NYS Common Core ELA & Literacy Curriculum D R A F T Grade 12 Module 2 Unit 2 Lesson 7

Transcription

1 Lessn 7 Intrductin In this lessn, students cntinue their reading and analysis f Julius Caesar by William Shakespeare. Students read Act 2.1, lines (frm Give me yur hands all ver, ne by ne t Fr he will live and laugh at this hereafter ), in which Brutus cnvinces the cnspiratrs that they d nt need an ath t bind them t their plt, and that t kill Mark Antny is bth wrng and unnecessary. Students analyze hw the central ideas f ethics f hnr and exercise f pwer develp and interact ver the curse f this passage. Student learning is assessed via a Quick Write at the end f the lessn: Hw d tw central ideas develp and interact ver the curse f the passage? Fr hmewrk, students read Act 2.1, lines f Julius Caesar (frm Peace, cunt the clck. / The clck hath stricken / three t Therefre thu sleep st s sund ) and respnd t a series f questins. Additinally, students preview Act 2.1, lines (frm Brutus, my lrd. / Prtia! What mean yu? Wherefre rise yu nw? t All the charactery f my sad brws, / Leave me with haste ) and respnd t a series f questins. 1

2 Standards Assessed Standard(s) RL Determine tw r mre themes r central ideas f a text and analyze their develpment ver the curse f the text, including hw they interact and build n ne anther t prduce a cmplex accunt; prvide an bjective summary f the text. Addressed Standard(s) W a L c L a, b Draw evidence frm literary r infrmatinal texts t supprt analysis, reflectin, and research. a. Apply grades Reading standards t literature (e.g., Demnstrate knwledge f eighteenth-, nineteenth- and early-twentieth-century fundatinal wrks f American literature, including hw tw r mre texts frm the same perid treat similar themes r tpics ). Determine r clarify the meaning f unknwn and multiple-meaning wrds and phrases based n grades reading and cntent, chsing flexibly frm a range f strategies. c. Cnsult general and specialized reference materials (e.g., dictinaries, glssaries, thesauruses), bth print and digital, t find the prnunciatin f a wrd r determine r clarify its precise meaning, its part f speech, its etymlgy, r its standards usage. Demnstrate understanding f figurative language, wrd relatinships, and nuances in wrd meanings. a. Interpret figures f speech (e.g., hyperble, paradx) in cntext and analyze their rle in the text. b. Analyze nuances in the meaning f wrds with similar dentatins. Assessment 2

3 Assessment(s) Student learning is assessed via a Quick Write at the end f the lessn. Students respnd t the fllwing prmpt, citing textual evidence t supprt analysis and inferences drawn frm the text. Hw d tw central ideas develp and interact ver the curse f the passage? High Perfrmance Respnse(s) A High Perfrmance Respnse shuld: Identify tw central ideas in the text (e.g., exercise f pwer and ethics f hnr). Analyze hw the ideas interact and develp ver the curse f the passage (e.g., In this passage, the central ideas f exercise f pwer and ethics f hnr interact as Brutus cnvinces the cnspiratrs that they need n ath t kill Caesar, and that unlike killing Caesar, slaying Mark Antny wuld be unnecessary and wrng. Brutus explains thrugh rhetrical questins that their plt needs n ath t prick (line 135) r incite them t bring abut justice by killing Caesar, because Brutus believes their cause is truly just. Brutus believes that he and the ther cnspiratrs are acting n their cnsciences in pltting t kill Caesar, in accrdance with their sense f hnr. Brutus then cnvinces them that t kill Mark Antny after killing Caesar wuld be t cut the head ff and then hack the limbs (line 176), an unnecessary and unethical exercise f pwer and vilence. Brutus says their exercise f pwer in killing Caesar shuld make them lk like sacrificers and nt butchers (line 179), meaning that their act shuld lk necessary and nt envius (line 191) t the peple, wh will view them as purgers f tyranny rather than crude murderers (line 193). Brutus s persuasins develp the central idea f exercise f pwer, which interacts with the central idea f ethics f hnr. His arguments fr their planned exercise f pwer appeal t the cnsciences f the cnspiratrs and their sense f hnr.). Vcabulary 3

