D R A F T. No flies fly into a closed mouth. A Genetics of Justice by Julia Alvarez Remembering To Never Forget by Mark Memmott

Transcription

1 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 10 Mdule 2 Unit 2 Overview Unit Overview N flies fly int a clsed muth Text(s) Number f Lessns in Unit A Genetics f Justice by Julia Alvarez Remembering T Never Frget by Mark Memmtt 10 Intrductin In this unit, students engage with Julia Alvarez s autbigraphical essay, A Genetics f Justice, cntinuing t build skills fr clse reading and analysis as well as develping their understanding f the cncept f human rights as represented in literary nnfictin. Students encunter Alvarez s evcatin f the struggle t memrialize the hrrrs f the Trujill dictatrship in the Dminican Republic in A Genetics f Justice alngside Mark Memmtt s mre jurnalistic apprach t the tpic in Remembering T Never Frget, in rder t cnsider hw authrs present details t develp different prtrayals f Trujill. In this unit, students als fcus n strengthening their writing as well as building their skills fr civil and prductive cnversatin. In bth settings, students learn t articulate analysis backed by ample references t the text, while als learning t engage in a safe, critical dialgue with peers. By examining tw very different texts alngside ne anther, students develp the critical skill f analysis acrss texts, in rder t understand hw an authr s chices abut tne and structure can create divergent appraches t the same issue. Fr the Mid-Unit Assessment, students analyze Alvarez s claim that [Trujill] had ruled her [mther s] imaginatin mst f her life, (par. 15) in rder t determine hw Alvarez develps this claim in the first fifteen paragraphs f the essay. Fr the End-f-Unit Assessment, students craft a multi-paragraph respnse analyzing hw the sentence N flies fly int a clsed muth (par. 21) develps and refines ne f Alvarez s ideas in A Genetics f Justice. File: Overview Date: 4/18/14 Classrm Use: Starting 4/ 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 10 Mdule 2 Unit 2 Overview Literacy Skills & Habits Read clsely fr textual details. Anntate texts t supprt cmprehensin and analysis. Engage in prductive evidence-based cnversatins abut text. Determine meaning f unknwn vcabulary. Independently preview text in preparatin fr supprted analysis. Paraphrase and qute relevant evidence frm a text. Write riginal evidence-based claims. Generate and respnd t questins in schlarly discurse. Standards fr This Unit Cllege and Career Readiness Anchr Standards fr Reading Nne. CCS Standards: Reading Literature Nne. CCS Standards: Reading Infrmatinal Text RI RI RI Determine a central idea f a text and analyze its develpment ver the curse f the text, including hw it emerges and is shaped and refined by specific details; prvide an bjective summary f the text. Analyze hw an authr unflds an analysis r series f ideas r events, including the rder in which the pints are made, hw they are intrduced and develped, and the cnnectins that are drawn between them. Analyze in detail hw an authr s ideas r claims are develped and refined by particular sentences, paragraphs, r larger prtins f a text (e.g., a sectin r chapter). RI Analyze varius accunts f a subject tld in different mediums (e.g., a persn s life stry in bth print and multimedia), determining which details are emphasized in File: Overview Date: 4/18/14 Classrm Use: Starting 4/ 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 10 Mdule 2 Unit 2 Overview each accunt. CCS Standards: Writing W a-f Write infrmative/explanatry texts t examine and cnvey cmplex ideas, cncepts, and infrmatin clearly and accurately thrugh the effective selectin, rganizatin, and analysis f cntent. a. Intrduce a tpic; rganize cmplex ideas, cncepts and infrmatin t make imprtant cnnectins and distinctins; included frmatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful t aiding cmprehensin. b. Develp the tpic with well-chsen, relevant and sufficient facts, extended definitins, cncrete details, qutatins, r ther relevant infrmatin and examples apprpriate t the audience s knwledge f the tpic. c. Use apprpriate and varied transitins t link the majr sectins f the text, create chesin, and clarify the relatinships amng cmplex ideas and cncepts. d. Use precise language and dmain specific vcabulary t manage the cmplexity f the tpic. e. Establish and maintain a frmal style and bjective tne while attending t the nrms and cnventins f the discipline in which they are writing. f. Prvide a cncluding statement r sectin that fllws frm and supprts the infrmatin r explanatin presented (e.g., articulating implicatins r the significance f the tpic). W b Draw evidence frm literary r infrmatinal texts t supprt analysis, reflectin, and research. b. Apply grades 9-10 Reading standards t literary nnfictin (e.g., Delineate and evaluate the argument and specific claims in a text, assessing whether the reasning is valid and the evidence is relevant and sufficient; identify false statements and fallacius reasning. CCS Standards: Speaking & Listening SL a-e Initiate and participate effectively in a range f cllabrative discussins (ne-n-ne, in grups, and teacher-led) with diverse partners n grades 9-10 tpics, texts and issues, building n thers ideas and expressing their wn clearly and persuasively. File: Overview Date: 4/18/14 Classrm Use: Starting 4/ 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 10 Mdule 2 Unit 2 Overview a. Cme t discussins prepared, having read and researched material under study; explicitly draw n that preparatin by referring t evidence frm texts and ther research n the tpic r issue t stimulate a thughtful, well-reasned exchange f ideas. b. Wrk with peers t set rules fr cllegial discussins and decisin-making (e.g., infrmal cnsensus, taking vtes n key issues, presentatin f alternate views), clear gals and deadlines, and individual rles as needed. c. Prpel cnversatins by psing and respnding t questins that relate the current discussin t brader themes r larger ideas; actively incrprate thers int the discussin; and clarify, verify r challenge ideas and cnclusins. d. Respnd thughtfully t diverse perspectives, summarize pints f agreement and disagreement, and, when warranted, qualify r justify their wn views and understanding and make new cnnectins in light f the evidence and reasning presented. e. Seek t understand ther perspectives and cultures and cmmunicate effectively with audiences r individuals frm varied backgrunds. CCS Standards: Language L L L a, b L a Demnstrate cmmand f the cnventins f standard English grammar and usage when writing r speaking. Demnstrate cmmand f the cnventins f standard English capitalizatin, punctuatin, and spelling when writing. Determine r clarify the meaning f unknwn and multiple-meaning wrds and phrases based n grades 9 10 reading and cntent, chsing flexibly frm a range f strategies. a. Use cntext (e.g., the verall meaning f a sentence, paragraph r text; a wrd s psitin r functin in a sentence) as a clue t the meaning f a wrd r phrase. b. Identify and crrectly use patterns f wrd changes that indicate different meanings r parts f speech (e.g., analyze, analysis, analytical; advcate, advcacy). Demnstrate understanding f figurative language, wrd relatinships, and nuances in wrd meanings. a. Interpret figures f speech (e.g., euphemism, xymrn) in cntext and analyze their rle in the text. Nte: Bld text indicates targeted standards that will be assessed in the unit. File: Overview Date: 4/18/14 Classrm Use: Starting 4/ 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 10 Mdule 2 Unit 2 Overview Unit Assessments Onging Assessment Standards Assessed RI , RI , RI , RI Descriptin f Assessment Students answer questins, write infrmally in respnse t text-based prmpts, and present infrmatin in an rganized and lgical manner. Mid-Unit Assessment Standards Assessed RI , W a-f, W b, L , L Descriptin f Assessment Students write a multi-paragraph respnse t the fllwing prmpt: Hw des Alvarez develp the claim she makes in paragraph 15? End-f-Unit Assessment Standards Assessed RI , W a-f, W b, L , L Descriptin f Assessment Students will answer the fllwing prmpt based n their wrk in this unit: Hw des the sentence N flies fly int a clsed muth (par. 21) develp and refine ne f Alvarez s ideas in A Genetics f Justice? Unit-at-a-Glance Calendar Lessn Text t be Cvered Learning Outcmes/Gals 1 A Genetics f Justice (par. 1 6) In this first lessn f the unit, students read and analyze paragraphs 1 6 f Julia Alvarez s A Genetics f Justice in which Alvarez begins t prvide her reasn fr writing the essay and t explain the dictatr Rafael Trujill s File: Overview Date: 4/18/14 Classrm Use: Starting 4/ 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 10 Mdule 2 Unit 2 Overview impact n her mther. Students engage in small grup discussins and analyze hw Alvarez unflds Trujill s impact n her mther s life in her essay. Student learning culminates in a Quick Write that requires students t analyze hw Alvarez begins t unfld a series f ideas. 