligencee. nervousness

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6. reposeda. repeatedb. pronouncedc. restedd. forgote. wrapped

7. vehementlya. apologeticallyb. plainlyc. humblyd. happilye. viciously

8. gesticulationsa. gesturesb. wordsc. guessesd. decorationse. thoughts

9. raveda. whispered softlyb. considered carefullyc. spoke wildlyd. partied crazilye. criticized mildly

10. derisiona. satireb. divisionc. separationd. complimente. mockery

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Name ________________________________________ Vocabulary List 1 Using context clues from the sentence and your prior knowledge, determine the meaning of each of the new vocabulary words. Write your estimated definition in the box to the LEFT of the word.

My inferred definition & clues Word & sentence Dictionary definitionfruitless

It is fruitless to try to finish this project Friday 9th period.

GoadAlthough he resisted, he was goaded by friends to take drugs.

GraciousMy mother is always gracious, even in the toughest situation.

GrievousYou made a grievous error when you spoke to your parents that way.

HarborIt is illegal to harbor an escaped convict in your home.

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HaughtyBeing star quarterback of the football team does not give him the right to be haughty.

HeraldedThe approaching parade was heralded by the newspapers.

ImpetuousHis impetuous behavior caused him to make many mistakes.

IndignationI have much indignation about the light sentence given to the drunk driver who ran over my dog.

InfamousThe Japanese attack on Pearl Harbor was an infamous act.

InsolenceHis insolence and lack of respect for his mother are shocking.

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BrazenPinching that woman was a very brazen act.

ChideI was chided by my teacher for not completing my assignment.

DiscernBecause of the fog, the pilot was barely able to discern the landing strip.

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My definition Word & sentence Dictionary definitionmalign

Several old gossips in town had maligned the woman.

PalpableI do not see how I overlooked such a palpable calculation.

PotentThey gave me a potent pain-killer to stop the throbbing in my leg.

ProfaneProfane language will not be tolerated in this classroom.

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QuellFortunately, the principal was able to quell the food fight in the cafeteria before it got out of hand.

RespiteI enjoy a quiet lunch that serves as a respite from my tense job of being an air traffic controller.

StealthyThe secret organization moves by stealth to gather information on its enemies.

SublimeThe romantic dinner, which included delicious food, soft music, and a beautiful setting, was sublime.

SummonI am frightened because I have been summoned to the principal’s office.

TarryPlease do not tarry; I want you to be here on time.

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VagrantThere are many vagrants who sleep behind dumpsters in parking lots.

VehementHe vehemently denied that he said those harsh words.

WoeThe woe she suffered at his death continued through months of depression.

ZealTo the delight of his students, he brought great zeal to the teaching profession.

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My inferred definition & clues Word & sentence Dictionary definition-“The disease had sharpened my sense-not destroyed-not dulled them. Above all was the sense of hearing acute.”- Many species of dogs have an acute sense of smell. That is why they are often used for tracking.

- “It is impossible to say how first the idea entered my brain; but once conceived, it haunted me day and night.”- She could not truly conceive how her life would change after winning the amount of money she won in the lottery.

- We proceeded to walk to the beach, even though the dark clouds continued to move in.

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- I wish I had the foresight many years ago to invest in Apple stocks. Who knew how much they would be worth today?

- “And every morning, when the day broke, I went boldly into the chamber, and spoke courageously to him, calling him by name in a hearty tone, and inquiring how he had passed the night.”- I called to inquire about available rooms in the hotel Saturday night.

- “So you see he would have been a very profound old man, indeed, to suspect that every night, just at twelve, I looked in upon him while he slept.”- His influence had a profound impact on the end product.

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- I love you so much that I can’t even think of words to express the extent of my love.

-The journey was a success; not simply by luck, but because of the sagacity of those who planned it.

- “Yes, he had been trying to comfort himself with the suppositions; but he had found all in vain.”- After searching for hours in vain, I realized my ipod was gone forever.

-“And it was the mournful influence of the unperceived shadow that caused him to feel-although he neither saw nor heard-to feel the presence of my head within the room.”- The thief was unperceived as he climbed through the window in the middle of the night and stole my mother’s jewelry.

