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Mr.Chiaravalli&Ms.Kosinski

2014­2015

Overview

TheSearchforTruth

English12

Semester2

Socratesoncestatedthat“Theunexaminedlifeisnotworthliving.”So,whatdoesitmeantoexamineone’s

life?Considerthefollowingquestions:Whatdoyoubelievein?Whatareyourlifeobligations?What

responsibilitydoyouhavetosociety?Whydoyoudowhatyoudo?Manyscholars,philosophers,andwriters

havededicatedtheirlivestoraisingandansweringtheseandotherquestions.Ashumans,weareconstantly

seekingtruthandwisdom,andwehavedevelopeddifferentmethodsandsoughtmultipleresourcesinour

unendingsearchforinsight.Inthisunitwewillturntoresearch,argument,andperformanceanddiscussthe

differentwaysinwhichtheyconveyorrevealtruths.

differentwaysinwhichtheyconveyorrevealtruths. HowtoUseThisPacket ​

HowtoUseThisPacket:Thispackethasalltheworkthatwearedoingforthecomingweeks,sodon’tbe intimidated! Iwillbeprovidingguidanceandinstructionatapacethatwillhaveyoufinishedbytheendofthe unit. Eachstephasitsownrationale,objectives,sequence,andassignments(explainedbelow).

Rationale:Thistellsyouwhywearedoingsomething,whyit’simportantnoworinthefuture.

Objectives:Thesearetheskillsyoushouldbeabletodemonstratebytheendofeachstep.

Sequence:Thislistsworkyoumustcompleteinordertoprogresstowardmeetingourobjectives.

representsanassignmenttoturnin representsstepsleadinguptoassignments representssomethingthatcanbeusedtodevelopablogpost

Assignments:Onthelastpageofthepacket,alltheassignedworkischeck­listedinorder. Imayadd,subtract orchangeassignmentsasneededthroughouttheterm.

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Mr.Chiaravalli&Ms.Kosinski

English12

2014­2015

Semester2

StepOne:Theroleofresearchandquestforcontext

Rationale

Scholarsandacademicsoftenrelyonresearchmethodstodeveloptheirtheses,respondtoarguments,and

answersignificantquestions.However,ourincreasinglytechnologicalsocietyprovidesuswithanextensiveand

evenoverwhelmingamountofmaterial,andmuchofitisnotcredibleorreliableinformation.Duringthispart

ofourunit,wewillusethetoolsofresearchtolocateaccurateinformationanddevelopcontextforour

upcomingreadings.

Objectives

Aftercompletingthisstepyoushouldbeableto

1. Identifyanduseresearchmethods,MLAcitationprocedures,andcrediblesources.

2. Makestrategicuseofdigitalmedia(e.g.,textual,graphical,audio,visual,andinteractiveelements).

3. Presentfindingsinawaythatisclearandeasytofollow.

Sequence

Asaclass,wediscussourpreviousknowledgeregardingancientGreece.

WatchandtakenotesoninstructionalvideosonMLAcitationandrecordingapresentation.

Insmallgroups,beginresearchingtheassignedtopicanddevelopa“planofaction.”Assigngroupmembers

totakenotesoneachwebsiteandrequiredquestion.

○ Researchtheassignedtopicandcomplete1bibliographycardand3notecardspergroupmember.

Insmallgroups,combinethenotecards’informationtoprepareaGoogleSlidespresentation.Rememberto citeallsourcesandincludeabibliographyslide.Whenthepresentationiscomplete,recordthepresentation usingScreencastifyonGoogleChrome.Postyourvideo’surlintheGoogleFormonourwiki.

○ Watchanddiscussthepresentationstogetheronlineand/orasaclass.Wemayhavea“chooseyourown

adventure”quizontwoormoreofthepresentations.

StepTwo:Theartofargument

Rationale

Awell­writtenargumentcanchallengeideologies,persuadeaudiences,andprovokechange.Throughstrong

claimsandsubstantialsupportingevidence,writerscanconveyimportanttruths.Manyarguments,however,

containlogicalfallacies,errors,andinconsistencies,soitisthereader’sresponsibilitytobecriticalwhen

readingargumentativetexts.Inthispartofourunit,weanalyzeseveralargumentsandevaluatetheiroverall

effectiveness.

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Mr.Chiaravalli&Ms.Kosinski

English12

2014­2015

Semester2

Objectives

Aftercompletingthisstepyoushouldbeableto

1. Identifyandevaluatetheauthor’smainpointandsupportingstatements.

2. Respondpersonallyandanalyticallytoavarietyoftexts.

Sequence

○ Asaclass,wereadaneditorial,identifyingandevaluatingtheauthor’smainpointandsupporting statements.Then,ingroups,youareassignedanotherarticletoreadandanalyzeinasimilarway.

