NYS Common Core ELA & Literacy Curriculum DRAFT Grade 12 • Module 2 Overview

12.2 Module Overview

“I ask for, not at once no government, but at once a
better government.”
Texts Unit 1: “Ideas Live on” by Benazir Bhutto; “Civil Disobedience” by Henry David
Thoreau

Unit 2: The Tragedy of Julius Caesar by William Shakespeare

Number of
Lessons 41 (including Module Performance Assessment)
in Module

Introduction
In this module, students read and analyze two literary nonfiction texts and a drama, examining how the
texts treat similar central ideas.

Over the course of Module 12.2, 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.

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

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 NYS Common Core ELA & Literacy Curriculum DRAFT Grade 12 • Module 2 Overview

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.

Students’ engagement with Bhutto, Thoreau, and Shakespeare over the course of Module 12.2 prepares
them for the Module 12.2 Performance Assessment. Students first engage in a fishbowl discussion in
which they consider one of three possible prompts from the point of view of an author or character
from the Module 12.2 texts. Students then write a multi-paragraph response to one of the possible
prompts from their own perspective, drawing upon evidence from the texts.
Students also continue their Accountable Independent Reading (AIR) in Module 12.2. Although students
are expected to continue to read independently several nights a week, in-class discussion and check-ins
around AIR occur less frequently, to encourage greater individual responsibility. Students may also
engage in Accountable Independent Writing (AIW) in 12.2.1 through optional written homework
assignments that scaffold toward an alternate End-of-Unit Assessment prompt.

Literacy Skills & 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.

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 NYS Common Core ELA & Literacy Curriculum DRAFT Grade 12 • Module 2 Overview

English Language Arts Outcomes

Yearlong Target Standards

These standards embody the pedagogical shifts required by the Common Core State Standards and will
be a strong focus in every English Language Arts module and unit in grades 9–12.

CCS Standards: Reading—Literature

RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the
text leaves matters uncertain.
RL.11-12.4 Determine the meaning of words and phrases as they are used in the text, including
figurative and connotative meanings; analyze the impact of specific word choices on
meaning and tone, including words with multiple meanings or language that is
particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other
authors.)
RL.11-12.10 By the end of grade 11, read and comprehend literature, including stories, dramas,
and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding
as needed at the high end of the range.
CCS Standards: Reading—Informational Text
RI.11-12.1.a Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the
text leaves matters uncertain.
a. Develop factual, interpretive, and evaluative questions for further exploration of
the topic(s).
RI.11-12.4 Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings; analyze how an author uses and
refines the meaning of a key term or terms over the course of a text (e.g., how
Madison defines faction in Federalist No. 10).
RI.11-12.10 By the end of grade 12, read and comprehend literary nonfiction at the high end of
the grades 11–CCR text complexity band independently and proficiently.
CCS Standards: Writing
W.11- Draw evidence from literary or informational texts to support analysis, reflection, and
12.9.a,b research.
a. Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate
knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational

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 NYS Common Core ELA & Literacy Curriculum DRAFT Grade 12 • Module 2 Overview

works of American literature, including how two or more texts from the same
period treat similar themes or topics”).
b. Apply grades 11–12 Reading standards to literary nonfiction (e.g., “Delineate and
evaluate the reasoning in seminal U.S. texts, including the application of
constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court
Case majority opinions and dissents] and the premises, purposes, and arguments
in works of public advocacy [e.g., The Federalist, presidential addresses]”).
W.11-12.10 Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of
tasks, purposes, and audiences.

CCS Standards: Speaking & Listening

SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-
one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts,
and issues, building on others’ ideas and expressing their own clearly and
persuasively.
CCS Standards: Language
L.11-12.4.a- Determine or clarify the meaning of unknown and multiple-meaning words and phrases
d based on grades 11–12 reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s
position or function in a sentence) as a clue to the meaning of a word or phrase.
b. Identify and correctly use patterns of word changes that indicate different
meanings or parts of speech (e.g., conceive, conception, conceivable).
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries,
thesauruses), both print and digital, to find the pronunciation of a word or
determine or clarify its precise meaning, its part of speech, its etymology, or its
standard usage.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by
checking the inferred meaning in context or in a dictionary).

Module-Specific Assessed Standards

These standards will be the specific focus of instruction and assessment, based on the texts studied and
proficiencies developed in this module.