2 A Genetics f Justice (par. 7 8) Remembering T Never Frget 3 A Genetics f Justice (par. 9 11) 4 A Genetics f Justice (par ) 5 A Genetics f Justice (par. 1 15) 6 A Genetics f Justice (par ) In this lessn, students read and analyze paragraphs 7 and 8 f A Genetics f Justice in which Alvarez ges int specific detail abut Trujill s megalmania and vanity as described by her mther. Students first read and discuss Mark Memmtt s article Remembering T Never Frget t deepen their understanding f Rafael Trujill. Students analyze hw each text uses details t develp ideas arund Trujill t ascertain hw the subject is apprached acrss tw different mediums. In this lessn, students read paragraphs 9 11 f A Genetics f Justice in which Alvarez describes the series f events that lead t her family s return t the Dminican Republic and the necessary humiliatins they must endure t escape Trujill s grip. Students analyze hw the events that Alvarez unflds develp an idea central t the text. In this lessn, students read and analyze paragraphs f A Genetics f Justice in which Alvarez describes her mther s frced participatin in a parade f wmen hnring Trujill. Students explre hw Alvarez develps central ideas f trauma and freedm thrugh her recreated versin f her mther s experiences. In this Mid-Unit Assessment, students use textual evidence frm paragraphs 1 15 f Julia Alvarez s A Genetics f Justice t craft a frmal, multiparagraph essay identifying Alvarez s claim in paragraph 15 and addressing hw she develps this claim. Students review their anntated text, lessn Quick Writes, discussin ntes, and hmewrk ntes t rganize their ideas. Students then develp their essays with relevant and sufficient facts, extended definitins, cncrete details, and qutatins. In this lessn, students read and analyze paragraphs f A Genetics f Justice, in which Alvarez describes Trujill s dwnfall and the nging effects n her parents psyche f living under his rule. Students engage in evidence-based discussin explring hw Alvarez intrduces ideas f trauma File: Overview Date: 4/18/14 Classrm Use: Starting 4/ 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 10 Mdule 2 Unit 2 Overview and silence, befre demnstrating their learning thrugh a Quick Write that addresses hw Alvarez develps and refines ideas frm paragraphs in paragraph A Genetics f Justice (par ) 8 A Genetics f Justice (par ) 9 A Genetics f Justice (par ) 10 A Genetics f Justice In this lessn, students read and analyze paragraphs f A Genetics f Justice, in which Alvarez elabrates n her descriptin f her mther s enduring terrr f the Trujill regime and the mandate f silence which she impses n her family. After engaging in an evidence-based discussin f the ideas develped in paragraphs 20 22, students participate in small grup discussins in which they determine hw these ideas refine ideas frm paragraphs 3 7. The lessn clses with a Quick Write in respnse t the fllwing prmpt: In paragraphs 20 22, hw des Alvarez further develp ideas she intrduces in paragraphs 3 7? In this lessn, students read and analyze paragraphs f A Genetics f Justice, in which Alvarez describes her relatinship with her mther. Students explre hw Alvarez unflds and cnnects her ideas and then analyze hw she uses specific details t shape and refine central ideas. In this lessn, students read and analyze paragraphs f A Genetics f Justice in which Alvarez describes her chice t becme a writer and the challenges she faces when she decides t publish a nvel critical f Trujill s dictatrship. Students explre hw prtins f the text develp and refine Alvarez s ideas and claims. Additinally, students analyze the pwerful family mment and reflectin Alvarez uses t cnclude the essay. In this End-f-Unit Assessment, students use textual evidence frm A Genetics f Justice t craft a frmal, multi-paragraph essay analyzing hw the sentence N flies fly int a clsed muth (par. 21) develps and refines an idea frm the essay. Students review their anntated text, lessn Quick Writes, discussin ntes, hmewrk ntes, and tls t rganize their ideas. Students then develp their essays with relevant and sufficient facts, extended definitins, cncrete details and qutatins. File: Overview Date: 4/18/14 Classrm Use: Starting 4/ 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 10 Mdule 2 Unit 2 Overview Preparatin, Materials, and Resurces Preparatin Read and anntate A Genetics f Justice and Remembering T Never Frget, including numbering paragraphs. Review the Shrt Respnse Rubric and Checklist. Review the Mid-Unit and End-f-Unit Text Analysis Rubrics. Review all unit standards and pst in classrm. Materials/Resurces Cpies f A Genetics f Justice and Remembering T Never Frget Self-stick ntes fr students Writing utensils including pencils, pens, markers, and highlighters Methds fr cllecting student wrk: student ntebks, flders, etc. Access t technlgy (if pssible): interactive whitebard, dcument camera, and LCD prjectr Cpies f handuts and tls fr each student: see Materials list in individual lessn plans Cpies f the Mid-Unit and End-f-Unit Text Analysis Rubrics Cpies f the Shrt Respnse Rubric and Checklist Cpies f the 10.2 Cmmn Cre Learning Standards Tl File: Overview Date: 4/18/14 Classrm Use: Starting 4/ 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 10 Mdule 2 Unit 2 Lessn Lessn 1 Intrductin In this first lessn f the unit, students read and analyze paragraphs 1 6 f Julia Alvarez s A Genetics f Justice (frm Perhaps because I was spared, at ten t in many f my mther s cautinary tales ), in which Alvarez begins t prvide her reasn fr writing the essay and t explain the dictatr Rafael Trujill s impact n her mther. Students engage in small grup discussins and analyze hw Alvarez unflds Trujill s impact n her mther s life in her essay. Student learning culminates in a Quick Write n the fllwing prmpt: Analyze hw Alvarez unflds Trujill s impact n her mther in paragraphs 1 6. Fr hmewrk, students read Mark Memmtt s article Remembering T Never Frget and develp their wn questins abut Rafael Trujill and then cnduct a brief search fr infrmatin t answer thse questins. Standards Assessed Standard(s) RI Addressed Standard(s) L a Analyze hw the authr unflds an analysis r series f ideas r events, including the rder in which the pints are made, hw they are intrduced and develped, and the cnnectins that are drawn between them. Determine r clarify the meaning f unknwn and multiple-meaning wrds and phrases based n grades 9 10 reading and cntent, chsing flexibly frm a range f strategies. a. Use cntext (e.g., the verall meaning f a sentence, paragraph, r text; a wrd s psitin r functin in a sentence) as a clue t the meaning f a wrd r phrase. Assessment Assessment(s) Student learning is assessed via a Quick Write at the end f the lessn. Students answer the fllwing prmpt, citing textual evidence t supprt analysis and inferences drawn frm the text. File: Lessn 1 Date: 4/18/14 Classrm Use: Starting 4/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 1

