NYS Common Core ELA & Literacy Curriculum D R A F T Grade 12 Module 2 Unit 1 Lesson 7

Transcription

1 Lessn 7 Intrductin In this lessn, students cntinue t read and analyze Henry David Threau s Civil Disbedience. Students read part 1, paragraphs 5 6 (frm The mass f men serve the state thus, nt as men mainly t he wh gives himself partially t them is prnunced a benefactr and philanthrpist ), in which Threau discusses the ways in which peple serve the state. Students cnsider hw Threau uses figurative language t develp a central idea in the text. Student learning is assessed via a Quick Write at the end f the lessn: Hw des Threau develp a central idea in part 1, paragraphs 5 6? Fr hmewrk, students read part 1, paragraph 7 and write a paragraph in respnse t the fllwing prmpt: Hw des this paragraph develp Threau s pint f view f the relatinship between the individual and the state? Additinally, students read part 1, paragraph 8 and bx unfamiliar wrds, lk up their definitins, and respnd briefly t the fllwing questins: What des Threau s metaphr f the machine describe (part 1, par. 8)? and What is the right f revlutin (part 1, par. 8), and when shuld peple exercise that right, accrding t Threau? 1

2 Standards Assessed Standard(s) RI Determine tw r mre 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 prvide a cmplex analysis; prvide an bjective summary f the text. Addressed Standard(s) W b L c L a Draw evidence frm literary r infrmatinal texts t supprt analysis, reflectin, and research. b. Apply grades Reading standards t literary nnfictin (e.g., Delineate and evaluate the reasning in seminal U.S. texts, including the applicatin f cnstitutinal principles and use f legal reasning [e.g., in U.S. Supreme Curt Case majrity pinins and dissents] and the premises, purpses, and arguments in wrks f public advcacy [e.g., The Federalist, presidential addresses] ). 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. 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. 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 des Threau develp a central idea in part 1, paragraphs 5 6? Differentiatin Cnsideratin: Cnsider psing the fllwing alternative prmpt as an ptinal extensin fr sme students. Hw des Threau develp tw central ideas in part 1, paragraphs 5 6? High Perfrmance Respnse(s) A High Perfrmance Respnse shuld: Identify a central idea in the text (e.g., ethics; the relatinship between the individual and the state). Analyze hw Threau develps a central idea in part 1, paragraphs 5 6 (e.g., Threau develps the central idea f the relatinship between the individual and the state thrugh figurative language. Threau uses the simile f machines when he describes the service f thse wh serve the state with their bdies (part 1, par. 5). He describes them as machines because they engage in n free exercise whatever f the judgment r f the mral sense, meaning they d nt think fr themselves abut what is right r what is wrng (part 1, par. 5). Their attitude tward the state is unquestining, which makes them mre like unthinking machines than humans they culd be replaced with wden men r peple made frm straw r a lump f dirt (part 1, par. 5). Threau suggests that blindly serving the state dehumanizes peple by turning them int thughtless machines (part 1, par. 5).). A High Perfrmance Respnse t the ptinal extensin prmpt shuld: Identify tw central ideas in the text (e.g., ethics; the relatinship between the individual and the state). Analyze hw Threau develps tw central ideas in part 1, paragraphs 5 6 (e.g., Threau develps the central idea f the relatinship between the individual and the state thrugh figurative language. Threau uses the simile f machines when he describes the service f thse wh serve the state with their bdies (part 1, par. 5). He describes them as machines because they engage in n free exercise whatever f the judgment r f the mral sense (part 1, par. 5). This simile describes an unquestining attitude tward the state in which peple d nt think fr themselves abut what is right r what is wrng. In this way, Threau als develps the central idea f ethics by criticizing thse wh d nt make decisins based n their wn cnsciences, suggesting that such peple culd be replaced by wden men r peple made frm straw r a lump f dirt (part 1, par. 5). 3

