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East Meadow U.F.S.D.

Gr. 10 ELA Adapting the Common Core Module 4

Project Facilitator & Writer: Mary KudlaEast Meadow High School

Superintendent of Schools: Leon J. CampoPrincipal: Richard Howard

English

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TABLE OF CONTENTS:

ABSTRACT……………………………………………………………………Page 3

COMMOM CORE STANDARDS…….…………….…………….………….Page 3

RATIONALE……………………………………………………………….…Page 3

LITERARY SELECTIONS………………………………………………….Page 3

ESSENTIAL QUESTIONS……………………………………….…………Page 4

KNOWLEDGE AND SKILLS……………………………………..……….Page 4

LEARNING ACTIVITIES………………………………………………….Page 4

SAMPLE LESSON PLANS AND HANDOUTS…….…………………….Pages 5-11

POWER POINTS…………………………………………………………….Pages 12-25

WORKS CITED………………………………………………………………Page 26

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Abstract: New York State’s current reform initiative to ensure that schools prepare students with the knowledge and skills they need to succeed in college has relied extensively on Common Core curricular modules. The goal of this CAP is to adapt the modules and provide lesson plans and worksheets that can be used in the classroom that align with the changes occurring in the assessments and the New York State ELA Common Core Learning Standards (CCLS). While the primary text selection will utilize the module suggested Macbeth, the unit and lessons will allow for more flexibility and will serve local purposes.

Core Standards for literacy addressed:Reading

Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

Writing Write arguments to support claims with clear reasons and relevant evidence. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence

logically. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and

demonstrating an understanding of the topic or text. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons,

and evidence. Establish and maintain a formal style. Provide a concluding statement or section that follows from and supports the argument presented.

Language Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness

and redundancy.

Rationale: The focus of this cap is the creation of lesson plans and support material. Included are a series of lesson plans, worksheets, power points and texts that can be used as a whole or adapted to fit the 10th grade ELA Common Core Module 4 . This includes multiple activities to emphasize the common core focus of writing from sources, generating claims and using evidence to support reading comprehension. A performance task is modeled after part two of the NYS ELA Regents Exam and incorporates the use of the following literary selections.

Literary Selections with links to the text:

1. Niccolò Machiavelli: The Prince [excerpts], 1513

https://www.gutenberg.org/files/1232/1232-h/1232-h.htm

2. The Tragedy of Macbeth by William Shakespeare http://shakespeare.mit.edu/macbeth/full.html

3. Carey, Benedict Study Finds That Washing Eases Guilty Consciences http://www.nytimes.com/learning/teachers/featured_articles/20060912tuesday.html

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4. Ozymandious By PERCY BYSSHE SHELLEY http://www.poetryfoundation.org/learning/guide/238972#poem

Essential Questions: What motivates an individuals’ actions? To what extent does power affect individuals and/or relationships? How do the decisions and actions of people reveal their personalities? How can a person’s decisions and actions change his/her life? What role, if any, does fate have on our lives? How should individuals deal with personal guilt? What factors contribute to tragedy?

Performance Task: Carefully review your notes from Macbeth and the supplementary texts. Then, develop a common central idea from at least two of the texts. Clearly establish your claim, distinguish your claim from alternate or opposing claims, and use specific and relevant evidence from the texts to develop your argument. Do not simply summarize each text.

Knowledge and SkillsStudents will be able to:

develop reading comprehension strategies (annotate, compare/contrast, critique, determine importance, make connections, synthesize, visualize)

identify themes; find examples in text

underline significant passages and defend their importance

formulate a thesis regarding central idea and provide supporting evidence in literary selections

generate process writing that is language appropriate for purpose and audience; using MLA conventions

Evidence of LearningThis will be assessed in multiple formats:

critical reading and analysis worksheets for each text class discussion "Do Now" and Journal Activities process writing stages

Learning ActivitiesActivities in class will be a mixture of the following:

Individual, partner and choral reading Forming evidence based claims Finding evidence and support Drafting and revising claims

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THE BIG IDEA: What motivates an individuals’ actions?

Aim: What qualities are essential in a leader?

Do Now: Watch the following clip from A Bronx Tale. What does it mean if you describe someone as Machavellian?

