The - Bet ACTIVITY
The - Bet ACTIVITY
The - Bet ACTIVITY
The central idea that human life is worth more than money is implicit in the lawyer’s The story contains several flashbacks that the author uses to provide the reader
letter, but may be difficult for students to infer. I can be implied through the lawyer’s with information about how the bet came to be. Some versions are divided into two
letter and the banker’s reaction to his own actions at the end of the story. Students parts. In part one, students struggle understanding that the only action taking
may more easily infer the idea that greed motivates man to commit horrible acts place is the banker pacing back and forth in his study. The struggle with
and can be inferred from the banker’s resolution to murder the lawyer. The idea understanding stems from the many flashbacks the author uses.
that “To live anyhow is better than no life at all” is explicitly stated in the text as the
lawyer’s argument in favor of life imprisonment over the death penalty.
Prior Knowledge Demands Language Features
The author uses many lengthy, compound-complex sentences. For instance, the
It may be helpful for the students to understand that capital punishment is the following sentence is from the lawyer’s letter: “You would marvel if, owing to
death penalty. strange events of some sorts, frogs and lizards suddenly grew on apple and
orange trees instead of fruit, or if roses began to smell like a sweating horse; so I
marvel at you who exchange heaven for earth.”
Because the story was written in 1889, the syntax of the sentences can be
unfamiliar to the students.
Vocabulary
Tier Two Words (General academic vocabulary) Tier Three Words (Domain-specific words)
“Words that are far more likely to appear in written texts than in speech. [They] often “[Tier Three words]…are specific to a domain or field of study (lava, carburetor, legislature,
represent subtle or precise ways to say relatively simple things—saunter instead of walk, for circumference, aorta) and key to understanding a new concept within a text.” (CCSS ELA
example.” (CCSS ELA Appendix A) Appendix A)
humane immoral A priori Capital punishment
frivolous trifle Theology Gospel
caprice procured
emaciated ethereal
comely illusory
Potential Reader/Task Challenges
Connecticut State Department of Education 2
Students may possess prior knowledge of solitary confinement in the American prison system as portrayed in film. This may lead to confusion because the terms of the
agreement between the banker and lawyer in “The Bet” are much more stringent.
Page of this
Question Standard alignment
document
RL 9-10.1 5
Why did the banker and the lawyer make the bet? Use evidence from the text to support your response. RL 9-10.1
RL 9-10.4 8
By describing the bet as “wild” and “senseless”, what is the impact on the meaning of the text?
RL 9-10.3 11
How does the character of the banker change over the course of the story? RL 9-10.3
How does the author’s choice of using flashback to provide the reader with information about the bet affect the text? RL RL 9-10.5 14
9-10.5
RL 9-10.2 18
How does the lawyer’s decision at the end of the story develop the central idea of the text? RL 9-10.2
Target Standards
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.9-10.2 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.
Question #1 Why did the banker and the lawyer make the bet? Use evidence from the text to support your response.
Standard(s)
covered: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. R.L.
9-10.1
If students are struggling to answer the text-dependent question, use this follow-up plan for modeling and practice:
Objective In this lesson you will learn how to determine a character’s motivation by analyzing the author’s use of dialogue.
Prior
Quote accurately from a text (RL.5.1), Cite textual evidence that strongly supports what the text says explicitly as well as what may be
knowledge to
inferred (RL.6.1, RL.7.1, RL.8.1)
review
Steps to
achieve Think aloud for direct instruction
objective
*Students can practice writing “Right There” questions based on this text (Questions where the answer is “right there” in the text) by exchanging the
questions with another student. Then the other student has to find the exact quote to answer the question.
Students can use a graphic organizer to chart the cause and effect relationships in the interactions between the characters.
What next?
Question #2 By describing the bet as “wild” and “senseless”, what is the impact on the meaning of the text?
Standard(s) RL 9-10.4 - Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings;
covered: 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).
Example response that meets standard Look-fors
By describing the bet as “wild” and “senseless,” the reader understands the
uselessness of the bet because it did not prove that “the death penalty was better or Correctly concludes that the actions of the two characters will
worse than imprisonment for life.” Caught up in the excitement of the evening, the not prove whether the death penalty is worse than
banker entered into the bet on a whim staking two millions because it was nothing but imprisonment for life
a trifle to him. The banker’s caprice prevented him from considering the long-term Provides evidence from the text to support the ideas of the bet
implications of the bet making it a “wild” decision. The lawyer, who believed “to live as “wild and senseless”
anyhow is better than not at all,” was motivated by “simple greed for money.” Changing Includes the connotation for the words “wild” and “senseless”
the terms of the bet from five years to fifteen years was a senseless act of the lawyer’s
hubris.