4 Vcabulary t prvide directly (will nt include extended instructin) carrins (n.) the flesh f dead animals bastardy (n.) illegitimacy cntriver (n.) smene wh plts hew (v.) t strike frcibly with an ax, swrd, r ther cutting instrument Vcabulary t teach (may include direct wrd wrk and/r questins) Nne. Additinal vcabulary t supprt English Language Learners (t prvide directly) ath (n.) a frmal and serius prmise t tell the truth r t d smething butchers (n.) peple wh kill a lt f peple r animals in a brutal r cruel way hereafter (adv.) after this Lessn Agenda/Overview Student-Facing Agenda Standards & Text: Standards: RL , W a, L c, L a, b Text: Julius Caesar by William Shakespeare, Act 2.1: lines % f Lessn Learning Sequence: 1. Intrductin f Lessn Agenda 2. Hmewrk Accuntability 3. Masterful Reading 4. Reading and Discussin 5. Quick Write 6. Clsing 1. 10% 2. 10% 3. 10% 4. 50% 5. 15% 6. 5% Materials Student cpies f the 12.2 Cmmn Cre Learning Standards Tl (refer t Lessn 4) (ptinal) 4

5 Free audi resurce: Student cpies f the Shrt Respnse Rubric and Checklist (refer t Lessn 1) (ptinal) Learning Sequence Hw t Use the Learning Sequence Symb l Type f Text & Interpretatin f the Symbl 10% Percentage indicates the percentage f lessn time each activity shuld take. n symbl Plain text indicates teacher actin. Bld text indicates questins fr the teacher t ask students. Italicized text indicates a vcabulary wrd.! Indicates student actin(s). " Indicates pssible student respnse(s) t teacher questins. # Indicates instructinal ntes fr the teacher. Activity 1: Intrductin f Lessn Agenda 10% Begin by reviewing the agenda and the assessed standard fr this lessn: RL In this lessn, students read Act 2.1, lines (frm Give me yur hands all ver, ne by ne t Fr he will live and laugh at this hereafter ). Students analyze hw tw central ideas develp and interact ver the curse f this passage. Students lk at the agenda. Differentiatin Cnsideratin: If students are using the 12.2 Cmmn Cre Learning Standards Tl, instruct them t refer t it fr this prtin f the lessn intrductin. Pst r prject substandard L b. Instruct students t talk in pairs abut what they think the substandard means. Lead a brief discussin abut the substandard. The standard requires students t analyze the slight differences in wrds that have the same meaning. 5

6 If necessary, prvide students with the fllwing definitins: nuances means very slight differences and dentatins means the explicit r set meanings f wrds, r in ther wrds, the dictinary definitin f a wrd. Activity 2: Hmewrk Accuntability 10% Instruct students t take ut their respnses t the previus lessn s hmewrk assignment. (Read Act 2.1, lines and respnd briefly t the fllwing questin: Hw des Cassius exercise pwer thrugh language?) Instruct students t discuss their respnses in pairs. Cassius tells Brutus, every ne dth wish / Yu had but that pinin f yurself / Which every nble Rman bears f yu (lines ). With these wrds, Cassius appeals t Brutus s sense f hnr. Cassius knws that Brutus is prud f his reputatin fr hnr and knws he can use it t manipulate Brutus. After hearing Cassius s wrds, Brutus agrees t jin the cnspiracy t kill Caesar, and says, Caesar must bleed fr it (line 184). By using flattery t persuade Brutus t make an imprtant decisin, Cassius shws hw language can be a pwerful tl fr exerting influence r cntrl ver ther peple. Lead a brief whle-class discussin f student respnses. Instruct students t share and discuss the vcabulary wrds they identified fr hmewrk (L c). Students may identify the fllwing wrds: carrins, bastardy, cntriver, and hew. Differentiatin Cnsideratin: Students may als identify the fllwing wrds: ath, butchers, and hereafter. Definitins are prvided in the Vcabulary bx in this lessn. Activity 3: Masterful Reading 10% Have students listen t a masterful reading f Act 2.1, lines f Julius Caesar (frm Give me yur hands all ver, ne by ne t Fr he will live and laugh at this hereafter ). Ask students t listen fr hw Shakespeare develps central ideas in this excerpt. Students fllw alng, reading silently. 6