Procedure:

1. In the movie clip, when 'C' asks Sonny: "Is it better to be loved or feared?" Sonny replies that it's nice but difficult: "If i had a choice I'd rather be feared, fear last longer then love. Friendships bought with money mean nothing" This moment echoes the reading of some pages from Machiavelli's "Prince", a book Sonny admitted to have read in prison. The character of Sonny can indeed be described as Machiavellian. Ask students to define Machiavellian and explain how this relates to leadership.

2. Pass out copies of Niccolò Machiavelli’s The Prince [excerpts]. Whole class reading (popcorn style), students will be reminded to annotate directly on the text. Brief whole class discussion: What did you annotate?

3. In pairs, studnets will re-read and answer the following discussion questions: According to Machiavelli, what are two ways of contending? Which is proper to men and which

is proper to beasts? Why should a prince be both a lion and a fox? What does Machiavelli describe of the nature of men? Why should princes not keep faith with

them?

Closure:

1. Review the discussion questions and introduce the homework. See attached central idea (theme) tracker.

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THE BIG IDEA: How should individuals deal with personal guilt?

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Aim: Do the characters in Macbeth struggle with guilt?

Do Now: Quotation Identification- “Out damned spot! Out I say!”

Procedure:

1. As we discuss the do now show a short scene of Lady Macbeth’s handwashing scene. http://www.youtube.com/watch?v=IBoJTFQMQZM What is the symbolism of washing hands? Is this just dramatic effect? Is there anything behind it scientifically? Do people feel the need to clean or be clean when they’ve done something wrong?

2. As a class, read annotate and discuss the article “Study Finds That Washing Eases Guilty Consciences” http://www.nytimes.com/learning/teachers/featured_articles/20060912tuesday.html,

3. In small groups students will answer the following questions: a. What behaviors or actions does the study suggest are related?b. What fact startled the researcher, Chen-Bo Zhong, and why?c. What is the significance of the name “Macbeth effect”?d. Why might the researchers have cited this work of literature in relation to their study?e. What scientific methodologies were used to conduct the two studies cited?f. What behavior have psychologists been aware of for years, and what examples are given to support that belief?g. Why might these behaviors be considered symbolic?h. What do researchers suggest is the purpose of symbolic cleansing?i. Why might a symbolic act prevent a person from committing to an actual act of redemption?j. Who is Liev Schreiber, and why might his feedback be relevant to the study?k. How do the actions of the Macbeths differ from those of the study’s participants?

Closure:

1. Review the discussion questions and introduce the homework. See attached central idea (theme) tracker.

Study Finds That Washing Eases Guilty Consciences

By BENEDICT CAREY

Liars, cheats, philanderers and murderers are not renowned for exquisite personal hygiene, but then no one has studied their

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showering habits.

They may scrub extra hard after a con job, use $40 hyacinth shampoo after a secret tryst or book a weekend at a spa after a particularly ugly hit. They are human beings, after all, and if a study published last week is any guide, they feel a strong urge to wash their hands — literally — after a despicable act in an unconscious effort to ease their consciences.

And it works, at least for minor guilt stains. People who washed their hands after contemplating an unethical act were less troubled by their thoughts than those who didn’t, the study found.

“The association between moral and physical purity has been taken for granted for so long that it was startling that no one had ever shown empirical evidence of it,” said Chen-Bo Zhong, an author of the new research and a behavioral researcher at the University of Toronto. The study, which he wrote with Katie Liljenquist, a graduate student at Northwestern University, appeared in the journal Science.

The researchers call this urge to clean up the “Macbeth effect,” after the scene in Shakespeare’s tragedy in which Lady Macbeth moans, “Out, damned spot! Out, I say!” after bloodying her hands when her husband, at her urging, murders King Duncan.

In one of several experiments among Northwestern undergraduates, the researchers had one group of students recall an unethical act from their past, like betraying a friend, and another group reflect on an ethical deed, like returning lost money. Afterward, the students had their choice of a gift, either a pencil or an antiseptic wipe. Those who had reflected on a shameful act were twice as likely as the

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others to take the wipe.

In another experiment, the researchers found that students who had been contemplating an unethical deed rated the value of cleaning products significantly higher than peers who had been thinking about an ethical act.

