NYS Common Core ELA & Literacy Curriculum D R A F T Grade 12 Module 2 Unit 2 Lesson 17

Transcription

1 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 12 Mdule 2 Unit 2 Lessn Lessn 17 Intrductin In this lessn, students read and analyze Act 4.3, lines f Julius Caesar (frm Enter the Ghst f Caesar t It shall be dne, my lrd. They exit ), in which the ghst f Caesar appears t Brutus at Phillipi. Students then reread and analyze different descriptins f Caesar s spirit in Act 2.1 and Act 3.1, t make cnnectins acrss the text as they cnsider hw the appearance f Caesar s ghst develps a cnflict in the play. Student learning is assessed via a Quick Write at the end f the lessn: Hw des the appearance f Caesar s ghst refine yur understanding f his death as either butchery r sacrifice? Fr hmewrk, students read Act 5.1, lines 1 71 f Julius Caesar (frm Nw, Antny, ur hpes are answerèd" t If nt, when yu have stmachs ), bx unfamiliar wrds, and lk up their definitins. Additinally, students cnduct a brief search int the histrical figure f Octavius and identify three imprtant facts abut his relatinship with Julius Caesar and with Mark Antny. Students then respnd briefly in writing t a questin abut the interactin between Antny and Octavius. File: Lessn 17 Date: 2/13/15 Classrm Use: Starting 2/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 1

2 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 12 Mdule 2 Unit 2 Lessn 17 Standards Assessed Standard(s) RL Addressed Standard(s) Analyze the impact f the authr s chices regarding hw t develp and relate elements f a stry r drama (e.g., where a stry is set, hw the actin is rdered, hw the characters are intrduced and develped). RL W a SL SL L c Determine the meaning f wrds and phrases as they are used in the text, including figurative and cnntative meanings; analyze the impact f specific wrd chices n meaning and tne, including wrds with multiple meanings r language that is particularly fresh, engaging, r beautiful. (Include Shakespeare as well as ther authrs.) 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 ). Initiate and participate effectively in a range f cllabrative discussins (nen-ne, in grups, and teacher-led) with diverse partners n grades tpics, texts, and issues, building n thers ideas and expressing their wn clearly and persuasively. Adapt speech t a variety f cntexts and tasks, demnstrating cmmand f frmal English when indicated r apprpriate. (See grades Language standards 1 and 3 fr specific expectatins.) 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 standard usage. Assessment File: Lessn 17 Date: 2/13/15 Classrm Use: Starting 2/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 2

3 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 12 Mdule 2 Unit 2 Lessn 17 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 des the appearance f Caesar s ghst refine yur understanding f his death as either butchery r sacrifice? High Perfrmance Respnse(s) A High Perfrmance Respnse shuld: Analyze what the appearance f Caesar s ghst suggests abut his death as a sacrifice r "butchery (e.g., The appearance f Caesar s ghst in Act 4.3 highlights the strength f Antny s interpretatin f Caesar s death as a butchery, and emphasizes the mistaken idealism f Brutus s interpretatin f Caesar s death as a necessary (Act 2.1, line 191) sacrifice[] (Act 2.1, line 179). The appearance f Caesar s ghst n the eve f battle fulfills Antny s prphecy in Act 3.1 that Caesar s spirit, ranging fr revenge (Act 3.1, line 296), will unleash the dgs f war (Act 3.1, line 299). The invincibility f Caesar s spirit and the related death and destructin at Phillipi is in stark cntrast t the peaceful reslutin that Brutus envisins in Act 2.1, in which he describes Caesar s assassinatin as a just sacrifice[] (Act 2.1, line 179) that wuld cleanse Rme f Caesar s harmful spirit (Act 2.1, line 180) r crrupting influence. Althugh the cnspiratrs successfully destry Caesar s bdy, the spirit that Brutus intended t destry lives n (Act 2.1, line 180) t remind Brutus f the evil he has cmmitted (Act 4.3, line 325), and the futility f trying t purge[] r cleanse Rme f Caesar s pwerful influence (Act 2.1, line 193).). Vcabulary Vcabulary t prvide directly (will nt include extended instructin) apparitin (n.) a ghst r spirit f a dead persn Vcabulary t teach (may include direct wrd wrk and/r questins) Nne. Additinal vcabulary t supprt English Language Learners (t prvide directly) vanishest (v.) disappear entirely withut a clear explanatin File: Lessn 17 Date: 2/13/15 Classrm Use: Starting 2/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 3