7 Differentiatin Cnsideratin: Cnsider psting r prjecting the fllwing guiding questin t supprt students in their reading thrughut the lessn: Why des Brutus reject the need fr an ath? Fr this and ther masterful readings in , cnsider using r anther audi versin f Julius Caesar. Activity 4: Reading and Discussin 50% Instruct students t frm small grups. Pst r prject each set f questins belw fr students t discuss. Instruct students t anntate fr central ideas thrughut the reading and discussin, using the cde CI (W a). Instruct student grups t read Act 2.1, lines (frm N, nt an ath. If nt the face f men t Of any prmise that hath passed frm him ) and answer the fllwing questins befre sharing ut with the class. Why des Brutus believe an ath is unnecessary? Student respnses may include: Brutus des nt want any f them t swear an ath because he believes that if their mtives are weak enugh t warrant an ath (line 127), then every man invlved in the plt shuld walk away and give up the plan: break ff betimes, / And every man hence t his idle bed (lines ). It is better t let Caesar s tyranny range n (line 129) than t devalue their cnvictins with an ath. Brutus believes the cnspiratrs cause is s strng that it can kindle cwards (line 132) and steel with valr / The melting spirits f wmen, (lines ). Peple swear aths fr bad causes (line 142) when they are unsure f their cause s righteusness. Brutus believes that the cnspiratrs cause is just and therefre needs n ath ther than the spken wrds f Rmans. Hw des Brutus s reluctance t swear an ath relate t the central idea f ethics f hnr? Student respnses may include: Brutus s reluctance shws that he believes Rmans are bth hnest and brave. If these men are Rmans wh have spke the wrd f what they d (line 136), then they will fllw thrugh with it. They will nt palter (line 137) r change their minds ut f fear. Furthermre, Brutus states that he des nt believe they need 7

8 an ath when every drp f bld / That every Rman bears wuld feel illegitimate if he were t break even the small part f a prmise (lines ). By using rhetrical questins, Brutus suggests that there is a bnd amng secret Rmans (lines ), which he equates with the bnd f hnesty t hnesty engaged (line 138). Brutus implies that hnr and hnesty are fundamental t the ties between Rmans. In this way, Brutus equates ethics f hnr with Rman values. Lead a brief whle-class discussin f student respnses. Instruct students t reread Act 2.1, lines (frm N, nt an ath. If nt the face f men t Of any prmise that hath passed frm him ) and anntate the wrds and phrases that refine Brutus s argument against taking an ath independently. Lead a brief whle-class discussin f the fllwing questin: Hw des Brutus s mnlgue develp a central idea in the text? Using a series f rhetrical questins, Brutus appeals t his fellw cnspiratrs n the grunds f a shared set f ethics that he assciates with Rman values. With his first rhetrical questin, Brutus implies that as men f hnr, they need n spur but justice (line 134). His secnd and third questins develp the idea that as men f hnr and Rmans, the cnspiratrs will keep their wrd, calling n the bnd / [f] secret Rmans (lines ) and n the ath f hnesty t hnesty engaged (lines ). Thrugh these rhetrical questins, Brutus appeals t the idea that hnrable Rmans are duty-bund t see justice dne, and that this ethic f hnr cmpels them t act against Caesar. In the final part f his mnlgue, Brutus suggests that any f the cnspiratrs wh fails t keep his wrd can n lnger be cnsidered a Rman and is guilty f a several bastardy (line 149), since every drp f bld / That every Rman bears is bund t maintain his hnr (lines ). This again suggests that the ethic f hnr is ingrained in all Rmans. Instruct students t return t their grups and read Act 2.1, lines (frm But what f Cicer? Shall we sund him? t Fr he will live and laugh at this hereafter ) and answer the fllwing questins befre sharing ut with the class. What is Brutus s pinin f Mark Antny? Hw des Shakespeare use figurative language t develp this pinin? (L a) 8