Psychologists have known for years that when people betray their values, they feel a need to compensate. Christians who have read a blasphemous story about Jesus express a desire to go to church more frequently; social liberals who feel they have discriminated express an increased desire to volunteer for civil rights work. “It’s sometimes called symbolic cleansing, or moral cleansing, and it’s an attempt to repair moral identity,” said Dr. Philip Tetlock, a professor of organizational behavior at the University of California, Berkeley.

Sure enough, Mr. Zhong and Ms. Liljenquist found that students who had been thinking about past sins were very likely to agree to volunteer their time to help with a graduate school project — unless they had been allowed to wash their hands, which cut their willingness to volunteer roughly in half.

Several people known to have expressed guilt over spreading rumors were asked to comment for the record on the findings, but all declined. And efforts to contact hit men to inquire about personal hygiene were deemed unwise; none had publicists.

But Macbeth was available for comment. Liev Schreiber, who played Macbeth to critical acclaim this summer at the Delacorte Theater in Central Park, said the moral weight of the murder in the play was exhausting. And he said that cast members lined up to shower at the theater, rather than

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waiting until they got home.

“That was unusual — usually no one uses those theater showers,” Mr. Schreiber said in an interview. “I had to shower. I was covered in eight gallons of fake blood by the end.” He said he had no idea how much the cast’s cleansing was because of to the moral horror of the play and how much was because of the muggy summer weather.

Either way, the Macbeths, by the last act, have fallen to pieces, physically and mentally, despite compulsive efforts to purge their sins. Mr. Zhong said in an interview that for this couple at least, all the kingdom’s washbasins were not enough to ease their consciences.

But the murder of a king, he acknowledged, falls into a different category from the confessed sins of the undergraduates, which included shoplifting, lying and “kissing a married man.”

“We do believe there might be limits to how well simple hand washing can clean your slate,” he said, “but it remains to be seen where that limit is.”

Copyright 2006 The New York Times Company

THE BIG IDEA: How can a person’s decisions and actions change his/her life?

Aim: What leadership traits create a legacy?

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Do Now: How many of these statues do you recognize? Who were these men? What did they do that inspired others to create a statue?

Procedure:

1. Play the video for Coldplay’s Viva la Vida, which some suggest is a reference to Shelley’s poem Ozymandias. http://www.youtube.com/watch?v=Mm0n_ZCzb7g Disscussion questions: Who is this song about and what is his dilemma?

2. Display Percey Shelley’s Ozymandias and have student’s copy the text into their notes.

3. “Ozymandias” presents similar themes to those presented in Macbeth’s “Tomorrow, and tomorrow, and tomorrow” speech in Scene v, lines 18-27. “Ozymandias” is a moderately complex poem with multiple points of view and historical context that support interpretation. Students will work in groups addressing the following questions:

-Whose hand would “mock” the king’s passions? Whose heart would “feed” those passions? -Is there anything ironic about Ozymandias’ words? -How does Shelly contrast this in line 12?-This poem presents two kinds of human ambition, or human attempts to “make” / “create” something. What are the kinds (i.e. who represents each kind in the poem)? -What does Shelley seem to be saying about such human ambition? Note the last image. Explain your reasoning.

Closure:

1. Review the discussion questions and introduce the homework. See attached central idea (theme) tracker.

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Works Cited

A Bronx Tale. Dir. Jane Rosenthal. HBO Savoy Video :, 1998. Film.

Carey, Benedict. "Study Finds That Washing Eases Guilty Consciences." The New York Times. 10 Oct. 2011. Web. 30 Sept. 2015. <http://www.nytimes.com/learning/teachers/featured_articles/20060912tuesday.html>.

Machiavelli, Niccolo, and W. K. Marriott. The Prince. Waiheke Island: Floating, 2008. Print.

Shakespeare, William, and Eugene M. Waith. The Tragedy of Macbeth;. [Rev. ed. New Haven: Yale UP, 1954. Print.

Shelley, Percy Bysshe. Ozymandias. New York: J.L. Weil, 1992. Print.

"Viva La Vida by Coldplay Lyrics." YouTube. YouTube. Web. 30 Sept. 2015.