Oncewehaveanalyzedaneditorialingroups,eachofyouwillchooseonetoanalyzeindependently.In½

to1page,respondtothefollowingquestions,smoothlyincorporatingatleast1quotefromtheworkitself:

● Whataretheauthor’smainpointsandsupportingstatements?

● Whatisyourownresponsetooneormoreoftheauthor’sstatements?

● Overall,doyouagreewiththeauthor?Whyorwhynot?

ReadPlato’sTheApologyasaclass.Asbefore,weoutlinetheauthor’smainpointsandsupporting statements.WhatisyourownreactiontoSocrates’sideas?Overall,doyouagreewithhim?Whyorwhy not?

StepThree:Uncoveringinsightsintheatreandtragedy

Rationale

Likesomanyotherliterarytexts,dramaandperformancescanrevealtruthsaboutthehumanconditionand

experience.Tragedycanengenderfeelingsofpityandfearwithinusaswerecognizetheparallelsbetweenus

andthetragichero.LikeOedipus,themaincharacterofourplay,weeachencounterforcesthatareseemingly

beyondourcontrol.Torevealthesetruthsandevokeemotion,playwrights,directors,andactorsusevarious

dramaticelements.Props,gesticulations,lighting,staging,blocking,andmanyotherelementscanbeusedto

developcharacter,advancetheplot,andsupportoverarchingthemes.Duringthisfinalstepofourunit,wewill

readaboutKingOedipus’ssearchfortruthandmakedeliberatedecisionsabouthowtoconveyourownunique

perspectivesonthetext.

Objectives

Aftercompletingthisstepyoushouldbeableto

1. Identifyandanalyzeelementsandconceptsoftragedy.

2. ExamineanddiscusscharactersandliterarythemeswithinOedipusRex.

3. Recognizeandevaluatehowplaywrights/actorsusedramaticelementstosupportmeaning.

4. Usedramaticelementseffectivelytosupportmeaning.

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Mr.Chiaravalli&Ms.Kosinski

English12

2014­2015

Semester2

Sequence

Asaclass,wewillcreateaconceptmapdefining“tragedy”andbrainstormexamplesoftragedy.

WatchandtakenotesontheAristotlelecturevideo.

Insmallgroups,completeaposterpresentationthatdefinesandillustratesyourassignedconcept.Include

thedefinition,textualexamples,andrelevantimagesandquotes.

○ Asaclass,watchtheOedipusRexlecturevideo.

○ ReadSophocles’sOedipusRex,focusingclassdiscussionaroundAristotle’sconceptsoftragedy.

TakenotesusingtheJournalingForm.Attheendoftheplay,explainhowOedipusRexillustratesyour

assignedconceptina½pageanalysis,includingatleastoneMLAcitation.

○ Asaclass,watchthe“DramaticElements”lecturevideo.

○ Asaclass,watchdifferentperformancesofOedipusRex.Discusshowthedramaticelementssupportand

conveymeaning.

Injournals,analyzeoneofthefilmclipsandexplainhowthedirectorsand/oractorsuseddramaticelements effectivelyintheperformance.

○ Insmallgroups,selectascenetoperformcollaboratively.Beconscientiousofyourperformancedecisions;

considerthewaysinwhichyoucoulduseblocking,staging,gestures,expressions,props,andcostumesto

conveymeaning.EACHgroupmemberisrequiredtoaddatleastonewell­reasoneddramaticelement.

Eachgroupmembersubmitsa1­pageperformanceanalysis.Yourpapermustanswerthefollowing

questions:

○ Whathappensinyourscene?Whatisitssignificancetotheplay?

○ Whatdoyoulikeaboutthisscene?

○ Howdidyourperformancedecisions(characterchoices,bodylanguage,blocking,props,etc.)support

and/orconveymeaning?

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Mr.Chiaravalli&Ms.Kosinski

English12

2014­2015

Semester2

Assignments

FromStepOne:

PresentationonAncientGreece

FromStepTwo:

Analysisofaneditorial

FromStepThree:

Posterpresentationonelementoftragedy

JournalingformonOedipusRex

Performanceanalysis

AcademicVocabulary

TheApology:

effrontery

servility

iniquity

depravity

disparage

unscrupulous

reconcile

annihilation

denunciation

amiss

migration

culpable

OedipusRex:

menace

explicit

appall

denounce

reverberate

revile

surmise

swarthy

mortify

oblivion

oblivious

retract

loathe

futile

foreboding

despondent

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