GGs UNIT 4: PERSPECTIVES – “The Crucible”

TO TERM 3, 2017. 

CLICK HERE FOR A COPY OF “Australian Curriculum outcomes: Unit 4 PERSPECTIVES

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WEEK 5:

CLICK HERE TO DOWNLOAD A COPY OF THE Analysis of key quotes from The Crucible

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CLICK HERE TO PLAY “SPOT THE THESIS STATEMENT” 🙂

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Keep it “readable”!
Shorten wordy, “clunky” sentences using the following guide…

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WEEK 4:

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CLICK HERE TO DOWNLOAD A COPY OF THE PPT ANALYSIS ACTIVITY: Perspectives in The Crucible

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Elements of Allegory in The Crucible

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Elements of Tragedy in The Crucible

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Non-fiction news broadcast from 1953… challenging Senator McCarthy

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WEEK 3:

CLICK HERE FOR A GLOSSARY OF SOME DRAMATIC TECHNIQUES IN PLAYS

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Thursday 03/08/17 – Individual Silent Revision Class Tasks.

Please read the instructions carefully and use your class time wisely.

Today, you will select one of following two tasks

Task 1. If you have ear-phones, please examine the entire video lecture “Allegory, Tragedy and The Crucible“. Create a mind-map / table in which you make connections between the lecture and The Crucible.


Task 2. Analysis of Perspectives! 

WHO IS REALLY TO BLAME???

  • Develop a convincing argument/discussion in which you analyse who is to blame for the tragic events which unfold in The Crucible
  • Your arguments are only as strong as your evidence! Please make sure you support all your arguments/discussion with evidence and quotations from the play

 

Tuesday 01/08/2017

12ENGMM & 11ENGMM: Literature Groups (x 3)

Task instructions:

  • Discuss the meanings and perspectives which are represented/symbolised through the:
    • Setting / context
    • key characters and
    • events

                           ….of The Crucible.

 

  • Pay particular attention to the key characters and events which offer different perspectives
  • Present your conclusions (supported by analysis of evidence and quotations) to the rest of the class.
    • You are free to choose how you present your arguments / discussions.

 

Literature Circles topic questions:

  1. The Crucible is famous as a political allegory. Discuss your understanding of Miller’s perspectives about power and individual freedom?
  2. In the play The Crucible, how does Miller represent perspectives about power, individual freedom and/or fear?
  3. In The Crucible, Arthur Miller positions the audience to sympathise with the perspectives of individual characters. How does Miller do this? Suggest ways in which you could stage the play so as to present an alternative reading of the characters and the text? (tip: focus on no more than two characters)

 

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WEEK 2:

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Tuesday 25/7/17
Homework Tasks:

      1. Continue reading the play “The Crucible”
      2. Please view the following “Lecture”. Make connections between the lecture, the theory and “The Crucible”

 

21/07/2017
Homework Tasks:

    1. Continue reading the play “The Crucible”
    2. Please view the following “Lecture”. Follow the instructions given in the opening sequence of the video. 

 

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WEEK 1:

Film Text: TV episode: “Cartographers For Social Equality – The West Wing”
Season Two, Episode 16. June 20th, 2001. 

 

 

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dissemble
verb
gerund or present participle: dissembling
  1. conceal or disguise one’s true feelings or beliefs.
    “an honest, sincere person with no need to dissemble”
    synonyms: dissimulatepretenddeceivefeignactmasqueradesham,
    fakebluffcounterfeitposeposture, hide one’s feelings,
    be dishonest, put on a false front, lie.

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THE CRUCIBLE – a quick look!

Arthur Miller and The Crucible