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My inferred definition & clues Word & sentence Dictionary definition-“If you still think me mad, you will think so no longer when I describe the wise precautions I took for the concealment of the body.”

- I use that makeup for the concealment of blemishes on my face.

-“The night waned, and I worked hastily, but in silence.”

-After a few negative news stories, the popularity of the singer waned.

-“There was nothing to wash out-no stain of any kind-no blood-spot whatever. I had been too wary for that.”

- Zebras must be constantly wary of lions and hyenas.

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-“There entered three men, who introduced themselves, with perfect suavity, as officers of the police.”

-He lacked the suavity to fit in at the elegant party.

“I brought chairs into the room, and desired them here to rest from their fatigues, while I myself, in the wild audacity of my perfect triumph, placed y own seat upon the very spot beneath which reposed the corpse of the victim.”

-Only I have the audacity and guts to admit

that I committed the act.

-“I brought chairs into the room, and desired them here to rest from their fatigues, while I myself, in the wild audacity of my perfect triumph, placed y own seat upon the very spot beneath which reposed the corpse of the victim.”-I reposed on the beach while my children played in the surf.

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-“I foamed – I raved – I swore!”

- They raved about how great the movie was, and they were right.

- “I talked more quickly – more vehemently; but the noise steadily increased.”

-Many people vehemently accuse the authorities of not improving the community.

- “I arose and argued about trifles, in a high key and with violent gesticulations; but the noise steadily increased.”

- The teacher’s animated gesticulations clearly demonstrated that she was very passionate about the discussion.

-“Anything was more tolerable than this derision!”

- He deserves understanding and kindness, not judgment and derision.

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My inferred definition & clues Word & sentence Dictionary definitionendangerment

predicament

innuendo

truism

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discourse

culpable

vengeance

misinform

impartial

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vulnerability

objective

corroborate

corroborate

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Name _____________________________________________________ Oedipus List 1

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Across2. to indicate or signal the coming of4. something that encourages or urges6. strong displeasure at something considered unjust8. to give shelter to10. moving with great force11. to express disapproval of12. without results or success

Down1. shameless or bold2. snobbish3. rude behavior or speech4. outrageous; atrocious5. pleasantly kind7. deserving of or causing an evil reputation9. to recognize or perceive clearly

Section 2Worksheets for Units 1 -3

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Study Guide Questions for Module 2 Unit 1

Read the following questions to gain information about the short story BEFORE you read the story. Write down three to five facts you have learned about the story after you have read the questions.

1. _________________________________________________

2. _________________________________________________

3. _________________________________________________

What is the narrator telling the reader to do?

How does the narrator speak to the reader in this excerpt?

Why does the narrator choose the words calmly and healthily when describing how he is going to tell the story?

What “haunted” the narrator?

Why does the narrator decide to “take the life of the old man”?

How does the narrator feel about the old man?

How does the narrator describe the old man’s eye?

How does the narrator distinguish himself from “madmen”?

How does the narrator demonstrate his foresight?

In addition to context clues, which words do you recognize in foresight that help you to make meaning of this word?

Where does the narrator go “every night, about midnight”? What does the narrator see?

How does the narrator describe his movements in this excerpt?

Consider the words that describe the narrator’s movements. Based on the meanings of these words, what might be some synonyms for cunningly?

Why does the narrator move in these ways?

What is the effect of Poe’s use of repetition in this excerpt?

What action takes place up to this point in paragraph 3?

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What is “the work”? Why is it “impossible” for the narrator to “do the work”?

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NYS Module 2 Lesson Unit Overview

Each day you must complete a brief summary of the day’s focus to indicate that you understand the lesson.

Lesson 1NYS Module 2

Topic/Focus:

How can the point of view of the main character change the content and style of a text?

Title of Literary Work/Author:“The Tell-Tale Heart” by Edgar Allen Poe

Date: Vocabulary Words:1.

2.

3.

Evidence of the day’s focus: Homework:


Topic/Focus:

How does a theme develop over the course of a story?