4 Vcabulary Vcabulary t prvide directly (will nt include extended instructin) benefactr (n.) a kindly helper philanthrpist (n.) a wealthy persn wh gives mney and time t help make life better fr ther peple Vcabulary t teach (may include direct wrd wrk and/r questins) Nne. Additinal vcabulary t supprt English Language Learners (t prvide directly) exercise (n.) the use f an ability r pwer distinctins (n.) ntable differences between things r peple prnunced (v.) stated in an fficial r definite way Lessn Agenda/Overview Student-Facing Agenda Standards & Text: Standards: RI , W b, L c, L a Text: Civil Disbedience by Henry David Threau, Part 1, paragraphs 5 6 Learning Sequence: 1. Intrductin f Lessn Agenda 2. Hmewrk Accuntability 3. Masterful Reading 4. Reading and Discussin 5. Quick Write 6. Clsing % f Lessn 1. 5% 2. 10% 3. 15% 4. 50% 5. 15% 6. 5% Materials 4

5 Student cpies f the Shrt Respnse Rubric and Checklist (refer t Lessn 1) (ptinal) Student cpies f the Central Ideas Tracking Tl (refer t Lessn 4) students may need additinal blank cpies 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: RI In this lessn, students read part 1, paragraphs 5 6 f Threau s Civil Disbedience (frm The mass f men serve the state thus, nt as men mainly t he wh gives himself partially t them is prnunced a benefactr and philanthrpist ), in which Threau discusses different grups f peple and the ways in which they serve the state. Students cnsider hw Threau uses figurative language t develp a central idea in this passage. Students lk at the agenda. Activity 2: Hmewrk Accuntability 10% Instruct students t talk in pairs abut hw they applied a fcus standard t their Accuntable Independent Reading (AIR) texts. Lead a brief share ut n the previus lessn s AIR 5

6 hmewrk assignment. Select several students (r student pairs) t explain hw they applied a fcus standard t their AIR texts. Students (r student pairs) discuss and share hw they applied a fcus standard t their AIR texts frm the previus lessn s hmewrk. Instruct students t take ut their respnses t the previus lessn s hmewrk assignment. (Reread paragraphs 3 4 and write a brief respnse t the fllwing prmpt: Which sentence f part 1, paragraphs 3 4 is mst critical t yur understanding f this excerpt f Civil Disbedience and why?) Instruct student pairs t discuss their respnses. Student respnses may include: The sentence, I ask fr, nt at nce n gvernment, but at nce a better gvernment is the mst critical fr understanding this excerpt f Civil Disbedience (part 1, par. 3). This sentence explains that, even thugh Threau finds significant prblems with gvernment, he des nt want t eliminate gvernment. This sentence als intrduces the idea that Threau wants a better gvernment immediately. The rhetrical questin, Can there nt be a gvernment in which majrities d nt virtually decide right and wrng, but cnscience? (part 1, par. 4) is the mst critical fr understanding this excerpt f Civil Disbedience. This questin intrduces the idea that the current system f gvernment is flawed and there is a better alternative. In this sentence, Threau shares his pint f view that gvernment, if it is based n cnscience, can d what is right fr all peple, nt just members f the majrity. The sentence, The nly bligatin which I have a right t assume is t d at any time what I think right (part 1, par. 4) is the mst critical sentence t understanding this excerpt f Civil Disbedience. This sentence clearly and explicitly utlines Threau s ethics. The idea that Threau nly feels bligated t d what is right, cmbined with his earlier statements abut the prblems with gvernment, suggests that Threau is willing t disbey the laws established by gvernment whenever he believes the laws are nt right. Lead a brief whle-class discussin f student respnses. 6

7 Activity 3: Masterful Reading 15% Have students listen t a masterful reading f part 1, paragraphs 5 6 f Civil Disbedience (frm The mass f men serve the state thus, nt as men mainly t he wh gives himself partially t them is prnunced a benefactr and philanthrpist ). Ask students t fcus n Threau s ideas abut hw t serve the state. Students fllw alng, reading silently. Differentiatin Cnsideratin: Cnsider psting r prjecting the fllwing guiding questin t supprt students in their reading thrughut the lessn: Accrding t Threau, what des it mean t serve the state (part 1, par. 5)? Cnsider leading a whle-class discussin t ensure cmprehensin f the masterful reading. 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 cntinue t anntate the text as they read and discuss (W b). Instruct student grups t read part 1, paragraph 5 f Civil Disbedience (frm The mass f men serve the state thus, nt as men mainly t wh gives himself partially t them is prnunced a benefactr and philanthrpist ) and answer the fllwing questins befre sharing ut with the class. Differentiatin Cnsideratin: Cnsider prviding students with the definitins f exercise, distinctins, and prnunced. Students write the definitins f exercise, distinctins, and prnunced n their cpies f the text r in a vcabulary jurnal. What distinctin des Threau make between the ways in which men serve the state? Student respnses shuld include: First, Threau writes that peple wh serve the state with their bdies are like machines (part 1, par. 5). These kinds f servants are the mass f men (part 1, par. 5), r mst peple wh serve the state. Next, Threau suggests that men wh serve the state with their minds rarely make any mral distinctins (part 1, par. 5), r decisins abut right and wrng 7