9 Student respnses shuld include: Brutus des nt believe that Mark Antny is a threat, and s argues t Cassius that [the cnspiratrs ] curse will seem t bldy (line 175) if they kill Mark Antny. Accrding t Brutus, it is unnecessary t kill Antny, wh has n pwer withut Caesar and is but a limb f Caesar (line 178). Later Brutus suggests that Antny is t frivlus t be deeply distressed by Caesar s death because Antny is given / T sprts, t wildness, and much cmpany (lines ). Shakespeare uses metaphr in Brutus s descriptin f Antny s relatinship with Caesar: Antny is but a limb f Caesar (line 178), s t kill Antny in additin wuld be [t] cut the head ff and then hack the limbs (line 176). Caesar is the head while Antny is a limb that belngs t the same bdy. Therefre, Brutus believes it wuld be unnecessarily malicius t attack Antny, when Caesar s death ught t cripple him, much like an arm is crippled beynd use if the head is remved. Hw des Brutus justify the murder f Caesar in lines ? Student respnses may include: When Brutus tells Cassius that the cnspiratrs shuld be sacrificers, but nt butchers (line 179), Brutus justifies Caesar s murder as a necessary act, perfrmed fr the greater gd. Brutus repeats this idea later n, by referring t the cnspiratrs as purgers, nt murderers (line 193), suggesting that the aim f the cnspiracy is t rid Rme f the threat that Caesar pses. Brutus claims that the aim f the cnspiracy is t kill the spirit f Caesar mre than Caesar himself (line 180). Brutus states that he wishes they culd kill Caesar s spirit and nt dismember Caesar (line 183), clarifying that he hlds n ill will tward Caesar himself and des nt really want t kill Caesar, nly the ptential fr tyranny that Caesar represents. In this way, Brutus seeks t justify the murder as almst bldless, as a murder f the spirit rather than a murder f the bdy. Accrding t Brutus, what is the difference between sacrificers and butchers (line 179)? (L b) Student respnses may include: Brutus believes sacrificers like the cnspiratrs kill t achieve a greater gd, as sacrifice means t get rid f ne thing fr the sake f anther. But butchers kill wrathfully and unnecessarily (line 185). When Brutus says, Let s be sacrificers, but nt butchers (line 179), he means that the cnspiratrs cause ught t have an ethical purity. Brutus als says they ught t carve him as a dish fit fr the 9

10 gds, / Nt hew him as a carcass fit fr hunds (lines ): Brutus wants Caesar t die fr a higher purpse and des nt wish his murder t be a pintless slaughter. Brutus implies that sacrificers (line 179) will be received better by the public than butchers (line 179). He wants the peple t see them as purgers, nt murderers (line 193), t see what they have dne as gd and just, rather than cruel and unwarranted. Differentiatin Cnsideratin: If students struggle, cnsider psing the fllwing scafflding questin: What des Brutus s discussin f the spirit f Caesar (line 180) suggest abut his mtives? Brutus s remark that the cnspiratrs all stand up against the spirit f Caesar / And in the spirit f men there is n bld (lines ) implies that the assassinatin f Caesar is t be a symblic as much as a physical act. The cnspiratrs wish t eliminate what Caesar stands fr, nt Caesar himself. Indeed, Brutus wishes there were a way t cme by Caesar s spirit / And nt dismember Caesar! (lines ). Brutus s aim is t destry the idea f Caesar, nt the man. If it were pssible, Brutus wuld prefer that there were n bld invlved (line 181). Lead a brief whle class discussin f student respnses. Instruct half f the student grups t cnsider the central idea f ethics f hnr as they answer the fllwing questin, and instruct the ther half t cnsider the central idea f exercise f pwer. Instruct grups t answer the questin befre sharing ut with the class. Hw d Brutus s ideas abut the plan t assassinate Caesar develp a central idea in the text? Student respnses may include: Brutus s ideas abut the plan t assassinate Caesar develp the central idea f ethics f hnr. Brutus believes that t kill Antny wuld be against gd cnscience because it wuld be envius (line 191), r malicius. Brutus des nt think they shuld be butchers (line 179) by slaying Antny, but shuld keep their cause just and pure by nly killing Caesar. Fr Brutus, the decisin t kill Antny is a mral issue. Killing Caesar is nt plitical maneuvering fr Brutus, wh sees the assassinatin as the best curse f actin fr Rme. 10

