What is truth?

Introductory Lesson
Class: AP English 12 Unit: What is truth? Lesson: What is truth? Introductory Lesson Date: 10/23/13 Time: 85 minutes (full block class) Learning Objectives SWBAT: [Students will be able to:] Cognitive (Know/Understand): Unit objective: Students will understand that the truth is difficult to swallow sometimes Todays objective #1: Students will understand that the truth in Oedipus Rex is connected to The Matrix Unit objective: Students will know the authors purpose and intended effect on the audience Todays objective #2: Students will know the intended effect of The Matrix on the audience (themselves and greater society) Affective (Feel/Value): Unit objective: Students will value the significance of truth and its difficulty Todays objective #3: Students will feel the power of truth after reading Oedipus Rex and discussing clips from The Matrix Performance (Do): Unit objective: Students will be able to analyze and synthesize information in order to solve problems, answer questions, and generate new knowledge. Todays objective #4: Students will be able to analyze and synthesize the downfall of Oedipus in order to generate a modern day Oedipus. SOLs: 12.5.b. Students will analyze and synthesize information in order to solve problems, answer questions, and generate new knowledge. 12.2.b. Students will determine the authors purpose and intended effect on the audience for media messages. Necessary Materials Internet access (a tough one in this building, sometimes!) Copies of Oedipus Rex Copy of Oedipus Rex reading questions Popsicle sticks

Projector and dongle Laptop Modern day Oedipus model Humanities books (to avoid making copies of Allegory of the Cave)

Instructional Methods and Procedures Step 1 [15 mins.]: Quotation Response Hello everyone! You know the drill: there shouldnt be any talking, there should only be pens/pencils/writing utensils to paper! So, get to writing. Students will respond to the quotation and a discussion will follow. Who wants to kick us off? Step 2 [ 10 mins.]: Bridge So you guys finished reading Oedipus and answered the reading questions for homework, right?...Thats what I thought! Whatd you guys think of the ending? I know a lot of you have already read it, and recently at that, but what about those of you who read it for the first time?...Ok, pull out your copies of Oedipus Rex and your reading questions. You have five minutes to compare your answers to your group members answers. Be prepared to share any of your answers aloud as were going to discuss an answer or two as a class. I will walk around checking to see whos prepared and whos not while asking starter questions like What surprised you about the ending? or Whats one thing you noticed reading it this time that you didnt notice last time you read it? Alrighty! You guys had some interesting thoughts. Isnt it kinda cool what you notice even the second time around reading something? Lets go ahead and share out. Can you read question number five of the Exodos for me (Ill pull out a popsicle stick)? We will then have a small discussion on this question. Step 3 [ 20 mins.]: Create modern version of Oedipus Well, those were some lovely thoughts! Now lets apply our knowledge of truth by creating a modern day Oedipus. Ill display the assignment as a student (Ill ask for a volunteer, or Ill just pull out a popsicle stick) reads over it. Who can tell me what hubris is? (Arrogance, excessive pride or self confidence) Heres my model: Ill place it under the Elmo so they can see. Now you guys cant use this example! You can use parts, but make sure its original! So does everyone understand what you need to do? Your goal is to analyze Oedipuss tragic downfall so that you can synthesize, using modern leaders, celebrities, or pieces of them, to create your own, tragic, Oedipus-like leader. Remember, you guys have to present your version somehow, but it needs to include each aspect as stated in the assignment. You guys are working in your pods as a team, so you all need to work together, including staying on task! Students will have 10 minutes to craft their version and they will then present for about 10 minutes. Meanwhile, Ill walk around asking them who theyre using: a real person, bits of a real person, or an imaginary one? Ill then ask them how their example is a tragedy. Which life events make their life tragic? Lets go around the room starting over here. Come on up here and place your Modern Day Oedipus under the Elmo. Explain it to us! Step 4 [ 10 mins.]: Transition to Allegory of the Cave You guys had some creative versions of Oedipus. Whatd you think of that activity?...Ok, go ahead and make sure your names are all on your Modern Oedipus version, and turn it inWell, were going to keep riding