8 actin. The peple wh serve the state with their minds are a smaller prtin f men wh inspire r create the laws the majrity f men defend. Last, Threau describes hw heres, patrits, martyrs, refrmers and men serve the state with their cnsciences (part 1, par. 5). [H]eres, patrits, martyrs, refrmers and men (part 1, par. 5) make up the smallest grup f peple, and they are cmmnly treated as enemies (part 1, par. 5) by the state, because rather than fllwing the state unquestiningly, they make their wn mral distinctins (part 1, par. 5) and fllw their wn sense f ethics. Hw des Threau s descriptin f thse wh serve the state with their bdies develp the ideas that Threau intrduces in part 1, paragraph 4? Student respnses shuld include: In part 1, paragraph 4, Threau refers t men in the standing army as small mvable frts, and questins whether they are living human beings r mere shadw[s] and reminiscence[s] f humanity. Threau develps this idea further in paragraph 5, by cmparing these peple t nnhuman bjects like lump[s] f dirt, wd, and straw, t illustrate further hw they serve the state withut thinking r reflecting. He als uses the figurative language f the machine (part 1, par. 5) t characterize these servants lack f humanity and will (part 1, par. 4). Hw des Threau s use f figurative language develp a central idea in the text? (L a) Student respnses may include: Threau uses figurative language t develp the idea f the relatinship between the individual and the state, suggesting that if ne engages in n free exercise whatever f the judgment r f the mral sense, then ne becmes like a cperative, unquestining, unthinking machine (part 1, par. 5). Threau uses figurative language t develp the central idea f ethics. He explains that peple wh serve the state with their bdies r minds but nt their cnsciences, serve the state as machines wh rarely make any mral distinctins (part 1, par. 5). Threau states that t serve the state ethically is t resist it, meaning t pint ut its flaws r criticize it (part 1, par. 5). Lead a brief whle-class discussin f student respnses. 8

9 Instruct student grups t reread the fllwing sentence frm part 1, paragraph 5: A very few, as heres, patrits, martyrs, refrmers in the great sense, and men, serve the state with their cnsciences als, and s necessarily resist it fr the mst part, and they are cmmnly treated as enemies by it, and answer the fllwing questins befre sharing ut with the class. What des Threau mean when he says that thse wh serve the state with their cnsciences resist it? T serve the state with ne s cnscience means t be willing t criticize r resist the state when it des wrng. This willingness t criticize r resist the state means that ne may becme an enemy t the state ne means t serve, because accrding t Threau, serving the state with ne s cnscience leads ne t necessarily resist [the state] fr the mst part (part 1, par. 5). Hw des this sentence develp a central idea? This sentence develps the central idea f the relatinship between the individual and the state because it describes the relatinship ne has with the state if ne serves the state with ne s cnscience. The state treats thse wh serve with their cnscience as enemies because they necessarily resist the state. Lead a brief whle-class discussin f student respnses. Instruct students t answer the fllwing questin befre sharing ut with the class. Hw des Threau s reference t clay further develp his ideas in part 1, paragraph 5? Threau s reference t clay in part 1, paragraph 5 develps his ideas abut ethics and service t the state. Threau describes the behavir f a wise man by building n the imagery f a lump f dirt. Unlike thughtless servants f the state wh cmmand n mre respect than men f straw r a lump f dirt, the wise man will nt submit t be clay, r smething easily mlded by the state. Lead a brief whle-class discussin f student respnses. Instruct students t frm pairs. Instruct student pairs t read part 1, paragraph 6 (frm He wh gives himself entirely t his fellw-men t he wh gives himself partially t them is 9