If students are struggling to answer the text-dependent question, use this follow-up plan for modeling and practice:
Objective
In this lesson you will learn how to determine the impact of specific word choices by analyzing the connotation of those words.
Prior
Determine connotative meanings – the connotation of a word is the implied meaning, including any feelings, positive or negative,
knowledge to
associated with the word (RL.6.4)
review
Steps to
achieve Think aloud for direct instruction
objective
1) Skim through
the text to find
I know from the question that the words “wild and senseless” describe the bet so I’m going to look for the section of the text where
where the
the author talks about the bet. Ok, here it is in the tenth paragraph, “And this wild, senseless bet was carried out!”
author refers to
Hmmm… I wonder why the author used those two words – wild and senseless.
the description
in the question
and reread.
Repeat the process to determine the impact of the word “despise” (paragraphs 35 and 37) on the meaning of the text.
Place the students in groups. Give each group a piece of chart paper and have them make three columns: Positive/Negative/Neutral. Ask them to
skim the text to locate words the author uses that have positive, negative, or neutral connotation and write the words on the chart paper in the
appropriate column. Have students gallery walk the finished posters and compare and contrast their findings.
What next?
1) Skim through the text to find where the author refers to the description Close reading Literature: “A Pair of Silk Stockings”
in the question and reread.
Close reading Shakespeare: “Hamlet,” Act 3, Scene 1
2) Ask, “What do these words mean in this text?”
Question #3 How does the character of the banker change over the course of the story?
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
covered: with other characters, and advance the plot or develop the theme.
If students are struggling to answer the text-dependent question, use this follow-up plan for modeling and practice:
Objective In this lesson you will learn how to analyze character change by tracking character development.
Prior knowledge Compare and contrast – identify similarities and differences, analyze how lines of dialogue reveal aspects of a character and provoke a
to review decision (RL.8.3)
Steps to achieve
Think aloud for direct instruction
objective
Practice sequencing events in a story – Have the students cut apart the strips on page 20 with the events from the story written on them. Ask the
students to organize the strips in two ways: 1.) The order in which they actually happened and 2.) The order in which they were presented in the
story.
Have students use a feature chart on page 21 to keep track of what the character says, does, thinks, and feels at the beginning, middle, and end of
the story.
What next?
1. Locate examples of direct and indirect characterization of the Close Reading Shakespeare: “The Tempest,” Act 1, Scene 2
character in the text
Close Reading Literature: “A Pair of Silk Stockings”
2. Ask, “What is the sequence of character-development?”
Close Reading Literature: “The Celebrated Jumping Frog of Calaveras
3. Ask, “How do the character’s actions from the beginning of the story County”
compare to those at the end of the story?”
Question #4 How does the author’s choice of using flashback affect the text?
Standard(s) 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
covered: time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
Example response that meets standard Look-fors
The author’s use of flashback creates a sense of tension throughout the bet, as well as
a surprise ending. The flashback informs the reader of the circumstances leading up to
the bet, the terms of the bet, and the lawyer’s activities in confinement during the years
of the bet.
In the beginning of the story, the only action is the banker pacing back and forth in his
study remembering the night he made the bet with the lawyer fifteen years ago. The
author repeats the phrases “walking up and down” and walking to and fro” to create a
sense of building tension.
By using the flashbacks to explain the premise of the bet, the author provides the Explain or describe the flashbacks
reasons for the conflict (the banker attempts to murder the lawyer) which creates more Analyze how the flashbacks contribute to the building of tension
tension and an explanation for the way the story is resolved. The banker is determined in the story
to murder the lawyer because he views murdering the lawyer as “the one means of Provide a reason for the conflict and the resolution
being saved from bankruptcy and disgrace.” In the banker’s flashback in paragraphs
13–19, the reader learns of the lawyer’s reading, drinking, and playing the piano while
in confinement. Knowing the topics of books he has read and combining this
knowledge with his words from the letter he wrote to the banker, the reader
understands the lawyer breaks the terms of the bet because he now knows a human
life is worth more than money and, in paragraph 37, explains that he despises all that
the banker lives by. Since the lawyer does not want the money, the banker does not
kill him which is not how the reader expects the story to end.