4 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 12 Mdule 2 Unit 2 Lessn 17 Lessn Agenda/Overview Student-Facing Agenda Standards & Text: Standards: RL , RL , W a, SL , SL , L c Text: Julius Caesar by William Shakespeare, Act 4.3: lines Learning Sequence: 1. Intrductin f Lessn Agenda 2. Hmewrk Accuntability 3. Whle-Class Dramatic Reading and Discussin 4. Jigsaw Activity 5. Quick Write 6. Preparatin fr End-f-Unit Assessment (Optinal) 7. Clsing % f Lessn 1. 5% 2. 20% 3. 30% 4. 15% 5. 10% 6. 15% 7. 5% Materials Student cpies f the 12.2 Cmmn Cre Learning Standards Tl (refer t Lessn 4) (ptinal) Student cpies f the Shrt Respnse Rubric and Checklist (refer t Lessn 1) (ptinal) File: Lessn 17 Date: 2/13/15 Classrm Use: Starting 2/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 4

5 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 12 Mdule 2 Unit 2 Lessn 17 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 5% Begin by reviewing the agenda and the assessed standard fr this lessn: RL In this lessn, students read Act 4.3, lines f Julius Caesar (frm Enter the Ghst f Caesar t It shall be dne, my lrd. / They exit ), and cnsider hw the appearance f Caesar s ghst develps their understanding f his death as a butchery r sacrifice. Students lk at the agenda. Activity 2: Hmewrk Accuntability 20% Instruct students t take ut their respnses t the previus lessn s hmewrk assignment. (Read and summarize Act 4.1, line 1 t Act 4.3, line 317. Additinally, develp 2 3 discussin questins fcused n character develpment. Prepare pssible answers t yur questins fr discussin.) Student summaries may include: Act 4.1: Antny, Octavius, and Lepidus have taken cntrl f the gvernment and are creating a list f enemies t be killed. After dismissing Lepidus, Antny prpses that Lepidus be eliminated frm leadership s that nly Octavius and File: Lessn 17 Date: 2/13/15 Classrm Use: Starting 2/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 5

6 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 12 Mdule 2 Unit 2 Lessn 17 Antny will share pwer. Antny and Octavius begin t plan their battle against Brutus and Cassius. Act 4.2: Brutus and the ther cnspiratrs prepare fr battle. Lucilius reprts that there seems t be a change in Cassius s feelings twards Brutus. When Cassius arrives, he accuses Brutus f harming him, saying, Mst nble brther, yu have dne me wrng (line 41). Act 4.3, lines 1 317: Cassius and Brutus argue. Brutus accuses Cassius f having an itching palm (line 10) and greedily refusing t give him mney. Cassius accuses Brutus f wrnging him in every way (line 60) and being verly critical. Finally, the tw decide t put aside their differences. Brutus admits that he is trubled and sick f many griefs (p. 165) because his wife, Prtia, has cmmitted suicide. Titinius and Messala arrive with reprts abut Octavius and Mark Antny. Cassius argues against marching t Phillipi, but Brutus dismisses Cassius s cncerns and insists n this actin. Student questins may include: What des Antny s behavir in Act 4.1 suggest abut his character? Student respnses may include: By cldly selecting names frm a list t decide wh will live and wh will die, Antny reveals his ruthlessness. He says f his sister s sn, He shall nt live; lk, with a spt I damn him (line 8) t prve t Lepidus that he is as willing t cndemn his wn family as he is t cndemn the family members f thers. Antny s criticism that Lepidus is a slight, unmeritable man (line 14), and his attempts t cnvince Octavius that Lepidus is f n mre wrth t them as a hrse (line 33) suggest that he is calculating r cnniving. His actins appear t be an attempt t undermine Lepidus, a man with whm he pretends t be allied, by speaking prly f him behind his back. Antny s attempts t remve Lepidus frm pwer by cnvincing Octavius that Lepidus is nly meet t be sent n errands (line 15) and therefre nt fit (line 15) t be ne f the three t share pwer (line 17), suggest that he is ambitius r pwer hungry, because excluding Lepidus wuld cnslidate Antny s pwer ver Rme. Hw des the dialgue in Act 4.3, lines 1 30 (frm That yu have wrnged me dth appear in this t Than such a Rman. / Brutus, bait nt me ) explain the change in the relatinship between Brutus and Cassius? File: Lessn 17 Date: 2/13/15 Classrm Use: Starting 2/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 6

