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

Transcription

1 Lessn 2 Intrductin In this lessn, students cntinue their analysis f Benazir Bhutt s speech, Ideas Live On, paying particular attentin t hw Bhutt develps a cmplex set f ideas in paragraphs (frm What kind f future we the peple f Pakistan build t and 25% ($3.4 Billin) t civilian gvernments ver 19 years ). In this excerpt, Bhutt describes the plitical, judiciary, and ecnmic cnditins f Pakistan. Befre participating in a whle-class discussin, students wrk in small grups t analyze Bhutt s claims and hw she supprts them. Student learning is assessed via a Quick Write at the end f the lessn: Hw d the ideas and events Bhutt discusses in paragraphs develp a central idea frm paragraphs 1 3? The clsing f the lessn includes an ptin t intrduce students t the practice f Accuntable Independent Writing (AIW) in preparatin fr an alternative End-f-Unit Assessment prmpt fcusing n the cncept f citizenship. Fr hmewrk, students cntinue reading their Accuntable Independent Reading (AIR) texts thrugh the lens f a fcus standard f their chice. Als fr hmewrk, students select a central idea frm paragraphs 1 3 ther than the ne they wrte abut in class and explain hw Bhutt develps this idea in paragraphs

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 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. 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 2

3 Assessment(s) Student learning is assessed via a Quick Write at the end f the lessn. Students respnd t the fllwing prmpt, citing textual evidence t supprt analysis and inferences drawn frm the text. Hw d the ideas and events Bhutt discusses in paragraphs develp a central idea frm paragraphs 1 3? High Perfrmance Respnse(s) A High Perfrmance Respnse shuld: Identify a central idea frm paragraphs 1 3 (e.g., the exercise f pwer; the relatinship between the individual and the state). Explain hw ideas r events Bhutt presents in paragraphs develp this central idea (e.g., In paragraphs 11 23, Bhutt develps her ideas abut the exercise f pwer by demnstrating the negative effects n Pakistan that have resulted frm it nt making the shift frm exercising pwer thrugh the military t exercising pwer thrugh intellectual strength. She explains that the future f Pakistan depends n the nature f ur plitical system, the strength f ur judiciary and the use f ur ecnmic resurces (par. 11) and ges n t describe hw military rule has damaged each f these systems. Bhutt states that the military rulers have little incentive t build peace restre security r allw the empwerment f the peple (par. 18). She says that justice has systematically been undermined by the military rule (par. 16) and that the military rule has resulted in an ecnmic system addicted t aid (par. 21). Bhutt s examples shw that the exercise f pwer thrugh military strength has damaged Pakistan and that the cuntry shuld shift t the exercise f pwer thrugh the strength f the intellect (par. 2).). Vcabulary 3

4 Vcabulary t prvide directly (will nt include extended instructin) judiciary (n.) the system f curts f justice in a cuntry elusive (adj.) hard t find empwerment (n.) the giving f an ability; enablement r permissin subjugating (v.) defeating and gaining cntrl f (smene r smething) by the use f frce Imams (n.) Muslim religius leaders madrassas (n.) Muslim schls, clleges, r universities that are ften part f a msque Vcabulary t teach (may include direct wrd wrk and/r questins) Nne. Additinal vcabulary t supprt English Language Learners (t prvide directly) incentive (n.) smething that encurages a persn t d smething r t wrk harder Lessn Agenda/Overview Student-Facing Agenda Standards & Text: Standards: RI , W b, L a Text: Ideas Live On by Benazir Bhutt, paragraphs % f Lessn Learning Sequence: 1. Intrductin f Lessn Agenda 2. Hmewrk Accuntability 3. Reading and Discussin 4. Quick Write 5. Clsing 1. 10% 2. 10% 3. 60% 4. 10% 5. 10% Materials Student cpies f the Shrt Respnse Rubric and Checklist (refer t Lessn 1) (ptinal) 4

5 Learning Sequence Hw t Use the Learning Sequence Symb l Type f Text & Interpretatin f the Symbl 10% Percentage indicates the percentage f lessn time each activity shuld take. n symbl Plain text indicates teacher actin. Bld text indicates questins fr the teacher t ask students. Italicized text indicates a vcabulary wrd.! Indicates student actin(s). " Indicates pssible student respnse(s) t teacher questins. # Indicates instructinal ntes fr the teacher. Activity 1: Intrductin f Lessn Agenda 10% Begin by reviewing the agenda and the assessed standard fr this lessn: RI In this lessn, students read and analyze paragraphs (frm What kind f future we the peple f Pakistan build t and 25% ($3.4 Billin) t civilian gvernments ver 19 years ), paying particular attentin t Bhutt s claims and hw she supprts them. Students wrk in grups and participate in a whle-class discussin. The lessn cncludes with a Quick Write. 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 AIR texts. Lead a brief share ut n the previus lessn s AIR 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. Althugh AIR remains an expectatin f students thrughut the year, accuntability check-ins ccur less frequently in Mdule 12.2 as students assume greater respnsibility fr their wn reading. 5

