Unit 3: The LogicalDebate of Originals vs. Remakes (aka Classics vs. Modern)

Summative Assessment Description

What are we learning?

Our goals in this unit are 1) to develop logical arguments and 2) to explore the value of modern world literature

How are we going to learn it?

Throughout the course of this unit, you will also be introduced to and asked to practice logical reasoning. We will read excerpts fromPlato’s Apology, Machiavelli’s The Prince, and Shakespeare’s Hamlet. We will then compare these texts to their retellings and modernizations. In self-chosen groups, you will compare the ancient vs. modern texts of a particular country, your group will watch a film from that country, and you will discuss these texts. After your group watches your chosen film, each group member will need to submit his or her own written report that includes the following:

  • what you liked about this film
  • what you didn’t like about this film
  • what theme/message/life lesson this film taught you and how

You will also read a novel of your choice from the canon of modern world literature. As you read your chosen novel, you will need to note the following items using post-it notes.

  • Flag and define at least 10 words that are new to you
  • Flag and label at least 10 literary devices (NOT rhetorical devices) the author uses – look for symbolism, figurative language, foreshadowing, or allusions
  • Flag and note at least 7 connections this novel shares with one of the ancient/classic texts we have read. (Each connection can be to a different text or they can all relate to same ancient text.

How will I show that I understand it?

There will be a final exam for this course, and the texts and skills in this unit will be part of that exam. There will also be quizzes along the way.

You will complete a novel analysis chart in class. You will also give a brief presentation about your book (more of a book talk) in which you 1) tell us the gist of the book in 50 words or less and 2) read aloud a meaningful passage of 200 words or less.

Working with your group, you will develop and deliver a logical argument to answer the following question: Which texts are more worthwhile reads – ancient/classic world literature OR modern/contemporary world literature? Your group will work together to complete a basic outline. Then, you will equally divide the parts of the speech and each member of the group will write and deliver one section/segment of the speech. The speech will need to adhere to the following guidelines:

  • It must include all the parts of the ancient oratorical structuring. You may, however, arrange those parts in whatever order you wish.
  • You must cite evidence from the novels read, the foreign film you watched, and some of the texts read in class.
  • It must include rhetorical devices. Each speaker must employ at least 1 rhetorical device in his/her section.
  • It must contain syllogisms. Each member must include at least 1 syllogism in his/her section.
  • One of the syllogisms in your argument must be invalid. It can be true, but it cannot be valid. (Try to hide it.)

Timeline

4/24:Give Mrs. Szatkowski the title of your chosen novel and the title of your group’s chosen film

4/24 – 5/15:Read your novel and make your annotations. Also, watch your chosen film and prepare your written report of the film.

5/15:Submit film report and book for grading

5/11-12:Meet with group (in class) to compare ancient vs. modern text from your chosen country (I will find these texts for you.)

5/15-5/17:Conduct book talks and meet in groups to prepare speeches

5/18:Group delivers speech

Extra Credit: Logical Fallacy Hunt

I invite you to begin hunting for logical fallacies in the world around you. When you come across one, you can type up a report to share with the class. Your report should include the following:

-the name of the source in which the fallacy appears (what commercial, speech, etc.)

-the specific line/sentence containing the fallacy (in quotation marks)

-the type of fallacy it is

-your personal opinion on the use of the fallacy (does it enhance or detract and why)

You may bring your report at any time during this unit. Once a logical fallacy has been spotted and reported by someone else, no other student may earn credit for that fallacy. Happy Hunting!

This project is a summative grade and will be graded using the following rubric:

Criteria / Exceeds / Meets / Approaching / Does Not Meet
Book Annotations / More than 15 vocab, 15 lit devices, and 10 connections are flagged and noted. Items are noted throughout the book. (15) / 10 vocab, 10 lit devices, and 7 connections and flagged and noted. Items are noted throughout the book. (12) / 7-9 vocab, 7-9 lit devices, and 4-6 connections are flagged and labeled. Items are noted throughout the book but not evenly. (10) / Less than 7 vocab, less than 7 lit devices, and/or less than 4 connections are noted. All notes/labels are clumped together. (5)
Novel Analysis Chart / Chart is completely filled out, including bonus sections, and demonstrates a thorough and thoughtful reading of the text. (10) / All required parts of the chart are completely filled out and demonstrate a thorough and thoughtful reading of the text.(8) / Most of the required parts of the chart are completely filled out and demonstrate a thorough and thoughtful reading of the text.(5) / Some of the required parts of the chart are completely filled out and demonstrate a thorough and thoughtful reading of the text.(3)
Book Talk / Student has clearly prepared for this presentation: The gist is given in 50 words or less. The gist is concise but shares all the important points. A meaningful passage of 200 words or less is read with good pacing, accurate tone, and varied pitch. Presentation sparks interest in the audience and compels peers to read the book for themselves.(15) / Student has clearly prepared for this presentation: The gist is given in 50 words or less. The gist is concise but shares all the important points. A meaningful passage of 200 words or less is read with good pacing, accurate tone/emotion, and varied pitch. (12) / Student needs more preparation: The gist is given in about 50 words, but it rambles or is confusing. A meaningful passage of 200 words or less is read, but the pacing is bad, the tone/emotion is inaccurate and/or the pitch is monotone. (10) / A gist is given but it is way too long, way too short, or nonsensical. A passage is read, but it appears to be randomly selected. It appears that the student is reading the passage for the first time.(5)
Film Report / The report is neatly typed or written in MLA format. The report includes what you liked, didn’t like, theme taught, AND other bits of thoughtful analysis. (20) / The report is neatly typed or written in MLA format. The report includes what you liked, didn’t like, and theme taught. (15) / The report is sloppy or does not follow MLA format. The report is missing one of the required topics. (10) / The report is very sloppy and does not follow MLA format. Only one of the required topics is addressed. (5)
Use of Class Time / Student worked diligently during given class time to discuss arguments with group, compose his/her portion of the speech, and rehearse. During given class time, student remained on task the entire time and required no redirection.(6) / Student required redirection 1-2 times.(3) / Student required redirection more than 2 times.(0)
Organization and content of speech (aka Oratorical Structuring) / All 7 parts of the ancient oratorical structuring (exordium, narratio, propositio, partitio, confirmatio, refutatio, peroratio) are present. The section for which you are responsible is effectively executed (e.g. the exordium truly establishes reliability, the arguments are sound, etc.). Thesection(s) are labeled on the typed copy of the speech. The typed copy is free or nearly free of grammatical errors.(8) / The section(s) for which you are responsible is effectively executed. (e.g. the exordium truly establishes reliability, the arguments are sound, etc.) The section(s) are labeled on the typed/written copy of the speech. The typed/written copy contains few or no errors that interfere with meaning.(6) / The section(s) for which you are responsible is not effectively executed. The(s) sections are labeled on the written/typed copy of the speech. . The typed/written copy contains some errors that interfere with meaning.(4) / The section(s) for which you are responsible is not effectively executed. . These sections are NOTlabeled on the written/typed copy of the speech.The typed/written copy contains many errors that interfere with meaning.(2)
Speech: Citing Evidence / Taken all together, the speech includes evidence from novels read, film watched, AND texts read in class to support its arguments. The evidence does truly support. The references are clear and obvious. Where needed, proper MLA citations have been created. (8) / Your section of the speech includes evidence from (if applicable) or a reference to your novel(s), film watched, or texts read in class. The reference or evidence supports your section of the speech. Where needed, proper MLA citations have been created. (6) / Your section of the speech includes evidence from (if applicable) or a reference to your novel, film watched, or texts read in class. The reference or evidence does not clearly support your section of the speech, OR where needed, proper MLA citations have not been created.(4) / Your section of the speech attempts to include evidence from or a reference to your novel, your group’s film, or texts read in class, but the reference is vague or confusing. (2)
Speech: Syllogisms and Reasoning / Each speaker’s section contains at least 1 syllogism. All but one of the syllogisms is valid. All syllogisms are highlighted on the written/typed copy and labeled according to their type. The overall speech contains another type of reasoning as well (inductive, abductive, analogous, reduction). This additional reasoning is highlighted and labeled on the written/typed copy.(8) / Your section contains at least 1 syllogism. All syllogisms are highlighted on the written/typed copy and labeled according to their type.(6) / Your section contains a syllogism. It is highlighted on the written/typed copy but mislabeled.(4) / An attempt was made to include a syllogism. A statement(s) was highlighted and labeled, but it is not actually a syllogism.(2)
Speech: Rhetorical Devices / More than 1 rhetorical device is present in your section of the speech. These rhetorical devices enhance the speech and are highlighted and labeled.(8) / 1 rhetorical device is present in your section of the speech. This rhetorical device enhances the speech and is highlighted and labeled.(6) / 1 rhetorical device is included, but it is awkward and detracts from the speech. Device is highlighted and labeled.(4) / Device(s) not highlighted and labeled.(2)
Speech: Delivery / Pitch, pace, and tone arecontinually used and they convey emotions appropriately. Speaks clearly and distinctly all the time, and mispronounces no words. If applicable, continuously maintains eye contact with the audience.(8) / Pitch, pace, and tone are often used and they convey emotions appropriately. Speaks clearly and distinctly all the time, and mispronounces no words. If applicable, maintains eye contact with the audience most of the time.(6) / Pitch was rarely used OR the emotion it conveyed often did not fit the content. Speaks clearly and distinctly most of the time. Mispronounces no more than one word. If applicable, establishes eye contact a few times.(4) / Pitch was not used to convey emotion. Often mumbles or cannot be understood OR mispronounces more than one word. If applicable, never establishes eye contact.(2)