7 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 12 Mdule 2 Unit 2 Lessn 17 In these lines Brutus accuses Cassius f having an itching palm (line 10), meaning that he accepts bribes. Brutus tells Cassius that they killed Caesar fr justice sake (line 20), and s they shuld nt crrupt their cause by using their psitin fr prfit. Brutus explains that he wuld rather be a dg and bay the mn / Than such a Rman (lines 28 29). Lead a brief whle-class discussin f student respnses. Activity 3: Whle-Class Dramatic Reading and Discussin 30% Transitin t a whle-class dramatic reading. Instruct students t frm small grups. Pst r prject each set f questins belw fr students t discuss. Instruct students t cntinue t anntate the text as they read and discuss (W a). Alternatively, cnsider having a whle-class discussin f these questins rather than in small grups. If necessary t supprt cmprehensin and fluency, cnsider using a masterful reading f the fcus excerpt fr the lessn. Differentiatin Cnsideratin: Cnsider psting r prjecting the fllwing guiding questin t supprt students in their reading thrughut this lessn: Hw des the appearance f Caesar s ghst affect Brutus? Assign students the rles f Brutus, Ghst, Lucius, Varr, and Claudius fr the dramatic reading. Instruct these students t stand and read Act 4.3, lines f Julius Caesar (frm Enter the Ghst f Caesar t It shall be dne, my lrd. / They exit ), while the rest f the class fllws alng. Prvide students with the definitin f apparitin. Students may be familiar with this wrd. Cnsider asking students t vlunteer a definitin befre prviding ne t the grup. Students write the definitin f apparitin n their cpies f the text r in their vcabulary jurnals. Differentiatin Cnsideratin: Cnsider prviding students with the definitin f vanishest. Students write the definitin f vanishest n their cpies f the text r in a vcabulary jurnal. File: Lessn 17 Date: 2/13/15 Classrm Use: Starting 2/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 7

8 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 12 Mdule 2 Unit 2 Lessn 17 Hw des Caesar s ghst identify himself? What des this reference suggest abut why he appears t Brutus? Student respnses shuld include: Caesar s ghst identifies himself as Brutus s evil spirit (Act 4.3, line 325). Student respnses may include: This reference suggests that Caesar s ghst has cme t haunt Brutus in rder t punish him fr evil (Act 4.3, line 325) that he has dne, r t appeal t Brutus s cnscience by cndemning the evil he has dne by killing Caesar. This reference suggests that Caesar s ghst appears t shw Brutus that Brutus s wn spirit has cme t reflect Caesar s, r that thrugh his actins, Brutus has becme the very threat t Rme which he nce tried t destry. What reasn des the ghst give fr his presence? Hw des this reasn develp Antny s prphecy in Act 3.1, lines ? Student respnses shuld include: When Brutus asks the ghst Why cm st thu? (Act 4.3, line 326), Caesar s ghst answers by warning Brutus that he will see him n the battlefield at Phillipi (Act 4.3, line 327). The ghst s warning t Brutus that he will see him n the battlefield affirms Antny s prphesy (Act 3.1, line 285) that Caesar s spirit (Act 3.1, line 296) wuld unleash bld and destructin (Act 3.1, line 291) in rder t avenge his murder. What might Caesar s ghst represent? Student respnses may include: The cntinued presence f Caesar s ghst may represent the invincibility r strength f Caesar s spirit, which cntinues t be a pwerful frce in Rme, despite his death. The ghst s warning that he will see Brutus n the battlefield at Phillipi suggests that the ghst represents vilent retributin r revenge (Act 3.1, line 296) fr Brutus s betrayal. Caesar s ghst represents the transfrmatin that has ccurred in Brutus because f his decisin t kill Caesar. Rather than cleansing Rme f the threat Caesar s spirit represents, Caesar s ghst remains as a reflectin and reminder f Brutus s File: Lessn 17 Date: 2/13/15 Classrm Use: Starting 2/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 8

