evaluate the redemption is achieved. While the play has a Christian setting, it is important to note that relationship between Miller was an atheist with a Jewish background, so we should not think that the notions of responder, composer, transgression and redemption are meaningful only in the Christian context. text and context EA12-4 strategically adapts and applies Students undertake the following as a group activity: knowledge, skills and understanding of As a class students discuss which characters in have committed The Crucible language concepts and transgressions? Keep in mind that the transgression may have been committed literary devices in new before the events of the play but still be pertinent to the action. Pinpoint the nature of and different contexts the transgression and consider if it is a sin against God, humanity or a particular evaluate how individual? Did the sin involve doing something or failing to do something? changing context and Each small group of students is allocated a character that has been identified in the values can influence above discussion. The group will trace the experience of the character how texts are using a table, providing textual reference, such as quotes, where composed and appropriate: interpreted Students create a table using the following headings: EA12-5 thinks Nature of transgression imaginatively, creatively, Impact of the transgression on others interpretively, critically Impact of transgression on transgressor and discerningly to Evidence of repentance, forgiveness or reconciliation respond to, evaluate and Evidence of redemption. compose texts that Each group reports its findings to the class. Students add notes for other characters synthesise complex to complete the table. information, ideas and arguments analyse how different Students consider the following idea: language forms, All humans have a propensity to sin: are none of us perfect’. Most religious people and ‘we features and atheists will agree on that point. Sinning is part of the universal human experience. But structures can be whether we suffer, repent, find forgiveness or achieve reconciliation are all variables in the used to represent range of human experience. different perspectives critically evaluate own Students the table completed in the exercise above and try to explain why some and others' characters in The Crucible experience suffering, repentance, forgiveness and reconciliation, arguments, justifications, evidence
evaluate the relationship between responder, composer, text and context EA12-4 strategically adapts and applies knowledge, skills and understanding of language concepts and literary devices in new and different contexts evaluate how changing context and values can influence how texts are composed and interpreted EA12-5 thinks imaginatively, creatively, interpretively, critically and discerningly to respond to, evaluate and compose texts that synthesise complex information, ideas and arguments analyse how different language forms, features and structures can be used to represent different perspectives critically evaluate own and others' arguments, justifications, evidence redemption is achieved. While the play has a Christian setting, it is important to note that Miller was an atheist with a Jewish background, so we should not think that the notions of transgression and redemption are meaningful only in the Christian context. Students undertake the following as a group activity: As a class students discuss which characters in The Crucible have committed transgressions? Keep in mind that the transgression may have been committed before the events of the play but still be pertinent to the action. Pinpoint the nature of the transgression and consider if it is a sin against God, humanity or a particular individual? Did the sin involve doing something or failing to do something? Each small group of students is allocated a character that has been identified in the above discussion. The group will trace the experience of the character using a table, providing textual reference, such as quotes, where appropriate: Students create a table using the following headings: Nature of transgression Impact of the transgression on others Impact of transgression on transgressor Evidence of repentance, forgiveness or reconciliation Evidence of redemption. Each group reports its findings to the class. Students add notes for other characters to complete the table. Students consider the following idea: All humans have a propensity to sin: ‘we are none of us perfect’. Most religious people and atheists will agree on that point. Sinning is part of the universal human experience. But whether we suffer, repent, find forgiveness or achieve reconciliation are all variables in the range of human experience. Students the table completed in the exercise above and try to explain why some characters in The Crucible experience suffering, repentance, forgiveness and reconciliation,
stage-6-english-advanced-year-12-common-module-sample-unit.docx