If students are struggling to answer the text-dependent question, use this follow-up plan for modeling and practice:
In this lesson you will learn to determine the impact of flashback on the meaning of a text by analyzing the information the flashback
Objective
provides to the reader.
Prior
Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of
knowledge to
the plot (RL.6.5)
review
Connecticut State Department of Education 14
Steps to
achieve Think aloud for direct instruction
objective
In order to figure out how the flashbacks impact the text, first, I have to find all of the flashbacks.
The first flashback begins right after the first sentence. The first sentence says “remembering how, fifteen years before” so that
tells me something has already happened.
1) Locate each The first flashback ends with paragraph 12 because in paragraph 13, it says, “Then he remembered what followed that evening.”
flashback in the This tells me that the flashback ended because it brings me back to the banker remembering the night when he made the bet in his
text. study. It also tells me that another flashback is starting. It could also be argued that the flashback started at the beginning of the
story is continuing because the banker is still thinking about the same night.
This flashback finally ends in paragraph 19 because in paragraph 20 it says, “The old banker remembered all of this, and thought:
‘Tomorrow at twelve o’clock he will regain his freedom.’”
Now I have to figure out why the author decided to use a flashback in his story.
Hmmm… when I reread the flashback I see that it gives me a lot of information about the bet. Paragraphs 1–12 explain how the
bet came about, who made it, and what was at stake.
In paragraph 1, it states, “Among other things they had talked of capital punishment.” Then it says that many of the “journalists and
intellectual men, disapproved of the death penalty.” These sentences tell me how the bet came about.
In paragraphs 3–6, I see this is where the banker and lawyer start to argue. In paragraph the author introduces the lawyer by
saying, “Among the guests was a young lawyer, a young man of five and twenty.” Then the lawyer’s opinion of “To live anyhow is
2) Ask yourself, better than not at all” is given in paragraph 4. Paragraph 5 shows the reader the banker’s reaction to the lawyer’s opinion: “”he
“What struck the table with his fist and shouted at the young man.” And in paragraph 6, the banker proposes the bet, “”I’ll bet you two
information is million you wouldn’t stay in solitary confinement for five years.”
revealed in Now that the two men have made the bet, the banker remembers the terms of the bet. Paragraphs 13 explains the terms of the
each agreement. Reread paragraph 13 aloud beginning with the sentence, “It was decided that the young man should…” through the
flashback?” last sentence of the paragraph that begins, “The slightest attempt on his part to break the conditions… ”
Paragraphs 14–19 explain what the lawyer did over the course of his confinement. Either read the paragraphs aloud to the
students or have the students reread them silently and then discuss what they noticed about his activities.
Looking at all of this information, I now know why the author used this flashback. It was so that the author explained the terms of
the bet and what the lawyer had gone through over the last fifteen years so that I could understand the conflicts the two characters
faced. The banker wanted to kill the lawyer to protect his money.
From the explanation of the lawyer’s activities while in confinement, I understand the toll solitary confinement had taken on the
lawyer.
Have a class discussion on how the story would have changed if the author presented the events chronologically.
What next?
Question #5 How does the lawyer’s decision at the end of the story help shape the central idea of the text?
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
covered: emerges and is shaped and refined by specific details; provide an objective summary of the text.
Example response that meets standard Look-fors
The lawyer’s decision to “renounce the two million of which [he] once dreamed of as
paradise and which now [he] despise[s]” helps shape the central idea of the text by
reinforcing the theme that human life is worth more than money. In a letter to the
banker explaining why he is breaking the terms of the bet “five hours before the time
fixed,” the lawyer tells the banker, “I marvel at you who exchange heaven for earth.” In
one of the banker’s flashbacks, he recalled how the lawyer spent so much time reading
the Gospel: “It seemed strange to the banker that a man who in four years had
mastered six hundred learned volumes should waste nearly a year over one thin book Explicitly state the central idea
of easy comprehension.” The lawyer believes that material possessions are “like a Connection between the lawyer’s decision and his years spent
mirage” and they are meaningless to him. Through his reading the lawyer feels he has in confinement
reached a state of enlightenment where he is wiser than any man. This statement may Analyze the discrepancies in the lawyer’s letter
also demonstrate that the years in confinement have taken a toll on his sanity for he
contradicts himself in the next paragraph when he says, “I despise wisdom and the
blessings of this world.” The banker’s reaction to reading the lawyer’s decision and
reflecting on his own intentions of killing the lawyer make him feel “a great contempt for
himself.” The reader then must question the lawyer’s sanity and whether or not what he
has endured over the last fifteen years was worth any amount of money, coming to the
conclusion that it is not.