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NYS Common Core ELA & Literacy Curriculum DRAFT Grade 12 • Module 2 Overview

College and Career Readiness Anchor Standards for Reading

CCRA.R.8 Delineate and evaluate the argument and specific claims in a text, including the validity
of the reasoning as well as the relevance of and sufficiency of the evidence.
CCS Standards: Reading—Literature
RL.11-12.2 Determine two or more themes or central ideas of a text and analyze their
development over the course of the text, including how they interact and build on one
another to produce a complex account; provide an objective summary of the text.
RL.11-12.3 Analyze the impact of the author’s choices regarding how to develop and relate
elements of a story or drama (e.g., where a story is set, how the action is ordered, how
the characters are introduced and developed).
RL.11-12.4 Determine the meaning of words and phrases as they are used in the text, including
figurative and connotative meanings; analyze the impact of specific word choices on
meaning and tone, including words with multiple meanings or language that is
particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other
authors.)
RL.11-12.5 Analyze how an author's choices concerning how to structure specific parts of a text
(e.g., the choice of where to begin or end a story, the choice to provide a comedic or
tragic resolution) contribute to its overall structure and meaning as well as its
aesthetic impact.
RL.11-12.6 Analyze a case in which grasping a point of view requires distinguishing what is directly
stated in a text from what is really meant (e.g., satire, sarcasm, irony, or
understatement).
RL.11-12.11 Interpret, analyze, and evaluate narratives, poetry, and drama, aesthetically and
philosophically by making connections to: other texts, ideas, cultural perspectives,
eras, personal events, and situations.
CCS Standards: Reading—Informational Text
RI.11-12.2 Determine two or more central ideas of a text and analyze their development over the
course of the text, including how they interact and build on one another to provide a
complex analysis; provide an objective summary of the text.
RI.11-12.3 Analyze a complex set of ideas or sequence of events and explain how specific
individuals, ideas, or events interact and develop over the course of the text.
RI.11-12.6 Determine an author’s point of view or purpose in a text in which the rhetoric is
particularly effective, analyzing how style and content contribute to the power,
persuasiveness, or beauty of the text.

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NYS Common Core ELA & Literacy Curriculum DRAFT Grade 12 • Module 2 Overview

CCS Standards: Writing

W.11-12.2.a- Write informative/explanatory texts to examine and convey complex ideas, concepts,
f and information clearly and accurately through the effective selection, organization,
and analysis of content.
a. Introduce a topic; organize complex ideas, concepts, and information so that each
new element builds on that which precedes it to create a unified whole; include
formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when
useful to aiding comprehension.
b. Develop the topic thoroughly by selecting the most significant and relevant facts,
extended definitions, concrete details, quotations, or other information and
examples appropriate to the audience’s knowledge of the topic.
c. Use appropriate and varied transitions and syntax to link the major sections of the
text, create cohesion, and clarify the relationships among complex ideas and
concepts.
d. Use precise language, domain-specific vocabulary, and techniques such as
metaphor, simile, and analogy to manage the complexity of the topic.
e. Establish and maintain a formal style and objective tone while attending to the
norms and conventions of the discipline in which they are writing.
f. Provide a concluding statement or section that follows from and supports the
information or explanation presented (e.g., articulating implications or the
significance of the topic).
CCS Standards: Speaking & Listening
SL.11- Initiate and participate effectively in a range of collaborative discussions (one-on-one,
12.1.a,c in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and
issues, building on others' ideas and expressing their own clearly and persuasively.
a. Come to discussions prepared, having read and researched material under study;
explicitly draw on that preparation by referring to evidence from texts and other
research on the topic or issue to stimulate a thoughtful, well-reasoned exchange
of ideas.
c. Propel conversations by posing and responding to questions that probe reasoning
and evidence; ensure a hearing for a full range of positions on a topic or issue;
clarify, verify, or challenge ideas and conclusions; and promote divergent and
creative perspectives.
SL.11-12.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal
English when indicated or appropriate.

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 NYS Common Core ELA & Literacy Curriculum DRAFT Grade 12 • Module 2 Overview

CCS Standards: Language

L.11-12.1 Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
L.11- Demonstrate command of the conventions of standard English capitalization,
12.2.a,b punctuation, and spelling when writing.
a. Observe hyphenation conventions.
b. Spell correctly.
L.11-12.5.a Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings.
a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their
role in the text.

Addressed Standards
These standards will be addressed at the unit or module level, and may be considered in assessment,
but will not be the focus of extended instruction in this module.