6 Instruct students t take ut their respnses t the previus lessn s hmewrk assignment. (Cnduct a brief search int Benazir Bhutt and Pakistan and select three significant facts that deepen yur understanding f Bhutt s speech t share with the class.) Instruct students t talk in pairs abut the facts they fund abut Bhutt and Pakistan and their ideas abut hw these facts prvide cntext fr Bhutt s speech. Student respnses may include: Pakistan has the wrld s secnd largest Muslim ppulatin (after Indnesia) and Bhutt herself is Muslim, s Bhutt s appeals t Islamic values will be imprtant t her audience s sense f what is right and wrng. Bhutt cmes frm a plitical family in Pakistan: Her father was executed as a result f a military cup and she herself served twice as prime minister f Pakistan, s she is a respected plitical figure. In 1999, Pervez Musharraf led a bldless cup and became head f state frm 1999 t 2008, s Bhutt was nt in pwer at the time f this speech. Pakistan cntinued t suffer frm plitical unrest and Benazir Bhutt was assassinated in a military cup in December 2007 during a campaign tur. Bhutt s cncerns abut the rle f the military in Pakistan therefre seem justified. Pakistan has been cnsidered a partner in the U.S. gvernment s war n terrr; Bhutt s references t the war n terrr may als reflect her cncerns abut the cuntry s relatinship with the United States. Lead a brief whle-class discussin f student respnses. Activity 3: Reading and Discussin 60% 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). 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: 6

7 What imprtant ideas des Bhutt discuss in these paragraphs? Instruct student pairs t read paragraphs f Ideas Live On (frm What kind f future we the peple f Pakistan build t and 25% ($3.4 Billin) t civilian gvernments ver 19 years ) and answer the fllwing questins befre sharing ut with the class. Prvide students with the definitins f judiciary, elusive, empwerment, subjugating, Imams, and madrassas. Students may be familiar with sme f these wrds. Cnsider asking students t vlunteer definitins befre prviding them t the grup. Students write the definitins f judiciary, elusive, empwerment, subjugating, Imams, and madrassas n their cpies f the text r in a vcabulary jurnal. Differentiatin Cnsideratin: Cnsider prviding students with the definitin f incentive. Students write the definitin f incentive n their cpies f the text r in a vcabulary jurnal. Differentiatin Cnsideratin: Cnsider identifying Pakistan and Afghanistan n a map r glbe t familiarize students with the cuntries lcatins. Identify an idea that is cmmn t bth paragraphs 3 and 11. Bth paragraphs 3 and 11 suggest that the rle f the gvernment is critical in prviding citizens with the tls and resurces they need t succeed in mdern sciety. Fr example, in paragraph 3, Bhutt claims that the the quality f ur sciety and the future f ur peple depends n the investment in an individual, thrugh educatin and health, suggesting that Pakistan s gvernment shuld supprt health and educatin services fr its citizens. In paragraph 11, Bhutt claims, What kind f future we... build depends n the nature f ur plitical system, the strength f ur judiciary and the use f ur ecnmic resurces. This claim suggests that Pakistan shuld imprve its gvernment structures t imprve the lives f its citizens. Which areas des Bhutt identify as key t Pakistan s future in paragraph 11? Bhutt claims that the plitical, judiciary, and ecnmic systems are key t Pakistan s future. She says, What kind f future we build depends n the nature f ur plitical system, the strength f ur judiciary and the use f ur ecnmic resurces. Hw des Bhutt supprt her criticism f the military in paragraphs 12 23? Student respnses shuld include: 7