9 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 12 Mdule 2 Unit 2 Lessn 17 wn evil (Act 4.3, line 325) actins, which he nce justified as an hnrable sacrifice[] (Act 2.1, line 179). As Caesar s ghst appears t Brutus alne, the ghst may represent Brutus s cnscience, r the sense that his wn spirit, as Caesar s ghst states, is evil (Act 4.3, line 325), because he killed Caesar. Lead a brief whle-class discussin f student respnses. Cnsider asking students which passages they fund difficult r prblematic. Lead a brief whle-class discussin f student respnses. Activity 4: Jigsaw Activity 15% Infrm students that they are ging t participate in a jigsaw discussin abut the appearance f Caesar s ghst in Act 4.3 in relatin t Brutus and Antny s cmpeting interpretatins f Caesar s assassinatin in Act 2.1 and Act 3.1. Differentiatin Cnsideratin: If students require additinal supprt befre beginning the jigsaw discussin, cnsider asking students t return t previus descriptins f Caesar s spirit in Act 2.1 and Act 3.1 t cnsider hw these passages infrm their understanding f the appearance f Caesar s ghst in Act 4.3. Instruct student grups t reread Act 2.1, lines (frm Let s be sacrificers, but nt butchers, Caius t We shall be called purgers, nt murderers ) and Act 3.1, lines (frm A curse shall light upn the limbs f men; t With carrin men graning fr burial ) and anntate fr references t Caesar s spirit (W a). Then, pst r prject the fllwing questin fr whle-class discussin: Hw d the descriptins f Caesar s spirit in Act 2.1 and Act 3.1 relate t a cnflict in the play? The differing descriptins f Caesar s spirit ffered by Antny and Brutus cnfirm the cnflict between Antny s understanding f Caesar s death, and that f Brutus and the cnspiratrs. Brutus s descriptin f the assassinatin as an actin demnstrating his determinatin t stand up against the spirit f Caesar (Act 2.1, line 180) develps his understanding f the assassinatin as a necessary (Act 2.1, line 191) sacrifice[] (Act 2.1, line 179) that will cleanse Rme f Caesar s influence and s bring abut peace and reslutin. This interpretatin cnflicts with Antny s interpretatin f Caesar s death as an unjust murder, r a butchery that must be avenged thrugh mre bldshed, as expressed thrugh his descriptin f Caesar s spirit as a bldthirsty ghst ranging fr revenge (Act 3.1, line 296). Antny des nt see File: Lessn 17 Date: 2/13/15 Classrm Use: Starting 2/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 9