College and Career Readiness Anchor Standards for Reading

CCRA.R.6 Assess how point of view or purpose shapes the content and style of a text.
CCRA.R.9 Analyze how two or more texts address similar themes or topics in order to build
knowledge or to compare the approaches the authors take.
CCS Standards: Reading – Literature
None.
CCS Standards: Reading – Informational Text
None.
CCS Standards: Writing
W.11- Draw evidence from literary or informational texts to support analysis, reflection, and
12.9.a,b research.
a. Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate
knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational
works of American literature, including how two or more texts from the same
period treat similar themes or topics”).
b. Apply grades 11–12 Reading standards to literary nonfiction (e.g., "Delineate and
evaluate the reasoning in seminal U.S. texts, including the application of
constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court

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NYS Common Core ELA & Literacy Curriculum DRAFT Grade 12 • Module 2 Overview

Case majority opinions and dissents] and the premises, purposes, and arguments
in works of public advocacy [e.g., The Federalist, presidential addresses]").
CCS Standards: Speaking & Listening

SL.11-12.1.b Initiate and participate effectively in a range of collaborative discussions (one-on-one,

in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and
issues, building on others’ ideas and expressing their own clearly and persuasively.
b. Work with peers to promote civil, democratic discussions and decision-making, set
clear goals and deadlines, and establish individual roles as needed.

CCS Standards: Language

L.11-12.4.a- Determine or clarify the meaning of unknown and multiple-meaning words and
c phrases based on grades 11-12 reading and content, choosing flexibly from a range of
strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's
position or function in a sentence) as a clue to the meaning of a word or phrase.
b. Identify and correctly use patterns of word changes that indicate different
meanings or parts of speech (e.g., conceive, conception, conceivable).
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries,
thesauruses), both print and digital, to find the pronunciation of a word or
determine or clarify its precise meaning, its part of speech, its etymology, or its
standard usage.
L.11-12.5.b Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings.
b. Analyze nuances in the meaning of words with similar denotations.

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NYS Common Core ELA & Literacy Curriculum DRAFT Grade 12 • Module 2 Overview

Module Performance Assessment

Prompt

In this three-lesson Performance Assessment, students analyze complex ideas about government,
power, and democracy from the perspectives of different authors and characters from the Module
12.2 texts. Students engage in an in-depth discussion of three prompts and then choose one prompt
as the focus of a multi-paragraph written analysis.
Prompts:
 Is democracy “the last improvement possible in government” (Thoreau, part 3, par.19)?
 What is the role and responsibility of government?
 Who should have the power to make decisions in a society?

Lesson 1

In Lesson 1, students discuss the Performance Assessment prompts in small groups, from the
perspective of a character or author from one of the Module 12.2 texts. Each student group considers
one of the following perspectives: Bhutto (author), Thoreau (author), Brutus (character), or Antony
(character). Student groups discuss each of the Performance Assessment prompts from the
perspective of their assigned author or character. Groups gather textual evidence to make inferences
about their character or author’s response to each prompt. For homework, students review their
notes from this lesson and identify additional evidence from each Module 12.2 text that supports
analysis of the Performance Assessment prompts.

Lesson 2

In Lesson 2, students participate in a fishbowl conversation in which a representative from each group
discusses each of the Performance Assessment prompts from the point of view of the group’s
assigned author or character. At each point in the fishbowl conversation, one student represents each
of the following four perspectives: Bhutto, Thoreau, Brutus, and Antony. Students use the Speaking
and Listening Rubric and Checklist for standard SL.11-12.4 to guide their discussion and to help them
present their ideas and information clearly.
Four students at a time—each student representing a different author or character—enter the
fishbowl conversation and respond to one of the Performance Assessment prompts. After students
have discussed the prompt for about three minutes, students exit the fishbowl, and four new
students enter the fishbowl. After all students have participated in the fishbowl discussion, students
form pairs with the partners they identified earlier in the lesson and briefly peer-assess their

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NYS Common Core ELA & Literacy Curriculum DRAFT Grade 12 • Module 2 Overview

application of standard SL.11-12.4 during the conversation. Students use the 12.2 Performance
Assessment Rubric to assess their application of SL.11-12.4.
For homework, students review their notes, annotations, and tools associated with the Module 12.2
texts and select one of the Performance Assessment prompts as a focus for a multi-paragraph written
response.