8 In paragraphs 12 23, Bhutt demnstrates hw the military has failed each f the systems she named in paragraph 11: plitical, judiciary, and ecnmic. In paragraphs 12 14, Bhutt suggests that Pakistan must use the upcming electins t chse a frm f gvernment ther than the military dictatrship in rder t invest in individuals, arguing in paragraph 14 that many f Pakistan s prblems are directly related t the prlnged perid f military dminatin f ur sciety. In paragraphs 15 and 16, Bhutt explains hw the military has interfered with Pakistan s judiciary system, claiming that justice in ur cuntry is elusive (par. 15) and that justice has systematically been undermined by the military rule (par. 16). Bhutt pints t the way in which military rule has influenced the curt system by remving Chief Justices, including the remval f the Chief Justice Yaqub in 1977 and anther remval f a Chief Justice in 2007 (par. 16). In paragraphs 17 23, Bhutt explains hw the military gvernment has mismanaged the ecnmy by relying n external aid in return fr Western supprt fr military rulers (par. 17). This, accrding t Bhutt, has created a sciety addicted t aid (par. 21), nting, hwever, that the mney has nt imprved the lives r ur peple (par. 22). In paragraph 22, Bhutt uses statistics, reprting that the military gvernment received nearly $5 Billin in aid ver the last six years and that [a]n extra $100 Millin are given mnthly in calitin funds (par. 22). She als reprts, in paragraph 23, that nly 25% ($3.4 Billin) f the aid that the U.S. gave t Pakistan between 1954 and 2002 went t civilian gvernments ver 19 years; the rest went t military rulers. Differentiatin Cnsideratin: If students struggle, cnsider psing the fllwing scafflding questins: Hw des Bhutt develp her criticism f the plitical system in paragraph 14? Bhutt claims Pakistan s plitical system is manipulated by the military gvernment. Bhutt says military rule is respnsible fr many f the prblems in Pakistan. She ntes that Pakistan has been under military rule fr 30 years and says military rule is t blame fr the prblems f terrrism, sectarianism, militancy, extremism, intlerance and increase in pverty. What criticism des Bhutt make f military rule in relatin t the justice system? Bhutt says military rule has made justice elusive (par. 15) because the military gvernment cntrls the judges. She says justice has systematically been undermined and pints t hw military rule has influenced the curt system by 8

9 remving Chief Justices, including the remval f the Chief Justice Yaqub in 1977 and anther remval f a Chief Justice in 2007 (par. 16). What criticisms des Bhutt make f the military dictatrship s ecnmic apprach in paragraphs 18 23? Student respnses shuld include: Bhutt criticizes the military gvernment s ecnmic apprach because the gvernment relies n rent[ing] ut the army s services fr freign causes, including cmmunism and terrrism (par. 18). Bhutt criticizes the military gvernment s ecnmic apprach because the gvernment gets cvert funds and military and ecnmic assistance fr supprting plicies that prmte cnflict. She says, Since a crisis r a threat brings with it plitical pwer fr the Generals there is little incentive t build peace in place f cnflict, restre security in place f crisis r allw the empwerment f the peple in place f subjugating them thrugh militias r abuse f state pwer (par. 18). Bhutt criticizes the military gvernment s ecnmic apprach because it has resulted in Pakistan s becming addicted t aid, in the wrds f a frmer Pakistan Air Frce Chief (par. 21). Bhutt claims that the gvernment depends n mney frm freign gvernments in exchange fr supprt frm the military and that this has becme the main surce f incme fr the cuntry. Bhutt criticizes the military gvernment s ecnmic apprach by citing statistics t demnstrate that the military gvernment, nt the peple, benefit frm the large amunt f mney Pakistan receives in freign aid. She says f the $12.6 Billin Washingtn prvided in ecnmic and military aid ver the last 25 years, 75% ($9.19 Billin) went t military rulers while nly 25% ($3.4 Billin) [went] t civilian gvernments (par. 23). In paragraph 18, hw des Bhutt suggest that the military gvernment maintains its psitin? Student respnses shuld include: The gvernment maintains its psitin by accepting mney in exchange fr supprting freign military effrts. Bhutt states that Pakistan rents the army s services fr fighting varius causes like Cmmunism r Terrrism. The gvernment maintains its psitin by cntrlling the peple with military strength and an unfair plitical system. Bhutt claims the gvernment refuses t 9

