Materials Student copies of the 12.2 Common Core Learning Standards Tool (refer to 12.2.1 Lesson 4) (optional) Free audio resource: Herbert Wise’s 1979 BBC version of Julius Caesar (01:25:37–01:30:40) (optional) Student copies of the Short Response Rubric and Checklist (refer to 12.2.1 Lesson 1) (optional) Copies of the 12.2.2 End-of-Unit Scene Selection Sheet for each student Learning Sequence How to Use the Learning Sequence Symbol Type of Text & Interpretation of the Symbol 10% Percentage indicates the percentage of lesson time each activity should take. Plain text indicates teacher action. no Bold text indicates questions for the teacher to ask students. symbol Italicized text indicates a vocabulary word. Indicates student action(s). Indicates possible student response(s) to teacher questions. Indicates instructional notes for the teacher. Activity 1: Introduction of Lesson Agenda 5% Begin by reviewing the agenda and the assessed standard for this lesson: RL.11-12.2. In this lesson, students read Act 3.2, lines 14–49 of Shakespeare’s Julius Caesar and analyze how Brutus uses rhetoric to justify Caesar’s death. Additionally, students analyze how the speech develops the central idea of the relationship between the individual and the state. Students look at the agenda. Differentiation Consideration: If students are using the 12.2 Common Core Learning Standards Tool, instruct them to refer to it for this portion of the lesson introduction. Post or project standard CCRA.R.6. Instruct students to talk in pairs about what they think the standard means. Ask students the following question: How does standard CCRA.R.6 compare to standard RL.11-12.6? How do the standards differ? Student responses should include:
Materials Student copies of the 12.2 Common Core Learning Standards Tool (refer to 12.2.1 Lesson 4) (optional) Free audio resource: Herbert Wise’s 1979 BBC version of Julius Caesar (01:25:37–01:30:40) (optional) Student copies of the Short Response Rubric and Checklist (refer to 12.2.1 Lesson 1) (optional) Copies of the 12.2.2 End-of-Unit Scene Selection Sheet for each student Learning Sequence How to Use the Learning Sequence Symbol Type of Text & Interpretation of the Symbol 10% Percentage indicates the percentage of lesson time each activity should take. no symbol Plain text indicates teacher action. Bold text indicates questions for the teacher to ask students. Italicized text indicates a vocabulary word. Indicates student action(s). Indicates possible student response(s) to teacher questions. Indicates instructional notes for the teacher. Activity 1: Introduction of Lesson Agenda 5% Begin by reviewing the agenda and the assessed standard for this lesson: RL.11-12.2. In this lesson, students read Act 3.2, lines 14–49 of Shakespeare’s Julius Caesar and analyze how Brutus uses rhetoric to justify Caesar’s death. Additionally, students analyze how the speech develops the central idea of the relationship between the individual and the state. Students look at the agenda. Differentiation Consideration: If students are using the 12.2 Common Core Learning Standards Tool, instruct them to refer to it for this portion of the lesson introduction. Post or project standard CCRA.R.6. Instruct students to talk in pairs about what they think the standard means. Ask students the following question: How does standard CCRA.R.6 compare to standard RL.11-12.6? How do the standards differ? Student responses should include:
Grade_12_Module_2__Unit_2__Lesson_14.docx