10 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 10 Mdule 2 Unit 2 Lessn 1 Analyze hw Alvarez unflds Trujill s impact n her mther in paragraphs 1 6. Thrughut this unit, Quick Writes will be evaluated using the Shrt Respnse Rubric. High Perfrmance Respnse(s) A High Perfrmance Respnse shuld: Establish Trujill s impact n Alvarez s mther (e.g., When Alvarez s mther was a girl she daydreamed abut him when she wuld fantasize abut meeting the great lve f her life. Once she fund ut the truth abut Trujill and his dictatrship she became dubly revlted by him and Trujill became an bsessin fr her nce she was in exile). Analyze hw Alvarez unflds this impact (e.g., Alvarez unflds Trujill s impact n her mther by shwing hw and why Alvarez s mther s understanding f Trujill changed ver time, frm want[ing] t meet the great man because she did nt knw Trujill s true nature, t being dubly revlted by and bsessed with this cld-blded mnster nce she learns the truth abut Trujill). Vcabulary Vcabulary t prvide directly (will nt include extended instructin) Generalísim (n.) the cmmander f a cmbined military frce cnsisting f army, navy, and air frce units regime (n.) a system f rule r gvernment El Jefe (n.) the Chief r the Bss la Virgencita (n.) the Virgin Mary, Jesus Mther, frm the Bible bicrne (n.) a tw-crnered ccked hat wrn especially in the eighteenth and early nineteenth centuries beneficently (adv.) kindly in actin r in purpse Vcabulary t teach (may include direct wrd wrk and/r questins) genetics (n.) the study f inherited characteristics File: Lessn 1 Date: 4/18/14 Classrm Use: Starting 4/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 2

