Introductions : students will finish reading the excerpt from The Wizard of Lies by Diana B. Henriques. Students will read from where they left off (paragraph 10: “But this wizard behind the curtain”) to the end of the excerpt (paragraph 18: “the most dangerous ones are those we tell ourselves”). Students will use text-dependent questions as the basis for a small-group discussion in preparation for the End-of-Unit Assessment.

Texts: Excerpt from The Wizard of Lies

Materials:

1. Copies of the article

2. Copies of Speaking and Listening rubric

3. Short Response Rubric

CCS ( Common Core Standards Tool)

RI.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.9-10.5	Analyze in detail how an author’s ideas and claims are developed and refined by particular sentences, paragraphs, or larger portions of the text (e.g., a section or chapter).
W.9-10.9.b	Draw evidence from literary or informational texts to support analysis, reflection, and research. 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”).
SL.9-10.1.a, 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. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. 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.

Aim: Who does Henriques suggest is to blame for Madoff’s crime? How does the author support this suggestion?Objectives:Students will draw a claim on who is to blame for Madoff’s crime and how the author develops the claim.

Voc.

• delusion (n.) – a belief or impression that is firmly believed despite obvious evidence against it
• day of reckoning (n.) – day of judgment, or a day when one’s deeds reap consequences
• implacable (adj.) – unstoppable; inevitable; relentless

Do Now

Discuss the main ideas in pairs and share their questions about the text. Then,  pairs share their ideas with the entire class.

Write a short paragraph explaining how Madoff and his clients “selectively observed” the facts and how this contributed to the crime.

Mini Lesson

Read Para.1-6 and annotate while listening to the reading with special attention to

pay attention to Henriques’ discussion of “trust” and “self-deception.”  Put CI to indicate the development of a central idea.

Respond to the TDQs-

1.In the first paragraph (“The Madoff case demonstrated…”), explain what was “demonstrated with brutal clarity”?

2. What does Henriques mean by in our midst?

3. According to Henriques what is “exactly the profile of a Ponzi schemer”?

4. Why did people trust Bernie Madoff?

5. How do “we flatter ourselves” by thinking that only a “soulless, heartless monster” could commit a crime like Bernie Madoff and hurt the ones he loves?

6.In paragraph 5 (from “We flatter ourselves” through “we cannot see our own blind spots”), what is Henriques’ claim?

7. How does Henriques support that claim?

8. How is the fact that we deceive ourselves related to Bernie Madoff?

9.What is a delusion?

10.What does Henriques mean by, “Madoff was not inhumanly monstrous. He was monstrously human”? What makes him monstrous?

11.What does Henriques argue was different about Madoff?

12 How did Madoff and his clients “selectively observe” daily experience?

13.What does it mean to “selectively observe” something?

We will be using discussion norms and procedures-  ask and answer questions, move the discussion forward, relate ideas in the discussion to bigger ideas, facilitate discussion without teacher intervention, draw on specific textual evidence, and create a safe and respectful environment for the exchange of ideas.

To score a “2” in a discussion-You should prepare for the discussion before class by researching the material and reading the necessary texts well, and you should respond thoughtfully to other students, even those who disagree with you. See the Listening and Speaking Rubric.

Mid-Lesson Assessment

How does Henriques develop a profile of the Ponzi schemer and Madoff through specific details in paragraphs 1–6?

Write a short paragraph explaining how Madoff and his clients “selectively observed” the facts and how this contributed to the crime.

Independent Practice

Step 1

In small groups, read paragraphs 10–18

Use the following questions as discussion questions. Work together to look for evidence and record your responses. Draw evidence from the text to use in their writing.

a. Who is the “wizard behind the curtain”?

b. Who is Henriques comparing Madoff to by calling him a “wizard” and describing his “Emerald City”?

c. Why does Henriques argue so many people decided to follow Madoff even though he was a fraud?

d. Based on the context, what does day of reckoning mean?

e. Why did people give Madoff the “benefit of the doubt”?

f. How was Madoff like every “opportunistic cheat” and every “impulsive risk-taker”?

g. What does implacable mean in this context?.”

h.What does Henriques mean by “the next Bernie Madoff”?

i. How does Henriques argue that there will always be people like Bernie Madoff? Explain her reasoning in your own words.

j.Why couldn’t a world without trust exist?

k. What point is Henriques making with her descriptions of “the next Bernie Madoff” and the people around him?

l. Why are the most dangerous lies the ones we tell ourselves?

Step 2

Use the following discussion prompt to engage in a full-class discussion. You will continue the work of collaborative discussion outlined in SL.9-10.1.a and 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. You should also refer explicitly to the text when making a point.

Who does Henriques suggest is to blame for Madoff’s crime? How does the author support this suggestion?

This is a question that has more than one correct answer, and that lends itself well to discussion that incorporates multiple viewpoints.

Quick Write:

Respond briefly in writing to the following prompt:

Whom does Henriques suggest is to blame for Madoff’s crime? How does the author support this suggestion?

Homework:

Review and expand their notes from all three texts in this unit: “True Crime,” “How Bernie Madoff Did It,” and The Wizard of Lies excerpt.  Write a one-paragraph response to the following: Does the information you know about the Bernie Madoff scandal confirm or challenge Mosley’s claims in “True Crime?”  Use the Short Response Rubric and Checklist to guide their written responses.