10 prnunced a benefactr and philanthrpist ) and answer the fllwing questins befre sharing ut with the class. Prvide students with the definitins f benefactr and philanthrpist. Students may be familiar with these wrds. Cnsider asking students t vlunteer definitins befre prviding them t the grup. Students write the definitins f benefactr and philanthrpist n their cpies f the text r in a vcabulary jurnal. Paraphrase Threau s descriptin f hw men wh give themselves entirely and thse wh give themselves partially are treated by their fellw-men (part 1, par. 6). Thse wh give themselves entirely t their fellw-men are treated as if they are selfish, but thse wh nly give sme f themselves t their fellw-men are treated as if they are generus. Hw des part 1, paragraph 6 further develp a central idea that Threau discusses in part 1, paragraph 5? In part 1, paragraph 6, Threau further develps the central idea f the relatinship between the individual and the state. Threau believes that men wh give themselves partially t their fellw-men (part 1, par. 6), are cnsidered gd peple because they are still partially cmmitted t the state. If a persn gives himself r herself entirely t his r her fellw-men, the persn cannt give anything t the state, and s resists the state. Thus, such a persn is nt cnsidered a gd citizen[] (part 1, par. 6), just as thse wh serve the state with their cnsciences are cmmnly treated as enemies by [the state] because they necessarily resist [the state] fr the mst part (part 1, par. 5). Lead a brief whle-class discussin f student respnses. Cnsider asking students which passages they fund difficult r prblematic and lead a brief whle-class discussin f their respnses. Activity 5: Quick Write 15% Instruct students t respnd briefly in writing t the fllwing prmpt: Hw des Threau develp a central idea in part 1, paragraphs 5 6? Differentiatin Cnsideratin: Cnsider psing the fllwing alternative prmpt as an ptinal extensin fr sme students: 10

11 Hw des Threau develp tw central ideas in part 1, paragraphs 5 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. 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 part 1, paragraph 7 (frm Hw des it becme a man t behave t my gvernment which is the slave s gvernment als. ) and write a paragraph in respnse t the fllwing prmpt: Hw des this paragraph develp Threau s pint f view n the relatinship between the individual and the state? Ask students t use this lessn s vcabulary where pssible in their written respnses. Additinally, instruct students t read part 1, paragraph 8 (frm All men recgnize the right t revlutin t but urs is the invading army ) in preparatin fr the fllwing lessn. 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: What des Threau s metaphr f the machine describe (part 1, par. 8)? (L a) What is the right f revlutin (part 1, par. 8), and when shuld peple exercise that right, accrding t Threau? Students fllw alng. 11

12 Hmewrk Read paragraph 7 (frm Hw des it becme a man t behave t my gvernment which is the slave s gvernment als ) and write a paragraph in respnse t the fllwing prmpt: Hw des this paragraph develp Threau s pint f view f the relatinship between the individual and the state? Use this lessn s vcabulary where pssible in yur written respnse. Als, read part 1, paragraph 8 (frm All men recgnize the right t revlutin t but urs is the invading army ). 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: What des Threau s metaphr f the machine describe (part 1, par. 8)? What is the right f revlutin (part 1, par. 8), and when shuld peple exercise that right, accrding t Threau? 12

13 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 the authr intrduces, develps, r refines these ideas in the texts. Cite textual evidence t supprt yur wrk. Text : Civil Disbedience by Henry David Threau Part and Paragraph # Part 1, par. 5 Part 1, par. 5 Part 1, par. 6 Ethics Central Ideas The relatinship between the individual and the state Ethics; the relatinship between the individual and the state Ntes and Cnnectins Threau explains that men wh serve the state with their bdies r minds, but nt their cnsciences, serve the state as machines wh rarely make any mral distinctins. Thse wh d nt serve the state with their cnscience d nt make their wn ethical decisins, but rather, allw the state t dictate such decisins fr them. Threau develps the central idea f the relatinship between the individual and the state with his statement that thse wh serve the state with their cnscience necessarily resist it, which implies that the individual s cnscience naturally rebels against the state, and shws that Threau believes the state is evil and des nt make mral distinctins. Threau explains that when an individual fllws his cnscience by giving himself entirely t his fellw-men, he makes himself an enemy t the state and is cnsidered selfish because he fllws his cnscience. Hwever, the man wh nly partially gives himself ver t his fellw-men is celebrated because he is a faithful servant t the state. 13