the truth train and move in to Allegory of the Cave. Look in your desks, and pull out the Humanities book thats in there. If you dont find one, check a neighboring desk. If you still cant find one, then youre going to have to share!...Ok, who can tell me what an allegory is (allegory: an extended metaphor that is the entire story; a metaphor complements the story, but an allegory is the entire story)? Alrighty, now you guys are going to turn to page 159 and read The Allegory of the Cave in your groups. As youre reading, look for a few quotes from the text that exhibit truth. Heres one, for example: To them, I said, the truth would be literally nothing but the shadows of the images (159). There are quite a few you could use, so just be on the lookout! Were going to regroup in about five minutes and share out each quote. Have a few so if a group before yours takes your quote, you can still have something to share! Ill walk around, listening to their mini-discussions and their reading. Alrighty, lets share out around the room! Step 5 [ 15 mins.]: Watch video clips Ok, Im glad you guys were so thorough and prepared! Our discussions are never dull in this class! Were going to give our mouths a break and watch a few clips. Before we do, Im going to hand out a master sheet of discussion questions. Pass these around to each table. Only take one and pass it on to the next pod. As you receive one, call out a questionSo each one of you is going to answer a question by writing down the agreed upon response of your group members. So, for example, Christian, youll be in charge of recording your groups answer for number one. Then, Seokyoung youll re cord your answer for number two, and so on. Do you guys understand?...In order to have something to share during your small group discussions, pull out a scratch piece of paper and jot down notes that help YOU answer these questions. Ok, now lets begin our viewing session! So keep these questions in mind when youre watching! (6 mins.)Alright, after viewing those clips, go around your groups so that each person shares his/her thoughts on the first question. Then, come to an agreement so that you all can write down an answer. Were going to share out after you all finish these questions and have a whole group discussion. Ok? Step 6 [ 15 mins.]: Recreate The Allegory of the Cave So now that weve discussed our opinions and thoughts comparing The Allegory and The Matrix your mission is to recreate The Allegory. You guys will have to use your resources (keep in mind the projector, this wall behind me, the blinds, etc.). You will need a narrator, prisoners, volunteers, etc. EVERYONE must have a part, even if its being an inanimate object. Ok? This skit should be about two minutes. Everyone must participate! Youll have 10 minutes to figure all of this out, and then youre going to present. Ok? Go! Closure [ 2 mins.]: Wow, Im impressed you guys! That was flash performing, indeed! So heres your homework: you must respond to this journal prompt (Ill display it as someone reads it aloud). We will begin with these responses next class! Thank you for being so prompt and alive! See you Friday! Methods of Assessment Todays objective #1 and #3: Students will understand the connection during their small group and whole group discussions after watching the two clips.

Todays objective #2: Students will ponder the idea of gatekeepers in society during our video clip comparison/discussion. Here they will understand how the media can be gatekeepers and how they shape our perception of the world. After responding to their journal prompt for homework, they will know what the intended effect is on the audience as theyll develop their own ideas. Todays objective #4: Students will be able to connect Oedipus to their modern lives after creating a modern day Oedipus using real and imaginary parts of popular figures. Differentiation Step 3: Here, students will have the option to present their modern Oedipus in three different ways. This is student choice, but it is also differentiation as some students would be uncomfortable performing a scene of tableaus whereas other students might jump at the chance to practice their short story writing skills (Please see the Materials Appendix below for the Modern Day Oedipus Assignment and its options). Step 5: Here, students have the chance to answer questions individually while watching the clips. Afterward, though, they will discuss their answers, coming to an agreement. So, theres differentiation in that they can do individual work before small group work and whole group discussion. This is differentiation for those students who do not enjoy sharing right away or without taking a test run of their ideas before sharing out. In Retrospect (Post Lesson Reflection) I thought this lesson went pretty well considering that this class is a rowdy bunch. They love to perform, so I incorporated a production element that had them quite engaged. I think that having them connect Oedipus Rex to modern day celebrities was exciting for everyone involved. I thought for sure that theyd use bits and pieces of different popular societal figures, but they went straight for the throat, calling out particular celebrities. Some of the connections were better than others, but it worked all in all. It did, however, take longer than I expected. After speaking with my university supervisor, Ive come up with timesaving strategies and incentives for the future. For example, instead of allowing everyone to perform their skit, Ill circulate the room telling students that only two groups will present. These two groups will be the ones that have particularly meaningful things to say to the class and who are on task. This way theyll have more incentive to be productive in the time that they have instead of dallying. Im also going to begin using a timer on my computer thats hooked up to a speaker so that the entire class will hear it go off. I try and have a sense of urgency in the classroom like my CI tells me to keep in mind, but sometimes I let time slip away. From now on Im going to make sure that my deadlines are stern because I know that my students can perform in the time givenits just a matter of how motivated they are at that time. As for the outside chatter, Im going to use proximity more and target the students that are being disruptive instead of giving a general Come on guys statement. This way the students will know that I know whats going on, and that Im aware of whos causing the