10 allw the empwerment f the peple in place f subjugating them thrugh militias r abuse f state pwer. Explain that the term exercise f pwer refers t the means by which an individual r institutin cntrls thers. In paragraph 18, what kind f relatinship des Bhutt suggest that the military gvernment has with its citizens? Bhutt suggests that the military has a negative relatinship with its citizens, and represses individuals rather than develping them. She claims that the gvernment prevents empwerment f the peple and instead subjugate[s] them thrugh militias r abuse f state pwer. Accrding t Bhutt, the military gvernment makes plicy decisins designed t benefit the leadership rather than the peple, because expliting a crisis r a threat brings with it plitical pwer fr the Generals with the result that the military gvernment des nt build peace restre security r allw the empwerment f the peple. Cnsider explaining t students that the phrase the relatinship between the individual and the state expresses the cmplex links between a gvernment and its citizens, including the respnsibilities a gvernment has tward its citizens and the respnsibilities a citizen has tward his r her gvernment. Differentiatin Cnsideratin: If students struggle, cnsider psing the fllwing scafflding questin: What can yu infer abut the meaning f the wrd state frm Bhutt s criticism f the gvernment s abuse f state pwer in paragraph 18? (L a) The phrase abuse f state pwer refers t the gvernment s misuse f its pwer. This suggests that the wrd state means a gvernment r plitically rganized sciety having a particular character. Hw des Bhutt's criticism f military rule develp a central idea? Student respnses may include: Bhutt s criticism f military rule develps the central idea f the relatinship between the individual and the state. Bhutt s bservatin that Pakistan s military gvernment brings plitical pwer fr the Generals suggests that Pakistan s plicies disregard the gd f the peple in rder t benefit the military leaders (par. 18). These plicies cntrast with the ideals Bhutt set frth in paragraphs 1 3, where Bhutt explains the need t invest in an individual, thrugh educatin and health (par. 3) in rder t prvide a secure future. Bhutt s criticism f 10

11 military rule suggests that a state in which the individual is nt imprtant will benefit nly the military leadership, nt the rdinary citizens f a natin. Bhutt s criticism f military rule develps the central idea f the exercise f pwer by demnstrating the dangers f exercising pwer thrugh military strength. In paragraph 2, Bhutt claims that [w]hile military strength cntinued t be imprtant, it was n lnger critical in defining the greatness f a natin at the beginning f the 21st century. Bhutt s criticism f military rule develps this idea by shwing that the military gvernment is respnsible fr the prblems f terrrism, sectarianism, militancy, extremism, intlerance and increase in pverty (par. 14) and that [i]t has nt imprved the lives f ur peple (par. 22). Bhutt s criticism suggests that Pakistan shuld chse a gvernment that exercises pwer by investing in individuals rather than in the military. Based n Bhutt s statement in paragraph 13, what can yu infer abut the purpse f her speech? In paragraph 13, Bhutt says that Pakistan is heading twards parliamentary and pssibly presidential electins, s her purpse fr this speech may be t gain supprt fr a campaign in these electins. Lead a brief whle-class discussin f student respnses. Activity 4: Quick Write 10% Instruct students t respnd briefly in writing t the fllwing prmpt: Hw d the ideas and events Bhutt discusses in paragraphs develp a central idea frm paragraphs 1 3? 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. 11

12 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 5: Clsing 10% Display and distribute the hmewrk assignment. Fr hmewrk, students shuld cntinue t read their AIR texts thrugh the lens f a fcus standard f their chice and prepare fr a 3 5 minute discussin f their texts based n that standard. Remind students that they shuld cntinue reading their AIR texts thrughut the year, even thugh accuntability check-ins ccur less frequently. Als fr hmewrk, instruct students t identify a central idea frm paragraphs 1 3 ther than the ne they wrte abut in class and explain hw Bhutt develps this idea in paragraphs Explain that in , students cntinue t build n the writing skills they develped in Mdule In this unit, written respnses t AIW prmpts prepare students fr an alternative End-f-Unit assessment prmpt fcusing n the cncept f citizenship. Cnsider intrducing the fllwing alternative End-f-Unit Assessment prmpt: Hw des the wrk f Bhutt and Threau shape yur understanding f what it means t be a citizen? Explain that students will have pprtunities thrughut t cnsider varius aspects f this questin in AIW assignments and that their respnses t these writing assignments can be used as resurces fr the alternative End-f-Unit Assessment. Instruct students t write a brief respnse t the fllwing questin: Hw des Bhutt s statement, We are witnessing a new divide between the advantaged glbal citizen and the disadvantaged lcal citizen (par. 5) shape yur understanding f what it means t be a citizen? Students fllw alng. Hmewrk Cntinue reading yur Accuntable Independent Reading text thrugh the lens f a fcus standard f yur chice and prepare fr a 3 5 minute discussin f yur text based n that standard. 12

13 In additin, select a central idea frm paragraphs 1 3 ther than the ne yu wrte abut in class, and explain hw Bhutt develps this idea in paragraphs