11 Brutus s ideas abut the plan t assassinate Caesar develp the central idea f exercise f pwer. Brutus wants their exercise f pwer in killing Caesar t appear necessary and nt envius (line 191), s that it will be well received. Brutus believes that if they kill Antny, the public will see them as murderers and nt the purgers (line 193) that they see themselves as. Brutus believes the assassinatin s true purpse as an exercise f pwer is t save Rme frm the tyranny f a single ruler. Killing Antny, Brutus fears, will tarnish the assassinatin s true purpse. Lead a brief whle-class discussin f student respnses. Activity 5: Quick Write 15% Instruct students t respnd briefly in writing t the fllwing prmpt: Hw d tw central ideas develp and interact ver the curse f the passage? Instruct students t lk at their anntatins t find evidence. Ask students t use this lessn s vcabulary wherever pssible in their written respnses. Students listen and read the Quick Write prmpt. Display the prmpt fr students t see, r prvide the prmpt in hard cpy. Transitin t the independent Quick Write. Students independently answer the prmpt using evidence frm the text. See the High Perfrmance Respnse at the beginning f this lessn. Cnsider using the Shrt Respnse Rubric t assess students writing. Students may use the Shrt Respnse Rubric and Checklist t guide their written respnses. Activity 6: Clsing 5% Display and distribute the hmewrk assignment. Fr hmewrk, instruct students t read Act 2.1, lines f Julius Caesar (frm Peace, cunt the clck. / The clck hath stricken / three t in the brains f men. / Therefre thu sleep st s sund ). Direct students t bx any unfamiliar wrds and lk up their definitins. Instruct them t chse the definitin that makes the mst sense in cntext and write a brief definitin abve r near the wrd in the text (L c). T supprt cmprehensin, instruct students t respnd briefly t the fllwing questins: 11

12 Summarize lines Hw d lines develp the cnspiratrs view f Caesar s character? Als fr hmewrk, instruct students t preview Act 2.1, lines (frm Brutus, my lrd. / Prtia! What mean yu? Wherefre rise yu nw? t All the charactery f my sad brws, / Leave me with haste ) in preparatin fr clse reading f Act 2.1, lines in Lessn 8. Direct students t bx any unfamiliar wrds and lk up their definitins. Instruct them t chse the definitin that makes the mst sense in cntext and write a brief definitin abve r near the wrd in the text (L c). T supprt cmprehensin, instruct students t respnd briefly t the fllwing questins: Summarize lines What des the interactin between Prtia and Brutus in lines suggest abut their relatinship? Hw des Prtia shw the strng prf f [her] cnstancy (line 322)? Hw d Prtia s gestures f kneeling and wunding herself develp a central idea in the text? Ask students t use this lessn s vcabulary wherever pssible in their written respnses. Students fllw alng. Hmewrk Read Act 2.1, lines f Julius Caesar (frm Peace, cunt the clck. / The clck hath stricken / three t in the brains f men. / Therefre thu sleep st s sund ). Bx any unfamiliar wrds and lk up their definitins. Chse the definitin that makes the mst sense in cntext and write a brief definitin abve r near the wrd in the text. Respnd briefly t the fllwing questins: Summarize lines Hw d lines develp the cnspiratrs view f Caesar s character? Als fr hmewrk, read Act 2.1, lines (frm Brutus, my lrd. / Prtia! What mean yu? Wherefre rise yu nw? t All the charactery f my sad brws, / Leave me with haste ) in preparatin fr reading Act 2.1, lines in the fllwing lessn. Bx any unfamiliar wrds and lk up their definitins. Chse the definitin that makes the mst 12

13 sense in cntext and write a brief definitin abve r near the wrd in the text. Respnd briefly t the fllwing questins: Summarize lines What des the interactin between Prtia and Brutus in lines suggest abut their relatinship? Hw des Prtia shw the strng prf f [her] cnstancy (line 322)? Hw d Prtia s gestures f kneeling and wunding herself develp a central idea in the text? Use this lessn s vcabulary wherever pssible in yur written respnses. 13