disruption. My university supervisor also gave me valuable advice not to ask Why are you talking, Angie? as that will only open the door to more disruption and class time lost. Instead, Im going to focus on using proximity and simply saying names when proximity doesnt work. Im glad that my university supervisor was able to observe this class as I tend to have some difficulty with their productivity with all the chatter and disruption. With her advice, I feel confident that eighth period will only become more productive! Materials Appendix Modern Day Oedipus Assignment 1. Create a modern version of Oedipus about a leader (could be a celebrity, a talking head, or someone of societal importance) whose hubris creates his/her own downfall a. Use a real example if you can think of one, or you can create an imaginary leader (using parts of actual leaders, if that helps) [10 mins.] i. Draw a picture of him/her, describe his/her physical appearance ii. Explain his/her major events in life (create basic timeline) and compare them to Oedipuss major life events iii. Highlight the tragedy and downfall b. Present to class: 1. You can do this in a few different ways: Perform a short skit Perform a series of tableaus Write a (super) short story and share it with the class

Modern Day Oedipus Model

Pride that blinds does not demonstrate strong leadership. In fact, it does the exact opposite.
What if instead of accepting this hubris we demanded our leaders to act with more humility? Though often presented as a weakness in our society, humility is being studied as an important trait that can enhance leadership effectiveness.

Humility is one of those traits that are found in the greatest of leaders throughout history, though are not necessarily found in those who rise to fame in business or politics. Thats because to be humble doesnt necessarily play well in the media. Being humble does not enable egotism and perhaps most pertinent today, it doesnt create controversy. In the same way business leaders must prove their abilities through results, the same should be said for our political leaders. Arrogance and overconfident pride are not traits that get results and they are not traits to effectively run a company or a country.

Taken from: Seattle Pi Blog

Modern Day Oedipus Name: Ochocinco OReilly Ochocinco + O'Reilly Major Life Events: 1. 2. 3. 4. 5. 6. 7. 8. 9. Born to proud, pithy parents Excelled in peewee football Played as a wide receiver for both Santa Monica College and Oregon State University Coined the phrase pinheads and patriots while focusing on his political career off the field Awarded his very own TV show to host in his down time Became a free agent in the NFL because no one wanted to deal with his arrogance anymore Viewer ratings rapidly dropped until Fox kicked him off the air Continued to foment on street corners, in random auditoriums, and on TV shows like Jimmy Kimmel Live and The Tonight Show Still wanders around aimlessly, babbling to anyone who will listen, yearning for any and all media attention

Oedipus Connection: Ochocinco OReilly never saw his downfall coming, much like Oedipus didnt. They both thought they were the best of the best, and they both wouldnt listen to those with good suggestions. Theyre both stubborn, determined, hot-headed, and praise addicts. OReillys downfall was not taking the hint to stop talking even after his TV show was taken from him. Both Oedipus and OReilly were blind to the truth which led to their tragic downfalls. Truth doesnt lie! The Allegory of the Cave and The Matrix Discussion Questions 1. How can we connect the Claymation video to the Matrix clip?

2. What is the system for us?

3. Who are your enemies?

4. Who are our gatekeepers in society?

Allegory Claymation Video: http://www.youtube.com/watch?v=69F7GhASOdM The Matrix Clip: http://www.youtube.com/watch?v=BX22JwQqL3M

Journal Prompt: In Platos Allegory of the Cave, he describes a world where prisoners live chained in a cave. The puppeteers cast shadows on the wall and these shadows construct reality for the prisoners. One of the prisoners breaks free and leaves the cave. At first, he is blinded by the sun and apprehensive about the new world. The shadows in the cave had always seemed so real to him. After he has spent some time in this new world, he realizes that his entire existence has been controlled by others and he now knows the truth. Thousands of years later, is this allegory relevant to our lives today? Do we live in a cave where reality is constructed by someone else? Conversely, is this allegory outdated? Has the internet, public education, and improvements in transportation metaphorically killed the puppeteer? Is our world more transparent than it ever has been? (taken from FTHS World Humanities Blog)