11 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 10 Mdule 2 Unit 2 Lessn 1 Lessn Agenda/Overview Student-Facing Agenda Standards & Text: % f Lessn Standards: RI , L a Text: A Genetics f Justice by Julia Alvarez, paragraphs 1 6 Learning Sequence: 1. Intrductin f Lessn Agenda 2. Masterful Reading 3. Hmewrk Accuntability 4. Reading and Discussin 5. Quick Write 6. Clsing 1. 5% 2. 40% 3. 10% 4. 25% 5. 15% 6. 5% Materials Cpies f A Genetics f Justice fr each student (with the paragraphs numbered 1 31) Cpies f the Central Ideas Tracking Tl fr each student (refer t Lessn 5) Students will need blank cpies f the tl fr this lessn. Student cpies f the Shrt Respnse Rubric and Checklist (refer t Lessn 1) Cnsider numbering the paragraphs f A Genetics f Justice befre the lessn. Learning Sequence Hw t Use the Learning Sequence Symbl 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. File: Lessn 1 Date: 4/18/14 Classrm Use: Starting 4/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 3

12 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 10 Mdule 2 Unit 2 Lessn 1 Activity 1: Intrductin f Lessn Agenda 5% Begin by reviewing the agenda and the assessed standards fr this lessn: RI In this lessn, students analyze hw Alvarez unflds Trujill s impact n her mther in paragraphs 1 6. Students engage in evidence-based discussin and cmplete a brief writing assignment t clse the lessn. Students lk at the agenda. Activity 2: Masterful Reading 40% Distribute cpies f A Genetics f Justice t each student. Have students listen t a Masterful Reading f all 31 paragraphs. Infrm students that they will pause at six pints during the essay (after paragraphs 5, 11, 18, 21, and 25) t write dwn their initial questins and reactins t the text. Students fllw alng, reading silently then writing their initial reactins and questins. Lead a brief class share ut f students initial reactins and questins. Remind students that as they analyze the text thrughut the unit, they will answer many f these initial questins. Activity 3: Hmewrk Accuntability 10% Instruct students t talk in pairs abut hw they applied their fcus standard t their text. Lead a brief share ut n the previus lessn s AIR hmewrk assignment. Select several students (r student pairs) t explain hw they applied their fcus standard t their AIR text. Students (r student pairs) discuss and share hw they applied their fcus standard t their AIR text. Activity 4: Reading and Discussin 25% Prvide students with the fllwing definitins: Generalíssim means the cmmander f a cmbined military frce cnsisting f army, navy, and air frce units, regime means a system f rule r gvernment, El Jefe means the Chief r the Bss, La Virgencita means the Virgin Mary, Jesus Mther, frm the Bible, bicrne means a tw-crnered ccked hat wrn especially in the eighteenth and early nineteenth centuries and beneficently means kindly in actin r in purpse. Students write the definitins f Generalíssim, regime, El Jefe, la Virgencita, bicrne, and beneficently n their cpy f the text r in a vcabulary jurnal. Instruct students t frm small grups. Pst r prject each set f questins belw fr students t discuss. Distribute the Central Ideas Tracking Tl s that students may track central ideas. File: Lessn 1 Date: 4/18/14 Classrm Use: Starting 4/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 4

13 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 10 Mdule 2 Unit 2 Lessn 1 Instruct student grups t reread paragraphs 1 4 (frm Perhaps because I was spared t my mther culd nt knw the prtrait was heavily retuched ) and answer the fllwing questins in grups befre sharing ut with the class. Hw des Alvarez begin her essay? She begins her essay by speculating abut why she ften imagine[s] her parents lives, particularly her mther s, grwing up under the abslute rule f Generalísim Rafael Trujill (par. 1). Hw des this beginning infrm yur understanding f the wrd genetics in the title? Genetics has t d with family, heritage, and inheritance. Cnsider drawing students attentin t their applicatin f standard L a thrugh the prcess f using cntext t determine meaning. Given yur answer t the previus questin, what might Alvarez mean by A Genetics f Justice? She might mean a justice that is inherited frm ne generatin t the next. Differentiatin Cnsideratin: If students struggle, cnsider prviding them with the fllwing definitin: genetics means the study f inherited characteristics. Als, explain t students that they will revisit the title at the end f reading the essay. Students write the definitin f genetics n their cpy f the text r a vcabulary jurnal. What reasn des Alvarez prvide t explain why she ften imagine[s] her parents lives under Trujill in paragraph 1? She believes she imagines their lives because she was spared frm having t live under Trujill s dictatrship. Why des Alvarez especially imagine her mther s life in paragraph 2? She especially imagines her mther s life as a yung girl because Trujill was knwn t have an appetite fr pretty yung girls... there was n refusing him, s as a yung girl, her mther was in the mst danger f being taken by Trujill (par. 2). Differentiatin Cnsideratin: If students struggle, cnsider asking the fllwing questin: Hw des Alvarez use specific wrd chices t deepen yur understanding f Trujill? Alvarez uses descriptive wrds and phrases like appetite and his eye was caught t describe Trujill s interest in pretty girls (par. 2). File: Lessn 1 Date: 4/18/14 Classrm Use: Starting 4/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 5