10 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 12 Mdule 2 Unit 2 Lessn 17 Caesar s death as prviding a reslutin t Rme s prblems, as Brutus envisins, but as a butchery that sets int mtin an endless cycle f vilence. Cnsider instructing students t review their ntes and anntatins frm their wrk with Antny s slilquy in Lessn 13, and their analysis f Brutus s visin f Caesar s assassinatin in Lessn 7. Instruct students t frm pairs. Pst r prject the fllwing fcus questins: Fcus Questin 1: Hw des the appearance f Caesar s ghst in Act 4.3 relate t Brutus s visin f the assassinatin in Act 2.1? Fcus Questin 2: Hw des the appearance f Caesar s ghst in Act 4.3 relate t Antny s descriptin f the assassinatin in Act 3.1? Assign half f the student pairs t respnd t Fcus Questin 1, and half f the student pairs t respnd t Fcus Questin 2. Instruct students t review this lessn s fcus excerpt (Act 4.3, lines ) and wrk in their pairs t answer their fcus questin, drawing n evidence frm thrughut the passage in their respnses. Students wrk in pairs t answer their fcus questin. Once student pairs have answered their fcus questin, instruct each pair t frm a grup f 4 with anther student pair that answered a different fcus questin. Instruct bth pairs t share and discuss their respnses in the grup. Student grups engage in a brief discussin. See belw fr pssible student respnses. Fcus Questin 1: Hw des the appearance f Caesar s ghst in Act 4.3 relate t Brutus s visin f the assassinatin in Act 2.1? Student respnses may include: The appearance f Caesar s ghst in Act 4.3 seems t suggest that Brutus s earlier visin f the assassinatin as a sacrifice[] (Act 2.1, line 179) that wuld cleanse Rme f crruptin was idealistic, r misguided. Althugh Brutus describes the assassinatin as a means t stand up against the bldless spirit (Act 2.1, line 180) f Caesar, the appearance f Caesar s ghst suggests that Brutus s actins have achieved the ppsite f his intended utcme. Althugh the cnspiratrs successfully destry Caesar s bdy, the spirit which Brutus intended t stand up against lives n (Act 2.1, line 180), suggesting that Caesar s influence ver Rme remains strng. File: Lessn 17 Date: 2/13/15 Classrm Use: Starting 2/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 10

11 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 12 Mdule 2 Unit 2 Lessn 17 The appearance f Caesar s ghst n the eve f battle highlights the futility r meaninglessness f the hnrable intentins that Brutus expresses thrugh his depictin f the assassinatin as a necessary (Act 2.1, line 191) sacrifice[] (Act 2.1, line 179) that will cleanse Rme f crruptin. Despite the fact that Brutus envisins his actins as fr the gd f all, he has brught nly war and destructin t the peple f Rme, as is evidenced by the ghst s insistence that he will see Brutus n the battlefield at Phillipi (Act 4.3, line 329). The ghst s identificatin f himself as Brutus s wn evil spirit (Act 4.3, line 325) suggests that the gd intentins that Brutus describes in his interpretatin f the assassinatin in Act 3.1 have cme back t haunt him. Brutus s nce nble spirit has becme the very evil (Act 4.3, line 325) he intended t purge[] (Act 2, line 193). Rather than destrying Caesar s spirit, r what Caesar stands fr, his actins have transfrmed his wn spirit int a reflectin f Caesar s. Fcus Questin 2: Hw des the appearance f Caesar s ghst in Act 4.3 relate t Antny s descriptin f the assassinatin in Act 3.1? Student respnses may include: The appearance f Caesar s ghst t Brutus n the battlefield suggests that Antny s visin f the invincibility f Caesar s spirit and the resulting death and destructin that will befall Rme has cme t pass (Act 3.1, line 291). Antny depicts Caesar s assassinatin as an unjust murder that must be avenged thrugh further bldshed and war (Act 3.1, line 299). The appearance f Caesar s ghst t haunt Brutus n the eve f battle suggests that Antny s predictin f the disastrus ramificatins f Caesar s death fr the cnspiratrs was accurate. Antny s depictin f Brutus and the ther cnspiratrs as butchers (Act 3.1, line 281), and Caesar s death as a bldy and senseless crime, is reinfrced by the ghst s claim that he is Brutus s wn evil spirit (Act 4.3, line 325). The ghst s wrds suggest that Brutus s actins were ultimately dishnrable. Lead a brief whle-class discussin f student respnses. Cnsider drawing students attentin t their applicatin f SL thrugh the prcess f participating effectively in a range f cllabrative discussins. Activity 5: Quick Write 10% Instruct students t respnd briefly in writing t the fllwing prmpt: File: Lessn 17 Date: 2/13/15 Classrm Use: Starting 2/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 11

