"I ask for, not at once no government, but at once a better government."
Link: Module 12.2
Over the course of Module 12.2, students read and analyze two literary nonfiction texts and a drama, examining how the texts treat similar central ideas. Students practice and refine their informative writing and speaking and listening skills through formative assessments, and apply these skills in the Mid-Unit and End-of-Unit Assessments as well as the Module 12.2 Performance Assessment. Module 12.2 consists of two units: 12.2.1 and 12.2.2.
Module 12.2 Focus Skills and Habits
- Read closely for textual details.
- Annotate texts to support comprehension and analysis.
- Engage in productive, evidence-based discussions about texts.
- Collect and organize evidence from texts to support analysis in writing.
- Make claims about texts using specific textual evidence.
- Use vocabulary strategies to define unknown words.
- Trace the development of ideas over the course of the text.
- Examine the use and refinement of a key term over the course of the text.
- Paraphrase and quote relevant evidence from texts.
- Independently preview texts in preparation for supported analysis.
- Independently develop questions for further textual analysis.
- Write informative texts to examine and convey complex ideas.
- Independently practice the writing process outside of class.
- Use rubrics and checklists for self-assessment of writing and discussion.
- Practice speaking and listening skills in preparation for a dramatic reading performance.
In 12.2.1, students first read "Ideas Live On," a speech that Benazir Bhutto delivered in 2007. Students consider how Bhutto introduces and develops central ideas in the text, such as exercise of power and the relationship between the individual and the state, paying particular attention to her use of rhetoric. Next, students analyze the complex ideas and language in Henry David Thoreau’s essay, "Civil Disobedience." In addition to exploring Thoreau’s ideas, students consider the power of his language, in particular how his use of rhetoric and figurative language establishes his point of view.
In 12.2.2, students read William Shakespeare’s The Tragedy of Julius Caesar in its entirety. Students continue to work with central ideas such as the relationship between the individual and the state and exercise of power, as well as new central ideas of social bonds and ethics of honor. Students’ work with Julius Caesar includes exploring Shakespeare’s craft in structuring the play and developing characters, along with analyzing the impact of powerful rhetorical language, not only on the aesthetic effects of the play but also on the plot. In addition, students refine their speaking and listening skills as they prepare to present small-group dramatic readings of key scenes from the play.
Texts
Ideas Live On - Benazir Bhutto (2007 Speech)
Civil Disobedience - Henry David Thoreau (1849 Essay)
The Tragedy of Julius Caesar - William Shakespeare
Additional Resources may be available through these links:
Camden High School
Greater Southern Tier BOCES
Description Adapted from EngageNY
Updated 3/3015 (KBW)