14 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 10 Mdule 2 Unit 2 Lessn 1 Why are Alvarez s grandparents afraid t say anything even t their wn children abut Trujill s regime in paragraph 3? They are afraid because Trujill has cmmitted hrrid crimes and might d s t them r their children, s they stay silent (par. 3). Cnsider giving students the wrd silence as a way t discuss Trujill s cntrl ver the peple, as silence develps as a central idea thrughut the text. Hw des Alvarez s grandparents fear f Trujill affect Alvarez s mther in paragraphs 2 3? Because Alvarez s mther is kept ut f the public eye (par. 2) and because Alvarez s grandparents are afraid f Trujill, Alvarez s mther knew nthing f the hrrid crimes f the dictatrship (par. 3). What is the impact f Alvarez s repetitin f must have in paragraph 3? Alvarez shws that she is nt sure what her mther thught f Trujill. Hw des the statement, She knew nthing f the hrrid crimes f the dictatrship refine yur understanding f Alvarez s use f must have t describe her mther s pinin f Trujill in paragraph 3? Alvarez speculates that her mther must have been intrigued r thught f Trujill as a mvie star r wanted t meet the great man because her mther did nt knw that he was a vilent criminal (par. 3). Hw des the evidence Alvarez prvides in paragraph 4 supprt her use f must have in paragraph 3? Student respnses may include: Alvarez shws that her mther did daydream abut Trujill, imagining that he lked dwn beneficently at [her] as she read her rmantic nvellas and dreamed f meeting the great lve f her life (par. 4). Alvarez cntinues, Smetimes in her daydreams, her great lve wre the handsme yung dictatr s face, t shw Trujill s influence n her mther (par. 4). Lead a brief whle-class discussin f student respnses. Instruct students t track central ideas thrughut paragraphs 1 4. Instruct students t reread paragraphs 5 6 (frm By the time my mther married my father t his excesses figured in many f my mther s cautinary tales ) and answer the fllwing questins in grups befre sharing ut with the class. File: Lessn 1 Date: 4/18/14 Classrm Use: Starting 4/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 6

15 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 10 Mdule 2 Unit 2 Lessn 1 What is the true nature f Trujill s dictatrship as explained t Alvarez s mther by her father? Trujill killed r disappeared thusands f peple and rdered the vernight slaughter f sme eighteen thusand Haitians (par. 5). He is a racist, cld-blded mnster (par. 6). Hw des Alvarez s mther s previus understanding f Trujill impact her feelings abut him nce she learns abut his true nature? Because Alvarez s mther had inncently revered him she became dubly revlted by Trujill (par. 6). Hw des the wrd bsessin in paragraph 6 develp yur understanding f Trujill s impact n Alvarez s mther in paragraph 4? An bsessin (par. 6) is smething yu think abut all the time, much like Alvarez s mther daydreamed abut meeting the great lve f her life (par. 4) wh wre Trujill s face, except in paragraph 6 it is negative, nt like a rmantic daydream. Sme students may recgnize that Alvarez is intrducing trauma as a central idea here. Students wh d nt yet recgnize this central idea will have an pprtunity t explre it in Lessn 3. Lead a brief whle-class discussin f student respnses. Instruct students t track central ideas in paragraphs 5 6 with the Central Ideas Tracking Tl. Activity 5: Quick Write 15% Instruct students t respnd briefly in writing t the fllwing prmpt: Analyze hw Alvarez unflds Trujill s impact n her mther in paragraphs 1 6. Instruct students t lk at their anntatins t find evidence. Ask students t use this lessn s vcabulary wherever pssible in their written respnses. Remind students t use the Shrt Respnse Rubric and Checklist t guide 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. File: Lessn 1 Date: 4/18/14 Classrm Use: Starting 4/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 7

16 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 10 Mdule 2 Unit 2 Lessn 1 Activity 6: Clsing 5% Display and distribute the hmewrk assignment and cpies f Remembering T Never Frget by Mark Memmtt. Fr hmewrk, instruct students t read Remembering T Never Frget and bx any unfamiliar wrds and lk up their definitins. Instruct them t chse the definitin that makes the mst sense in the cntext, and write a brief definitin abve r near the wrd in the text. Then, ask students t develp their wn questins abut Rafael Trujill s dictatrship and cnduct a brief search fr infrmatin t answer thse questins. Encurage students t use media and print resurces at schl, hme, r public libraries t facilitate their searches. Students fllw alng. Hmewrk Read Remembering T Never Frget by Mark Memmtt. Bx any unfamiliar wrds and lk up their definitins. Chse the definitin that makes the mst sense in the cntext, and write a brief definitin abve r near the wrd in the text. Then, develp yur wn questins abut Rafael Trujill s dictatrship and cnduct a brief search fr infrmatin t answer thse questins. File: Lessn 1 Date: 4/18/14 Classrm Use: Starting 4/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 8

17 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 10 Mdule 2 Unit 2 Lessn 1 Mdel Central Ideas Tracking Tl Name: Class: Date: Directins: Identify the central ideas that yu encunter thrughut the text. Trace the develpment f thse ideas by nting hw authrs intrduce, develp, r refine ideas in the texts. Cite text evidence t supprt yur wrk. Text: A Genetics f Justice Paragraph # Central Ideas Ntes and Cnnectins 2 Silence Alavrez s mther is kept ut f the public eye and s cannt learn abut Trujill. 3 Silence Develps n paragraph 2, as Alvarez s grandparents are t afraid t say anything even t their wn children against the regime, s Alvarez s mther des nt learn the truth abut Trujill. 4 Silence Alvarez s mther culd nt knw the prtrait [f Trujill] was heavily retuched, because her mther had been kept in the dark up t this pint in the text. 5 Silence Trujill disappeared peple wh tried t return the cuntry t demcracy. 6 Trauma Because Alvarez s mther had inncently revered Trujill, she became dubly revlted by him and became bsessed with him. File: Lessn 1 Date: 4/18/14 Classrm Use: Starting 4/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 9