Title of Literary Work/Author:“The Tell-Tale Heart” by Edgar Allen Poe


2.

3.


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Topic/Focus: Title of Literary Work/Author:“The Tell-Tale Heart” by Edgar Allen Poe


2.

3.



Topic/Focus: Title of Literary Work/Author:“The Tell-Tale Heart” by Edgar Allen Poe


2.

3.


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“The Tale-Tale Heart” – by Edgar Allen Poe

Paragraph #,Line #

Central IdeaMadness, Obsession, or

Guilt?

Evidence Analysis

P1L6 Madness

“How, then, am I mad? Hearken! and observe how healthily—how calmly I can tell you the whole story.”

The speaker questions his own sanity and uses the word “calmly” which has the opposite effect on the reader.

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Madness!

Obsession!

Guilt!

Central Idea and Structural Choices for “The Tell-Tale Heart”

Paragraph #,Line #

Central IdeaMadness,

Obsession, or Guilt?

Evidence Structural Choice Analysis

P1L1-2 Madness

TRUE! –nervous—very, very, nervous I had been and am; but why will you say that I am mad?

Repetition, all CAPs, and questioning technique

Poe uses repetition to drive home his point that he is nervous; this leads the reader to question his follow up question of his sanity. He emphasizes the word “TRUE” with caps and an exclamation point to make the reader believe his side of the story.

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Mid-Unit Assessment“The Tell-Tale Heart” Page Number Evidence AnalysisStructural Choice #1

Structural Choice #2

Structural Choice #3

Point of View #1

Point of View #2

Point of View #3

Central Idea:

Connection between Central Idea and Point of View and Structural Choices

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Name: _________________________ Period: __________

Emily Dickinson

Read the following questions to gain information about the poem BEFORE you read the story. Write down three facts you have learned about the poem after you have read the questions.

1. _________________________________________________

2. _________________________________________________

3. _________________________________________________

1. Who is this poem about? How do you know?

2. What event is the speaker describing?

3. How can your understanding of the event help you to make meaning of mourners?

4. What are the Mourners doing?

5. What is happening to the speaker’s mind?

6. What is causing the speaker to feel this way?

7. What does the speaker hear in Stanzas 3 and 4?

8. Define plank:

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Central Idea

“Tell Tale Heart”

“I Felt a Funeral in my Brain”

Example 1 (Structural)

Example 1 (Point of View)

Example 1 (Structural)

Example 1 (Point of View)

Claim:

End of the Unit Assessment Graphic Organizer

**This can be used throughout the unit as a comparison between different genres.

Literary Text versus Poetrycompare and contrast the qualities of both the short story and poem

Short Story Poem

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Oedipus Plot Line

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What happened before the play begins? Document your information here:

Climax

Oedipus Quick Writes

We will be working with the following quick writes throughout the unit.

Due Date Quick Writes1. How does Sophocles’ choice to open the tragedy with

dialogue about the past create mystery or confusion in the present?

2. What is a central idea that emerges from Oedipus and Creon’s dialogue?

3. What role does Teiresias play in this excerpt? How does this role shape a central idea?

4. Analyze how Sophocles revisits Oedipus’ past experience with the Sphinx to create mystery and tension about Oedipus’ future.

5. How does Sophocles use the timing of Creon’s entrance into the dialogue to create tension for the audience?

6. How does Oedipus’ reaction to the prophecy reveal how his beliefs about Teiresias and prophecy have changed?

7. How does Jocasta deal with the prophecies of fate?8. Who does Oedipus blame for this “dreadful curse”? What is

the role of fate in the placing of blame (line 894)?9. What effect does Sophocles create by the order of events in

this passage?10. Choose a speech or event from the drama that is “ominous.”

Use evidence from the text to support your response.11. How does Oedipus’s reaction to Jocasta’s suicide shape a

central idea in this passage?12. How does Oedipus’s choice to “let it break” develop a

central idea of the text?

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Mid Unit Assessment for Oedipus Rex

What relationship does Sophocles establish between prophecy and Oedipus’ actions?