If students are struggling to answer the text-dependent question, use this follow-up plan for modeling and practice:
Objective In this lesson you will learn to determine the central idea of a story by considering specific details in the text.
Prior
Determine a central idea of a text and analyze its development over the course of a text, including its relationship to supporting ideas
knowledge to
(RL.8.2).
review
Steps to
achieve Think aloud for direct instruction
objective
He seems to be using the word despise over and over again. Twice in paragraph 35 and twice in paragraph 37. So he repeats the
word four times.
2) Ask yourself, He also repeats the idea of wisdom. In paragraph 34, the lawyer states in his letter, “’I know I am wiser than all of you.’” I think he
“What ideas are feels this way because in paragraph 33 he says, “For fifteen years I have been intently studying earthly life.”
repeated?” This is a little confusing because he contradicts himself. He talks about how wise he is, then he says he despises wisdom in
paragraph 35.
Now I need to explore how the repetition of the word despise helps to develop the theme. The lawyer despising books, wisdom,
money, and “all that you live by” came out of his reading and studying over the last fifteen years because he definitely wanted the
money when he made the bet.
I noticed that he said he was studying “earthly life” though. I wonder how this is connected to him giving up the money.
In paragraph 36, the lawyer says, “I marvel at you who exchange heaven for earth” which leads me to believe the lawyer feels he is
part of something bigger.
3) Ask yourself, I remember from the banker’s flashback that the lawyer spent a year studying the Gospel from paragraph 18. The same paragraph
“How do the also tells me that he read books on “Theology and the history of religion.” He seems to have given up the money and despise
repeated ideas material possessions because he has gained a sense of enlightenment from his reading during his years of confinement.
help develop The lawyer’s letter is full of contradictions, like him being “wiser than all of you” but also saying “I despise wisdom.” At times, it
the theme?” rambles and it is hard to understand, especially some of the events listed in paragraph 33, like the last sentence of the paragraph:
“In your books I have flung myself into the bottomless pit, performed miracles, slain, burned towns, preached new religions,
conquered whole kingdoms… ” If he truly believes he has done all of this through books, then we have to question his sanity.
After reading the letter, the banker “kissed the strange man on the head, and went out of the lodge, weeping.” The next sentence
tells us the banker has great contempt for himself. This could be because he realized the lawyer’s mental state and understands
the central idea of the story that a human life is worth more than money.
Repeat the steps to find out how the banker’s decision to murder the lawyer contributes to another theme of this story.
Use the graphic organizer on page 22 to help organize the important details around an event in the story and record your connections.
What next?
3. Ask yourself, “How do the repeated ideas help develop the theme?” Close reading Shakespeare: “Hamlet,” Act 3, Scene 1
Directions: 1. Cut the strips apart 2. Arrange the strips in the order in which the events actually happened 3. Rearrange the
strips in the order in which they were presented in the story.
“I’ll bet you two million you wouldn’t stay in solitary confinement for five years.”
The old banker was walking up and down his study and remembering how, fifteen
years before, he had given a party one autumn evening.
Then he remembered what followed that evening.
He made up his mind to go in.
It was decided that the young man should spend the years of his captivity under the
strictest supervision in one of the lodges in the banker’s garden.
“To prove to you in action how I despise all that you live by, I renounce the two million
of which I once dreamed as of paradise and which I now despise.”
To avoid arousing unnecessary talk, he took from the table the writing in which the
millions were renounced, and when he got home locked it up in the fireproof safe.
Desperate gambling on the Stock Exchange, wild speculation and the excitability which
he could not get over even in advancing years, had by degrees led to the decline of his
fortune and the proud, fearless, self-confident millionaire had become a banker of
middling rank, trembling at every rise and fall in his investments.
Connecticut State Department of Education 21
“The Bet” by Anton Chekov
Directions: Using information from the text, fill out the feature chart for the character of the banker.
Says
Does
Thinks
Feels
Using the information from this chart, what can you infer about the banker? _________________________________________________
______________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________
Connecticut State Department of Education 22
Theme in “The Bet” by Anton Chekov
Quote from the story Why is the quote important? How is it connected to the event in
the question?