18 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 10 Mdule 2 Unit 2 Lessn Lessn 2 Intrductin In this lessn, students read and analyze paragraphs 7 and 8 f A Genetics f Justice (frm Whenever we misbehaved she wuld use his example t My mther culd g n and n ), in which Alvarez ges int specific detail abut Trujill s megalmania and vanity as described by her mther. Students first read and discuss Mark Memmtt s article Remembering T Never Frget t deepen their understanding f Rafael Trujill. Students analyze hw each text uses details t develp ideas arund Trujill t ascertain hw the subject is apprached acrss tw different mediums. Students engage in an evidence-based discussin and cmplete a brief writing assignment t clse the lessn. The lessn ends with a Quick Write n the fllwing prmpt: Describe the details abut Trujill emphasized in Mark Memmtt s article and in paragraphs 7 8 f A Genetics f Justice. Which details des each writer emphasize and what impact des that emphasis have n their prtrayals f Trujill? Fr hmewrk, students cntinue t read their Accuntable Independent Reading text thrugh the lens f a fcus standard f their chice and prepare fr a 3 5 minute discussin f their text based n that standard. Standards Assessed Standard(s) RI Addressed Standard(s) L b Analyze accunts f a subject tld in different mediums (e.g., a persn s life stry in bth print and multimedia), determining which details are emphasized in each accunt. Determine r clarify the meaning f unknwn and multiple-meaning wrds and phrases based n grades 9 10 meaning and cntent, chsing flexibly frm a range f strategies. b. Identify and crrectly use patterns f wrd changes that indicate different meanings r parts f speech (e.g., analyze, analysis, analytical; advcate, advcacy). File: Lessn 2 Date: 4/18/14 Classrm Use: Starting 4/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 1

19 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 10 Mdule 2 Unit 2 Lessn 2 Assessment Assessment(s) Student learning is assessed via a Quick Write at the end f the lessn. Students answer the fllwing prmpt, citing textual evidence t supprt analysis and inferences drawn frm the text. Describe the details abut Trujill emphasized in Mark Memmtt s article and in paragraphs 7 8 f A Genetics f Justice. Which details des each writer emphasize and what impact des that emphasis have n their prtrayals f Trujill? High Perfrmance Respnse(s) A High Perfrmance Respnse shuld: Describe details in Memmtt s article (e.g., The details in Memmtt s article are bjective, hard facts abut Trujill s participatin in the Parsley Massacre, where as many as 20,000 peple are thught t have been killed (par. 2)). Describe a set f details in A Genetics f Justice (e.g., The details in Alvarez s essay are stry-like and abut Trujill s megalmania and his vanity [which] knew n bunds (par. 8)). Explain which details each writer emphasizes (e.g., Memmtt emphasizes details abut Trujill being a brutal dictatr and what happened during the Parsley Massacre, whereas Alvarez emphasizes details that make Trujill appear larger-than-life and ridiculus, like his plumes fr his Naplenic hats [which] were purchased in Paris and shipped in vacuum-packed bxes (par. 8)). Explain hw these details impact their prtrayals f Trujill (e.g., Memmtt s details impact his prtrayal f Trujill by using a remved tne t bjectively describe Trujill s brutality, like, The methd [Trujill s] sldier s used in 1937 t try t identify thse wh wuld be killed was cruelly unique (par. 6). Alvarez s details impact her prtrayal f Trujill by making him lk insane and self-bsessed, frm the cke bttle tps r chapitas he insisted his mther sew t his shirt as a by wh wanted a chest f medals (par. 7), t Trujill s platfrm shes and hw he cstumed himself in dress unifrms and ceremnial hats (par. 8)). Vcabulary Vcabulary t prvide directly (will nt include extended instructin) atmsphere (n.) a general pervasive feeling r md gencide (n.) the deliberate and systematic exterminatin f a natinal, racial, plitical, r cultural grup nurtured (v.) supprted r encuraged plumed (adj.) having r appearing t have a feather File: Lessn 2 Date: 4/18/14 Classrm Use: Starting 4/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 2

20 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 10 Mdule 2 Unit 2 Lessn 2 epaulettes (n.) rnamental shulder pieces wrn n unifrms Vcabulary t teach (may include direct wrd wrk and/r questins) megalmania (n.) a mental illness characterized by delusins f grandeur, pwer, wealth, etc. Lessn Agenda/Overview Student-Facing Agenda Standards & Text: Standards: RI , L b Text: A Genetics f Justice by Julia Alvarez and Remembering T Never Frget by Mark Memmtt ( Learning Sequence: 1. Intrductin f Lessn Agenda 2. Hmewrk Accuntability 3. Remembering T Never Frget Reading and Discussin 4. Masterful Reading 5. A Genetics f Justice Reading and Discussin 6. Quick Write 7. Clsing % f Lessn 1. 10% 2. 15% 3. 20% 4. 5% 5. 30% 6. 15% 7. 5% Materials Student cpies f the 10.2 Cmmn Cre Learning Standards Tl (refer t Lessn 1) Prjected r psted images f the fllwing: plumed Naplenic hats, tasseled military dress unifrm, epaulettes, and a military sash Student cpies f the Shrt Respnse Rubric and Checklist (refer t Lessn 1) File: Lessn 2 Date: 4/18/14 Classrm Use: Starting 4/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 3