Prophecy: What did he say? (Oedipus):“And so I went off in secret to Delphi. Apollo…uttered monstrous things…it was my fate to defile my mother’s bed…to murder the father who endangered me.” (line 945-954)

“When I heard that, I ran away from Corinth…so I would never see that prophecy fulfilled, the abomination of my evil fate…As I was on the move, I passed close by a spot where three roads meet…Inside there was a man like you described…Then I killed them all.” (lines 955-977)

1.

2.

3.

What did he do?

1.

2.

3.

4.

Connections between the prophecy and Oedipus’ actions:

Claim:

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Name: ______________________ Period _________

“$50bn Ponzi scheme- How Madoff Did it” – Video

We will be watching an informational video about the specifics of a Ponzi scheme. Please write down at least three major ideas that are introduced in the video.

Follow-up questions for “How Bernie Madoff Did It” – Book Review

Work with a partner to understand the following questions. After you rewrite the questions, then you must answer them.

1. How does Ahamed refine his idea that the Madoff scandal grabbed the public attention? Cite evidence Ahamed uses to refine this idea.

2. What might Ahamed mean by “Sophoclean family tragedy” in reference to the Madoff scandal?3. What was the reason Madoff fudged the numbers?4. Why did Madoff stop “even bothering to invest the cash”?5. Based on the context, what does chasm mean?6. Based on your understanding of a Ponzi scheme from the video, write the last sentence of paragraph 4

(“After a while, the chasm…”) in your own words.7. How is Henriques able to add “significant detail to the story”?8. What context clues can be used to help determine the meaning of Potemkin-like?9. What does Potemkin-like mean?10. Explain how Madoff’s actions would require a writer like Henriques to be knowledgeable about “the

mechanics of fraud.”11. What can threaten the viability of a Ponzi scheme?12. What circumstances lead to the scheme being “on the verge of breaking down”?13. Why did Madoff constantly need to find “a new source of money”?14. Identify a central idea in “How Bernard Madoff Did It.” How does this idea emerge and develop in this

portion of the text?

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“True Crime” by Walter Mosley

How are the central ideas supported by evidence found in the text?

Central Ideas (CI) Evidence (page number/paragraph no./line no.

Connection

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Mid Unit Assessment

How does Mosley shape and develop his claim that “Humans are fascinated with true and fictional crime stories”?

Your interpretation of “Humans are fascinated with true and fictional crime stories”:

____________________________________________________________________________

_____________________________________________________________________________

Page # Evidence Analysis

Now look at your evidence. Select the three BEST pieces of evidence and cross out the others. Make your selection based on your above interpretation. Which ones will best support your

interpretation? Why?

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End of the Unit Assessment StrategyStep One: Fill in the Chart

Identify each author’s 3 main points“True Crime” “How Bernie Madoff Did It” The Wizard of Lies

1. 1. 1.

2. 2. 2.

3. 3. 3.

Step Two: Use different colored highlighters to indicate which authors make similar statements.

Step Three: Create three open-ended questions based on your observations. Use the following example as your guide (you may not use this as one of your three questions): “Who was responsible for Bernie Madoff’s crime—Madoff himself, or us?”

1.

2.

3.

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Step Four: Each student will be responsible for taking part in a discussion that focuses on the questions created by his/her peers. Each student is responsible for taking notes on the various claims that his/her classmates state about Madoff and is expected to agree or disagree using the texts.

Student NotesTake notes based on the claims your classmates state about Madoff. Use them to support or disagree with their

statements. Indicate who made the statement. This is part of your grade.“True Crime” “How Bernie Madoff Did It” The Wizard of Lies

1.

Speaker:

1.

Speaker:

1.

Speaker:2.

Speaker:

2.

Speaker:

2.

Speaker:3.

Speaker:

3.

Speaker:

3.

Speaker:4.

Speaker:

4.

Speaker:

4.

Speaker:5.

Speaker:

5.

Speaker:

5.

Speaker:6.

Speaker:

6.

Speaker:

6.

Speaker:

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Appendix

Smart Board Presentation

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