Lesson 3

In Lesson 3, students synthesize their understanding of the various perspectives presented in the
previous lesson’s fishbowl discussions as they independently draft a multi-paragraph response to one
of the Performance Assessment prompts. Students write the response from their own perspectives,
supporting their analysis with evidence drawn from each of the Module 12.2 texts. Students review
the 12.2 Performance Assessment Text Analysis Rubric and Checklist and have the remainder of the
class time to draft a multi-paragraph written response one of the Performance Assessment prompts.
Students write the response from their own perspective and use evidence from all three module texts
to support their analysis. Students who finish early use the remainder of the class period to edit and
revise their responses.

Texts
Unit 1: “[A] free and enlightened state.”
Bhutto, Benazir. “Ideas Live On.” http://benazir.bhutto.org/
Thoreau, Henry David. “Civil Disobedience.” http://thoreau.eserver.org/civil.html
Unit 2: “Th'abuse of greatness is when it disjoins / remorse from power.”
Shakespeare, William. The Tragedy of Julius Caesar, eds. Barbara A. Mowat and Paul Werstine. New
York: Simon & Schuster, 1992.

Module-at-a-Glance Calendar
Lessons Assessed and
in the Addressed
Text Unit Literacy Skills and Habits CCSS Assessments
Unit 1: “[A] free and enlightened state.”
“Ideas Live On” 16  Read closely for textual CCRA.R.8 End-of-Unit:
(Benazir Bhutto) details. CCRA.R.9 Students write a formal,
RI.11-12.2 multi-paragraph

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NYS Common Core ELA & Literacy Curriculum DRAFT Grade 12 • Module 2 Overview

Lessons Assessed and

in the Addressed
Text Unit Literacy Skills and Habits CCSS Assessments
“Civil  Annotate texts to RI.11-12.3 response to the
Disobedience” support comprehension RI.11-12.6 following prompt:
(Henry David and analysis. W.11-12.2.a-f What does Thoreau
Thoreau)  Engage in productive W.11-12.9.b mean by “a better
evidence-based SL.11-12.1.a, c government”?
discussions about texts. L.11-12.1
L.11-12.2.a, b
 Collect and organize
L.11-12.4.a- c
evidence from texts to
L.11-12.5.a
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.
 Delineate and evaluate
the reasoning in a text.
 Paraphrase and quote
relevant evidence from
texts.
 Independently preview
texts in preparation for
supported analysis.

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NYS Common Core ELA & Literacy Curriculum DRAFT Grade 12 • Module 2 Overview

Lessons Assessed and

in the Addressed
Text Unit Literacy Skills and Habits CCSS Assessments
 Independently develop
questions for further
textual analysis.
 Write informative texts
to convey complex
ideas.
 Independently practice
the writing process
outside of class.
 Use rubrics and
checklists for self-
assessment of
discussion.
Unit 2: “Th'abuse of greatness is when it disjoins / remorse from power.”
Julius Caesar 22  Read closely for textual CCRA.R.6 Mid-Unit:
(William details. RL.11-12.2 Students write a formal,
Shakespeare)  Annotate texts to RL.11-12.3 multi-paragraph
support comprehension RL.11-12.4 response to the
and analysis. RL.11-12.5 following prompt:

 Engage in productive RL.11-12.6 Is Caesar’s death a

evidence-based W.11-12.2.a-f “sacrifice” or a
discussions about the W.11-12.9.a “butchery”?
text. SL.11-12.1.b, c
SL.11-12.6 End-of-Unit:
 Collect and organize
L.11-12.1
evidence from the text Students write a formal,
L.11-12.2.a, b
to support analysis in multi-paragraph
L.11-12.4.a, c
writing. response to the
L.11-12.5.a, b
following prompt:
 Make claims about texts
using specific textual Explain how the title The
evidence. Tragedy of Julius Caesar
is appropriate for the
 Use vocabulary
play, or propose a new
strategies to define
title and explain why it
unknown words.
is more appropriate.

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 NYS Common Core ELA & Literacy Curriculum DRAFT Grade 12 • Module 2 Overview

Lessons Assessed and

in the Addressed
Text Unit Literacy Skills and Habits CCSS Assessments
 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
the text.
 Independently preview
text in preparation for
supported analysis.
 Independently develop
questions for further
textual analysis.
 Write informative texts
to examine and convey
complex ideas.
 Use rubrics and
checklists for self-
assessment and peer
review of writing.
 Practice speaking and
listening skills in
preparation for an
interpretive dramatic
reading performance.
Note: Bold text indicates targeted standards that will be assessed in the module.

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