21 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 10 Mdule 2 Unit 2 Lessn 2 Learning Sequence Hw t Use the Learning Sequence Symbl 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% Being by reviewing the agenda and the assessed standard fr this lessn: RI In this lessn, students identify the details Memmtt and Alvarez prvide and analyze hw thse details and the writers respective genres impact their prtrayals f Trujill. Students engage in evidence-based discussin as well as cmplete a brief writing assignment t clse the lessn. Students fllw alng. Distribute r ask students t take ut their cpies f the 10.2 Cmmn Cre Learning Standards Tl. Infrm students that in this lessn they begin wrk with a new standard: RI Ask students t individually read this standard n their tls and assess their familiarity with and mastery f it. Students read and assess their understanding f standard: RI Instruct students t talk in pairs abut what they think the standard means. Lead a brief discussin abut this standard. Student respnses shuld include: Analyze different reprts n the same subject. Identify which details each reprt emphasizes. Activity 2: Hmewrk Accuntability 15% Instruct students t d a Turn-and-Talk in pairs abut the Lessn 1 hmewrk assignment (Read Remembering T Never Frget by Mark Memmtt. Bx any unfamiliar wrds and lk up their definitins. Chse the definitin that makes the mst sense in the cntext, and write a brief definitin abve r near the wrd in the text. Then, develp yur wn questins abut Rafael Trujill and cnduct File: Lessn 2 Date: 4/18/14 Classrm Use: Starting 4/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 4

22 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 10 Mdule 2 Unit 2 Lessn 2 a brief search fr infrmatin t answer thse questins.). Ask students t share their questins abut Rafael Trujill, and the infrmatin they fund. Student respnses may include, but are nt limited t: When was Rafael Trujill brn? (He was brn in 1891.) Hw many peple did he kill while he was in pwer? (He killed an estimated 50,000 peple.) Hw lng was Trujill in pwer? ( ) Hw was he killed? (He was ambushed and killed in his car just utside the Dminican capital in 1961.) Lead a brief whle-class discussin n what students learned abut Trujill bth frm Memmtt s article and frm answering their wn questins. Instruct student pairs t share and discuss the vcabulary wrds they identified and defined in the previus lessn s hmewrk. Students may identify the fllwing wrds: atmsphere, gencide, and nurtured. Definitins are prvided in the Vcabulary bx in this lessn. Activity 3: Remembering T Never Frget Reading and Discussin 20% Explain t students that thrughut the discussin, they will stp and take ntes abut what has been discussed in preparatin fr the Quick Write assessment. Instruct students t take ntes in their text. If necessary t supprt cmprehensin and fluency, cnsider using a Masterful Reading f Memmtt s Remembering T Never Frget. Instruct students t frm pairs. Pst r prject the fllwing questins fr students t discuss. Instruct student pairs t reread the Memmtt article and answer the questins belw fr sharing ut with the class. Hw des the title f Memmtt s article impact yur understanding f the article s purpse? By titling it Remembering T Never Frget, Memmtt suggests that his meaning is t bring light t the shadwy histry f the massacre, and that, as he qutes Alvarez, We can t change the present [r] the future unless we acknwledge what has happened (par. 4). In paragraphs 1 and 2, what specific phrases des Memmtt chse t describe Trujill and his actins? Hw d these descriptins impact yur understanding f Trujill? File: Lessn 2 Date: 4/18/14 Classrm Use: Starting 4/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 5

23 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 10 Mdule 2 Unit 2 Lessn 2 Student respnses may include: Memmtt describes Trujill s actins as thusands f Haitians were murdered in the Dminican Republic, which shws Trujill as a mass-murderer (par. 1). Memmtt describes Trujill as a brutal dictatr, and describes his actins as gencide bth f which shw Trujill s cruelty (par. 1). In paragraph 2, Memmtt gives a mre specific number f the murdered Haitians: As many as 20,000 peple which clarifies the scpe and pwer f Trujill s cruelty. Memmtt als specifies hw Trujill killed and cntrlled the peple thrugh his rders and henchmen keeping peple in the dark, develping an understanding f Trujill s pwer in the Dminican Republic (par. 2). What details des Memmtt prvide abut Trujill s attitude tward ethnic Haitians? Hw d these details further develp Trujill s character? Memmtt writes that Trujill fed and nurtured anti-haitian sentiment (par. 5) and that Trujill rdered his sldiers t kill peple alng the brder suspected f being a Haitian Crele speaker (par. 6). These details develp Trujill s character as a racist, mass-murdering mnster. Differentiatin Cnsideratin: If students struggle, cnsider asking the fllwing questins: What images des fed and nurtured (par.5) bring t mind? Student respnses may include: Parents feed and nurture their children. Farmers feed and nurture their animals and crps. Hw d each f these images relate t the cntext f Trujill feeding and nurturing anti-haitian feelings? Student respnses may include: Trujill is like a father wh teaches his children prejudice. Trujill is like a farmer wh grws prejudice. Why were Trujill s sldier s methds fr killing cruelly unique? They used a strange test t decide if smene was Haitian: they wuld hld up a sprig f parsley and ask what it was (par. 6) because the Haitian prnunciatin f perejil is different than the Dminican prnunciatin. If the persn prnunced the wrd wrng, they were viciusly murdered. What des this descriptin emphasize abut Trujill? File: Lessn 2 Date: 4/18/14 Classrm Use: Starting 4/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 6