12 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 12 Mdule 2 Unit 2 Lessn 17 Hw des the appearance f Caesar s ghst refine yur understanding f his death as either butchery r sacrifice? 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: Preparatin fr End-f-Unit Assessment (Optinal) 15% The fllwing ptinal in-class activity prepares students fr the Part 1 End-f-Unit Assessment, in which students perfrm small-grup dramatic readings f key scenes in Julius Caesar. Instruct students t meet in the small grups established in the previus lessn ( Lessn 16). Differentiatin Cnsideratin: Cnsider intrducing students t standard RL t supprt their preparatin Part 1 f the End-f-Unit Assessment. If students are using the 12.2 Cmmn Cre Learning Standards Tl, instruct them t refer t it fr this prtin f the lessn. Pst r prject standard RL Instruct students t talk in pairs abut what they think the standard means. Lead a brief discussin abut the standard. Student respnses may include: This standard requires students t understand the meanings f wrds in cntext, including their implied r nn-literal meanings. The standard requires students t analyze hw wrd chice affects meaning and tne. The standard requires students t identify language that is particularly striking. File: Lessn 17 Date: 2/13/15 Classrm Use: Starting 2/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 12

13 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 12 Mdule 2 Unit 2 Lessn 17 If necessary, prvide students with the fllwing definitins: figurative means nt literal; meaning beynd the basic meaning f wrds and cnntative means suggesting an idea r quality that a wrd inspires in additin t its meaning. Standard RL will be assessed in the Part 1 End-f-Unit Assessment. Instruct students t answer the fllwing questin in their small grups befre sharing ut with the class: Hw des cmprehensin f a text imprve a dramatic reading? Student respnses may include: Cmprehensin r understanding f the text helps a perfrmer cnvey meaning t the audience. Understanding the meaning f the text makes a perfrmance appear mre plished and practiced, because it demnstrates that a perfrmer is familiar with the lines and knws what he/she is saying. Lead a brief whle-class discussin based n student respnses. Instruct students t practice their small-grup dramatic readings. Explain that during this practice time, students shuld fcus n cnveying an accurate understanding f the passage that they are reading. Student grups practice their dramatic readings with a fcus n cnveying understanding. Standard SL will als be assessed in the Part 1 End-f-Unit Assessment. Students were intrduced t SL in Lessn 11. Cnsider explaining t students that rehearsals fr the Part 1 End-f-Unit Assessment are an pprtunity t practice adapting their speech t a variety f cntexts and tasks and t demnstrate mastery f standard, frmal English. Students may instead meet utside f class t practice their dramatic readings, in which case the time alltted t this activity shuld be added t Activity 3: Whle-Class Dramatic Reading and Discussin. Activity 7: Clsing 5% Display and distribute the hmewrk assignment. Fr hmewrk, instruct students t read Act 5.1, lines 1 71 f Julius Caesar (frm Nw, Antny, ur hpes are answerèd t If nt, when yu have stmachs ). Direct students t bx any unfamiliar wrds and lk up their File: Lessn 17 Date: 2/13/15 Classrm Use: Starting 2/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 13

14 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 12 Mdule 2 Unit 2 Lessn 17 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). Additinally, instruct students t cnduct a brief search int the histrical figure f Octavius using (Ggle search terms: PBS, the Rman Empire, Augustus), and identify three imprtant facts abut his relatinship with Julius Caesar and with Mark Antny. Instruct students t respnd briefly in writing t the fllwing questin: Hw des the interactin between Antny and Octavius in Act 5.1, lines 1 27 cntribute t the develpment f Octavius s character? Ask students t use this lessn s vcabulary wherever pssible in their written respnses. Students fllw alng. Hmewrk Read Act 5.1, lines 1 71 f Julius Caesar (frm Nw, Antny, ur hpes are answerèd t If nt, when yu have stmachs ). 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. Additinally, cnduct a brief search int the histrical figure f Octavius using (Ggle search terms: PBS, the Rman Empire, Augustus), and identify three imprtant facts abut his relatinship with Julius Caesar and with Mark Antny. Then, respnd briefly in writing t the fllwing questin: Hw des the interactin between Antny and Octavius in Act 5.1, lines 1 27 cntribute t the develpment f Octavius s character? Use this lessn s vcabulary wherever pssible in yur written respnses. File: Lessn 17 Date: 2/13/15 Classrm Use: Starting 2/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 14