24 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 10 Mdule 2 Unit 2 Lessn 2 This descriptin demnstrates hw hrrible and strange Trujill was t have peple killed because f their prnunciatin f ne wrd. Lead a brief whle-class discussin f student respnses. Activity 4: Masterful Reading 5% Have students listen t a Masterful Reading f paragraphs 5 8 (frm By the time my mther married my father t My mther culd g n and n ) in A Genetics f Justice by Julia Alvarez. Ask students t fllw alng and listen fr details that develp ideas arund Trujill. Students fllw alng, reading silently. Activity 5: A Genetics f Justice Reading and Discussin 30% Pst r prject each set f questins fr students t discuss. Instruct students t reread paragraph 5 f A Genetics f Justice (frm By the time my mther married my father t hw he lightened his skin with makeup ) and review their ntes and anntatins n paragraph 5 frm Lessn 1. Explain t students that althugh they have already studied this paragraph, they are reviewing it in light f what they have read in Memmtt s article. Ask students t Think, Pair, Share abut the fllwing questin: In paragraph 5, what additinal details des Alvarez supply that Memmtt des nt? What is the implicatin f each detail? Student respnses may include: Trujill killed anyne wh ppsed him by attempting t return the cuntry t demcracy and disappeared sme f the Alvarez s family friends, demnstrating his abslute cntrl and bldy methds f maintaining it (par. 5). Trujill hated blacks with such a vengeance because f his wn Haitian ancestry and lightened his skin with makeup (par. 5). This cnfirms nt nly Trujill s racism but his deep psychlgical issues and vanity. Lead a brief whle-class discussin f student respnses. Instruct students t frm pairs. Ask student pairs t read paragraphs 7 8 (frm Whenever we misbehaved, she wuld use his example t My mther culd g n and n ) and answer the fllwing questins befre sharing ut with the class. File: Lessn 2 Date: 4/18/14 Classrm Use: Starting 4/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 7

25 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 10 Mdule 2 Unit 2 Lessn 2 What wrd parts help yu identify the meaning f megalmania in paragraph 7? Mega means great and mania means madness r bsessin. Therefre, megalmania means bsessin with greatness. Cnsider drawing students attentin t their applicatin f standard L b thrugh the prcess f using wrd parts t determine meaning. Cnsider prviding students with the fllwing definitin: megalmania means a mental illness characterized by delusins f grandeur, pwer, wealth, etc. Students write the definitin f megalmania n their cpy f the text r in a vcabulary jurnal. Hw des the wrd megalmania impact yur understanding f Trujill s desire t have a chest f medals (par. 7)? Even frm a yung age, Trujill was bsessed with greatness and wanted t lk like a military leader. In paragraph 8, hw des Alvarez supprt her statement, My mther culd g n and n? Alvarez writes lng and repetitive lists t shw hw much her mther talked abut Trujill s vanity, imitating hw her mther culd g n and n (par. 8). What is Alvarez s purpse in prviding specific details abut Trujill s clthing in paragraph 8? Hw d these details impact yur understanding f Trujill? Student respnses may include: Her purpse is t illustrate hw Trujill s vanity knew n bunds and the lengths he wuld g t in rder t alter his appearance (par. 8). The details shw hw Trujill was vain t the pint f absurdity he wre heavy unifrms in a trpical cuntry and purchased weird, ld clthing like plumes fr his Naplenic hats (par. 8). Differentiatin Cnsideratin: If students struggle, cnsider illustrating the different parts f Trujill s unifrm by psting r prjecting pictures f plumed Naplenic hats, tasseled military unifrms, epaulettes, red sashes, and a military dress unifrm with a ceremnial hat and white glves and explaining what they are. Als, cnsider asking the fllwing questins: What are guayaberas? They are shrt-sleeved shirts wrn untucked (par. 8). File: Lessn 2 Date: 4/18/14 Classrm Use: Starting 4/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 8

26 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 10 Mdule 2 Unit 2 Lessn 2 Hw des the detail abut hw Dminican men wre their guayaberas untucked s the bdy culd be ventilated impact yur understanding f Trujill s dress unifrms? It shws hw ridiculus it was t wear such heavy and elabrate clthing in a trpical cuntry (par. 8). Hw des paragraph 8 impact yur understanding f Alvarez s mther s feelings abut Trujill in paragraph 6? The details and the way they are prvided shw hw Trujill became smething f an bsessin (par. 6) fr Alvarez s mther, wh culd g n and n (par. 8) in very specific detail abut him. Lead a brief whle-class discussin f student respnses. Ask students t cnsider bth texts as they answer the fllwing questins in pairs befre sharing ut with the class. Cmpare paragraph 7 in A Genetics f Justice with paragraphs 1 2 f Memmtt s article. Hw d the details they prvide impact the tne f each piece? Student respnses may include: Alvarez uses details abut why her mther use[d] [Trujill s] example as prf that character shwed frm the beginning, (par. 7) and hw Trujill behaved and what he wre. These details make Alvarez s tne mre narrative and persnal. Memmtt s details make his tne less narrative and persnal, but mre bjective and reserved. He prvides facts abut the parsley massacre (par.2) and uses wrds like brutal (par. 1) t describe Trujill. Hw d Alvarez and Memmtt s wrd chices impact their respective tnes when describing Trujill? Student respnses shuld include: Alvarez s details describe Trujill as a man whse vanity knew n bunds and cstumed himself (par. 8) r as smene wh displayed signs f megalmania (par. 7) at a yung age impact her tne by being mre scathing and mcking f Trujill s character. It als creates a larger-than-life depictin f Trujill. Memmtt s details describing Trujill are limited and brief, fr instance he simply describes him as a brutal dictatr (par. 1) and lists his crimes. Memmtt s tne is critical but mre bjective abut Trujill s actins rather than his character. File: Lessn 2 Date: 4/18/14 Classrm Use: Starting 4/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 9